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we did include if you look in december the 23rd beginning the december break on december 23rd and arriving back on the second of january so you can either just take that and vote um next time yeah um but this is our proposed calendar no big differences of anything else right that's good i wish we could say something very creative but exciting but i think we all say we hope this is the calendar well all of our fingers are crossed exactly exactly that's just it mr chairman motion to approve the dartmouth public school calendar for academic year 21-22 all right so i have a motion by mr nunes a second by dr jenkins i'll give it to um on the motion any other discussion i am just before i follow i'm just taking one last look at this since i'm not doing bringing it back i have nothing all in favor hi opposed motion passage unanimously for the 21 22 school calendar all right uh next up uh is the ffc ra extension i had uh spoke to dr gifford spoken to dr gifford last week and i just asked her if she wouldn't mind updating the committee on the act and the extension of benefits sure so i think you're all aware that the ffcra was an act that required employers to provide certain benefits leave benefits because of the covid crisis to folks and that expired at the end of this 2020.

i was i was unaware they're airing them on i don't have local cable i just watch everything i just happened to see it so that's how i knew type of deal so but you know and again i mean they were all socially distanced and couldn't really hear a heck of a lot but if we had their minutes we may have an idea sure i think we can we can ask for those can i follow up on that i believe we've made this request before we we should we shouldn't have to ask they should be doing that as a matter of course right we use we used to get them back right we used to get them type of deal and then all of a sudden they stopped and i to be honest i didn't really think about it well i was on the committee with the three the two of you the three of us we asked them when we had to appoint someone we said we would like to receive the minutes regularly we sent them that request they did for a while and they stopped that is their obligation not ours to chase those down yeah so all right we'll look at it watson i'm just going to say hi yeah i'll email um okay dr cindy marlin and um mr mike shea make sure you see uh mr o'brien on that request thank you yeah it should be part of their routine process yeah i just said signing it thank you mr chairman that's all i have and i just lost my place because i opened up a new tab let's see the gender breed i think that's it all right so uh with that being said the next regularly scheduled meeting of the dartmouth school committee is monday january 25th 2021 to be held right here god willing in the library media center at the dartmouth high school at 6 30 p.m public access will be via the dartmouth high school youtube channel and of course anyone wishing to comment on any of those agenda items get them over to kathleen genther our recording secretary thank you kate for for helping out and stepping up in this pandemic yes thank you at this time chair will entertain a motion to adjourn so moved second okay motioned by mr noon second by mrs amaral on the motion any other discussion jia herring none all in favor aye aye aye all right go ohio heating is adjourned yeah i'll probably be sleeping in about an hour liam's day back today oh my gosh

correct is there is there anything here that that you want to do um before november 2021 at the earliest i'm looking quickly tim i don't i don't think so i mean there's okay the only reason the only reason i i mean the only reason i say it is in relation to the school modernization so we could go down two tracks is my point and you know be approving some of these things and then probably august i'm guessing august would be a real hard deadline uh where we'd have to make a choice if we want to send something out to referendum although we could send something to referendum anyway and then not do the projects but okay all right it's definitely a concern but we can we could probably do two parallel tracks for the time being still unfortunately i would interject that uh anything that has a design component you would want to try to do this year oh the so we'd hire the engineer for 25 000 done do a project for 500 the following summer good point thank you yeah yeah yeah so we do have some real choices to make here so but the one thing i just kind of thinking out loud on that so the the board would weigh in on this approve a you know a capital plan it gets submitted to the to the town or to the town manager it goes to the town council gets approved in april by april 30th as the deadline so if it's approved then and it and money's approved for design work you can do with that and you could you could get started you don't have to wait for the referendum necessarily and one the other thing you know related to design work is you know we did speak to the council last year about funding up uh i know tim you are on the council funding up the planning accounts that the town manager has authority over so that any design work could come out of that those planning funds at any time you know approval you know by the council so this is i think we're okay on the design work is my point because that should be done by april then where are we with the projects that we approved last year how many of those i know you might not have it you know immediately at your fingertips but how much of that work has actually taken place i know that things have been kind of delayed obviously and um yeah and and rich and dan can help me you know with some of this um i can run down the list right now yeah i'd appreciate that the window replacement for the south elevation at the high school has worked substantially complete we actually uh got our certificate of completion the other day so that one pretty much done that was roughly a 400 000 project uh we have uh the highland boiler is currently uh set up for bid so that one's ready to go out to the street we have doolittle boiler design uh in process so that's gonna be ready for release for work this summer hopefully we have the two little underground storage tank replacement um actually the tank and all the materials are currently being stored on site we're waiting for a window of opportunity which more than likely will be uh coming up this summer uh that you know we're we're pretty confident that we're gonna cool for the balanced school year so uh we were prepping ourselves to be able to do a quick uh installation in the event that postponed for a three or four week period but uh now we're going to push that to the summer um the ada compliancy project which is the replacement of all the doors at cheshire high school right that is going to be i believe next week if it's not hitting it at the end of this week the uh man traps or person traps for all the schools or is actually out right now on the street for bidding so we have a pre-bid walk through uh next week so we have uh we have a lot of different projects in the pipeline and different levels of completion so we're in relatively good shape great thank you rich okay and the the last piece of that comprises the request for next year is 200 000 to add additional stadium seating at cheshire high school the main game field make improvements to the press box and also there's a secondary viewing tower you know which is it's not used for anything because the viewing tower is actually put kind of behind the press box so you can't see the north end of the field and it's in disrepair so it's got to be removed it's it's not a simple removal i suppose so that's you know why we requested you know total of 200 000 you know to do those projects so you know that that's 2122's expenditure request um what i could do is just you know move to a couple of other you know one more summary if you'd like that shows the difference between the five-year capital plan last year versus this new request because you know it did go up eventually and i should be able to show you why do we have this in our packet uh you do not so just bear with me one second while i okay now i just i put this together uh this afternoon that's why um you don't have it in your package i will email it to all the board members all right can you see the screen yes all right so what i'm showing you here is this is the five-year no doesn't let me highlight just this column so this column here is the five-year request that's uh in the planning committee's hands this evening it's totaling 37.7 million last year's request for the five-year total was 25.7 so i thought it was important just to highlight where are the big differences um so the biggest increase in terms of request is here with window replacements it's it's 5.716 million dollars and that com that's comprised of you know one dodd windows we increased it by 1.6 million do little windows we increased by 1.55 million um we increased the ch cheshire high school window project 1.5 million dollars the chapman um request was increased 750 000 and the darcy request was increased 000.

i'm sorry not a question i have a statement sure um so this is like the second time or the third time we've looked at this i got sent back to committee i want the babysitting child care removed from this language i understand why it was asked to be put in there by our director of hr i disagree with us putting rules and regulations into place that impact our employees outside of their contracted and scheduled time there are good reasons why a teacher with a high in a in a high needs classroom and that person is very familiar with care of that particular student and i could see where that could be beneficial for the family if they can if the teacher so chooses to work as a babysitter out on their personal time and i guess i disagree with the addition of the additional language that essentially says case-by-case basis we can you know grant or deny that request i i think we're wasting time on creating rules on things that don't impact the district to try to prevent a disagreement that has nothing to do with the school district i actually agree with with brent on this especially when we start to look at how many teachers teach in a school that their home is districted to attend as well this becomes an area where you know fairness and impartiality is always a concern but it doesn't seem like this really falls under what we need to be doing and i know in many many circumstances we encourage our teachers to take on tutoring i i know that one of my child's teachers not directly but had then later become a tutor to my child and because they were aware of that situation they were able to provide more help and they were willing to do so um it didn't have any effect on what happened at school it was totally separate completely different thing so i would be very concerned about limiting that and when we look at things like um private lessons or tutoring or things like that or babysitting for severe high needs where there's a real need for parents to be able to have people that are trained and able to take care of their children for them i'd really be concerned about limiting that and i'd like to see that removed as well well the only one that i do see a problem with is the tutoring because it could be a conflict of interest if you're a teacher and you don't somehow do everything you're supposed to do and well not that makes the hope of you know right that well then maybe i can get a tutoring job and earn more right but no that's not what for babies sitting in for uh what was the other thing you mentioned uh private lessons private lessons i don't see the problem i think i just don't want to just apologize the policy is is very distinct it says in their class on their roster or their their their caseload and i think that is very protective if you have a a teacher tutoring a current student in the classroom i think that there can be a very gray line that gets crossed very fast especially if that teacher is in the home there are relationships that are created which are very positive in some instances so this policy is just for that current class it's not prohibiting this language i'm not reading it as prohibiting them from babysitting it goes on to say a student who is in their class on their roster or their caseload that's that's very specific we're not disengaging or not allowing them to go out and do something on the side it's just not with that particular group of students at that particular time i agree with matt in particular to tutoring and private lessons it could be construed as if that is your current student in a class are you buying a grade like but if you're being paid to give private lessons so they can be more successful in your class i just don't think that's so what i'm talking about is things that it does talk about in here any person that has a close personal relationship with an employee that may compromise or impair their fairness and impartiality say you're a principal in a school and you have and you're at some level of school and your child attends that school so that's the kind of thing that does happen and we do allow teachers to go bring their kids into their buildings to learn even if they're not districted there so since we do already allow that sort of thing we wouldn't put that child in the teacher's class however they might be with another teacher in the same grade level that the parent teaches and i'm just concerned about limiting those kinds of things inadvertently i think if it's something that would could potentially directly impact that student's grade academic performance then that is a problem so what happened at pot this is what happened in our committee let me just ask this question so does it create an issue for the district if god forbid something happens like a kid's getting tutored and some because i guess for me the the if i want it if it creates an issue where somebody could sue the district because they were getting a private lesson or they were babysitting for an aide the reason districts put this type of languages is to prevent that conflict of interest either that um you know it the appearance may not be the reality but the appearance of um getting a great a better grade if you pay for the services outside of school and or um that the teacher will only help you if it's outside of school you know doubt that that happens but it it just prevents that conflict of interest that's the purpose and i mean so a little bit so i see both i see everybody's i see everybody's perspectives but but i and i think in my mind i think the addition of the um in special circumstances a waiver could be requested and i think in that um in that instance there is a little bit more oversight and a little bit more oversight management and um you know knowledge that the district has regarding you know some of these you know instances if it's a really um key and critical you know piece for our students kind of success and for our you know employees to be able to have this option i feel like the the language is pretty clear and then and there's also you know a waiver that would be allowed so i'm comfortable with the language as is just as we're having you know this conversation but if i'm just if you're if you're gonna have a waiver process right then tells me that that we know that we're gonna allow this to happen so then why is the language there that's my point i i would i i get that we need to have some way of accountability but for me i'm i i just don't agree with it and i do think that if we're going to start to put this kind of language in this really does affect things like are we going to allow principals to have their kids in their own school that they're a principal of because that does affect teacher selection which may affect their child's ability to get a better grade we're talking employment i mean talk about outside employment here right we're talking about outside employment but this is also inside different not really though because it's talking about the conflict of interest because a student is under their care do you know what i'm saying this is for pay right this is a family hiring a character so no i get it down deeper it was really about the the care the child care of the babysitting as it relates to some maybe a high needs student and their aide is hired to to do babysitting skills bathing things like that at home in addition to their aid at work and where that could be a very gray area it can be but speaking from a different perspective i would argue that if that's occurring it it generally from what i understand is because there's no one else who they will be able to handle those needs in a child care setting so i would hate to not only limit the employees but limit the parents they do have a waiver which is good but we don't know anything about that process and i do think that that then leads into we have for example maybe teachers say over the summer here's the people that will tutor you or give you a private lesson and there are other employees in the school and maybe in a different school maybe in a different level but that still does happen and that's something that all of our students are able to take advantage of so i would i just really don't want to put any more limitations on appropriate things as necessary i would and i'd rather see it kind of flipped where i don't know i don't even know how you flip well since this has come back to us several times do you think we're what what what would be our next and clearly there's i think that where we're at is that we can take um we can is there anything that we want to do this isn't an information item today um is there anything that we think would be gained by any more discussion about this or do we feel as a board that this could be moved forward since it doesn't seem like there's going to be any change in can we take a strap pull because it's nine o'clock and everybody's way at home what's happening let's move this policy through yeah somehow well it's information there's nothing we got to do right now so i think what we're saying is there's no more discussion that's needed on that one for to bring it to action oh it's where i'm going yeah yeah fabulous all right so real quick um the rest of these on here are there any other questions that you have about these or is there anything on here that you'd like to have a specific committee look at and we'll just i'm just going to go through just to make this very quick i'm going to list each number if you can follow along please and then let me know if your committee would um be able to do that and then we'll be able to check for the minutes can i just ask a question though about that the purpose of that because clearly there's several that could come to teaching and learning but but do you want them to as a but given the fact that there hasn't been much debate on cert because we can re it's up to the committee chairs to choose that's what our board agreements for this year have stated is that each committee will get the choice to do that so let's just run through these 4.80 any committees want to take a look at that 4.90 5.120 6.235 6.280 i think equity take a look at that one anyone else teaching and learning we were talking about you guys good with that um i'm sorry can 6.235 i think could be might be one um tony what are your thoughts on taking that one to teaching and learning since it is if you'd like yeah since it's a i think then let's just have that go to teaching and learning so 6.235 teaching and learning will look at 6.280 equity would look at and teaching and learning i i don't see any need for teaching and learning it's 6.28 i don't have any tony uh no but 6.235 well we're not quite there yet hang on well we had moved on and then oh two three okay so we're moving 6.235 to teaching and learning already 2.0 2.280 to equity 6.3 graduation requirements policy do we want to i no i don't have any um outstanding questions related to that 6.310 credit for alternative courses and programs and course substitutions tony do we want equity to look at that one too i would like you to i think so i get to say um teaching and learning do you want that sorry my i got one off my screen it's the credit for alternative courses and programs and course substitutions i don't think we need to do all that i don't want to do anything that we're not nothing nothing to be gained by taking it over there right 6.340 student testing and assessment i didn't have any questions okay 7.1 health iron dental exams 7.3 extracurricular activities 7.340 student records all right i think we can move on i did warn you to take a nap huh even if we took a nap it's getting late item 7.4 is an informational report on drivers education vehicles christy i've provided a three-year cost comparison for three scenarios for securing driver's ed vehicles for the school district and some pros and cons for each scenario currently we do rent vehicles at approximately a cost of approximately dollars over three years school districts usually rent vehicles as a method of only paying for the vehicles when they need them which is primarily during the school year and not the summer however we do use our vehicles all summer because we offer summer school driver's ed and we also try to get in the remaining required behind the wheel hours in the next option presented is a traditional three year lease on vehicles with and without an optional buyout a three-year lease cost is about 79 000 or if we were to exercise the optional buyout option at the end of the lease that would bring it to 165 000 uh leases are generally used for a variety of reasons primarily there's no capital outlay to the district there is a built-in refresh cycle and the lease term may coincide with the term of the warranty last option is to purchase driver's ed vehicles at a cost of 160 000 over the three years uh purchase has a one-time capital outlay but then the district will own the asset where there may be some resale or trade-in value when the time comes to replace the vehicle and we could potentially own that vehicle for more than three years in addition the purchase expense can be charged to a non-operating fund so in december i asked the board to reject the driver's ed vehicle bid as we only had one dealership respond with the proposal uh for only leasing not for leasing and or purchasing of the vehicles so i would like to release another bid to be open in the beginning of february to bring a recommendation to the board at the february 8th meeting and then approval at the february 22nd meeting any questions that i can answer i only have one question and that is can i assume that we typically put less than 10 000 miles a year on these drivers at vehicles because it's just local driving uh anywhere from 10 to 12 and we rotate them so we keep those mileage lows so if one's getting high we park that and use another one or not park it but we use it for the more local okay christy what were the limitations that allowed us to can you refresh my memory real quick on was it because the the incentives change each month yes so the dealers that we spoke to recommended that we do the whole process in one month open the bid information approval because every month the incentives change by uh manufacturer so this way closing is february 1st through february 28th or march 1st through march 31st no i'm proposing we would release a bid it's got to be on the street for 10 days we would open it at the beginning of february so that we can bring the recommendation to you at the first board meeting in february and then adopt it or approve it at the second board meeting so the whole thing is happening in one month and the bid will be to provide cost estimates on all three options renting leasing and purchasing uh not renting most dealers will not rent vehicles anymore in fact the one that we work currently work with they really want to get out of that game anyways so just leasing and purchasing anyone else have any questions on this or anything you'd like to make sure was included or discussion that you'd like to have a hat on this i just think it needs to go because of the time situation in order to get a good response as good of a response as we're going to get we have to i get it but i also don't want to just fly through discussion items that we've asked for just for to save a couple minutes when this is a time sensitive issue which is the only reason it's still on the agenda for this evening i just have a quick question and and i don't mean to jump ahead but i have to so the the first item on the budget reductions talks about leased drivers education vehicles which we're talking about now and there's a red no on here so does that mean the administration is not recommending no that meant we couldn't talk about it in closed session okay not clear but okay thank you thank you made sense to me now okay anything else on the driver's ed vehicles that you need or can we um kind of agree that we have what we need and we're all in agreement on that bid that christy is planning to release did we save time if we were leaning more one way or the other i mean i'm i'm leaning i don't know let's see i'm with brent i don't see why we would purchase instead of lease personally we can ask well i think let's let's find out both and then take a look sure um because last time when we were just looking at leases um there was some interest in purchase instead yeah let's compare that's fine all right all right item 7.5 is an informational report on a resolution authorizing the issuance of tax anticipation warrants in anticipation of the collection of taxes levied for the year 2020 christie so it's time to start this process for that short term this short term borrowing that we do every year to help the district's cash flow leading up to the spring tax receipts uh this year we are keeping the amount the same as the previous two years which is 25 million dollars uh the estimated amount of interest on this short term borrowing is hundred and twenty thousand dollars uh and that is if we pay on schedule before the end of the fiscal year any questions so you'd like us to authorize five million more than we have been the last few years no 25 million 25 million same thing okay thank you and then the general caveat that we wouldn't need this if we had enough in reserves and all of that correct yes does anyone have anything they need to address as far as the timeline that's been presented or is this timeline an acceptable one okie dokie 7.6 and so part of that process of issuing the taws is to uh transfer funds from our working cash fund or other operating funds to those funds that would dip below zero before we receive those spring tax receipts so this is just kind of um not just kind of it's just part of the process of issuing tiws you basically have to empty out your working cash to those funds that are we'll dip below zero working cash is kind of like our savings fund any information that anyone would like to have additional to what's been provided prior to seeing this on an action item okay item 7.7 all right item 7.7 uh is our return to school learning plan what we'd like to do this evening is gauge in a conversation regarding different aspects of our plan uh what our next steps will be and get some direction from the board in a recent conversation i was asked what i felt to be a strength of our school district and as i've reflected on that question i believe that we obviously have many strengths in our school district but if i had to provide one a one-word answer to that question i would my answer would be passion um over the course of the past week and a half since i had made the announcement on january 2nd that we were moving forward with our next steps in return to learn learning plan i've received much feedback from a lot of passionate people and i appreciate that feedback that i've received i've heard from people that believe our students need to be back in school i've heard from people that believe a hybrid option that we presented as a good next step for those who want to be back at school and i've heard from others uh who feel that we should stay in remote learning for at for this time and even stay in remote learning for the rest of the academic year as was said earlier the 2020 has been a historic historic historic year for many reasons throughout this pandemic there have been many unknowns there have been many a changing opinions and the recommendations from the state the health departments and from national experts have continued to change and evolve throughout this journey during this process we've received criticism we've received praise the choices we've made for our kids have been hard one thing that's always remained consistent is that the choices that we've made in the decisions that we've made have always been on the uh on the for the students and staff of safety with the information and guidelines that we've been provided at each part of this journey uh during the start during this process i've stated on a number of occasions that i'm proud of our efforts and what we've been able to accomplish uh during these uh times which many have titled unprecedented times and i continue to believe that we've now come to a point where we need to make some decisions to move forward uh none of this is an idea is ideal no plan that we put together will be perfect no plan is going to make our all of our people that we serve in the seventh largest state a school district in the state of illinois that serves over 17 000 kids happy so tonight i'd like to thank the board in advance because we're going to engage in some authentic dialogue uh in the following work session and in the end we will have a direction that we can all agree upon to the best of our abilities that are the best next steps in moving forward so i remember someone once telling me that uh leadership and governance isn't easy it's tough and it's important work because what isn't what uh what's right isn't always popular and what's popular isn't always right so with that let's go ahead and begin all right i didn't know if um ruth and heather are you going to be okay or somebody could move over to my seat if you didn't want to keep you know if what you're if what you're showing up there is the same thing i have on here i'll just it should be okay all right so i also wanted to thank the board um for serving the public during these really times of dramatic change if you look up at this quote up here i wanted to remind everyone that's listening that these people are volunteers they've given their time and skills to help govern this organization and they've taken the heat during all the changes of information and as well as changes in community opinion if you look at the next slide i think this is important enough that i'm just going to take a second to read it the more we run from conflict the more it masters us the more we try to avoid it the more it controls us the less we fear conflict the less it confuses us the less we deny our differences the less they divide us and i want to applaud the board tonight for taking the risk in having a public work session as my belief the leadership involves being vulnerable and talking about your opinions and also i hope that everyone realizes that when this group gets together to talk the open meetings act requires that this discourse happen in a public setting this conversation would be difficult enough for seven people to gather in a private room and come to consensus and agreement on this but that is not allowed through the open meetings act so that is why we're having this conversation in this forum today the process that i would like us to use is we're going to agree on some group norms there are norms that a lot of our students would be familiar with we have the opportunity and i would say the obligation here to model the type of civil discourse that we want our students to participate in i would like us to agree ahead of time that we'll provide our opinion and we will work to consensus but we'll move forward when we have at least four members in agreement on a given aspect yes i'm just saying that i strongly agree with that oh yeah that's the number i will i will be pausing at different places when i need you okay but that's can you hold up one of those finger maybe like a 10 when you're ready for us to do a number i i will i will i will give you a cue all right so as you um as we work through this this is going to be your first opportunity these are the avid norms that many of our classrooms use and i would like you to consider and in a moment i will ask you to give me the hand signal with one finger being strongly agree two fingers uh just agree three no opinion and you've got the chart there to go along with it so the norms would be we want to ask questions we want to engage fully integrate new information open your minds to diverse views and then utilize what you've learned so with the hand signal where are you with these norms my boy doesn't count okay i agree with the dorms or no that was the index fingers the one index finger is what i heard from or saw from the broom there you go okay brent is a three okay it's neutral what do we like about him so before we begin a lot of this process i wanted to share some really important information we'll talk about our current percentage of students choosing remote and hybrid we'll talk about some parameters set forth by the state as well as changing guidelines from the local health department this slide was updated this weekend with all the current choices of what our parents have said as you look at the different levels between early childhood elementary junior high and high school you'll see the level that has the least percent for hybrid is early childhood elementary and junior high tie that 61 and high school has 63 percent of students electing to come to the hybrid piece and these are the updated numbers sorry yes those are updated numbers uh and then i wanted to talk about some of the parameters from the state obviously students and staff have to be wearing masks while they are coming to school on school buses while they are at school a totally remote option has to be offered that is a given by the state also idph guidelines should be followed as much as possible and then just because some of the plans that have reached my desk and suggestions i wanted to make sure that people knew including members here that we can't have students at school longer than five hours without giving them time and a space to eat lunch i now want to talk about changing local health guidelines if you recall we were in this very room in july we talked about several in in-person options but at that time there were different mandates about quarantines and how to respond to symptoms and for that reason we did not start in-person instruction this changed in october which then made in-person instruction easier so we began those plans at that time the we were looking at coveted rates and positivity within the community as you recall unfortunately in november those rates were so high we had recommendations from our health department that suggested very limited in-person instruction and i now like to talk a little bit about how the recommendations of what we watch as far as metrics has also changed the new metrics that we will be looking at shift from exclusively monitoring the community spread to it in in addition focusing on the consistent and correct use of mitigation strategies at each school such as social distancing hallway paths those types of things the cases connected to school transmission which is very different than a community transmission staff availability and also our ppe supply i'd like to add that these new metrics as well as the community metrics will continue to be modern and will be reported on our district website as we begin to talk about the next phase of in-person instruction i also wanted to remind everyone that anything that we are talking about this evening as we go forth is a working draft if there are people that are following along at home and they see a slide this is for purpose of the board to discuss this is not a finalized plan so if we look at the priorities of where we were back in july these were the three we wanted to make sure we minimized health risks for all students and staff we wanted to maximize the end time in-person instruction and we wanted families to have some choice we were a little bit ahead of the curve because two weeks after that presentation the state said you have to allow choice what i would like you to consider is a recommendation that we have this evening to add two more priorities and i will be asking you to again give the hand signal for how you feel about these these two things were not as important to discuss in july but i think that they are critical now we need to minimize as best we can the disruption between teachers and students i we do not think it's a good idea to redo class lists make all of those new students especially at the elementary level lose their peers or their student during this time of great anxiety the next one that we would want to is much more of a junior high high school issue but we feel it's important that our students still have the ability to continue in their current courses we would not want students who have been working through a course or have already started a semester to have to change their schedule at this point so i want you to think about adding those two so that we have those five priorities and think about where you are at with strongly agree no opinion those pieces okay we have a disagree i'm sorry i didn't see ally uh ellie's still trying to decide allie thinks the last one's important but what do you think is not ellie also doesn't teach grade school okay so i get it so we we have mostly an agreement that these would be our priorities but not everybody okay were there more than four on that correct yes there were okay so then so i would suggest that we keep going um we may all of this is fine yes can i ask a question about that if we go back for a minute so here's my question i know that at some point we have some staff who shouldn't be in a building who can work from home and we have staff who could be in a building so and again i you know like i always revert back to what i know we have the same situation where i'm at and those kids who chose remote are still taking physics for instance for my kids but they're taking it with another teacher and they're gonna be fine it's the same course it's gonna be a little bit of a change but at semester we change a lot anyway so i guess for me the current teacher is less important if we have outstanding factors like i have some teachers who can't come in the building and who really will not be in a building and can those teachers take those kids who can also not be in a building and then they have their own little group of kids i don't mean to say it that way but i would agree that that's more important that specific bullet point is more important at an elementary level than at a junior higher high school having it be a priority that it would be a mandate across all decisions that we make but they're key things that we would need to consider as we move forward to build schedules and we'd want to guard against and try to do this as much as possible even if it wasn't possible all the time right i'm just wondering if building schedule wise if you have like you know 26 kids who are strictly remote and you have a teacher that teaches that grade level maybe even at the same building who is also going to need to be remote could lead elementary and then i think we should probably um keep going if we can but the the elementary piece once you pull that teacher you will also you won't have all 26 students that are also wanting remote and it then becomes a domino effect i wasn't and we weren't as concerned um i'm getting feedback that my microphone isn't on it's on maybe i just need to talk louder yeah okay i will now talk later louder um so at that elementary piece that it's very rare in fact i looked through all the numbers today i don't think it happened anywhere that all of one class picked the exact same choice so then you begin to move all kinds of people around in order to make that happen well like the reason why i was strongly in disagreement is because of that new additional bullet point there that this is a process like a good better best scenario and i don't want that to have any impact on the decisions that we're going to make about how we're going to try to get back into the classroom more often and for more kids and that's my comment on that is that i understand you'd like to minimize i don't think that can be a consideration at this stage so i think it that if i take just this list of priorities and then i apply it to what i've seen us do like in boundary conversations in years past we always start with a list of priorities and that doesn't mean for example we won't split a subdivision we won't bus kids when they could walk things like that that's that's the tone i think i'm taking this in rather than this subdivision will you know we won't boundary because we might have to split a subdivision it's more if we can we should right so what you're saying if that if that point is the only thing that would prevent us from moving forward with this specific plan we would not eliminate it only because it doesn't meet one specific point on this that's my understanding anyway is that what you meant intended faith just ideally where do we want to go that doesn't mean that we have to hit all five of these but what are the things that we really want to attempt to do as we build schedules okay if there's no other questions we did have more than four in agreement so some of the key factors that we need to consider when building schedules is whether or not to have students eat lunch while at school as we talked about in some of the state parameters we can have up to a five-hour day without that we also need to look at how large the group of students or class size should be and that is the dilemma between splitting between a and b groups or having the whole school of in-person come in instruction and we want to talk through those so as always and we had the scale back in the presentation in july finding the right balance between maximizing in-person instruction opportunity and also minimizing the health risks for students and staff one of the big deciding of factors and there's not real order of that but we need to as we build schedules and my team and i have built many many schedules look at what our beliefs around having students take off their masks at school in groups you know it doesn't we can socially distance as much as we can but if you think about an elementary classroom they would some of them would need to eat lunch within their classroom and take masloff and those things we need to figure out where we're at so i'm going to talk to you about what our recommendation is and then i'm going to also be asking you by hand signals whether or not where you are with an agreement on this we have talked at this at length and we believe that we should not be having students take off their masks and eat lunch while they are at school we want to work within the five hour parameters to build school days maximize that amount obstruction but moving forward we want to know where the board is at in whether or not we should be having students eat lunch while at school so again i'll say where we're at we believe we should move forward in not having students eat lunch at school with and taking their masks off but maximize as much possible that time of that five hour day where are you all with that i have a question real quick so we're talking about um the eating lunch of students at school but we also have staff that would necessarily be eating at school that maybe don't have a classroom such as tas or like bus drivers or like custodians or things what is the current balance that exists there we do not have all of our staff currently coming to school to be able to do that the staff that is there are separating into different spaces not being around each other when they take but there will be spaces provided for our staff to eat yes those spaces are somewhat limited if all students are also there eating lunch you know i gotcha thank you sure i can't i can't answer this question until i know the numbers right so if we're 70 30 right well 60 40.

okay how many students are normally in your class list 28 to 32. we have about this about the same percentage-wise can you repeat the numbers that um heather had given you related to heather if we split alpha at the high schools it'll be between 900 and 1000 if we do not split alpha it'll be between 1800 and 2000. is there any other practical way to split other than alphabet probably not i'm guessing but i'm just asking not that i've seen other schools do height well no i meant by like freshman sophomore junior senior you can't do it that way that's difficult because a lot of the classes tend to be all freshmen so it doesn't help make smaller class sizes but again like i think i think the nice part about doing an a b split is that again like the biggest part of this puzzle is is getting people in the buildings and getting them wearing their masks and washing their hands and staying six feet apart and being comfortable being in a building like i think for me that's the biggest part like the teachers in the building when we first went in in august everybody was you know like my hands are still super dry from washing them 15 times a day but like it it you know what i mean like it gets better it's better for your sanity and it's been a long time since they've had to get up and get ready for school really right but you know like i'm i'm all in for the a b split but again like i'm i'm kind of leaning towards brent like i want to i want i don't want i don't want to say i'm on a navy split for the rest of the year like that's not my intent my intent is that we do an a b split we'll try it for two weeks we'll work out some kinks and i should have clarified what we're talking about for in person does not mean that this is what we're it for the rest of the year the world keeps throwing us curveballs we have a vaccination that might be on its way this is what is the next step for us but i i also think it's important because there's you know people on the i'm on both pages right and you have both sides and we have people who are you know they're listening to the people who want our kids in school and they're listening to the people who don't want our kids in school and what we're looking at is numbers that say 60 of the kids want to be in school so i think what what i'm picking up on that and i actually do agree with elian is that this this is not something we can do for the rest of the year this needs to be something that we're doing for a specified period of time for me for it's all about having an expectation that we can follow that we know that the next time i'm going to have to think about whether or not this is right for my child is in x number of weeks and this is what it will look like so for me getting the information as specifically and as quickly as it's available is going to matter a lot in this so that'll be kind of on rollout but i guess for i i don't think i can give an answer until we finish the presentation on what i think about the recommendation for the split until i know what that means and what i'm saying i agree with and my question on that is about instructional minutes okay and we have all the minutes i want to kind of keep going on the next couple of pieces and then and then we'll get there um and looking at the high school piece i just want to i know we've got some people that are at a i don't have an opinion yet but we also had some people that already had that had an opinion of where we're at and i kind of lost track of where we're at because i know my team is helping me keep tallies so i'll ask again our recommendation and it's understood if you need to say that i don't have an opinion at this point but where are we with we want our high school to at least start out with a b groups uh and maximize within the time frame that would be there i'm gonna go this way okay and tony i don't think i had heard what your objections were well i i have delayed on purpose because i wanted the discussion to go and i just i have the belief that we are at a unique opportunity as a board to keep people safe and save money and so my stance is that we should stay with full remote until the end of the year i am looking at all this i am keeping an open mind but i believe that would be the safest option i believe that's an option that maintains a lot of the integrity of what's been built as students and teachers up until now and then i think also it's not about being comfortable it's about being safe so that people make it to the future that's my stance as a board member thank you for explaining that because when you agree or disagree sometimes people agree or disagree for very different um reasons and and that helps so then i want to pose the question around junior high so junior high and high school share some overlapping students we have students that take math classes at the high school level that are part of junior high we also those those schedules i think it is in our best interest to move forward with them together that what we decide for high school we also decide for junior high so it would be our recommendation that the junior highs also be split by a and b at least to start so that we would be able to have that smaller amount of students that are in there at class size the junior highs have nine periods so if we went through their whole schedule in a day that is nine periods of students that they would be interacting with so what i need you and i'm i'm i don't know if it will be the same but it could be the same of where are you with junior high in wanting to divide the junior high by a and b groups okay did were you guys fast enough to get that all right do you would it would it be easier for you to for us to go around with and say a number i don't not really that's that's what you want us to hold our arms up high yeah really tall hold it in front of you so people all right all right we'll hold our arms up higher because i don't want this to come across like it's voting i understand yeah it's just exception okay okay thank you now let's talk elementary so at elementary we have a different approach and if you think back to your days in elementary school most of the time is spent with those same group of students in our district there are some students that leave class to go to gifted instruction or go to an intervention or to utilize some of their special education resources but for the most part that's that group of students we also have quite a range where we have some of our elementary schools that are up to 50 percent remote already we our recommendation is that we have all elementary students come together as groups a and b and if you recall our earlier recommendation but not having them eat lunch so it would look like all students coming together for half days i need your reaction to that so again i'll state the recommendation the recommendation is that we would want elementary students a and b groups to come together that does mean that there would be less chance for social distancing at a full six feet but they would be around much fewer students than what junior high or high school would be i do have one quick question and i realized that this question doesn't necessarily just a numeric answer because different school buildings have different sized classrooms but what is your the largest in-person number does that make sense i poured through each and every class of elementary i believe today uh and we have one classroom that um right now would have 22 students coming in person and what would that that's a little rare there most of them are less than that but we do have one class that would be at that level so if there's a building where that is potentially a concern what would be could you move that classroom to a larger space right that's what i'm saying like could you temporarily move that specific classroom to a community room or you know obviously they're not having meetings in the community room right now i might be able to do that and also remember that a lot of times during the day not all students are in that classroom even though that they're in person they're being pulled out for an intervention they're being pulled out for gifted instruction they're being pulled out for her speech therapy so it's not necessarily even if there are 22 students that are coming in person that it's 22 students the entire time that the class is there and i realize that while i'm saying this this is going to go way bad but i'm assuming that they're coming because they love that teacher i'm gonna but what could we also offer like hey you have 22 sections but we have another section over here that's only got at that school that i looked at that because it was three i want to say it was three second grades at the same time we had one one classroom that had that many more we had another classroom you know of second grade at that wasn't as high so you could see if some people wanted to switch having been a former elementary principal that doesn't usually go super well but that could be a possibility in trying to balance some of those if there were students and parents that were interested in doing that to go to a classroom that had smaller number of students but we could kind of leave it up to the building and the to figure it out those grade levels and do you so but the number can i do this though the numbers that we have related to parent parents choice for hybrid or remote is based on this idea that we would be um able to pretend you know have some social distancing this a b split that had been presented previously so so knowing that that might also change potentially is that right so thank you heather because as we build these new options i think it would be imperative to let parents choose again because we would have dramatically changed the options in front of them we would have changed the social distancing so the numbers that i'm talking to you about might change but didn't we just in our announcement from last week say hey you can choose again and we specifically said we are planning to make changes to the plan that would increase classroom time but people don't necessarily know i know i understand that they didn't know exactly what that would look like but i think to then say okay well now you get to choosing it like what was the point of last week if they were going to do it again i don't it's just my opinion i kind of like the idea of getting to choose at each level of increased in person because some people might be comfortable with two days a week but if their only option is four days a week or maybe they've been in those two days a week and their kids are like man i'm good i'll go remote you know what i mean i have that option to say i don't feel comfortable with my student being in four days a week i guess my only concern with that was information i saw that would delay these things even further okay well i think absolutely there should be information that is clear and that the parents should be allowed to say based on what i'm seeing this is what i want to do because i think any one of us if we were involved in any situation whether it was staying at a motel or something you'd want to know what's going to happen so i agree with lori that you have to show them and then you have to let them choose based on what is in actuality going to be offered let me ask this can you have is that something that a building principal could do because the building principal would know how many kids are per section because like for me at the junior high i'm gonna just assume that it's gonna be somewhere between 10 and 20.

so the requirement although that expired it did allow for employers to continue to offer the benefits to folks so i'll just go over those quickly what they were and then um let you know what obviously what we've done um so there were they they list five qualifying reasons for leave but really the sixth one is makes no sense and when we researched it way back they just said it really nobody ever came to any determination what it really meant so ignore it it said experiencing any other similar conditions specif specified by the secretary of health and human services and no one knew what that meant so basically we had five reasons for folks to be able to take leave under the co under covid and just quickly um the first one was that if they were subject to a federal state or local quarantine order which happens often they've been advised by a health care provider to self quarantine for various medical reasons obviously or they were experiencing symptoms and seeking a medical diagnosis number three that's the one we run into most often and number four was that they were caring for someone who was in self was in quarantine and the fifth one which is the extended fmla is for child care reasons if their child school is closed and and they can't have any other kind of daycare they have nobody qualified to take care so we have a few people using that leave a number of them are intermittent where they might because we're hybrid their children are hybrids so they come to work one day and they can stay home with their child another not too many but we do have a few but as i said the majority of our folks uh use that one where they've obviously experiencing symptoms go home they're seeking a medical diagnosis and um a test so what that did was um for one two and three they were able to use up to two weeks so each instance they could so if i get sick five times and had to seek medical attention and covert tests i could use that that many times and that was um their regular rate of pay the um number the the next one is a two-thirds that was for number four where they have caring for an individual that is in quarantine and they could receive two thirds of the pay but they're each two weeks at a time the last one the caring for the child what we did was early early on that can be it's a two week and then an additional 10 10 weeks so basically a 12-week leave if you will or use of that time to care for their child like i said some are intermittent um so we were we did on the first two weeks that would be they would receive two-thirds pay we allowed them to then compensate or supplement that with one the one-third with their own sick time so that was the first two weeks and then the last the 10 weeks is two-thirds of their pay so that was the leave act um we also allow folks obviously they have contractual leave a medical documentation etc so we have some of those so when that went by by the wayside you know i i talked to mr kylie uh because it was ending that week we had folks coming back to work right away you have to make a decision so we decided at least to extend it through january so it stays as is folks continue to put in their paperwork which we maintain keeping track of who's using what and whatever it's i'm sure it's a nightmare for for i don't even go here you know in the beginning she worked hard with jim to figure that out the documentation kate maintaining spreadsheets on who's doing what and when the principals are very good about when folks are out whether it's on quarantining etc letting us know who is out for what reason that's what i've told them always email us those people because i have to say as much as this this leave is available most of our teachers probably well over 90 percent have continued to teach if they can remotely if we're able to obviously this when we are remote it's very easy if they're not ill and they're just waiting for a test result they're continuing to teach remotely many of them also continue to teach remotely even when our students were in what we have to do of course is have someone supervising the classroom so that could be if we so it's up to the principal if they can organize that which a number of them do um so we felt strongly that this was important to continue because our message is we don't want people to come to work sick feeling sick so if they we didn't have this available to them and they don't feel well but yet may don't maybe don't have enough sick time who knows if they're going to feel like they have to come to work so we have not failed to be abused at all like i said people are could be using this many times when they're seeking a diagnosis but choose to teach remotely so they're not using any so that's that's what we did um let them know that we extended this at least through the end of january to be honest i can't imagine not having it in place yeah think it's january yeah i can't and i know some districts some colleagues of mine stopped it i don't know how they're faring i just don't know but well it's nice to hear that the majority of the majority of our staff are really trying and they are they're if they can work from home really they've been on stand you're gonna teach remotely from home i mean some just you know they're clamoring to do it and sometimes we just can't allow it because we don't have the supervision in the school or whatever it might be um so our probably intent is to continue on at least through the winter months and you know see how this is going and sure if it stops it stops but um yeah well well thank you for that any other comments questions on that that's fine that's good thank you thank you appreciate that appreciate all the work they're doing you're welcome everybody's doing yeah i don't know what folks would do without it uh next up we have the superintendent okay all right so what do we have a few things here that's the fcra okay um a couple of things let's see so you i did send you an email today after discussion with the ad uh we had some positive cases on the teams over the last couple of days another couple over the weekend on one of the other teams and he he just felt very strongly with and and in conversation with mr misho as well he was on on the conference call this morning just talking about athletics in general we just felt it would be hoovers to just pause for this week because we had some of the teams coming back one was thursday one was saturday and then the girls jv wouldn't come back till gosh january 23rd all we had left was freshman boys and girls varsity basketball playing right now and who knows what was going to happen yeah so we've put a pause on that and the plan would be to reinstate on on january 19th so just for the week just to pause on the athletics music is fine right now i haven't heard one thing about them so that was through january 19th yeah they would restart on january 19th so andy will take care of and and there are other teams in the leagues that have been postponing and it's just you know our real intent is to really try to keep kids engaged and involved and give them something to do but when folks are coming to practice not feeling well and those are the things that are happening so that's that piece we have uh just so you know we've been trying to get a teacher to replace our paths p-a-t-h-s teacher at quinn the behavioral behavioral goodness what's the words i'm looking for um the students that have significant needs and all of that and she she resigned quite a while ago and we finally were able to just replace her the lady will start on the 25th so we're happy about that because once again at quinn we've had a lot of people really helping to try to try to keep up with that class and man that class so we were happy about that as you saw probably uh thanks to miss gene sheridan once again that the cafeteria staff's been phenomenal preparing meals etc and we added an additional pick up time on tuesday for meals i know folks were looking for that so after like an after work four to six four thirty to six so that was advertised last week and if i if i could report on that we have well more than 400 boxes weekly boxes scheduled for tomorrow so more than 400 matches amazing 100 thanks to more than 400 400 i'm sorry already already uh spoken for for tomorrow right wow thanks to dean and he's been kept great they've all been great and then last but not least um we did have our weekly meeting with mr micho this morning um a couple of things he's they're they've been they're implementing the vaccine clinics in town he's he and his staff will whatever staff he has will be really busy uh this week especially getting that off the ground and um he's been um you know the phase one with the emergency responders we did we were able to not us personally but school nurses are now uh into the participants part of phase one he's one good so he's uh working with our school nurses on that he is he has been talking to us about the possibility of using our facility at some point in time if the need arises for more clinics to be implemented we talked a lot with him we did talk with him about the pool testing and um i have to say after i attended the first webinar myself mr kylie did yeah and we agreed i'm curious yes i'll reserve my council after yuri all right and i was i told mr misha i said i'm so happy to hear you say you you are echoing my thoughts um it's it's um we're not seeing any value i understand what it pool testing is yep but what is the value behind it we we can't identify any he i wrote down some of his his notes he was very adamant about it he said i'm always open to ideas but and he said exactly when we listened we said the same thing it's an only value if we did every single cohort you can't say like oh mrs smith's room mr jones room it would have to be everyone he said what about your buses what about your athletic teams um obviously you need permission from parents to do it he said it's a one-week snapshot and then who's doing it who's who's doing all this work right because it then you have to let's say you get a pot of a positive now you've got to go back and retest again he said you he actually said you're overburdening an orally overworked staff he's not seeing transmission in schools he keeps saying that over and over again um too many what-ifs and he is just not in favor of it right now he just does not see any value in this composite sample and he also said that deci is saying that if they got a positive that it would not be reportable he said that's absolutely not true and the local board of health has the authority in these cases to determine what is and what isn't so they're kind of saying all these things but anyway that's um you know i was obviously willing to go to the next webinar put in our yeah i was curious yeah but i wanted obviously his advice and it's exactly what we thought in the beginning anyway so i have no more to say about it so is there any because i know we talk i brought this up before when cost just one more thing he said they they bring you in for six weeks of three and then then there's a cost associated with it okay so is there any more appetite at the state level as far as uh distributing more uh rapid testing you know that there was the initial 130 something districts that was uh something tested yeah has there been any more talk on any of the listservs or through any of the commissioners no representative markey reached out to us and uh was going to advocate on our behalf we've not heard anything regarding that the results of that mr micho also was was uh you know working on that um and not gotten anywhere right right keep our ears open but i haven't heard much else on that even with the commissioner's meeting last week there wasn't really anything said about it that's where we are that's where we are well i will say looking at i'm looking at the dartmouth covet dashboard right now that was updated i'm glad to see it was updated on the eighth i think friday yeah because there were some residents in town that uh wanted to know why it wasn't updated and why we why we made the decision to close remote this week um so clearly i i still think it's the right decision i think um uh what we spoke about it just shows the you know you look at the trend overall the student percentage as of the eighth five five point three point five point thirty seven percent and that's the highest it's been um so i think it's really important to note that um well i don't know if you noticed too the dartmouth dashboard itself went up to about 300 i think it about doubled this week i did but you know once again if we had what we came back to after the holiday the number of cases that we then met with the board of health met with all of our nurses and the number of cases that would have come into the school if kids were in the contact tracing we would have never been able to maintain it keep up with it with the staff and and even today i had called in 25 more positives i was just going to say as of as of today just today yesterday from over the weekend for our students or students and staff so when they haven't been in luckily because we've been remote so that's what's helping us so if we were not remote there's the potential that some of those 25 could have been in school in school all last week when we you called in 25 today and just last week there were there was just 48 just but there was 48 students so i mean i'm deeply concerned that we're not through the thick of this yet um you know if you look at i'm looking at the globe's town numbers our test positivity rate is 13.25 percent in the town fall river new bedford are up around 15 percent rhode island has the highest rate of per capita um covid diagnosis in the nation um well yeah it's the smallest too this is such a hard thing to say right someone someone yesterday from my hometown shared the story of uh the quarterback on the high school football team freshman sophomore or sophomore and junior started on the varsity team he had a 4.7 grade point average of 1460 s.a.t and he committed suicide this is really really really difficult for these kids at the same point in time i'm deeply concerned that it is not safe right now um for our staff for our students i've said this to you dr gifford um i think that we should consider keeping the high school remote till probably till the end of this grading period makes a sort of a natural transition i think it alleviates some pressure on staffing and contact tracing i also think high schoolers can be independent mr oliver and i have talked right we can leave our high school kids at home when we go to work or we have to do our things and right we can't for elementary school kids plus the high school kids are crossing paths far more often they're mixing in ways that elementary students aren't and so i would like to see us think about doing a slow roll back into face to face the way that we did in the fall [Music] to make sure that we continue to not have transmission in the schools i'm really concerned we have community spread um and you know talking to members of the board of the health that positivity we're not testing all of the cases that are out there we're just not and so i'm deeply worried about returning to school and and and getting quickly overwhelmed so i'd like for us to be careful about how we do this and prioritize um our learners with the highest needs and our learners that are the youngest who are most unable to be at home alone right yeah i'm i'm in agreement okay chris okay yes um dr gifford what did mr mitchell say did he give you any specific advice as i mean what was his take on this as should we go back next week in his opinion what was you know i know he said he doesn't see transmission like that's my first question he doesn't he doesn't say anything about that i've never point blank said you know and i almost thought of it today like if you had to make the decision what would you do but um he's he's he said exactly what dr jenkins said we're not over this and we're just seeing the real beginning of what's out there um yeah and on a positive note you know speaking to the principal speaking uh dropping by and talking with them about how's it going with the teachers and teaching and that piece the educational piece seems to be going very well the elementary folks because those are the ones we worry about with the younger kids are they able to attend are they able to access doing very well they think about over 95 percent of their kids are accessing the teaching and learning the ones that they're worried about are the ones they would worry about whether they're in person or not kind of those names mr tebow said you know the high school teachers feel very very comfortable with the education they're offering they feel better like the move the curriculum is moving along because let's face it we also put them they were doing complete synchronous if you recall and which was you know they were handling it but it is it is tricky you're they're in math the half the kids are in half the kids are on the computer i mean you think about honestly what educators have had to do this year if it wasn't so sad it'd be funny in a way you know um so yeah we'll you know con gonna make that decision pretty quickly because i i agree with you i i don't see any harm in it at this point um so i know that i know that um we have a meeting we're going to meet with chris mr misha wednesday again i think so the only thing i'm worried about and i haven't really asked him is because he's so they're going to be so busy with these clinics yep i do have to you know okay but he's been so generous with his time his oh he's he's yeah he's he's phenomenal he he's a phenomenal guy he really is and what we laughed this morning when we were talking about different things and decisions that we're making and for example even though the cdc came out with that you could unquarantine after 10 days etc we said no we're sticking by what we're doing the 14 we're not changing our practice um but anyway every time we come up with something he said just send him to me i'll tell him you know i'll tell him i said no i agree but to some of dr jenkins points just a few of them i do think that we we really should as a district look at how we roll back to school and my concern is also before you know what february vacation is going to be upon us and i know it's nothing like the holidays um but i do coming back to right now the president uh the present is that we really need to to look at the best way to to re-uh introduce our students right back into school right um and i'm not sure what the perfect or the correct answer is going to be to that i do know that i i want to see for the record i want to see students in school of course that's that's what i want yeah um because i know there's been a lot of a lot of outcry in the community with with some individuals as to you know they should their kids should be in school of course kids should be in school i don't think anyone is disagreeing with the fact that kids should be in school but it's just a matter of how what's the best and safest way to do that with that dr gifford could you just comment because i know i got several several messages in a phone call and i'm not sure i think the full committee did as to what was the reasoning behind when we talked about bringing back role model students a high n i'm sorry i'm bringing back a high need students in the district what was the reasoning of the rationale behind including role model students those students who pay tuition in our preschool programs when um because there were those staff that felt like it was um unnecessary unnecessary risks i'm glad you asked so first it's about three students every other day that come in to join the class um but to the point of trying to get our littlest learners in that's one of the reasons and speaking with the elementary principals they felt and feel continue to feel and that's one of the reasons we're hoping to get at least all our elementary kids back in next week um is those skills that are needed in pre-k are particularly difficult to teach without hands-on and getting them in the school so it was just a is it just just a judgment call um what can we continue to do and don't forget the real reason we went remote in the beginning was to be able to ward off that contact tracing staffing issue which i think we did i think we were pretty successful it wasn't necessarily because we were fearful of kids bringing in the virus if you will i mean we've had issues of course um but that that was it just getting those kids the smallest little guys in to continue accessing those skills that are just really difficult okay yeah and if that and i'm sure it probably was but if that could just be communicated uh with with you through dr dale to the to the staff because it sounded like maybe there was some some miscommunications over over at cushman as to uh the rationale and um you know the whole method behind that so um whatever you can do to okay would be greatly appreciated sure anyone else oh go ahead um uh you you you mentioned uh that's really great that you've hired for the that brain based therapeutic classroom how many kiddos are there in that classroom now do you know i think currently i think four okay i think four yeah yeah well that's that's um wonderful to have hired yeah position um you know i i i agree with dr jenkins um well i first i want to see every you know i would love to be kids you know in school of course that's that goes without saying um uh and you know and worry about about students learning and all that um i i do agree with that idea that it sounds like you're sort of an agreement too potentially in in slowly rolling in um elementary in first middle and then high school as we had done in september um but i'm going to be a broken record and i'm going to start talking a little bit about you know our high needs students of course we have our high needs students in person and dusty's guidance as i said last meeting is that you know that's the floor not the ceiling and i just would love to see us do a little bit more work that sounds terrible i'm exhausted everyone's exhausted you're all doing a lot of work but i i would hope that as we move on and continue you know in this needing to be social you know distanced and everything that we do a little bit better about expanding that and i'm not expecting that it's going to you know include all students but just what the guidance says and you know we know that high needs and we know that the commissioner russell johnston spelled out like if you're having trouble figuring out what students go with your program students i get that but it also does say students who cannot engage in remote learning due to their disability related needs students who probably primarily use aided and augmentative communication students who are homeless students in foster care or congregate care and or students duly identified as english learners and i say that because you know full disclosure everyone knows i have a son who clearly is high needs he's not in district currently but he was home last week he went back to school this week so i feel guilty saying that um just last week was horrible i'm not you know i have a fifth grader who is doing wonderfully her teacher from demelo is phenomenal you would think they're having a party every day the level of enthusiasm that the teacher brings to the table i'm very fortunate i understand that i i have a home a home bedroom office it's not really haven't really made it a full office yet but i work from home and i have that luxury so i know that i'm lucky to be able to do that but in having my son home i just feel so deeply for those kiddos and there are a few of them that i know i've i've expressed well there's one in particular but i know they're probably a handful just a handful and so i would like us to make that judgment call and just do a little bit better for those kids not all kids not my daughter she's happy at home doing wonderfully she seems to be pretty confident in her and luckily her mental health does not seem to be affected um and i know that many students are and that's really sad but i'm talking about those kids that just don't understand the the you know who are borderline that high needs who who can't attend to that glass classroom who just really require the routine and the structure of being in a certain place sort of you know being in a school kind of is reminiscent of us of a structure i know when my son sees his teachers in a picture or he's in that school and even if it's not a full programming that he's used to he he snaps back into it quickly and so have i just would like to see us make a little bit do a little bit more work to make sure that we think about including those students in person whenever possible if we were to stay remote you know well to your point your point we met beth and i miss townsend lori jodwin and i met with all the principals last week um i think i didn't get to one of the meetings i had the commissioner meeting but to discuss just that we have around 20 students in the district that we've identified we call them a b students because they come both days right now and we just threw it out there that if to start thinking about how we might accommodate those kids if we were which i'm hoping not have to go complete remote again or like for the long time or something it's easier in some schools than others or some levels than others i have to say um part of the problem is you know for example one school i think had seven students and they were in all different grade levels so do you bring a first grader in a second grader and a third grader and put them in a class with no one and who's you know and then bringing in tas to supervise so it's not to say it's impossible um there's also the transportation of those 20 kids to think about and just various logistics but um we did ask them to come up with a plan of if that were the case what might it look like um i do think the high school you know i talked to john breaux who's the lead teacher in the special ed department of course at the high school and then mr tebow and um it seems like it might be an easier easier i can't remember if it was five six seven kid kiddos that would fit that um category of students that were already coming both days so we did yeah we at least started the conversation to think about how might it work that's so music to my ears so yeah we get it yeah it's just you know there's just a lot of complexities for any any decision right and i'm sure that there are some students who meet that criteria who are able to attend and are having a better time because of social anxiety there are and so i'm sure it's a mixed bag like when i talked to potter they had a number of students that you know come a b but felt because they were accessing the instruction extremely well they weren't really a b because of social emotional or behavior or anything like that so they probably wouldn't bother but perfect right yeah thank you you're welcome that's all i have mr nunes thank you mr chairman um i'm a little bit torn here i understand where everybody what dr jenkins and is saying about you know shutting down for another week i've just got some concerns since you know i've been a proponent from the get-go is having you know the students with the teachers and vice versa type type of deal you know i kind of you know you think about the remote learning and it was funny if you happen to watch as dumb as it sounds if you happen to watch the football game last night between pittsburgh and cleveland the lady that's the sideline reporter for nbc was talking about cleveland having to do a lot of remote stuff and what the players went through remote with the cards and flipping them over in the play and everything you know and quote unquote these are college graduates of college you know and you know having the difficulty with it i can almost imagine what our students are going through uh to me it it comes back to when i've said and uh talk about being a broken record i've said this on numerous occasions i think it it's incumbent upon the parents and also the students to not sit there and think about their son or daughter you know being macho and saying i've got to go to school whether you're you know i've got basketball practice i've got band practice you know i've got to be there don't load them up with tylenol because that's only going to work for a couple of hours and the fever comes back and everything goes right out the window you know maybe all they have in all seriousness is a 24-hour bug or they've got a sinus headache so if they stay home for 24 hours no harm no foul type type of deal but the table take it one step further uh and again i'll go back to what the discussion that mr oliver and i had back in march when the thought about closing school and everything else goes i mean my personal opinion is i think we almost have to wait you know thank god we've got a long weekend so you know if you're going to do it with just the high school then you've got we can wait into thursday or friday to make that call because at least parents are not scrambling for exactly child care or anything else if it unfortunately is going to involve the elementary schools and i hope not in middle then i think you know the sooner the better you know wednesday or thursday right because that way the parents can make the plans again it's only four days and by the way when does to go back to dr jenkins question for a second because when's the when is the uh the end of semester i don't know that date anybody jim is it like the 25th or somewhere in that vicinity 20 i want to say it's the 28th but i don't know why that date i think it's sadly somewhere in there okay but but again so i mean we'd be talking another people i'm not trying to we'd be talking another two full weeks out right so i mean i again i go back to you know i thought i had another challenge with it's not you know even not being hybrid and though it's a full remote it's a lot different than oh yeah in person so yeah i mean i'll defer to the experts don't get me wrong but my personal opinion is if we can get them in get them in yeah that's all i have mr chairman thank you mary yeah just as a uh follow-up i have to say i you know i'm torn too i have a freshman who's really struggling yeah being home and you know a junior who's done great um but both of them say i mean there's no doubt they learn better at being at school and you know they yeah you know absolutely i think you know the elementary students let's get them back if we can i mean we know that transmission rates you know just what we've seen it it doesn't seem that they're transmitting it to their teachers to each other it's coming from adults to them in most cases but i guess my question would be more for you know if we start we're talking about high school students um is there an option since they are synchronous for is there a penalty for students who choose to stay home because they don't feel safe coming into the schools but let's say we say we're going to bring them back but you can we give students the option and families options to stay home and remain remote and then the other student you know if if they're not feeling safe so even though you know even if as a school department we say our school department says you know we can bring our students back you know we feel comfortable but you know one family says uh i you know i'd rather stay home just until is that a possibility for us to do that well it's we've had a couple of those instances happen and as you know we gave if people aren't if they're just regular hybrid and they're coming in and they're sick they we want them to stay right the part of the problem has been unfortunately um kids are abusing it okay in that respect where the teachers were the teachers i talked to was very struggling because now sometimes they'd have four kids show up because they like oh i'll just stay home okay so we're trying not to because in theory that creates a whole third level of model of education you know we're already i mean i think i think and knowing no other districts to be honest that have done like the virtual let's say the techa and and ingenuity this i don't care what anyone says out there we have go above and beyond for these kids and families we've been more than accommodating we offer like our techa kids even the um mr dome was just saying they're very welcome you know we want kids to come to those after school we're still having the after school 12 teachers are available for tutoring i know it's a little bit off the subject i just want to kind of literally take a note all the subjects so kids even in tech that are having problems that's actually right really good to hear because i know of other districts that are not that's right and and the guidance councils are working very hard with those kids to keep in touch and um conversations with mr doane and even mr gallacher who still continues to help with that i think there are only three or four families in the mid i'm just talking middle school that have frequent issues the rest of the people seem to be pretty happy um but you know the high school back to your question all the schools they bend over backwards and i think i think people have to give a little grace to be honest because it's just wearing on everyone um to try to step up and do their part just as mr nunes was saying and come if we say to come and you know do you know what i'm getting at because it's then it creates a whole another model of education really because now you might have 20 kids remote and four come into a classroom what is because they don't feel safe or something i know it's hard for everybody but there's no perfect i'm so perfect i mean i think this is what we struggle with too and i know like for some people like we made the decision to put our kids all of us collectively in school when the positivity rate we had about 10 cases per week we have 300 cases right and that's a very different calculus and so you know we are coming up towards the end of the semester and so maybe it maybe it is good to send a reminder to parents to say this is a decision point that's right if you are going to make your decision please let us know now what mary's suggesting right which i would think maybe we could do that's not an option so this is your time and your window to make that decision right um i will say you know we've been having those conversations because of my personal health the high school has been tremendously supportive about us trying to figure that out it is going to take adjustments but i think maybe we should remind parents and say what mary cause we thought about that personally too what mary has suggested is not an option so if you are no longer comfortable here's the date here's your window you has any type of do that now out the families gauging whether or not they want to stay in tech or not recently no not but we certainly can do that now that we're coming to like you said uh and somebody just texted me january 25th the end of the so that's good they're watching everything right well that's good um but we can certainly do that okay to make sure folks are aware of yeah as a reminder right and and even though we set some parameters early on you can't move this time of that we i mean i think we did tell people the decision was yeah the semester break the semester breaks yeah yeah but some you know that it's just hard to even somebody said i guess they asked at the high school i think it was um since we were two weeks remote can they come into the classrooms and it's just not that easy like that you know your child has been through ingenuity so yeah oh lord yes yeah just just one last thing too i mean you know if we do make if the decision is made to for the high school to go remote and that's fine that that type that doesn't mean for our students to go out and congregate with 75 of their friends okay that's going to defeat the whole purpose okay you got to still do hopefully what you are doing right and that is you know be safe social distance where the mass right et cetera so and the really the benefit if there is one is once again as teachers have to quarantine um if we're remo especially at the high school which is a little bit different animal of offering good teach you know there aren't many calculus people out there or whatever you know it's harder and they're able to continue to teach because everybody's remote right so there is no one right answer but there is no no one right answer however i think that we're just we just take the cautious approach yeah and yeah i think you know overall i think that the committee would support support um you know some of us a little bit of a different angle but uh overall i think [Laughter] all right thank you thank you gifford is that it anyway i think that's it i mentioned the virtual schools with um it's good middle school offering that high school still you know working hard on their ingenuity kids and of course the virtual elementary is going well um they are obviously uh welcome we you know meals are for everyone all of that so that's all all right that's all i have chris good conversation i just um i it's something that that came about not not because anyone was was trying to uh not do the right thing but it's just you know here we are in covet and it's sort of sometimes things come up and yet yep we just all can't be perfect and think of everything although we make it criticized to the degree that people think that we know every scenario we're trying to make people's lives miserable all the money we get paid we should know everything sure right well um one thing that did come up in my in my own um with speaking with a family that happens to be um happily and remote or reasonably happy and um and remote or reasonable reasonable period um sorry i'm not going on social media tonight um but uh yeah i'm a fifth grader and i was talking with a friend and um just slipped through the crack so if anyone has a student who's like moving out of one level and there's a yearbook involved i'm not talking about parties or anything to reach out to the principal if you're in tech if you're in the virtual academy and say you're a fifth grader or you're an eighth grader and you are in virtual academy and you would have been hearing about things and you're probably getting the notifications but because our lives are also complex and they're probably going into spam or you're not really paying attention because life is so all over the place right now um if it comes to you like it did to this friend to say oh i didn't think of that of course i want my child to be in the yearbook right right right and it was a boom quick fix so if you are in that situation and you haven't heard anything about a yearbook and you're a fifth grader or like i said an eighth grader i don't know if that's happened yet in eighth grade but i do know it's there's planning happening in fifth grade for that and you want your child who's remote to be memorialized in their yearbook reach out to the principal of and not be afraid of that back and forth that that interaction because nobody is sitting here trying to discard no or or i mean you know um yeah right deliberately not doing something someone should be right so um encourage families to just be open to that dialogue absolutely very well said mrs amaral you know that i'll i'll lead into i i think you know i i got on social media a little bit the other the other night uh last week which i typically stay away from and i think it's important to note because there's there's a lot of misleading information out there in the world in the community as well as around the country and around the world but please make no mistake about it there are our our faculty our staff our administration here at the dartmouth public schools and i know i don't say this lightly you know i'm very proud to live in dartmouth i'm very proud to have a school department um the faculty the staff the administration that we have we're very fortunate in this community to have the resources that we do including the school system i i think the dartmouth public school system is one of the one of the best in the area without one of the best in the area without a doubt we are extremely flexible yes as dr gifford mentioned earlier our teachers go above and i'm not saying this they don't elsewhere but what i can tell you is that seeing what what my daughter's doing and hearing from other staff our teachers go above and beyond to support families and it really it really hurts me breaks me to my core when i hear negativity about staff that's unfounded um so i i just wanna i just wanted to go and say thank you thank you thank you to our educators that are in the rooms that i know that are working on weekends putting together their remote lessons to get ready updating their google classrooms i that all takes time this is a job that you were not doing well you weren't doing it this time last year um it's going on a year but these are all things that you've learned together um and i just can't think enough i can't thank everyone enough for for the job they're doing and i really do hope that uh everyone was able to get a little bit of down time uh with their families thank you but that i think that's really important to know because i see some ice i kind of watch some of the other school committees in the area as well as in my free time i i'd like to watch the department of education meetings yeah those are true board meetings very very entertaining um i will just leave everyone with this at the last school committee meeting this committee had some discussions around the appointment of the diversity equality and diversity committee and i have a little prepared statement i'm just going to read it so at the last meeting during discussions around community member appointments to the diversity and equality committee there was some discussion that ensued around the possible appointment of mr christopher pereira due to their joint relationship on the dartmouth education foundation with chris pereira dr jenkins and mrs waite made some comments regarding their opposition of mr pereira sitting on the diversity and equality committee whether or not mr pereira made some of those comments at another meeting or during another time that dr jenkins or mrs waite referenced it is my opinion as the chair of this committee that those types of statements should not have been made without mr pereira in the room and given a chance to speak mr pereira did contact me and he did send a letter to the entire committee demanding an apology on some of those things of what was said while i will not apologize as i have done nothing wrong i will however say this i will go on the record tonight at tonight's school committee meeting making the public aware that chris pereira mr pereira and i had a conversation on the phone and that he denied those statements made by said members and found them to be offensive it is his hope that these types of negative comments are not made in the future when potential committee applicants come forward to volunteer mr pereira also feels that this could have been avoided if dr jenkins and mrs way had concerns if they would have reached out to mr pereira directly once again i want to thank chris for reaching out to me and thank him for all the dedicated work that he has done to the town of dartmouth um in my personal opinion you know a lot of this whether it be communication issues between miss pereira and what was said i wasn't there but he he adamantly felt that his words were taken out of context so um i told him that if he would like to continue having that discussion to please reach out to mrs way or dr jenkins directly that's fine dr jenkins i would like to have the opportunity to respond there are two facts that are not under debate here mr pereira opposed the forming of a committee to discuss a mascot mr pereira opposed a grant to demolish school to buy books focused on diversity mr pereira has his reasons for his opposition but he did take those positions that's not under dispute here what is under dispute is the interpretation of these positions it is mr pereira's claim that those positions do not mean he is opposed to discussions around diversity i disagree with his interpretation of these positions i very much appreciate the work that mr pereira has done for the schools and for the town but on this we disagree thank you okay this is white yeah and i think i'll just respond i also would like to say that um you know i just in general i feel confident that we did choose the best members of the diversity and equity committee you know i believe the committee put a lot of thought and hard work into the discussion certain issues came up based on you know our personal conversations and experiences and emails and communications and you know those did feed into my decision making you know i think that the committee we've chosen is you know will be the ones who will be following the charge of the committee and will best uphold our goals that we have for that committee and i certainly do appreciate the efforts of our applicants including mr pereira and again i want to second what dr jenkins said in that he has contributed quite a bit to our our town and certainly i you know had mentioned that at our last meeting certainly a lot around veterans affairs serving on this committee as well um and i you know i apologize for any disappointment that our you know candidates you know who applied who were not chosen for the committee feel i hope that they continue to contribute to our committee as we work towards inclusion and diversity so thank you no i i appreciate uh the matter at hand uh anyone else wishing to comment on uh anything good for the good of the committee yeah yeah good i've got two things mr chairman real quick number one uh good luck to our deca students i know they're doing everything remote uh this upcoming week i'm waiting for you know i'm judging again so i'm waiting for is there anything that you do not do no not quite no it's one of the this is one of those things that this is this is enjoyable because this is really helping students and seeing how they interact and everything else so they're supposedly taping all their presentations and you know we get to judge them remotely so that that's coming up sometime in the next week to 10 days so i'm really looking forward to that and you know our dartmouth students i know will will be there too so we wish them all good wish them all good luck and number two somewhere down the line is it possible i don't know what vote forward them to us i happen to see a couple of the vote school committee meetings on local television but i haven't not that they're much of anything that they send us but their minutes oh do they ever send them to you or no can you reach out to uh yeah i think you can vote for mr watson and to uh uh the superintendent mr o'brien yeah and and see if we can sure for what what they put in there which is nothing sure well you know what mr nunes you actually bring up a very good point um regarding the minutes we are a feta district for new bedford vocational technical high school um and and i think it would be prudent that those um school committee meetings are aired on our dc tv because they involve dartmouth students yeah i mean i i saw the last the last one that they had i just happened to catch it but are they was that on dc tv or is it just that was on dc okay either channel nine or channel 18.

i'm sorry 60 40. so that means we've got 60 percent of kids in you don't have to go back so we're if we're 60 40 on average that means we've got 60 percent of the kids coming in if you're telling me that a schedule is an ab day right so now it's not 60 of kids it's 30 of kids so if you're telling me there's 30 percent of kids in high school i'm gonna tell you yeah let them eat lunch and those are those two areas that i'm going to be asking about this kind of chicken and the egg which one of those do we talk about first of the ab group versus lunch so i think we need to have a discussion about this go to the ab group come back and revisit i didn't know with certainty which one of those to put on first because some people also would say if i split into a b group i want to know if lunch is there right or i want to know no and you're absolutely right when you say chicken in the egg this is this is where we are so correct what if we put it so that like let's say there was an a b group and we went the five hour days for two weeks just so that the buildings could kind of manage and see where they were at and then we could right we could do like just to give up right just to give kind of a two week like here's here's the five hour days okay now we know where because you can only have what 50 people in one space so like i i realize that both of our high schools are not like my high school there's not extra spaces all over the place um and we don't have i mean you could the field house is on the opposite side of the building and there's lots of so i think for yes i agree with you it's very like so for me if you're asking me can i do an a b split with five hour days i'm willing to do that for two weeks like i'm willing to do that on a trial basis like maybe you bring in the health department and you say hey can you help us figure out how we can get the 60 of kids in this building for a full day and eat lunch and because they will do that they came out for us like like can you come out and show us where we can put kids so that we can like i'm i'm obviously i'm more concerned with being able to have more time in school or more concerned with having masks on 100 of the time is that's what i think we're being asked is that we'll bring well just looking forward are we wanting to build schedules that it's okay with half or full of the all students coming in and it's a very different scenario at elementary versus high school as you look forward of how comfortable are we having students take off masks as par and eat as part of their instructional day knowing that we can get up to five hours of instructional time without that happening how does how does how do our minutes change like what are we getting now instructionally versus what are we getting getting to the egg right is that what you're going to ask in the egg well can we come back to this whole lunch i think situation after we talk about some potential schedules yeah and i realized that i'm going to go with a three since you just asked for a number i'm going to go with no opinion yet okay well i don't know what we're asking because we did it both ways so we're asking what we're asking you to react to is our administration our recommendation that we work within those time frames of a five hour day so that we do not have to have students eat lunch and take off their masks while at school so i'm saying i think that is very important that the children wear masks at all times at school so i'm a one i'm just being clear i think it's i think it's imperative that we maximize the number of time in school in education and that if we need to have the kids take the mass off to eat lunch we remove masks at lunchtime so then your vote would be you would do a five though he's got a five right he's got a one heather's got a one i'm still gonna stick with the three because i think for me it depends on one the numbers that we're talking about if we're talking about a b or not and it also depends on space available which i don't have any information to make a decision on it so ability to follow social distancing and other guidelines really yeah i want to see the egg okay yeah and i'm sorry where was matt and ally tony was that a one ruth you're out of three matt it's based on what our programming options are i think our focus needs to be on the time in the classroom the instructional time that we have um not on the lunch period yeah so i'm going to say that um i would i would rather the instructional time in the classroom uh rather than the lunch period yep that's where i'm at sounds great sounds about where i thought it'd be i don't know which number that is but that's where i'm at yeah so next okay so then if we go one of the next key considerations is finding the right balance of the number of students in the classroom and at the school as a whole and really looking again at maximizing the in-person instruction and having as many students in as possible but also minimizing those health risks we spent quite a bit of time looking at this and we have different opinions based on whether it's different uh whether the level that we're looking at so i am going to go through and talk about high school junior high and elementary and kind of be getting a sense of where each board member is at and we'll start with high school so again here is the percentage of students but it shows you the range within the different within the school of some some schools as you can tell especially at our elementary have as many as 50 percent uh wanting remote or as few as 27 i want to add on to that that it's a little more complicated it's not like every single classroom within that school is at 50 percent you would have some that are above you know and some that are below that and then our range there at the junior highs and then the range between our two high schools uh if you look around at what other high schools have been doing in our building and you look at how many students would be coming in our doors at once as well as our high school students with some of the schedules that we're looking at if they ran their entire day and went through their eight periods that's eight different groups of students that they are interacting with and we would our recommendation is that we split the students into a and b groups and then maximize the amount obstruction that we can do within those that is what a lot of other districts have already done of splitting their high school by name so let's start off with high school you've heard our recommendation where are each of you at so what your hands are you're saying similarly to what what we had before is still splitting the high school into a and b groups in an effort to minimize the total number of students in the building at one time are we still are we gonna allow um i know with that original hybrid schedule we had it split up the first like half the day are we still going to allow students who have uh like my one of my kids has study hall first period so would that mean that he doesn't actually have to come to school until second period he will be thrilled to hear that information um on the days that he would have first period in person um you know obviously that's just one classroom you know not every kid has correct or not half the kids have study hall first period most of them don't but um is that transportation dependent i just want to make that clear for people that are listening so your son would have to provide his own transportation yes right yeah i just want to make that clear because people are listening right oh i see like if they change them they want to come in right if he's a bus rider and he depends on the bus to get him to school he would still have to go yes first period and there would be a study hall room provided for them correct okay and then we have kids that have late arrival early dismissal those kind of things too with the late arrival early dismissal typically those students don't ride the bus i think is that correct okay correct i'm hearing i'm seeing nodding heads yes so i guess my question is so we're talking about you know again approximately 60 percent of our high school students are planning to attend in person in whatever the hybrid model looks like and like brent said if we split that 60 roughly in half that's 30 percent of the students so what is that total number of kids in a building just out of curiosity i'm sorry to put you on the spot like that i think heather's doing the math behind me so that's right on the i also want to as we talk about high school at elementary it's somewhat easy to have an a and b split and move those students around at the high school if you divide by those by alphabet you might have a very balanced class and second period but have a very imbalanced class later on so it's not as easy as a breakdown so we're just looking at less total number in a classroom than in the building and in the overall building because if we and one of the recommendations is to limit the number of students or that bubble that students are exposed to because we're going through a high school schedule and one of the schedules that um we'll show you is going through their entire day while they're here during that five hour period so they would have eight periods of students of which to mingle with and then the hallways um too as well doesn't matter if we split about eighteen hundred to two thousand so like my my one of my classes for example next week my smallest class will be three my biggest class will be 12.

and i'm still gonna i'm still gonna send him and he's gonna wear his mask he's gonna wash this i would argue you might be a little bit more informed than necessarily every parent being a teacher but yeah but you know what i mean like like yeah and there's sixty percent of people maybe fifty percent of people maybe forty that are like me that i nee i need my in three weeks or whatever length the numbers might look totally different or a vaccination thing might have totally rolled out and people are like oh well i had it i've i'm no longer as worried about the risk because it's done for me now so now i feel okay well but or there's people who are you know like leaning more towards me but are thinking you know what i'd put my kid in school if it didn't have 22 kids in that class right well i think we're a little too worried about micromanaging a class of 22 when we should be but what i'm saying is it shouldn't be a district level thing it should be a building level right and that's that's what i think ruth said she said let's have the discussion with the building principal and some other people right and that's you know have that discussion figure it out and then if you can move them or i just give them a bigger what we're asking putting back at the building principles because i oh we're talking about the classroom of 22 kids you would have a discussion and you either move them to a bigger room like a community room oh no that's not what i was talking about at all i'm sorry i was talking about parents getting a choice at the next specified change or the new phase right that they could then choose if they wanted to be remoter in person that's that's what i thought that's what ali was talking about but laurie's talking about something different i would be fine letting the parents knowing this new information choose to go remote because that's not really going to impact what any plans if we suddenly had nine more percent of families that decided oh well i like this better let's go in person well then we won't be able to do that necessarily in person can i have almost yeah sorry man i need to jump back to slide five number one agree on group norms because everybody is talking over everybody and you're right about that virtually impossible to follow along so if i can just encourage everyone take a breath for a minute because it's it's really i'm having a hard time following the discussion i can't imagine what everyone at home is trying to follow along with so if we can just take a minute find some way to look around the room see who's ready for a question who's finished talking who's not talking because it's we're really talking over each other too much thank you sorry madam sheriff i overstepped you no you're you're absolutely right we all have an obligation to self-govern thank you then i bring us back and we're having a great uh discussion so where are we i felt like i needed to get a response around elementary on where we were at uh as each board member on the uh proposed recommendation that we have students come together not divide them by a and b and build instructional schedules based on that assumption i um i'm just i'll just say um you know when we talk about um how when we when we talked about our priorities my goal would be to i think there's a lot of benefits to the schedule that you're referring to but thinking about the idph guidelines and following this health and safety strategies as much as possible the mitigation strategies and so that's why i'm a five for this one i had not heard how long these groups would be in the building as one full group versus an a so we and and that's later but this would be i was still working off and we are still working off of the assumption that it would be five hours or less so they're not eating lunch in their classrooms understood and then is there a consideration to the bus routes so many families and parents kind of plan on the high school and junior high leaving early and getting home early and the younger kids getting home after the older kids have arrived is that still that's another layer that you'll see later in the presentation as we move forward we have to work with dawn and she's been great at transportation most of our bus routes have to run not only a high school route but a junior high and an elementary route so you have to have lead time and lag time in between all of the arrivals and dismissals to work within the number of buses that we have and i will be talking you know what that elementary schedule looks like um and maybe we're at same that chicken egg sometimes when we're creating schedules you get so far down this and you're like well what if we went back and did so i'm just trying to get a sense of how comfortable we are at having groups a and b together at elementary school so we had two um i'm not sure i was posing the question over here um for our elementary classes how comfortable are we as uh moving forward with having our a and b groups together at the elementary level yeah it looks like you don't even have anything you go with three no opinion yeah i'm so far removed from elementary that okay i'm having like i would like them socially distanced apart oh yeah so i lost track of tallies do we have more people on agreement or disagreement we're on agreement we have barely barely yeah we'll need more information okay um so at this point i'd like to go through and mock up some of the schedules so that you have some of the answers that you had talked about but again these are very much a working document if people are looking at these from home or these things we can slide some of these minutes we can slide what are these pieces i'm trying and we're trying to get broad brushstrokes of where we would be on this and then depending at the end of this of when we decide the timeline i do think it is very advantageous for our still to work with our teachers our specialists to fine-tune some of the details when you think about how complicated to push in special education and other pieces we're trying to come to consensus here on where we're at as a board and then build schedules accordingly so for example going with the recommendations that we talked about and having a junior high in high school in person this is what it could look like students would be divided by last name into groups a and b students could come to school then two days a week or we could look at wednesdays of having additional in-person day but alternate every other week if in-person instruction was indeed our highest priority each group would also then have two days of remote instruction we would not have students eat lunch while at school each school day would be five hours long very similar to what we do on a regular school year when we have a five hour school improvement day or parent-teacher conferences at the elementary level where secondary would have a five-hour day those schedules have already been built we could still have additional support time for students and then wednesdays as i said could be additional instruction either in person or remote or it could be intensive student support time what that looks like or could look like at the junior high level you could run all nine periods they could be 30 minutes long with transition time built in so that when students came they would see each of their teachers and that would be the benefit of that is that they would see their teacher in person twice a week we do lose a little bit of instructional minutes by doing it this way but we gain in person instructional minutes to continue just to see what that looks like at high school and there's two different mock-ups of schedules here one of which is eight periods long where they see all of their eight periods in one day where there would be 34 minutes or 33 minute periods transition time in between same type of thing where they would see their teachers twice a week running through their entire schedules with wednesday still up for discussion or you could maximize some more instructional minutes by doing a block schedule and having block one you know be their first four periods of the day and they have double up of periods and then moving and i we have not yet taken this to a whole group of teachers because we want to know where people are at but there there are pros and cons especially depending on the content level of each of these this isn't for you to kind of vote at this point of you know which is better blocks or periods is to give you examples of what could be done within those parameters yes okay i do can i ask about the block though real quick as it relates to junior high students taking freshman courses yes so we have worked out how we would be able to do that uh and have our especially our students at the junior high that are taking high school math classes still work that out okay but so i'm sorry what is block one i don't so it would just be you'd see for example um maybe monday would be your first four periods block one would be seeing your first period for double the amount of time okay so monday would be periods one through four and you're just there double and then tuesday would be five periods five through eight the downside of that is you don't see your student every sing you don't see your teachers every single day but you do get more instructional minutes because you do not have as many times in passing periods and you also don't see as many different interactions with students right so you're limiting the number of passing periods and you're increasing instructional time which it looks like by only about four or five minutes right it's not a significant increase but they're not losing instructional time if we did that so my question then also would be because i remember way way back many many moons ago we had a presentation to do something similar at the junior high um and it had something to do with doing pe remotely and still blocking the schedules is that something that we would consider or has that ship sailed because it also had something to do with the number of in order to redo all of the schedules and like take out lunch take out pe those types of things we would no longer be able to offer all of the courses that we would offer at the high school level because you will have redone schedules and we have we have classes that are only offered once a day um for example things like world language at the year three or year four you might only have one class that it's offered once if that student was also in a math class that's only offered once and now we have to offer those simultaneously we wouldn't be able to get that done so if we did the block schedule at the high school we may have to totally redo their schedule no the black schedule would be fine but one of the drawbacks is is if i had fourth period lunch i now have fourth period for 71 minutes on a day as opposing to go through the entire schedule okay see i don't know if i think that that's enough extra i mean we're talking about like three to four minutes yeah i mean that's not you know work to do to me the pro of that would be limiting the right number of paths and periods and that's the strongest pro and i'm not sure if that would outweigh some of the cons that you're right and we are slightly toward let's do all periods in a day but i just wanted to demonstrate right different possibilities that you've been thinking about different options right i appreciate that yeah right okay so i just want to continue the conversation at the secondary level of what remote by choice would look like that would mean that students would participate in their classes four days a week or five days a week if we had wednesday but it would all be remote and they would be following the same schedule as in person and participating you know via google meets and those things while the rest of the students had class right they're live streaming the classrooms correct yes so it's not like we're asking the teachers to teach something twice or that the remote by choice kids would be missing out on something other than being in person they're getting the same information at the same time correct i feel like i jumped ahead too far because i see something different on the sample schedule and so with that topic way back when the summer we were trying to put something together and go live was the remote option i remember the conversation being it was go live those video courses because we could not do what you were just presenting we could not have a classroom being taught with another eight students logged in remotely at the same time what we had talked about originally was having the remote choice even go by edge annuity and take classes differently than that we also have talked about the um that option of having them all push in for those times i'm not recalling the exact conversation that you're talking about of having all remote be since we've been in remote well when when we were looking at how this again this was a summertime conversation when it was either it was either an in-person choice or it was the edge annuity go live i forget what we called it but it was basically you you chose your classes and you watched the recordings for those classes i think that was because we didn't have everything because they could not we could not have live in person and remote going on at the same time in the classroom and some of that is our technology and where we were at the beginning of the year compared to where we are now yep that's what i was meaning i have lots of tech questions when we get there though let's go should i keep going to elementary yes guys okay elementary again this is a working document if we were to increase to five half days a week of instruction having both a and b in-person groups combined what this could look like is that students would come to school for five mornings a week for math reading and writing instruction they would go home and then the afternoon we would have go live or digital sessions for their specials as well as pe and independent work time along with that could be small group instruction that are for our students that are struggling for our other staff that are available to do that i want to remind everyone that that would be classes not divided into a b and all students for in person would come at once if you want a mock-up of what the schedule would look like that could be 8 40 to 11 25 in the morning and then students would go home and have those types of things in the afternoon that i already listed what that looks like then for our remote learners is they would have the reverse or the reflection of that with students would have live sessions with their teachers five days a week in the afternoon for math reading and writing instruction with the student with the teacher that they already have the mornings would be digital instruction with specials like art music and pe small group online instruction would be scheduled in the mornings for students that are struggling what the schedule would look like there is they would have student support time and specials in all of those pieces in the morning and then the afternoon would be go live sessions with the teacher which could also include small group time like they have now faith the assistance or help for the struggling students that's coming from reading specialists and people who are not classroom teachers correct correct okay this would be a dramatic increase in instructional minutes in both the in-person and the remote options my i have a couple of questions about this is i'm seeing so when i'm just calculating my head 8 42 i feel like i need a little clock in front of me to eat i'm a visual person 8 40 to 11 25 is 2 hours and 35 minutes 45 right 44 45 minutes there's a 15 minute difference between the in person and the remote if that's what you want because 12 40 to 3 15 is what two hours and what 30.

okay how many students are normally in your class list 28 to 32. we have about this about the same percentage-wise can you repeat the numbers that um heather had given you related to heather if we split alpha at the high schools it'll be between 900 and 1000 if we do not split alpha it'll be between 1800 and 2000. is there any other practical way to split other than alphabet probably not i'm guessing but i'm just asking not that i've seen other schools do height well no i meant by like freshman sophomore junior senior you can't do it that way that's difficult because a lot of the classes tend to be all freshmen so it doesn't help make smaller class sizes but again like i think i think the nice part about doing an a b split is that again like the biggest part of this puzzle is is getting people in the buildings and getting them wearing their masks and washing their hands and staying six feet apart and being comfortable being in a building like i think for me that's the biggest part like the teachers in the building when we first went in in august everybody was you know like my hands are still super dry from washing them 15 times a day but like it it you know what i mean like it gets better it's better for your sanity and it's been a long time since they've had to get up and get ready for school really right but you know like i'm i'm all in for the a b split but again like i'm i'm kind of leaning towards brent like i want to i want i don't want i don't want to say i'm on a navy split for the rest of the year like that's not my intent my intent is that we do an a b split we'll try it for two weeks we'll work out some kinks and i should have clarified what we're talking about for in person does not mean that this is what we're it for the rest of the year the world keeps throwing us curveballs we have a vaccination that might be on its way this is what is the next step for us but i i also think it's important because there's you know people on the i'm on both pages right and you have both sides and we have people who are you know they're listening to the people who want our kids in school and they're listening to the people who don't want our kids in school and what we're looking at is numbers that say 60 of the kids want to be in school so i think what what i'm picking up on that and i actually do agree with elian is that this this is not something we can do for the rest of the year this needs to be something that we're doing for a specified period of time for me for it's all about having an expectation that we can follow that we know that the next time i'm going to have to think about whether or not this is right for my child is in x number of weeks and this is what it will look like so for me getting the information as specifically and as quickly as it's available is going to matter a lot in this so that'll be kind of on rollout but i guess for i i don't think i can give an answer until we finish the presentation on what i think about the recommendation for the split until i know what that means and what i'm saying i agree with and my question on that is about instructional minutes okay and we have all the minutes i want to kind of keep going on the next couple of pieces and then and then we'll get there um and looking at the high school piece i just want to i know we've got some people that are at a i don't have an opinion yet but we also had some people that already had that had an opinion of where we're at and i kind of lost track of where we're at because i know my team is helping me keep tallies so i'll ask again our recommendation and it's understood if you need to say that i don't have an opinion at this point but where are we with we want our high school to at least start out with a b groups uh and maximize within the time frame that would be there i'm gonna go this way okay and tony i don't think i had heard what your objections were well i i have delayed on purpose because i wanted the discussion to go and i just i have the belief that we are at a unique opportunity as a board to keep people safe and save money and so my stance is that we should stay with full remote until the end of the year i am looking at all this i am keeping an open mind but i believe that would be the safest option i believe that's an option that maintains a lot of the integrity of what's been built as students and teachers up until now and then i think also it's not about being comfortable it's about being safe so that people make it to the future that's my stance as a board member thank you for explaining that because when you agree or disagree sometimes people agree or disagree for very different um reasons and and that helps so then i want to pose the question around junior high so junior high and high school share some overlapping students we have students that take math classes at the high school level that are part of junior high we also those those schedules i think it is in our best interest to move forward with them together that what we decide for high school we also decide for junior high so it would be our recommendation that the junior highs also be split by a and b at least to start so that we would be able to have that smaller amount of students that are in there at class size the junior highs have nine periods so if we went through their whole schedule in a day that is nine periods of students that they would be interacting with so what i need you and i'm i'm i don't know if it will be the same but it could be the same of where are you with junior high in wanting to divide the junior high by a and b groups okay did were you guys fast enough to get that all right do you would it would it be easier for you to for us to go around with and say a number i don't not really that's that's what you want us to hold our arms up high yeah really tall hold it in front of you so people all right all right we'll hold our arms up higher because i don't want this to come across like it's voting i understand yeah it's just exception okay okay thank you now let's talk elementary so at elementary we have a different approach and if you think back to your days in elementary school most of the time is spent with those same group of students in our district there are some students that leave class to go to gifted instruction or go to an intervention or to utilize some of their special education resources but for the most part that's that group of students we also have quite a range where we have some of our elementary schools that are up to 50 percent remote already we our recommendation is that we have all elementary students come together as groups a and b and if you recall our earlier recommendation but not having them eat lunch so it would look like all students coming together for half days i need your reaction to that so again i'll state the recommendation the recommendation is that we would want elementary students a and b groups to come together that does mean that there would be less chance for social distancing at a full six feet but they would be around much fewer students than what junior high or high school would be i do have one quick question and i realized that this question doesn't necessarily just a numeric answer because different school buildings have different sized classrooms but what is your the largest in-person number does that make sense i poured through each and every class of elementary i believe today uh and we have one classroom that um right now would have 22 students coming in person and what would that that's a little rare there most of them are less than that but we do have one class that would be at that level so if there's a building where that is potentially a concern what would be could you move that classroom to a larger space right that's what i'm saying like could you temporarily move that specific classroom to a community room or you know obviously they're not having meetings in the community room right now i might be able to do that and also remember that a lot of times during the day not all students are in that classroom even though that they're in person they're being pulled out for an intervention they're being pulled out for gifted instruction they're being pulled out for her speech therapy so it's not necessarily even if there are 22 students that are coming in person that it's 22 students the entire time that the class is there and i realize that while i'm saying this this is going to go way bad but i'm assuming that they're coming because they love that teacher i'm gonna but what could we also offer like hey you have 22 sections but we have another section over here that's only got at that school that i looked at that because it was three i want to say it was three second grades at the same time we had one one classroom that had that many more we had another classroom you know of second grade at that wasn't as high so you could see if some people wanted to switch having been a former elementary principal that doesn't usually go super well but that could be a possibility in trying to balance some of those if there were students and parents that were interested in doing that to go to a classroom that had smaller number of students but we could kind of leave it up to the building and the to figure it out those grade levels and do you so but the number can i do this though the numbers that we have related to parent parents choice for hybrid or remote is based on this idea that we would be um able to pretend you know have some social distancing this a b split that had been presented previously so so knowing that that might also change potentially is that right so thank you heather because as we build these new options i think it would be imperative to let parents choose again because we would have dramatically changed the options in front of them we would have changed the social distancing so the numbers that i'm talking to you about might change but didn't we just in our announcement from last week say hey you can choose again and we specifically said we are planning to make changes to the plan that would increase classroom time but people don't necessarily know i know i understand that they didn't know exactly what that would look like but i think to then say okay well now you get to choosing it like what was the point of last week if they were going to do it again i don't it's just my opinion i kind of like the idea of getting to choose at each level of increased in person because some people might be comfortable with two days a week but if their only option is four days a week or maybe they've been in those two days a week and their kids are like man i'm good i'll go remote you know what i mean i have that option to say i don't feel comfortable with my student being in four days a week i guess my only concern with that was information i saw that would delay these things even further okay well i think absolutely there should be information that is clear and that the parents should be allowed to say based on what i'm seeing this is what i want to do because i think any one of us if we were involved in any situation whether it was staying at a motel or something you'd want to know what's going to happen so i agree with lori that you have to show them and then you have to let them choose based on what is in actuality going to be offered let me ask this can you have is that something that a building principal could do because the building principal would know how many kids are per section because like for me at the junior high i'm gonna just assume that it's gonna be somewhere between 10 and 20.

is that because like to account for arrival and dismissal or so that is looking at the teacher workday the because this there's no you know we have to build in lunch and planning period because there's no like break for art music pe like what we would do during a normal day um we do want teachers of course to have the break and the lunch that they would need to have and still be within the contractual day okay but still part of that in person like they're not getting really an extra 15 minutes of instructional time because they still have to deal with arrival and dismissal a rival dismissal distribution of materials all of those types of things slow down a little bit more than remote right right okay because i think that that would be a concern of parents like am i getting gypped these 15 minutes but realistically it's not it just takes a little bit longer to do things in person in almost all of our classes that afternoon sessions that are go live with the teacher are much smaller groups than what would be an in person as well okay and the um specials and stuff with that you said that's go live so they're not just sitting there watching videos all morning or conversely all afternoon they're they will be interacting with the teacher okay it's not their homeroom classroom teacher right but it would be their specials teacher or an aide or someone else who would have normally potentially done pull out at school for extra services as well correct okay can i can i ask one more question about the go live yes in the elementary so this will be different than the like 15 minutes on 15 minutes off right this would be yes two hours like there's a very big difference between kindergarten and fifth grade of how much breaks and time you would need to give and to have those opportunities so i'm painting that with broad brush strokes and the teacher would need to react to the students and the age and be developmentally appropriate you know for the students that are there yes so way back when on slide 17 when we asked about sending all the amb at the same time and whether there was launch or not lunch it was for an extended period of time correct longer than two hours and 45 minutes correct as as what our outside limit would be i don't and if when we talked about how long you want to build the day we felt like it was important to have some equity between the amount of minutes available for remote choice and also in person and we're also working with that priority of keeping students with their peers that they've been going to class with and the teacher that they're with so we're looking at taking the that day and then dividing it so that we can offer the instruction that we need to to both of those groups if you were to push and i also if if you were saying that we should go five hours for elementary school students and add their bus route on the beginning and the end and not have them eat i think that's also a very long day it's a long day and this is the this is the the piece i think from the beginning that i struggled with when we talked about a hybrid choice and when my statement about finance really got misconstrued out there you know the expense of the busing and everything that goes into it for two hours and 45 minutes which we know is not going to be a solid two hours or 45 minutes of instructional time especially at elementary by the time it could settle down there's stuff going on there's a lot of activities and um i i just really wish or would hope that we could find more than two hours and 45 minutes of instructional time i i i just really really do for all of the work all of the effort uh but matt how are you going to do that how are you going to find more time when and say you have to have if you're going to preserve the teacher having both sets of kids you're either going to start chipping away at the kids that are in remote right or chipping away at the kids that are uh coming by bus i just for two hours and 45 minutes what how how much how much are you going to get done in two hours no i i completely agree with you as far as that two hours and 45 minutes is not adequate it's not a lot of time it's very complicated there's this dismissal and arrival but in the world of trying to create remote for all plus something else there's only so much you can shift one way or the other because you have to accommodate both groups i understand that i just it's so we're doing this because we're doing it just to do it and to get kids in the building yeah what thus the chicken and egg from earlier busting and everything else and that's the price you pay for getting the kids in the building is that some things get uh reduced as far as instructional time spot on junior high in high school it just seems like we're really falling short on the other well i think a lard i'm sorry to interrupt god that's it i'm good i just i think largely it's because we don't have do we not have the capabilities to live stream the elementary classrooms correct like the the reason junior high and high school can have more in-person time is because their classrooms are being live streamed so the teachers aren't having to i mean in essence we're asking the elementary teachers to teach the same thing twice it is our sense that especially at the younger grades that listening into a live streaming with the teacher is not affect as effective of having the teacher right here with a small group and working on early literacy and early numeracy skills that it's a different type of learner and a different type of skill that would be involved in listening to live streaming and you know from my elementary teaching days you know working with i have a group of students here 14 that kind of thing and i have 12 that are remote and i'm managing and balancing both at the same time absolutely i have to say big time i think that that's a huge consideration i think it's actually a shame that we have our junior high and high school kids set up in a kind of luxury world where that's possible because that's not the best kind of teaching but it absolutely wouldn't work to have the go live with the elementary kids because the way that you do what you do doesn't work for kids that are on zoom at the same time you have live kids and you know i've been doing it all year remote and i can just tell you that if i had to do live kids as well there would be even more disruption so what else does anyone have any specific questions regarding the sample schedules we are at so far is that um not some well i guess not so much of the sample schedules i guess i'm just wondering you know when we looked at some of the first slides and we were talking about finding the right balance and there's the maximizing in-person instruction and there's the minimizing health risks for students and staff from with the proposal for elementary of combining the groups um a and b um just can you tell me a little bit more about your that rationale in terms of thinking about that balance because it is different from the upper level when you look at some of the research that's out there especially with our younger learners there's not near as much transmission in between students so pushing those groups the younger students together we felt even more confident about being able to mitigate and being able to keep that transmission from going we're also looking at having much smaller amounts of students interact with one another throughout the day as compared to junior high and high school so that was the rationale that we used to talk about pushing the elementary students together and bringing them in for five days a week in in what we know about our youngest learners too having that frequent interaction with the teacher to build upon what was just happening the day before does cause more progress and instruction and i think everybody gets that we would love to have everybody in five days a week and get back to what we were doing we're just trying to find what is the next step to help us get where we eventually would like to be okay and i have a question and i hope this is a good time to ask it if i'm a teacher no matter if i'm elementary junior high or high school where do i go to look up what i what i am recommended to do with children when they are with me live in the classroom and what kinds of things can i not do and this of course depends on if you're a science teacher and you have to have an experiment are you allowed to do that are you allowed to touch a lot of things and have other kids touch them or have them face to face in a certain way where do teachers go to get guidance about what they're supposed to do on that very specific level so we have a lot of those things that are already published and i'd ask for people to look at the website or what that looks like but we are talking about social distancing in classrooms having them as far you know as they could having them you know face forward as much as possible all of those different pieces but having six foot distancing if we were to have 20 students in an elementary classroom will not be realistic right but the choice about whether to have them play a card game or whether they're not allowed to touch a pocket chart but and everybody's touching the same set of cards or something like that that's outlined for the teachers somewhere so that they can get clear guidance on what they used to do in person but now they have to change for a covet environment correct okay because that's a safety issue for me to know that teachers know how to be safe with their particular calling or particular classes and that's training that has been and will continue to be ongoing right as people bring in there's going to be different scenarios that we're going to have to address that we haven't possibly thought of all the different scenarios and different things that we would need to think about okay and faith can you go over again what the difference is in right now today the number of minutes that kids were getting as opposed to what i look at this i see this as the most generous schedule it can be that's the max it's maxed out for elementary we would be going from 8 hours of instruction a week to 13 hours and 45 minutes a week for in person and for remote we'd be going from 6 hours to 12 hours and 55 minutes that's for elementary we'd be dramatically increasing the amount of instruction available to both groups of students if we were to move to this model compared to what is on the dockets to start january 19th and this model clearly does not allow for them to even think about having lunch in school so there would be no need for worrying about how to safely allow them in small groups to remove masks and social distance for a lunch period correct so is the concept adding more complexity once you get skilled at what you are able to do like we have not been in person we don't know our our teachers don't know the answers to those questions because they haven't seen how many kids are in their class or whichever so i would really hesitate to put on to our schools the extra burden of now let's add not having masks for half an hour while we have 20 kids in this space that we don't know if it's a classroom yet i i i is that the concept here is that we don't make it too complex at first well and knowing that while students are wearing masks the transmission rate and those things are so dramatically reduced that we wanted to build that day in also to talking to tony's point of there's only so much amount of a day and to split that into in person and remote this is maximizing the amount of instruction for both groups it dramatically increases both live in person and the remote piece because now it's five days a week and it's less complicated correct yeah what about for the junior highs in high school for minutes so with junior high in high school it gets a little bit more complicated because some people are very interested in overall minutes some people are much more interested in the amount of in-person instructional minutes so at the junior high level where we have 132 minutes per class period a week we'd be going down to 120 to go to this option but there would be more of those minutes to be in person which we hear loud and clear is as a priority if we were to add wednesdays we could recoup some of that time that is lost at high school we currently have 150 minutes per week per period it would be going down to 132 with this piece obviously if we went to block it gains back a few minutes of that and that's over that whole week of time and if we were to be putting in some more instruction on wednesdays and that type of thing we could more than recoup that amount of difference could we just on the wednesdays do full go live like what they're doing now yes well not like they're doing now on wednesdays but going go live sessions on a wednesday right so we're thinking wednesday would follow the same schedule that they're doing in person it just would all everybody would be remote that's one of the options yes what's next just a sample of early childhood schedule where we'd have an am group and a pm group and a remote by choice and that is a mock-up of what a sample schedule could look like and then just wanted to make sure that we're still talking about our students in self-contained programs coming four to five days a week depending on the different level and the different program they're in we want to make sure that students and parents understand that if they're having resource services or 504 plans they would attend in person on the same day as their peers would do in general education and then work around that transition and eva the programs have separate schedules as they do currently and we'd be sharing those out there we just and goal would follow a separate schedule as well just didn't want parents to think we had forgotten about them as we're moving forward and talking this evening so the the early childhood they're they're they're teaching three separate groups they're correct and they they're used to teaching an am and a pm already so this is adding the adding my choice option in as well for for our self-contained students when are we planning to bring those students back into classrooms can i assume that any changes potentially that we would discuss here would not affect the start time for those students like i know it's so that's kind of coming because it depends on there's another question that's coming of you know do we start on january 19th with a the current plan that we have do we wait and i have a recommendation but i want to also see where we're at with the next phase before we start talking about what is uh the timeline of which we could do the next phase is there anything you need from us to move forward to your next section so i believe that i have we had general consensus here on some things there was no option that it looked like we did not go completely against what the recommendation or the suggestion from the administrative team was so with those broad brush strokes then of looking at what the different schedules would look like where are we at with schedules such as with those now that you've seen the details and the pieces of where that goes for us to build uh those schedules and then go to the next decision factor which is when we could start those okay sorry yeah i just like so i know ms paltein spoke at the beginning of the meeting and i know i've gotten the emails too about teachers wanting input but i also feel like we have to shoulder this at some point you know and i'm speaking as a teacher too like would i like to have my opinion on what my district is doing 100 but i also feel like we're kind of at this point where we keep asking faith to do something and then we ask her to change it and then we ask her to change it again and then we change the metrics and then we have to change it again and like i appreciate all the work that you did 100 and i appreciate 100 that teachers want more input and i appreciate that you are freaked out right now at the possibility of having to do something brand new again for the umpteenth time this year but i also feel like as a school board we have to it's got to be done like we have to make that decision right so i just like i want to put you know like again i appreciate everybody but at some point we have to say this this is our plan we're gonna have to we're gonna figure it out we're gonna figure it out together we're gonna screw it up a couple of times along the way i know i say this every time but it's we gotta start somewhere but we have to start i would like to add on to what ally said in in an ideal world we would be able to just pause time and get everyone's and figure it out and then go forward and that would be the end of the changing of decisions but the only thing that has been consistent in the last 10 months is the inconsistency and the constant changing of metrics and guidelines and we i'm with you allie we just ha we cannot wait any longer we the longer we wait the longer our kids are suffering i know i don't know if dr sparlin you were going to mention my request that i had made about students failing and it's heartbreaking to see those statistics and i would love to be able to share that but i know this is working fine for some kids it's working fine for my kids they they're fine but the number of students that this is not fine is not acceptable so if i think i want to go through the next few slides to point um kind of a center direction and have things to react to and then we'll come back from there so one of the big things and we're still i feel pretty good that we're in agreement but not consensus on some of those big broad brushstrokes about lunch and those pieces but we can go back if we need to and revisit this so then we begin to talk about so if we built all of this when could we do this we feel strongly that the parents should be given a choice because we will have changed the amount of social distancing we will have changed schedules as to what people are able to do to work around their their current work lives and those pieces we will have changed the dramatically the amount of in-person instruction and remote instruction that would slide t students and parents to a different decision so we feel strongly that we will need to do that and that also with that risk causes that we may have more people go remote we may have less people go remote and we also with any of these different changes we would have to create new transportation routes now we've worked with dawn to make sure that with all of this we wouldn't adding on huge amounts of bus routes from where we're usually at or having to hire an inordinate amount of bus drivers to get that done but it would be a change she would need to then write the bus routes re-bid so that bus drivers know which of their routes they would have communicate those out have that be as that practice run so that we make sure we know we're going when we're picking up especially a lot of our elementary students so it does take time when we look at this new option of timeline that if we started tomorrow this is what we need to build and where we would need to be our recommendation is that we would not start this that doesn't mean in person instruction wouldn't start but if we were to flip and say all of this is brand new we would need to publicize that out to parents we believe it would be good to start with having a few of these in-person pieces for people to react to see how that's going then have parents make their choice by february 5th that means that we would meet that timeline that we shared back in october for our elementary students that at the end of second trimester which is february 12th that would all be decided when the third trimester started in february 15th there would be that new option if you recall our timeline in october for our secondary students was more toward march where it was the end of the third quarter we can back that up and have this done earlier before you react to that i also want to show the next slide because it's what could we be what could be done to move up when we could do in-person instruction currently that is on those pieces so now when we get together and we talk about what is the best thing to do for students we're weighing out starting as soon as possible which is that january 19th time for elementary or do you minimize the amount of change and wait until february 15th our recommendation is that we do not want to wait until february to get our students in but that does come at a price that means we would start one way which is a week from tomorrow and get our students in what that would look like we could move up high school of our current plan by a week so that we would have our in-person instruction for elementary following what we've already shared with everyone that the 19th would start the hybrid model junior high was scheduled to start the next week in high school after that we can move up high school so they start at the same time as junior high we would do that for a few weeks get the information from parents as after we work with teachers to solidify the details have some of that input that you talked about about what that would look like and then move to our next phase of instruction questions or comments about that yes so today is january 11th why would we not ask for like we already have schedules here that we've looked at tonight why we have to wait until february first to publicize a new instructional plan we that is uh up where we could get p more of that but we have a lot of decisions like before tomorrow that need to go into all the details about those different plans i what we have learned a little bit from when we asked this in october if you ask way too early before the start date the world turns and then people are not happy with their decision so we could get the information out but if we're not able to get bus routes get all of the attendance centers the way that they need to be until february let's ask parents closer to the time of that instruction so that we have a more accurate information and parents have accurate information of what is the latest with covert rates all of those pieces as they start is the rationale behind why you know why we wouldn't launch all of that immediately and seek some of the input look at you know what that looks like make sure the all of the intricacies of how special education plays into that and give that information out to parents at a later time for those who are looking and watching the board me they're already getting a feel of where we would be going so it's not a secret and we could push information out we have talked with dawn and we would not wait to build the bus routes based off of those what we would build the bus routes off of is having as if all of the students were coming so that we're not waiting for choice and then doing the bus routes as we've done in the past to be more economical it is not the most cost efficient to just build the bus routes as if everybody comes but at the junior high and the high school level that allows us if we do that to eventually you could go to four days of a and b combined and having more of those pieces of what all that would look like and allow that flexibility and what those those pieces would look like right so i have a couple of maybe not in i have some i have some questions um so my my first one is about the a b together and the trial period like i would i i would ask the board to say look we're gonna try this for two weeks work out some kinks and then maybe give parents a two week warning and then we're gonna you know add more kids whatever like i like i really kind of feel like we need some kind of timeline even if that changes because everything changes but i really feel like we need a timeline for that and my second timeline um is another question that i hear a lot from some of the some of the staff in the district um so most of these questions go around tech right so my first concern is that not every teacher is in every building right now um i know that we did some upgrades to something yes yeah yeah the internet we did yeah but um do all of our teachers have devices do all of our teachers can all of our teachers connect to the proximas can all of they have enough chords to connect things to other things do we have the little dongly whatevers do we and like i know i i kind of in passing said this to john but like i think that the more we teach with technology like i realize not every kid has a chromebook yet and again teachers that's going to throw a huge monkey wrench in for you a huge and and and we know that and we know that going in and i know that there are some parents who you know like me for a long time he was using dad's chromebook or macbook or whatever it was right um until he broke it then we finally had to get him a district laptop but um so what happens if they don't have a laptop and they're in a classroom and i know that there's some work grounds and faith and i kind of talked about them and i agree with you totally i'm a you know i it's not ideal but realize that there are going to be kids in your classrooms that don't have chromebooks and you know i would encourage you to reach out to faith she's got some really great ideas that i didn't even think of and i've been teaching for 21 years right like there are some workarounds and parents there you you're going to be a little frustrated sometimes too but i you know like so those are my big questions like devices how many when can we get them i would like tech to go into each building and just and we've we've set up demo classrooms at each of the secondary schools where teachers will need to have the skill of teaching in person and to students you know at their homes at the same time to do that we have not had all of our staff in uh to view all of that we need to and very much want to have all staff in to even do a go live meeting where we can say okay everybody is in their classrooms they've connected to their access points we know our bandwidth is great but we have staff that have not picked up the device yet that we've offered to them to know how it would work how it would connect and i don't want any staff member to have to do that on the same day that they have students in person with an audience oh no so i so i when we're looking at dates like i would like teach i i'm not saying i'm you got to do this like a week or maybe even two out like i you know like ideally i would like the teachers in the building i would like a tech at each building and i realized we don't have enough for a tech at each building but just for somebody like some of the inside classrooms that don't get good wi-fi some of the things that people in buildings know that we couldn't possibly know sitting up here as a board like there's some quirks to some technology pieces that are gonna have to be worked out it so and like even the seating charts like your seating charts are gonna well and they're gonna i know and i know that you're thinking with a teacher brain on this one i get it and and i i really do sympathize i think i heard at one point even changing the word and to or is just that overwhelming especially with all the changes that have happened so we want to minimize that but we i definitely want to see what we're looking at for what you need for teachers to have for time before students are in acknowledging that they're still teaching remote while they're learning these new things too right and and some that's huge some of when i we feel strongly of when staff would come in also depends on when we're starting these so what do you need from us to so one of the things that we would need is you know where are the where are we with this piece of we are supposed to start in-person instruction a week from tomorrow with elementary and we will not be ready to go to the next phase where we're talking about five days a week for elementary and having those different periods and offering choice and i i we cannot get off that off the ground by next week so we need to be thinking about where are we with causing yet another change for families and staff and having in-person instruction you know as soon as possible so are you asking us if we want to do a february 15th start on this change and go with what you currently have now until february 15th is that what you're trying to gather or can you start it february 5th or 1st or whatever february 1st only gives us a couple of weeks to ask all parents to make this selection this choice and redo bus routes i think we just asked parents we gave them two days to make a choice i think that's not an outrageous i think i think that's what i could yeah aren't there um already geared for the 19th start they're geared for the 19th but they would be very different if all of a sudden we were running bus routes at different times and five days a week for example at elementary and had different amounts of students on them can she do that in two weeks and two weeks to do that and hire the bus drivers and redo the different bus routes that need to be and do practice routes when i talk with don at transportation that's just not a possibility to have a two-week turnaround i would just like to quote george michael of wham when he said if we're gonna do it do it right and i think we need to give ourselves enough time to do this right i think it needs to be get there in good shape because we're doing a good job now with the remote the teachers are doing a great job it's working as well as it can and i completely understand that a lot of kids are not doing as well as they should um but i think we need to be honest as a board that the people involved in the logistics and that's what i always go back to is like what are the logistics how can you roll something out if they came to our house and told us in two weeks you need to have everything ready for you know my my nephew's bar mitzvah or somebody's wedding you'd be like i can't do that in two weeks and this is much bigger than a bar mitzvah or you know a wedding so we have to be honest as board members and say how much time would you need to make this thing roll out in a way that is professional and is well thought out and i have a question faith when you talked about getting all the teachers in it doesn't sound like there's room for teachers who are not able to come in in person is that something that's being addressed each time you decide these things we've already gone through and looked at um staff that would require telework or for medical reasons can't come in and at the elementary level that's really looking at if they are still able to teach from home but there is a reason that can't happen we're co-teaching and having a person that manages the instruction there but also having their teachers still remote in so she's providing he or she would be providing those pieces at the high school level and the junior high level where it's not you know three hours a day or those types of things and it's only one or two periods we could have a teaching assistant or other people be able to provide that instruction and that teacher would remote in to the students that are present and also teach the students that are at home okay thank you for clarifying that again i i feel like like we're two weeks and four days if you're just counting the that's 14 working days like i i feel like we could make some significant so are you asking for us i i would like basically we need to we need to first decide on what date we're looking at if we if we would like to see these plans be built out if we can come to consensus of four board members in agreement on a start date for whatever this new option would look like on what that if we would like to approve what that option would look like what level of board involvement do we want any changes that come down the road what will that look like um and we just need to get to four so yes ruth i would have to say i like these plans that were presented tonight much better than the current hybrid plan they are more simple they provide a lot more instruction time it doesn't give me a headache to look at the schedule i i think it makes sense i don't like the idea of start this crazy town plan a little bit it's a little bit kooky um because we didn't have information and numbers start this this and then in three weeks you're gonna move to this one that is a lot nicer i think it's especially at the elementary level a lot of change for young kids to deal with but at the same time i do not like the idea of waiting until february and i would love if it all humanly possible to move that up i mean the high school kids were already not originally going to be starting until february anyway so it's not a big deal to just say okay we're gonna i just well idols are my opinions so i just but so i just wanted to say that um i think i don't think that the original hybrid plans were um uh i think that they achieved many goals that we were hoping they were achieved that we would they would achieve in terms of some of the obviously looking at mitigation risks and whatnot challenging schedules to be sure for sure i also agree that i like the simplicity and consistency of some of the other plans that we're looking at um that doesn't for me you know and that's okay that doesn't for me outweigh those health and safety um things that i i really think are so important not just for our students and our little students um but for our staff who are at a greater risk for um you know for covid um so um but but and i also agree though too that um i think getting them i think switching around you know the plants having them start one way and moving to another way um certainly does have some challenges one of the benefits is a you know we're dipping our toe in the water we're getting kids who you know let's say for elementary you know they start they go for two day two half days for a couple of weeks this is a big change you know for um you know for kids who um lori and i had talked about who may have not have been putting shoes on you know for the last 10 months for real this is real i i just i just want to ask are we looking as a board to each offer input on this only because it's 10 to 11.

and i'm still gonna i'm still gonna send him and he's gonna wear his mask he's gonna wash this i would argue you might be a little bit more informed than necessarily every parent being a teacher but yeah but you know what i mean like like yeah and there's sixty percent of people maybe fifty percent of people maybe forty that are like me that i nee i need my in three weeks or whatever length the numbers might look totally different or a vaccination thing might have totally rolled out and people are like oh well i had it i've i'm no longer as worried about the risk because it's done for me now so now i feel okay well but or there's people who are you know like leaning more towards me but are thinking you know what i'd put my kid in school if it didn't have 22 kids in that class right well i think we're a little too worried about micromanaging a class of 22 when we should be but what i'm saying is it shouldn't be a district level thing it should be a building level right and that's that's what i think ruth said she said let's have the discussion with the building principal and some other people right and that's you know have that discussion figure it out and then if you can move them or i just give them a bigger what we're asking putting back at the building principles because i oh we're talking about the classroom of 22 kids you would have a discussion and you either move them to a bigger room like a community room oh no that's not what i was talking about at all i'm sorry i was talking about parents getting a choice at the next specified change or the new phase right that they could then choose if they wanted to be remoter in person that's that's what i thought that's what ali was talking about but laurie's talking about something different i would be fine letting the parents knowing this new information choose to go remote because that's not really going to impact what any plans if we suddenly had nine more percent of families that decided oh well i like this better let's go in person well then we won't be able to do that necessarily in person can i have almost yeah sorry man i need to jump back to slide five number one agree on group norms because everybody is talking over everybody and you're right about that virtually impossible to follow along so if i can just encourage everyone take a breath for a minute because it's it's really i'm having a hard time following the discussion i can't imagine what everyone at home is trying to follow along with so if we can just take a minute find some way to look around the room see who's ready for a question who's finished talking who's not talking because it's we're really talking over each other too much thank you sorry madam sheriff i overstepped you no you're you're absolutely right we all have an obligation to self-govern thank you then i bring us back and we're having a great uh discussion so where are we i felt like i needed to get a response around elementary on where we were at uh as each board member on the uh proposed recommendation that we have students come together not divide them by a and b and build instructional schedules based on that assumption i um i'm just i'll just say um you know when we talk about um how when we when we talked about our priorities my goal would be to i think there's a lot of benefits to the schedule that you're referring to but thinking about the idph guidelines and following this health and safety strategies as much as possible the mitigation strategies and so that's why i'm a five for this one i had not heard how long these groups would be in the building as one full group versus an a so we and and that's later but this would be i was still working off and we are still working off of the assumption that it would be five hours or less so they're not eating lunch in their classrooms understood and then is there a consideration to the bus routes so many families and parents kind of plan on the high school and junior high leaving early and getting home early and the younger kids getting home after the older kids have arrived is that still that's another layer that you'll see later in the presentation as we move forward we have to work with dawn and she's been great at transportation most of our bus routes have to run not only a high school route but a junior high and an elementary route so you have to have lead time and lag time in between all of the arrivals and dismissals to work within the number of buses that we have and i will be talking you know what that elementary schedule looks like um and maybe we're at same that chicken egg sometimes when we're creating schedules you get so far down this and you're like well what if we went back and did so i'm just trying to get a sense of how comfortable we are at having groups a and b together at elementary school so we had two um i'm not sure i was posing the question over here um for our elementary classes how comfortable are we as uh moving forward with having our a and b groups together at the elementary level yeah it looks like you don't even have anything you go with three no opinion yeah i'm so far removed from elementary that okay i'm having like i would like them socially distanced apart oh yeah so i lost track of tallies do we have more people on agreement or disagreement we're on agreement we have barely barely yeah we'll need more information okay um so at this point i'd like to go through and mock up some of the schedules so that you have some of the answers that you had talked about but again these are very much a working document if people are looking at these from home or these things we can slide some of these minutes we can slide what are these pieces i'm trying and we're trying to get broad brushstrokes of where we would be on this and then depending at the end of this of when we decide the timeline i do think it is very advantageous for our still to work with our teachers our specialists to fine-tune some of the details when you think about how complicated to push in special education and other pieces we're trying to come to consensus here on where we're at as a board and then build schedules accordingly so for example going with the recommendations that we talked about and having a junior high in high school in person this is what it could look like students would be divided by last name into groups a and b students could come to school then two days a week or we could look at wednesdays of having additional in-person day but alternate every other week if in-person instruction was indeed our highest priority each group would also then have two days of remote instruction we would not have students eat lunch while at school each school day would be five hours long very similar to what we do on a regular school year when we have a five hour school improvement day or parent-teacher conferences at the elementary level where secondary would have a five-hour day those schedules have already been built we could still have additional support time for students and then wednesdays as i said could be additional instruction either in person or remote or it could be intensive student support time what that looks like or could look like at the junior high level you could run all nine periods they could be 30 minutes long with transition time built in so that when students came they would see each of their teachers and that would be the benefit of that is that they would see their teacher in person twice a week we do lose a little bit of instructional minutes by doing it this way but we gain in person instructional minutes to continue just to see what that looks like at high school and there's two different mock-ups of schedules here one of which is eight periods long where they see all of their eight periods in one day where there would be 34 minutes or 33 minute periods transition time in between same type of thing where they would see their teachers twice a week running through their entire schedules with wednesday still up for discussion or you could maximize some more instructional minutes by doing a block schedule and having block one you know be their first four periods of the day and they have double up of periods and then moving and i we have not yet taken this to a whole group of teachers because we want to know where people are at but there there are pros and cons especially depending on the content level of each of these this isn't for you to kind of vote at this point of you know which is better blocks or periods is to give you examples of what could be done within those parameters yes okay i do can i ask about the block though real quick as it relates to junior high students taking freshman courses yes so we have worked out how we would be able to do that uh and have our especially our students at the junior high that are taking high school math classes still work that out okay but so i'm sorry what is block one i don't so it would just be you'd see for example um maybe monday would be your first four periods block one would be seeing your first period for double the amount of time okay so monday would be periods one through four and you're just there double and then tuesday would be five periods five through eight the downside of that is you don't see your student every sing you don't see your teachers every single day but you do get more instructional minutes because you do not have as many times in passing periods and you also don't see as many different interactions with students right so you're limiting the number of passing periods and you're increasing instructional time which it looks like by only about four or five minutes right it's not a significant increase but they're not losing instructional time if we did that so my question then also would be because i remember way way back many many moons ago we had a presentation to do something similar at the junior high um and it had something to do with doing pe remotely and still blocking the schedules is that something that we would consider or has that ship sailed because it also had something to do with the number of in order to redo all of the schedules and like take out lunch take out pe those types of things we would no longer be able to offer all of the courses that we would offer at the high school level because you will have redone schedules and we have we have classes that are only offered once a day um for example things like world language at the year three or year four you might only have one class that it's offered once if that student was also in a math class that's only offered once and now we have to offer those simultaneously we wouldn't be able to get that done so if we did the block schedule at the high school we may have to totally redo their schedule no the black schedule would be fine but one of the drawbacks is is if i had fourth period lunch i now have fourth period for 71 minutes on a day as opposing to go through the entire schedule okay see i don't know if i think that that's enough extra i mean we're talking about like three to four minutes yeah i mean that's not you know work to do to me the pro of that would be limiting the right number of paths and periods and that's the strongest pro and i'm not sure if that would outweigh some of the cons that you're right and we are slightly toward let's do all periods in a day but i just wanted to demonstrate right different possibilities that you've been thinking about different options right i appreciate that yeah right okay so i just want to continue the conversation at the secondary level of what remote by choice would look like that would mean that students would participate in their classes four days a week or five days a week if we had wednesday but it would all be remote and they would be following the same schedule as in person and participating you know via google meets and those things while the rest of the students had class right they're live streaming the classrooms correct yes so it's not like we're asking the teachers to teach something twice or that the remote by choice kids would be missing out on something other than being in person they're getting the same information at the same time correct i feel like i jumped ahead too far because i see something different on the sample schedule and so with that topic way back when the summer we were trying to put something together and go live was the remote option i remember the conversation being it was go live those video courses because we could not do what you were just presenting we could not have a classroom being taught with another eight students logged in remotely at the same time what we had talked about originally was having the remote choice even go by edge annuity and take classes differently than that we also have talked about the um that option of having them all push in for those times i'm not recalling the exact conversation that you're talking about of having all remote be since we've been in remote well when when we were looking at how this again this was a summertime conversation when it was either it was either an in-person choice or it was the edge annuity go live i forget what we called it but it was basically you you chose your classes and you watched the recordings for those classes i think that was because we didn't have everything because they could not we could not have live in person and remote going on at the same time in the classroom and some of that is our technology and where we were at the beginning of the year compared to where we are now yep that's what i was meaning i have lots of tech questions when we get there though let's go should i keep going to elementary yes guys okay elementary again this is a working document if we were to increase to five half days a week of instruction having both a and b in-person groups combined what this could look like is that students would come to school for five mornings a week for math reading and writing instruction they would go home and then the afternoon we would have go live or digital sessions for their specials as well as pe and independent work time along with that could be small group instruction that are for our students that are struggling for our other staff that are available to do that i want to remind everyone that that would be classes not divided into a b and all students for in person would come at once if you want a mock-up of what the schedule would look like that could be 8 40 to 11 25 in the morning and then students would go home and have those types of things in the afternoon that i already listed what that looks like then for our remote learners is they would have the reverse or the reflection of that with students would have live sessions with their teachers five days a week in the afternoon for math reading and writing instruction with the student with the teacher that they already have the mornings would be digital instruction with specials like art music and pe small group online instruction would be scheduled in the mornings for students that are struggling what the schedule would look like there is they would have student support time and specials in all of those pieces in the morning and then the afternoon would be go live sessions with the teacher which could also include small group time like they have now faith the assistance or help for the struggling students that's coming from reading specialists and people who are not classroom teachers correct correct okay this would be a dramatic increase in instructional minutes in both the in-person and the remote options my i have a couple of questions about this is i'm seeing so when i'm just calculating my head 8 42 i feel like i need a little clock in front of me to eat i'm a visual person 8 40 to 11 25 is 2 hours and 35 minutes 45 right 44 45 minutes there's a 15 minute difference between the in person and the remote if that's what you want because 12 40 to 3 15 is what two hours and what 30.

we have a few more things to do including a closed session so while i do want to allow everyone to have an opportunity to share their thoughts on the whole thing i'd like to have us consider the time and what we need to do to be able to make a decision on what we think because let's be honest none of these are easy and there are pros and cons to all of this i don't think any of us have spent less time on this than on our jobs in the last little while and it doesn't make it better um so i what i would like to try to focus on is what do we need what pieces of information not anything else only pieces of information we need in order to be able to give faith an answer of something other than three so we can see where we're at for i think the answer we need is you you said you can't do it by january 19th you could do it by february 15th is there any middle date between those two dates when it could be ready really looking at when i talk with dawn on transportation it's a four week time to do bus routes figure out which buses are needed bid for who's writing junior high high school elementary it's that time frame that's driving that deadline and this has been true on my whole time on the board that the buses drive a lot of what happens at school i have seen where it takes five days for buses and and i know that some bus routes don't change not trying to push push back too much here but at the same time i mean the the bus routes don't change too much and it's a computer program that just kind of runs through and routes them from what i understand and then there's a few days for bidding on changes and what usually gets bit is the changes that people would make to their routes from what they have now which is much less intensive process and then they run the routes a few times to make sure they actually work and then adjust it so i i'm not trying to say that that's wrong that it would take four weeks but i feel like that's a lot but that being said i'm looking at our calendar and we do have this president's day thing happening where the district is closed on february 15th and we do have a three and a half hour day already scheduled on february 12th so the number of extra days of school we're talking about between the fifth and the fifteenth what what number of school days is let me pull up we're talking about an extra three and a half school days so i think for me the balance i wonder if we need to have that balance be something different so i guess i i just want to hear faith if if you feel that that three and a half hours or excuse me three and a half school days in person is worth the level of stress that what that would put on the system but four weeks is february 8th so they should be able to get it done in four weeks the number of school days between the 5th and the 15th is what i asked that's what i'm so you're looking at the 5th through the 15th for like the change in the high school time between when we would be starting in person with the current plans versus what we would start for no i'm just asking i mean i'm just saying that to me it doesn't seem like very many days are gained by putting all this stress that we're talking about on the system and and i wonder what your thoughts are on that if you look at the original timeline for our high school there's certainly not that much difference between what that originally was and what we're talking about and starting early february if you look at our elementary students they're talking about more instructional time this is where it's a really difficult decision i know that there are lots of people that are just like please please please can we start something can we start school can we start you know on what that looks like and then also not putting the system whether it be our students or our teachers through yet another change and that's a really difficult decision that we have to wrestle with right um but we do need to come to at some point a closing discussion correct what what other questions do you have so what we're hearing is i'm thinking she's recommending the 15th um of course if the board directed she would look for something sooner is does the board want to direct for something for this new phase sooner than the 15th can we faith would that work if we tried to i might suggest we have dawn on standby that we could call her um she knows that we're listening because really a lot of this is how soon could we do busing and i would like to hear it from dawn okay so yeah and she's been texting me and part of the problem is also and i'll call her right now is working with the contractors as you know when we when we re-bid and we approve those contracts back hey can you hold that one second so you're talking about the first student routes that need to be added right uh we we agreed to a 40 so you know they wanted 80 us to pay for while they were well we were close so that they would keep their youtube off yep so they would keep their drivers and we negotiated 40 percent with the agreement that we were taking on the risk that they may not be fully staffed so they have asked also for a month to to get their staff back in okay so okay that's more information thank you okay so the reason why we're looking at a four week time out at minimum for transportation is that we do have to change bells we will have to combine the a and b schedule that we will be running starting next week for elementary all of those things require more than just flipping a switch in our computer system our system does handle a database but it has a lot of manual manipulation to make those changes once all of that is done we'll have to make sure the packages can stay the same way they are right now for the 19th and the 25th start dates that we have scheduled if that's the case then we still have to bid those out because the hours are potentially going to change and then the drivers will need to do a practice run to make sure times are correct so that we can communicate new bus routes on the website and then we also will still in the midst of all of that unless there's a change from cdc idph and isb we will still have to create a seating chart for each and every one of those buses so all of those things um even going with a four week time frame uh we'll be putting my staff our office staff our routers our supervisors our dispatchers working extra hours during the week and probably weekends from now until the 15th if that's our start date had a question don we're a little under four weeks if we get to february 8th is it realistic if the calendar starts counting today that we do this by february 8th so as you're looking at the calendar and i realize i'm putting you on a lot of pressure so if you're like i need a few minutes and to figure this out four weeks you know would start from today would be february 8th is that timeline possible so i think the only way that we could say that would be if we were not doing the 19th and the 25th start because we are still finalizing student lists and all of those things that we need to get to the school this week in order to prepare for next week and the 25th um and if we have to do those things those are going to pull us from being able to start tomorrow right on working on these routes for the 15th but we could start every route and everything by the 8th if we put off the 19th start date and 25th right and we have to acknowledge that part of the reason why we might have to do that is because of what we've decided in the past i think it's time to own it as a board and say you know because we're not sure and we haven't set up an absolute idea of what we want that some of these shifts that we've asked for are there was the reason why we might have to wait a little bit why do we have january 28th as a date on here if that's not even possible it's possible for her to do the buses that way but then to not chew two different plants this is for the current timeline of what the current hybrid options that are out there of moving the timeline this is not fair that's something you're not ready for so to change everything that we talked about tonight and to change pretty much everybody everybody in the district to start on february 8th which is just one day short of four weeks we could do that with the new option with the busing i can't see why on earth we wouldn't keep the option that keeps kids going in in in a little over a week or wait two weeks a week a week yeah it's the 11th um i can't see why we would postpone that if we know that we're going to have to postpone it for long enough whether they come in or not i i don't understand why we would add that confusion tony i actually i know that that as a board we've had a lot of discussions we actually haven't changed the plan all that much we gave a hybrid plan we chose to go remote as a board in october we voted on a return to school plan that was paused because of mitigations and now we're back to being able to do the plan that we approved last october so what i've been looking at this as is that we are looking at what happens next does it make sense so i don't i don't think that we've been wishy-washy and i don't think we haven't owned it i i don't want you to get all wrapped up in criticism i don't even mean to criticize it's just that what we decided on that was supposed to happen january 9th we'll call it plan a what we saw faith present tonight plan b each plan that we ask for takes so much logistical time and effort is there anybody in this room who does this stuff who thinks that's not true i don't think anyone doesn't think it's true so for me i'm just saying that we need to acknowledge as a board that the fact that we are now on plan b means that we might have to wait till february 8th which i think is a pretty good offer if you think we should do both plan a and plan b that's for the board to decide isn't it that's what i'm asking for us to make a choice about um because we need to make those decisions and as much as these are hard decisions and for some people all the discussion in the world wouldn't change what they chose when it came down to it we still need to have the conversation which we are having and we but we need to conclude the conversation and there's never going to be a time when that doesn't leave things unasked in something like this because nobody knows the answers to all of it every single iteration is huge but at some point i think what i'm catching is the philosophical difference of are we staying with this for the rest of the year or not and i don't think i've heard from our administration that they would have been planning to stay with this hybrid plan the rest of the year anyway i would just ask that we go with their recommendations on this because let's be frank bored and everyone really involved this is pretty similar to what they requested we approve in the first place um and and we're all these months later and it doesn't look a whole lot different so if we can i'd like to make sure that we've had a chance to ask the questions i think that at this point unless there's something you need to know for information we need to make some we need to make some ideas to cobble this together so we can take a vote at some point this evening so are there any tangible informational items not philosophically based is there anything tangible such as is xyz possible is there anything you need to know to change what you think you would be willing to vote on because that's going to be a big enough process heather mike okay so i don't know i i don't know if the board decides to go with plan a and b as the essentially as as recommended so the elementary could start the 19th doing the a b schedule if um uh if parents don't want want their child to be in person but don't want to deal with another change can they start their child with the in-person option with when phase two starts whatever that date might be before the trimester though like if we're looking at february 8th or february 15th so whenever we would roll out here are the new options prior to that we would have to offer parents choice in our opinion to do that so whether that was the february 8th or whether that was the february 15th we would need to ask our parents where they're at with that and make a new selection which is new bus routes new right would that be able to happen would those options be able to happen before january 19th because i might not want to start my child january 19th you could be remote january 19th and then whatever we decide as the next day in person in person or you may we i don't know we may have some parents that are like oh both a and b groups together i'm no longer interested in in person right right so does that answer your question yes thank you all right so the first thing i think we need to decide and we should do this via our five finger and again let's remember that one is the index finger the first thing we need to decide is would we like to go with the the proposed new start time for high school new start date for high school being the same date as junior high is that the only change to the a plan that we would be talking about that is correct so by a show of the proposed fingers what is your level of comfort with moving the start date of high school to be the same as with junior high all right so that is that so we've got that taken care of yay good work next are we as a group interested in moving to a second phase for lack of a better word for this as it is demonstrated by faith's presentation of what it could look like with the different junior high in high school and then elementary and early childhood are we in agreement with that can you please do a show of fingers if you're in agreement with both of everything those we're going to talk about the date next we just need to know if you like the plan first because if not enough people like the plan we got to talk about that before we talk about when it starts does that make sense all right show fingers on do you like this proposed phase two plan will you be in agreement with this the early child or the elementary five half days a week the junior high in high school the basically the five hour day schedule a b as well five are we deciding on block or period no no no just the whole package elementary junior high high school all right every you were able to count fingers all right very good now that we have chosen on that as a next phase are we in agreement at starting this on what is recommended at february 15th fingers hold on wait starting what on the phase two that we just agreed we would like to see on february because that's now the given now the new variable is is are we in agreement that february 15th should be the date all right are there enough ones and twos there to move forward four very good all right so the next thing we need to determine is employees returning to the building because we know that they need to be in the building to make these things work faith do you have a recommendation on when employees would return or is that something that we need to discuss still and and it's a little bit more complicated than just the date so one of the things that we need to determine here is the staff workday parameters there is at the spectrums of that where staff would be in school for the entirety of their contractual work day and be that that's the one end then there's also staff is in our schools on the days or the parts of the days that they are doing in-person instruction but would have the option to be teaching elsewhere on times that they are doing remote instruction for a lot of student staff that's half days then there's the piece in between of staff in schools for in-person instruction and student support time and we build toward that for a little context for the board the current mou that is out there is that a our staff is would be allowed to work their days of in person and then if they chose to and they live close enough to go home to teach the other part of the day so that is our current staff understanding of what they are returning to when they come back however does that uh maureen can you provide clarification or is that a closed session that can be closed session thank you okay so we don't need to determine what we can say is we would like to have them back as soon as you need to have them back whatever that day is which we can discuss later right or we can talk about those days but we've got kids coming on the 19th well okay so right that's a problem right so well that's not a problem that's it's a great point of school but ideally what i have liked to have had more lead time with our staff in person to try out all of those things that we need to do we are running out of time if we are starting on the 19th we also need to be very cognizant of a change to our staff as they are figuring out their own child care responsibilities all of those pieces so to dramatically change their week by friday and what that would look like i think would be inconsiderate and difficult to do at this point do you have a recommendation on the date so um if we are starting the 19th and it sounds like we are elementary is already in you know for those days the 20th uh so monday of that next week is martin luther king day so we're off that monday um tuesday we were doing a remote planning day for our secondary st our secondary staff anyway because they had not had that wednesday is you know not participating we already have an agreement that uh our staff would be coming in on thursday to do trial runs of teaching from in person do all of those pieces so the really only day left to say you need to come in that they aren't already coming in for at least part of that time is that friday now that we've moved up the high school start time so high school staff was thinking that they would not be coming in yet for another week so we would have to start high school earlier coming in obviously because we'll have students there in person so i think we can look at the having our high school staff and junior high staff come in on that thursday and friday add that additional day so that we can have more time to what that looks like now that we've moved up our timeline but to move it much earlier than that with what we've already shared with staff i think would would not be wise to be considered of what they need to do for their home life okay so there's nothing you need from us right at this moment on that no then the next piece would be determining what how much of the day we would want staff to be at school okay do we need that as part of the action item for approving that phase two plan or do is that something that can be a board directive as we enter our second closed session it can be a board directive on what that looks like all right let's do that then um anything else that we would need to do to be able to move this to the action item that we are looking to have no i'm looking at taking a quick break or typing quickly while you go through the next action item so i can put up a slide and say exactly what it is that we've agreed to may i have a motion to move item 8.2 down to item eight point four let me finish the motion first real quick okay let's just move the item that's what i was in the middle of asking 8.2 can we please can i have a second to approve emotion thank you second i never get to sorry ursula that's okay mrs doyle aye mrs swanson aye mrs moyer aye mr lightfoot aye mr bowman aye mrs croner aye miss morgan hi thank you so that will give you a little more time i'd like to not have a a break until we go back right before the closed session if that's at all possible i and i think what she's usual um yes that's what i'm thinking yeah that's what i wanted because i think there is yeah that's why we're giving it some time right so i was also unclear i just wanted to make sure that we were just moving everything to the 15th and that was no oh no that's the way it had it sounded because no that's not what we were talking about everyone in favor of the plan starting on the 15th the phase two part of the plan as so she titled some of those slides yeah i think matt's right because that was not clear i apologize i knew what you meant yeah we i did i didn't hear that i just wanted to clarify that junior high in high school junior high in high school are going to start yes january so we'll have it all the gym 26.

is that because like to account for arrival and dismissal or so that is looking at the teacher workday the because this there's no you know we have to build in lunch and planning period because there's no like break for art music pe like what we would do during a normal day um we do want teachers of course to have the break and the lunch that they would need to have and still be within the contractual day okay but still part of that in person like they're not getting really an extra 15 minutes of instructional time because they still have to deal with arrival and dismissal a rival dismissal distribution of materials all of those types of things slow down a little bit more than remote right right okay because i think that that would be a concern of parents like am i getting gypped these 15 minutes but realistically it's not it just takes a little bit longer to do things in person in almost all of our classes that afternoon sessions that are go live with the teacher are much smaller groups than what would be an in person as well okay and the um specials and stuff with that you said that's go live so they're not just sitting there watching videos all morning or conversely all afternoon they're they will be interacting with the teacher okay it's not their homeroom classroom teacher right but it would be their specials teacher or an aide or someone else who would have normally potentially done pull out at school for extra services as well correct okay can i can i ask one more question about the go live yes in the elementary so this will be different than the like 15 minutes on 15 minutes off right this would be yes two hours like there's a very big difference between kindergarten and fifth grade of how much breaks and time you would need to give and to have those opportunities so i'm painting that with broad brush strokes and the teacher would need to react to the students and the age and be developmentally appropriate you know for the students that are there yes so way back when on slide 17 when we asked about sending all the amb at the same time and whether there was launch or not lunch it was for an extended period of time correct longer than two hours and 45 minutes correct as as what our outside limit would be i don't and if when we talked about how long you want to build the day we felt like it was important to have some equity between the amount of minutes available for remote choice and also in person and we're also working with that priority of keeping students with their peers that they've been going to class with and the teacher that they're with so we're looking at taking the that day and then dividing it so that we can offer the instruction that we need to to both of those groups if you were to push and i also if if you were saying that we should go five hours for elementary school students and add their bus route on the beginning and the end and not have them eat i think that's also a very long day it's a long day and this is the this is the the piece i think from the beginning that i struggled with when we talked about a hybrid choice and when my statement about finance really got misconstrued out there you know the expense of the busing and everything that goes into it for two hours and 45 minutes which we know is not going to be a solid two hours or 45 minutes of instructional time especially at elementary by the time it could settle down there's stuff going on there's a lot of activities and um i i just really wish or would hope that we could find more than two hours and 45 minutes of instructional time i i i just really really do for all of the work all of the effort uh but matt how are you going to do that how are you going to find more time when and say you have to have if you're going to preserve the teacher having both sets of kids you're either going to start chipping away at the kids that are in remote right or chipping away at the kids that are uh coming by bus i just for two hours and 45 minutes what how how much how much are you going to get done in two hours no i i completely agree with you as far as that two hours and 45 minutes is not adequate it's not a lot of time it's very complicated there's this dismissal and arrival but in the world of trying to create remote for all plus something else there's only so much you can shift one way or the other because you have to accommodate both groups i understand that i just it's so we're doing this because we're doing it just to do it and to get kids in the building yeah what thus the chicken and egg from earlier busting and everything else and that's the price you pay for getting the kids in the building is that some things get uh reduced as far as instructional time spot on junior high in high school it just seems like we're really falling short on the other well i think a lard i'm sorry to interrupt god that's it i'm good i just i think largely it's because we don't have do we not have the capabilities to live stream the elementary classrooms correct like the the reason junior high and high school can have more in-person time is because their classrooms are being live streamed so the teachers aren't having to i mean in essence we're asking the elementary teachers to teach the same thing twice it is our sense that especially at the younger grades that listening into a live streaming with the teacher is not affect as effective of having the teacher right here with a small group and working on early literacy and early numeracy skills that it's a different type of learner and a different type of skill that would be involved in listening to live streaming and you know from my elementary teaching days you know working with i have a group of students here 14 that kind of thing and i have 12 that are remote and i'm managing and balancing both at the same time absolutely i have to say big time i think that that's a huge consideration i think it's actually a shame that we have our junior high and high school kids set up in a kind of luxury world where that's possible because that's not the best kind of teaching but it absolutely wouldn't work to have the go live with the elementary kids because the way that you do what you do doesn't work for kids that are on zoom at the same time you have live kids and you know i've been doing it all year remote and i can just tell you that if i had to do live kids as well there would be even more disruption so what else does anyone have any specific questions regarding the sample schedules we are at so far is that um not some well i guess not so much of the sample schedules i guess i'm just wondering you know when we looked at some of the first slides and we were talking about finding the right balance and there's the maximizing in-person instruction and there's the minimizing health risks for students and staff from with the proposal for elementary of combining the groups um a and b um just can you tell me a little bit more about your that rationale in terms of thinking about that balance because it is different from the upper level when you look at some of the research that's out there especially with our younger learners there's not near as much transmission in between students so pushing those groups the younger students together we felt even more confident about being able to mitigate and being able to keep that transmission from going we're also looking at having much smaller amounts of students interact with one another throughout the day as compared to junior high and high school so that was the rationale that we used to talk about pushing the elementary students together and bringing them in for five days a week in in what we know about our youngest learners too having that frequent interaction with the teacher to build upon what was just happening the day before does cause more progress and instruction and i think everybody gets that we would love to have everybody in five days a week and get back to what we were doing we're just trying to find what is the next step to help us get where we eventually would like to be okay and i have a question and i hope this is a good time to ask it if i'm a teacher no matter if i'm elementary junior high or high school where do i go to look up what i what i am recommended to do with children when they are with me live in the classroom and what kinds of things can i not do and this of course depends on if you're a science teacher and you have to have an experiment are you allowed to do that are you allowed to touch a lot of things and have other kids touch them or have them face to face in a certain way where do teachers go to get guidance about what they're supposed to do on that very specific level so we have a lot of those things that are already published and i'd ask for people to look at the website or what that looks like but we are talking about social distancing in classrooms having them as far you know as they could having them you know face forward as much as possible all of those different pieces but having six foot distancing if we were to have 20 students in an elementary classroom will not be realistic right but the choice about whether to have them play a card game or whether they're not allowed to touch a pocket chart but and everybody's touching the same set of cards or something like that that's outlined for the teachers somewhere so that they can get clear guidance on what they used to do in person but now they have to change for a covet environment correct okay because that's a safety issue for me to know that teachers know how to be safe with their particular calling or particular classes and that's training that has been and will continue to be ongoing right as people bring in there's going to be different scenarios that we're going to have to address that we haven't possibly thought of all the different scenarios and different things that we would need to think about okay and faith can you go over again what the difference is in right now today the number of minutes that kids were getting as opposed to what i look at this i see this as the most generous schedule it can be that's the max it's maxed out for elementary we would be going from 8 hours of instruction a week to 13 hours and 45 minutes a week for in person and for remote we'd be going from 6 hours to 12 hours and 55 minutes that's for elementary we'd be dramatically increasing the amount of instruction available to both groups of students if we were to move to this model compared to what is on the dockets to start january 19th and this model clearly does not allow for them to even think about having lunch in school so there would be no need for worrying about how to safely allow them in small groups to remove masks and social distance for a lunch period correct so is the concept adding more complexity once you get skilled at what you are able to do like we have not been in person we don't know our our teachers don't know the answers to those questions because they haven't seen how many kids are in their class or whichever so i would really hesitate to put on to our schools the extra burden of now let's add not having masks for half an hour while we have 20 kids in this space that we don't know if it's a classroom yet i i i is that the concept here is that we don't make it too complex at first well and knowing that while students are wearing masks the transmission rate and those things are so dramatically reduced that we wanted to build that day in also to talking to tony's point of there's only so much amount of a day and to split that into in person and remote this is maximizing the amount of instruction for both groups it dramatically increases both live in person and the remote piece because now it's five days a week and it's less complicated correct yeah what about for the junior highs in high school for minutes so with junior high in high school it gets a little bit more complicated because some people are very interested in overall minutes some people are much more interested in the amount of in-person instructional minutes so at the junior high level where we have 132 minutes per class period a week we'd be going down to 120 to go to this option but there would be more of those minutes to be in person which we hear loud and clear is as a priority if we were to add wednesdays we could recoup some of that time that is lost at high school we currently have 150 minutes per week per period it would be going down to 132 with this piece obviously if we went to block it gains back a few minutes of that and that's over that whole week of time and if we were to be putting in some more instruction on wednesdays and that type of thing we could more than recoup that amount of difference could we just on the wednesdays do full go live like what they're doing now yes well not like they're doing now on wednesdays but going go live sessions on a wednesday right so we're thinking wednesday would follow the same schedule that they're doing in person it just would all everybody would be remote that's one of the options yes what's next just a sample of early childhood schedule where we'd have an am group and a pm group and a remote by choice and that is a mock-up of what a sample schedule could look like and then just wanted to make sure that we're still talking about our students in self-contained programs coming four to five days a week depending on the different level and the different program they're in we want to make sure that students and parents understand that if they're having resource services or 504 plans they would attend in person on the same day as their peers would do in general education and then work around that transition and eva the programs have separate schedules as they do currently and we'd be sharing those out there we just and goal would follow a separate schedule as well just didn't want parents to think we had forgotten about them as we're moving forward and talking this evening so the the early childhood they're they're they're teaching three separate groups they're correct and they they're used to teaching an am and a pm already so this is adding the adding my choice option in as well for for our self-contained students when are we planning to bring those students back into classrooms can i assume that any changes potentially that we would discuss here would not affect the start time for those students like i know it's so that's kind of coming because it depends on there's another question that's coming of you know do we start on january 19th with a the current plan that we have do we wait and i have a recommendation but i want to also see where we're at with the next phase before we start talking about what is uh the timeline of which we could do the next phase is there anything you need from us to move forward to your next section so i believe that i have we had general consensus here on some things there was no option that it looked like we did not go completely against what the recommendation or the suggestion from the administrative team was so with those broad brush strokes then of looking at what the different schedules would look like where are we at with schedules such as with those now that you've seen the details and the pieces of where that goes for us to build uh those schedules and then go to the next decision factor which is when we could start those okay sorry yeah i just like so i know ms paltein spoke at the beginning of the meeting and i know i've gotten the emails too about teachers wanting input but i also feel like we have to shoulder this at some point you know and i'm speaking as a teacher too like would i like to have my opinion on what my district is doing 100 but i also feel like we're kind of at this point where we keep asking faith to do something and then we ask her to change it and then we ask her to change it again and then we change the metrics and then we have to change it again and like i appreciate all the work that you did 100 and i appreciate 100 that teachers want more input and i appreciate that you are freaked out right now at the possibility of having to do something brand new again for the umpteenth time this year but i also feel like as a school board we have to it's got to be done like we have to make that decision right so i just like i want to put you know like again i appreciate everybody but at some point we have to say this this is our plan we're gonna have to we're gonna figure it out we're gonna figure it out together we're gonna screw it up a couple of times along the way i know i say this every time but it's we gotta start somewhere but we have to start i would like to add on to what ally said in in an ideal world we would be able to just pause time and get everyone's and figure it out and then go forward and that would be the end of the changing of decisions but the only thing that has been consistent in the last 10 months is the inconsistency and the constant changing of metrics and guidelines and we i'm with you allie we just ha we cannot wait any longer we the longer we wait the longer our kids are suffering i know i don't know if dr sparlin you were going to mention my request that i had made about students failing and it's heartbreaking to see those statistics and i would love to be able to share that but i know this is working fine for some kids it's working fine for my kids they they're fine but the number of students that this is not fine is not acceptable so if i think i want to go through the next few slides to point um kind of a center direction and have things to react to and then we'll come back from there so one of the big things and we're still i feel pretty good that we're in agreement but not consensus on some of those big broad brushstrokes about lunch and those pieces but we can go back if we need to and revisit this so then we begin to talk about so if we built all of this when could we do this we feel strongly that the parents should be given a choice because we will have changed the amount of social distancing we will have changed schedules as to what people are able to do to work around their their current work lives and those pieces we will have changed the dramatically the amount of in-person instruction and remote instruction that would slide t students and parents to a different decision so we feel strongly that we will need to do that and that also with that risk causes that we may have more people go remote we may have less people go remote and we also with any of these different changes we would have to create new transportation routes now we've worked with dawn to make sure that with all of this we wouldn't adding on huge amounts of bus routes from where we're usually at or having to hire an inordinate amount of bus drivers to get that done but it would be a change she would need to then write the bus routes re-bid so that bus drivers know which of their routes they would have communicate those out have that be as that practice run so that we make sure we know we're going when we're picking up especially a lot of our elementary students so it does take time when we look at this new option of timeline that if we started tomorrow this is what we need to build and where we would need to be our recommendation is that we would not start this that doesn't mean in person instruction wouldn't start but if we were to flip and say all of this is brand new we would need to publicize that out to parents we believe it would be good to start with having a few of these in-person pieces for people to react to see how that's going then have parents make their choice by february 5th that means that we would meet that timeline that we shared back in october for our elementary students that at the end of second trimester which is february 12th that would all be decided when the third trimester started in february 15th there would be that new option if you recall our timeline in october for our secondary students was more toward march where it was the end of the third quarter we can back that up and have this done earlier before you react to that i also want to show the next slide because it's what could we be what could be done to move up when we could do in-person instruction currently that is on those pieces so now when we get together and we talk about what is the best thing to do for students we're weighing out starting as soon as possible which is that january 19th time for elementary or do you minimize the amount of change and wait until february 15th our recommendation is that we do not want to wait until february to get our students in but that does come at a price that means we would start one way which is a week from tomorrow and get our students in what that would look like we could move up high school of our current plan by a week so that we would have our in-person instruction for elementary following what we've already shared with everyone that the 19th would start the hybrid model junior high was scheduled to start the next week in high school after that we can move up high school so they start at the same time as junior high we would do that for a few weeks get the information from parents as after we work with teachers to solidify the details have some of that input that you talked about about what that would look like and then move to our next phase of instruction questions or comments about that yes so today is january 11th why would we not ask for like we already have schedules here that we've looked at tonight why we have to wait until february first to publicize a new instructional plan we that is uh up where we could get p more of that but we have a lot of decisions like before tomorrow that need to go into all the details about those different plans i what we have learned a little bit from when we asked this in october if you ask way too early before the start date the world turns and then people are not happy with their decision so we could get the information out but if we're not able to get bus routes get all of the attendance centers the way that they need to be until february let's ask parents closer to the time of that instruction so that we have a more accurate information and parents have accurate information of what is the latest with covert rates all of those pieces as they start is the rationale behind why you know why we wouldn't launch all of that immediately and seek some of the input look at you know what that looks like make sure the all of the intricacies of how special education plays into that and give that information out to parents at a later time for those who are looking and watching the board me they're already getting a feel of where we would be going so it's not a secret and we could push information out we have talked with dawn and we would not wait to build the bus routes based off of those what we would build the bus routes off of is having as if all of the students were coming so that we're not waiting for choice and then doing the bus routes as we've done in the past to be more economical it is not the most cost efficient to just build the bus routes as if everybody comes but at the junior high and the high school level that allows us if we do that to eventually you could go to four days of a and b combined and having more of those pieces of what all that would look like and allow that flexibility and what those those pieces would look like right so i have a couple of maybe not in i have some i have some questions um so my my first one is about the a b together and the trial period like i would i i would ask the board to say look we're gonna try this for two weeks work out some kinks and then maybe give parents a two week warning and then we're gonna you know add more kids whatever like i like i really kind of feel like we need some kind of timeline even if that changes because everything changes but i really feel like we need a timeline for that and my second timeline um is another question that i hear a lot from some of the some of the staff in the district um so most of these questions go around tech right so my first concern is that not every teacher is in every building right now um i know that we did some upgrades to something yes yeah yeah the internet we did yeah but um do all of our teachers have devices do all of our teachers can all of our teachers connect to the proximas can all of they have enough chords to connect things to other things do we have the little dongly whatevers do we and like i know i i kind of in passing said this to john but like i think that the more we teach with technology like i realize not every kid has a chromebook yet and again teachers that's going to throw a huge monkey wrench in for you a huge and and and we know that and we know that going in and i know that there are some parents who you know like me for a long time he was using dad's chromebook or macbook or whatever it was right um until he broke it then we finally had to get him a district laptop but um so what happens if they don't have a laptop and they're in a classroom and i know that there's some work grounds and faith and i kind of talked about them and i agree with you totally i'm a you know i it's not ideal but realize that there are going to be kids in your classrooms that don't have chromebooks and you know i would encourage you to reach out to faith she's got some really great ideas that i didn't even think of and i've been teaching for 21 years right like there are some workarounds and parents there you you're going to be a little frustrated sometimes too but i you know like so those are my big questions like devices how many when can we get them i would like tech to go into each building and just and we've we've set up demo classrooms at each of the secondary schools where teachers will need to have the skill of teaching in person and to students you know at their homes at the same time to do that we have not had all of our staff in uh to view all of that we need to and very much want to have all staff in to even do a go live meeting where we can say okay everybody is in their classrooms they've connected to their access points we know our bandwidth is great but we have staff that have not picked up the device yet that we've offered to them to know how it would work how it would connect and i don't want any staff member to have to do that on the same day that they have students in person with an audience oh no so i so i when we're looking at dates like i would like teach i i'm not saying i'm you got to do this like a week or maybe even two out like i you know like ideally i would like the teachers in the building i would like a tech at each building and i realized we don't have enough for a tech at each building but just for somebody like some of the inside classrooms that don't get good wi-fi some of the things that people in buildings know that we couldn't possibly know sitting up here as a board like there's some quirks to some technology pieces that are gonna have to be worked out it so and like even the seating charts like your seating charts are gonna well and they're gonna i know and i know that you're thinking with a teacher brain on this one i get it and and i i really do sympathize i think i heard at one point even changing the word and to or is just that overwhelming especially with all the changes that have happened so we want to minimize that but we i definitely want to see what we're looking at for what you need for teachers to have for time before students are in acknowledging that they're still teaching remote while they're learning these new things too right and and some that's huge some of when i we feel strongly of when staff would come in also depends on when we're starting these so what do you need from us to so one of the things that we would need is you know where are the where are we with this piece of we are supposed to start in-person instruction a week from tomorrow with elementary and we will not be ready to go to the next phase where we're talking about five days a week for elementary and having those different periods and offering choice and i i we cannot get off that off the ground by next week so we need to be thinking about where are we with causing yet another change for families and staff and having in-person instruction you know as soon as possible so are you asking us if we want to do a february 15th start on this change and go with what you currently have now until february 15th is that what you're trying to gather or can you start it february 5th or 1st or whatever february 1st only gives us a couple of weeks to ask all parents to make this selection this choice and redo bus routes i think we just asked parents we gave them two days to make a choice i think that's not an outrageous i think i think that's what i could yeah aren't there um already geared for the 19th start they're geared for the 19th but they would be very different if all of a sudden we were running bus routes at different times and five days a week for example at elementary and had different amounts of students on them can she do that in two weeks and two weeks to do that and hire the bus drivers and redo the different bus routes that need to be and do practice routes when i talk with don at transportation that's just not a possibility to have a two-week turnaround i would just like to quote george michael of wham when he said if we're gonna do it do it right and i think we need to give ourselves enough time to do this right i think it needs to be get there in good shape because we're doing a good job now with the remote the teachers are doing a great job it's working as well as it can and i completely understand that a lot of kids are not doing as well as they should um but i think we need to be honest as a board that the people involved in the logistics and that's what i always go back to is like what are the logistics how can you roll something out if they came to our house and told us in two weeks you need to have everything ready for you know my my nephew's bar mitzvah or somebody's wedding you'd be like i can't do that in two weeks and this is much bigger than a bar mitzvah or you know a wedding so we have to be honest as board members and say how much time would you need to make this thing roll out in a way that is professional and is well thought out and i have a question faith when you talked about getting all the teachers in it doesn't sound like there's room for teachers who are not able to come in in person is that something that's being addressed each time you decide these things we've already gone through and looked at um staff that would require telework or for medical reasons can't come in and at the elementary level that's really looking at if they are still able to teach from home but there is a reason that can't happen we're co-teaching and having a person that manages the instruction there but also having their teachers still remote in so she's providing he or she would be providing those pieces at the high school level and the junior high level where it's not you know three hours a day or those types of things and it's only one or two periods we could have a teaching assistant or other people be able to provide that instruction and that teacher would remote in to the students that are present and also teach the students that are at home okay thank you for clarifying that again i i feel like like we're two weeks and four days if you're just counting the that's 14 working days like i i feel like we could make some significant so are you asking for us i i would like basically we need to we need to first decide on what date we're looking at if we if we would like to see these plans be built out if we can come to consensus of four board members in agreement on a start date for whatever this new option would look like on what that if we would like to approve what that option would look like what level of board involvement do we want any changes that come down the road what will that look like um and we just need to get to four so yes ruth i would have to say i like these plans that were presented tonight much better than the current hybrid plan they are more simple they provide a lot more instruction time it doesn't give me a headache to look at the schedule i i think it makes sense i don't like the idea of start this crazy town plan a little bit it's a little bit kooky um because we didn't have information and numbers start this this and then in three weeks you're gonna move to this one that is a lot nicer i think it's especially at the elementary level a lot of change for young kids to deal with but at the same time i do not like the idea of waiting until february and i would love if it all humanly possible to move that up i mean the high school kids were already not originally going to be starting until february anyway so it's not a big deal to just say okay we're gonna i just well idols are my opinions so i just but so i just wanted to say that um i think i don't think that the original hybrid plans were um uh i think that they achieved many goals that we were hoping they were achieved that we would they would achieve in terms of some of the obviously looking at mitigation risks and whatnot challenging schedules to be sure for sure i also agree that i like the simplicity and consistency of some of the other plans that we're looking at um that doesn't for me you know and that's okay that doesn't for me outweigh those health and safety um things that i i really think are so important not just for our students and our little students um but for our staff who are at a greater risk for um you know for covid um so um but but and i also agree though too that um i think getting them i think switching around you know the plants having them start one way and moving to another way um certainly does have some challenges one of the benefits is a you know we're dipping our toe in the water we're getting kids who you know let's say for elementary you know they start they go for two day two half days for a couple of weeks this is a big change you know for um you know for kids who um lori and i had talked about who may have not have been putting shoes on you know for the last 10 months for real this is real i i just i just want to ask are we looking as a board to each offer input on this only because it's 10 to 11.

summation but then on the 15th they're going with the phase two right yes that's my understanding that's what i understood but then i thought maybe he said something different that's what i'm saying so let's move on to action item 8.1 i'm going to go ahead and just move this a little closer it's just for you item item 8.1 approval of bills for payment are there any questions can i have a motion to approve please i make a motion to authorize the payment of bills in the amount of 1 million three hundred 765 ten dollars and forty nine cents as presented mrs swanson aye mrs doyle aye ms morgan aye mrs croner aye mr bowman aye mrs moyer aye mr lightfoot aye motion passes 7-0 item 8.2 approval of the building administrator contract make a motion to approve the building administrator contract as presented miss morgan aye mrs croner aye mr storyal aye mrs swanson aye mr bauman mr lightfoot aye mrs moyer aye motion passes 7-0 item 8.3 personnel report i make a motion to approve the personnel report as presented second mr lightfoot no miss morgan aye mr bowman aye mrs moyer aye mrs croner aye mrs swanson hi mrs toriel aye motion passes six one do you need a minute or are you just a moment oh i'm so sorry all right let's pause for a moment to let them get that taken care of yeah i'm gonna turn into a pumpkin in about 40 minutes no [Music] i warned you to take a nap a few years well maybe not that long i think the beginning of this ah she have so many emails though but we've not yet hit one till one or two and i do believe 239 was what i had in my head is what the record had been back in 2009.

we have a few more things to do including a closed session so while i do want to allow everyone to have an opportunity to share their thoughts on the whole thing i'd like to have us consider the time and what we need to do to be able to make a decision on what we think because let's be honest none of these are easy and there are pros and cons to all of this i don't think any of us have spent less time on this than on our jobs in the last little while and it doesn't make it better um so i what i would like to try to focus on is what do we need what pieces of information not anything else only pieces of information we need in order to be able to give faith an answer of something other than three so we can see where we're at for i think the answer we need is you you said you can't do it by january 19th you could do it by february 15th is there any middle date between those two dates when it could be ready really looking at when i talk with dawn on transportation it's a four week time to do bus routes figure out which buses are needed bid for who's writing junior high high school elementary it's that time frame that's driving that deadline and this has been true on my whole time on the board that the buses drive a lot of what happens at school i have seen where it takes five days for buses and and i know that some bus routes don't change not trying to push push back too much here but at the same time i mean the the bus routes don't change too much and it's a computer program that just kind of runs through and routes them from what i understand and then there's a few days for bidding on changes and what usually gets bit is the changes that people would make to their routes from what they have now which is much less intensive process and then they run the routes a few times to make sure they actually work and then adjust it so i i'm not trying to say that that's wrong that it would take four weeks but i feel like that's a lot but that being said i'm looking at our calendar and we do have this president's day thing happening where the district is closed on february 15th and we do have a three and a half hour day already scheduled on february 12th so the number of extra days of school we're talking about between the fifth and the fifteenth what what number of school days is let me pull up we're talking about an extra three and a half school days so i think for me the balance i wonder if we need to have that balance be something different so i guess i i just want to hear faith if if you feel that that three and a half hours or excuse me three and a half school days in person is worth the level of stress that what that would put on the system but four weeks is february 8th so they should be able to get it done in four weeks the number of school days between the 5th and the 15th is what i asked that's what i'm so you're looking at the 5th through the 15th for like the change in the high school time between when we would be starting in person with the current plans versus what we would start for no i'm just asking i mean i'm just saying that to me it doesn't seem like very many days are gained by putting all this stress that we're talking about on the system and and i wonder what your thoughts are on that if you look at the original timeline for our high school there's certainly not that much difference between what that originally was and what we're talking about and starting early february if you look at our elementary students they're talking about more instructional time this is where it's a really difficult decision i know that there are lots of people that are just like please please please can we start something can we start school can we start you know on what that looks like and then also not putting the system whether it be our students or our teachers through yet another change and that's a really difficult decision that we have to wrestle with right um but we do need to come to at some point a closing discussion correct what what other questions do you have so what we're hearing is i'm thinking she's recommending the 15th um of course if the board directed she would look for something sooner is does the board want to direct for something for this new phase sooner than the 15th can we faith would that work if we tried to i might suggest we have dawn on standby that we could call her um she knows that we're listening because really a lot of this is how soon could we do busing and i would like to hear it from dawn okay so yeah and she's been texting me and part of the problem is also and i'll call her right now is working with the contractors as you know when we when we re-bid and we approve those contracts back hey can you hold that one second so you're talking about the first student routes that need to be added right uh we we agreed to a 40 so you know they wanted 80 us to pay for while they were well we were close so that they would keep their youtube off yep so they would keep their drivers and we negotiated 40 percent with the agreement that we were taking on the risk that they may not be fully staffed so they have asked also for a month to to get their staff back in okay so okay that's more information thank you okay so the reason why we're looking at a four week time out at minimum for transportation is that we do have to change bells we will have to combine the a and b schedule that we will be running starting next week for elementary all of those things require more than just flipping a switch in our computer system our system does handle a database but it has a lot of manual manipulation to make those changes once all of that is done we'll have to make sure the packages can stay the same way they are right now for the 19th and the 25th start dates that we have scheduled if that's the case then we still have to bid those out because the hours are potentially going to change and then the drivers will need to do a practice run to make sure times are correct so that we can communicate new bus routes on the website and then we also will still in the midst of all of that unless there's a change from cdc idph and isb we will still have to create a seating chart for each and every one of those buses so all of those things um even going with a four week time frame uh we'll be putting my staff our office staff our routers our supervisors our dispatchers working extra hours during the week and probably weekends from now until the 15th if that's our start date had a question don we're a little under four weeks if we get to february 8th is it realistic if the calendar starts counting today that we do this by february 8th so as you're looking at the calendar and i realize i'm putting you on a lot of pressure so if you're like i need a few minutes and to figure this out four weeks you know would start from today would be february 8th is that timeline possible so i think the only way that we could say that would be if we were not doing the 19th and the 25th start because we are still finalizing student lists and all of those things that we need to get to the school this week in order to prepare for next week and the 25th um and if we have to do those things those are going to pull us from being able to start tomorrow right on working on these routes for the 15th but we could start every route and everything by the 8th if we put off the 19th start date and 25th right and we have to acknowledge that part of the reason why we might have to do that is because of what we've decided in the past i think it's time to own it as a board and say you know because we're not sure and we haven't set up an absolute idea of what we want that some of these shifts that we've asked for are there was the reason why we might have to wait a little bit why do we have january 28th as a date on here if that's not even possible it's possible for her to do the buses that way but then to not chew two different plants this is for the current timeline of what the current hybrid options that are out there of moving the timeline this is not fair that's something you're not ready for so to change everything that we talked about tonight and to change pretty much everybody everybody in the district to start on february 8th which is just one day short of four weeks we could do that with the new option with the busing i can't see why on earth we wouldn't keep the option that keeps kids going in in in a little over a week or wait two weeks a week a week yeah it's the 11th um i can't see why we would postpone that if we know that we're going to have to postpone it for long enough whether they come in or not i i don't understand why we would add that confusion tony i actually i know that that as a board we've had a lot of discussions we actually haven't changed the plan all that much we gave a hybrid plan we chose to go remote as a board in october we voted on a return to school plan that was paused because of mitigations and now we're back to being able to do the plan that we approved last october so what i've been looking at this as is that we are looking at what happens next does it make sense so i don't i don't think that we've been wishy-washy and i don't think we haven't owned it i i don't want you to get all wrapped up in criticism i don't even mean to criticize it's just that what we decided on that was supposed to happen january 9th we'll call it plan a what we saw faith present tonight plan b each plan that we ask for takes so much logistical time and effort is there anybody in this room who does this stuff who thinks that's not true i don't think anyone doesn't think it's true so for me i'm just saying that we need to acknowledge as a board that the fact that we are now on plan b means that we might have to wait till february 8th which i think is a pretty good offer if you think we should do both plan a and plan b that's for the board to decide isn't it that's what i'm asking for us to make a choice about um because we need to make those decisions and as much as these are hard decisions and for some people all the discussion in the world wouldn't change what they chose when it came down to it we still need to have the conversation which we are having and we but we need to conclude the conversation and there's never going to be a time when that doesn't leave things unasked in something like this because nobody knows the answers to all of it every single iteration is huge but at some point i think what i'm catching is the philosophical difference of are we staying with this for the rest of the year or not and i don't think i've heard from our administration that they would have been planning to stay with this hybrid plan the rest of the year anyway i would just ask that we go with their recommendations on this because let's be frank bored and everyone really involved this is pretty similar to what they requested we approve in the first place um and and we're all these months later and it doesn't look a whole lot different so if we can i'd like to make sure that we've had a chance to ask the questions i think that at this point unless there's something you need to know for information we need to make some we need to make some ideas to cobble this together so we can take a vote at some point this evening so are there any tangible informational items not philosophically based is there anything tangible such as is xyz possible is there anything you need to know to change what you think you would be willing to vote on because that's going to be a big enough process heather mike okay so i don't know i i don't know if the board decides to go with plan a and b as the essentially as as recommended so the elementary could start the 19th doing the a b schedule if um uh if parents don't want want their child to be in person but don't want to deal with another change can they start their child with the in-person option with when phase two starts whatever that date might be before the trimester though like if we're looking at february 8th or february 15th so whenever we would roll out here are the new options prior to that we would have to offer parents choice in our opinion to do that so whether that was the february 8th or whether that was the february 15th we would need to ask our parents where they're at with that and make a new selection which is new bus routes new right would that be able to happen would those options be able to happen before january 19th because i might not want to start my child january 19th you could be remote january 19th and then whatever we decide as the next day in person in person or you may we i don't know we may have some parents that are like oh both a and b groups together i'm no longer interested in in person right right so does that answer your question yes thank you all right so the first thing i think we need to decide and we should do this via our five finger and again let's remember that one is the index finger the first thing we need to decide is would we like to go with the the proposed new start time for high school new start date for high school being the same date as junior high is that the only change to the a plan that we would be talking about that is correct so by a show of the proposed fingers what is your level of comfort with moving the start date of high school to be the same as with junior high all right so that is that so we've got that taken care of yay good work next are we as a group interested in moving to a second phase for lack of a better word for this as it is demonstrated by faith's presentation of what it could look like with the different junior high in high school and then elementary and early childhood are we in agreement with that can you please do a show of fingers if you're in agreement with both of everything those we're going to talk about the date next we just need to know if you like the plan first because if not enough people like the plan we got to talk about that before we talk about when it starts does that make sense all right show fingers on do you like this proposed phase two plan will you be in agreement with this the early child or the elementary five half days a week the junior high in high school the basically the five hour day schedule a b as well five are we deciding on block or period no no no just the whole package elementary junior high high school all right every you were able to count fingers all right very good now that we have chosen on that as a next phase are we in agreement at starting this on what is recommended at february 15th fingers hold on wait starting what on the phase two that we just agreed we would like to see on february because that's now the given now the new variable is is are we in agreement that february 15th should be the date all right are there enough ones and twos there to move forward four very good all right so the next thing we need to determine is employees returning to the building because we know that they need to be in the building to make these things work faith do you have a recommendation on when employees would return or is that something that we need to discuss still and and it's a little bit more complicated than just the date so one of the things that we need to determine here is the staff workday parameters there is at the spectrums of that where staff would be in school for the entirety of their contractual work day and be that that's the one end then there's also staff is in our schools on the days or the parts of the days that they are doing in-person instruction but would have the option to be teaching elsewhere on times that they are doing remote instruction for a lot of student staff that's half days then there's the piece in between of staff in schools for in-person instruction and student support time and we build toward that for a little context for the board the current mou that is out there is that a our staff is would be allowed to work their days of in person and then if they chose to and they live close enough to go home to teach the other part of the day so that is our current staff understanding of what they are returning to when they come back however does that uh maureen can you provide clarification or is that a closed session that can be closed session thank you okay so we don't need to determine what we can say is we would like to have them back as soon as you need to have them back whatever that day is which we can discuss later right or we can talk about those days but we've got kids coming on the 19th well okay so right that's a problem right so well that's not a problem that's it's a great point of school but ideally what i have liked to have had more lead time with our staff in person to try out all of those things that we need to do we are running out of time if we are starting on the 19th we also need to be very cognizant of a change to our staff as they are figuring out their own child care responsibilities all of those pieces so to dramatically change their week by friday and what that would look like i think would be inconsiderate and difficult to do at this point do you have a recommendation on the date so um if we are starting the 19th and it sounds like we are elementary is already in you know for those days the 20th uh so monday of that next week is martin luther king day so we're off that monday um tuesday we were doing a remote planning day for our secondary st our secondary staff anyway because they had not had that wednesday is you know not participating we already have an agreement that uh our staff would be coming in on thursday to do trial runs of teaching from in person do all of those pieces so the really only day left to say you need to come in that they aren't already coming in for at least part of that time is that friday now that we've moved up the high school start time so high school staff was thinking that they would not be coming in yet for another week so we would have to start high school earlier coming in obviously because we'll have students there in person so i think we can look at the having our high school staff and junior high staff come in on that thursday and friday add that additional day so that we can have more time to what that looks like now that we've moved up our timeline but to move it much earlier than that with what we've already shared with staff i think would would not be wise to be considered of what they need to do for their home life okay so there's nothing you need from us right at this moment on that no then the next piece would be determining what how much of the day we would want staff to be at school okay do we need that as part of the action item for approving that phase two plan or do is that something that can be a board directive as we enter our second closed session it can be a board directive on what that looks like all right let's do that then um anything else that we would need to do to be able to move this to the action item that we are looking to have no i'm looking at taking a quick break or typing quickly while you go through the next action item so i can put up a slide and say exactly what it is that we've agreed to may i have a motion to move item 8.2 down to item eight point four let me finish the motion first real quick okay let's just move the item that's what i was in the middle of asking 8.2 can we please can i have a second to approve emotion thank you second i never get to sorry ursula that's okay mrs doyle aye mrs swanson aye mrs moyer aye mr lightfoot aye mr bowman aye mrs croner aye miss morgan hi thank you so that will give you a little more time i'd like to not have a a break until we go back right before the closed session if that's at all possible i and i think what she's usual um yes that's what i'm thinking yeah that's what i wanted because i think there is yeah that's why we're giving it some time right so i was also unclear i just wanted to make sure that we were just moving everything to the 15th and that was no oh no that's the way it had it sounded because no that's not what we were talking about everyone in favor of the plan starting on the 15th the phase two part of the plan as so she titled some of those slides yeah i think matt's right because that was not clear i apologize i knew what you meant yeah we i did i didn't hear that i just wanted to clarify that junior high in high school junior high in high school are going to start yes january so we'll have it all the gym 26.

no we're not pretty much all right so what i've done is just added slides at the very end um to make sure that we're capturing what we've agreed to and ruth are you clear on what you would be listing as your motion once we go through this one more time i ask one other question that might be for some people behind you maybe so the 25th and the 26th were scheduled for orientation would they i'm trying to outweigh the benefits of actually having an orientation because you can't really walk around a building and you can't really meet all the activities and you can't or you could just go and start your classes so this would be them running through their classes as orientation for sixth and ninth graders so they have an opportunity to figure out where their classes are have a chance to meet so students would be coming by a and b groups and actually going through their schedule to meet their teachers for the sixth and the ninth graders who have never really stepped foot yet in the junior highs in the high school and that's because last year's walkthroughs had to be canceled as well which they normally would have done at the beginning and the b group doesn't actually start till february first so they would start the b group starts that week because monday and tuesday our a group is for sixth and ninth would have one day it starts that week it would be the a group that starts the following week i think they need to have that orientation i mean that's pretty important okay so we're we're at the thank you for the question i think we're at the point where we can run through this faith if you would like to summarize just so that everybody is on the same page with what it is we are talking about when we ask for a yay or an or an iron a okay so um what we've agreed to is that all plans you know through to that february 12th would have the same two learning options that our parents have just decided from so we would not be changing anything on parents for what's coming you know january 19th and the weeks that that follow the in-person instruction would start at the same dates as previously published for elementary and junior high high school would be one week earlier and of course we'd have to explain the orientation of sixth grade and ninth grade and those pieces moving forward to what we've talked about with our phase two that would start february 15th it would include a and b groups by dividing the junior high and the high school at elementary it would be combining those for five days a week of in-person and five days a week of remote instruction students would not eat lunch at school i don't think that this group was giving me guidance on blocks and nut pieces i would work with staff to figure out what is the best determination on that we would break down into like how many minutes of reading and math in those pieces and have teacher input on those pieces in the next few weeks but these are the broad brush strokes of the parameters of which the board has given us you ready does this look different than anyone thought it would look then no before okay good so we've got everything in as we believed it would be all right these two parents are going to be able to change correct phase two parents can change and that the parent survey would be february first through fifth ish something like that that will give them some opportunity to experience some of the hybrid piece too and to be clear this won't be the last change we likely see this year it might not be correct good times and to that i know we don't have to make that decision today but i'm just i'm just thinking out loud here that because things are going to change i think for bus and transportation should plan on what does it look like if every student is going to every building every day as though it were a typical year and if later on we can figure out how to make some economies great but otherwise we we just need that locked down and know that when we make changes we're already covered on that and we're not playing catch up well i hesitate to say that brent honestly because i want to get back to i think don knows her business i think she knows how she's supposed to do it and that's why we hire people and i think that we can say that as a board but we probably should ask for more information before we say that we should have dawn address that as a possibility are either of these comments thoughts concerns going to address an information item that will address whether or not you vote yes or no if not may we address those via our normal board agreed email or future conversations i would like to add to the action plan just that we revisit how it's going in two weeks just to see if maybe we could like maybe sixty percent of the kids want to go but um then we lose a couple of kids and all of a sudden now we can fit what's left okay so faith when is the next practical time dr spell on which board meeting would be practical to revisit you work on phase three phase three the great thing of the junior high and the high school schedule is you very easily could switch to four days of combining the groups if we saw that that was a possibility so we will revisit this at our do we have a second board meeting in february that will be enough time to have given at least a week in i believe we do have two in february i just don't have time to talk and put the calendar out i have two we have the 8th and the 22nd so the 22nd uh on the february 22nd and i'm comfortable if the the board is comfortable putting on that we will revisit this on february 22nd that this will be what we're looking at until that february 22nd meeting and i'm sure in preparation for that we will have some information on how things are going and where things are and the vaccination status of our all the all the stuff yes phase two vaccine okay okay are you ready that work yeah cool yep i make a motion to approve the return to school learning plan for students and staff as presented second mrs croner aye mr lightfoot aye mrs moyer no miss morgan no mrs swanson hi mrs doyle aye mr bowman aye motion passes 5-2 thank you everybody i know that that was ridiculously hard for parents staff teachers that have been hanging in there i i want you to know that it is appreciated that you've all shared thoughts and considerations that we've all used when looking at this this is not an easy time and if we could take all those changes away we would um but we have to move forward with time that being said anyone else have any final thoughts they'd like to share with the group before i ask for a motion to return to closed session after a short recess nope okay may i have a motion to enter closed session i make a motion to enter closed session under statutes 5 ilcs 120-2c1 the appointment employment compensation discipline performance or dismissal of certain employees and individuals 5 ilcs 120-2 c2 collective negotiating matters between the public body and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees second mrs swanson aye mrs doyle aye ms morgan aye mrs croner aye mr bowman aye mrs moyer aye mr lightfoot aye motion passes seven zero we'll take uh is everyone okay with five to ten minutes

summation but then on the 15th they're going with the phase two right yes that's my understanding that's what i understood but then i thought maybe he said something different that's what i'm saying so let's move on to action item 8.1 i'm going to go ahead and just move this a little closer it's just for you item item 8.1 approval of bills for payment are there any questions can i have a motion to approve please i make a motion to authorize the payment of bills in the amount of 1 million three hundred 765 ten dollars and forty nine cents as presented mrs swanson aye mrs doyle aye ms morgan aye mrs croner aye mr bowman aye mrs moyer aye mr lightfoot aye motion passes 7-0 item 8.2 approval of the building administrator contract make a motion to approve the building administrator contract as presented miss morgan aye mrs croner aye mr storyal aye mrs swanson aye mr bauman mr lightfoot aye mrs moyer aye motion passes 7-0 item 8.3 personnel report i make a motion to approve the personnel report as presented second mr lightfoot no miss morgan aye mr bowman aye mrs moyer aye mrs croner aye mrs swanson hi mrs toriel aye motion passes six one do you need a minute or are you just a moment oh i'm so sorry all right let's pause for a moment to let them get that taken care of yeah i'm gonna turn into a pumpkin in about 40 minutes no [Music] i warned you to take a nap a few years well maybe not that long i think the beginning of this ah she have so many emails though but we've not yet hit one till one or two and i do believe 239 was what i had in my head is what the record had been back in 2009.

we also had added streaming media services to include canopy and since um since july of just this year we've had 142 000 users and over 30 000 videos watched the most popular video is don't let the pigeon drive the bus by the way um and for ebooks harry potter sorcerer's stone me and white supremacy and crazy white asians were the uh crazy um yeah we're the top books rich asians our libraries have been and always are a central hub for digital equity something we have been focused on we provide access to technology to the internet and to wi-fi and wi-fi outside of our libraries in some of our communities they don't have any connectivity at all so the library is the only place knowing that this can this connectivity is so important we're in the process of improving our connectivity by leveraging federal e-rate dollars to ensure that we have a robust network to support all of our communities in addition we've purchased 16 chromebooks for every library to create access to the public for workforce development learning telehealth and hopefully providing opportunities for the public to participate in the legislative process in terms of terms of hearings in addition we continue to have a collection of books people still like physical books 3.2 million holdings that our communities are checking out to learn to be educated and to connect to our stories but it's not just a collection of books cds dvds digital resources but a collection of staff and resources that we've checked out to our fellow government agencies during the pandemic we've supported dlir by having staff um work with unemployment to be back up for unemployment we have 16 staff who continue to work um with the unemployment of office as specialists they've moved up the chain and now they're they are experts in doing unemployment and supporting the public we supplied 30 laptops to doh in three days to make sure that they had technology to to begin their contact tracing process and um in wahiawa we um we're supporting wic by having them in our meeting space right now because they lost their space there was a fire and then they lost their additional space and they needed a place to be that would be central to the community so we we're happy to support them and our branch members happy to support them being with us while they look for a new new place and we continue to create new partnerships we're part of a university of hawaii telehealth grant to provide hot spots to people who have high risk health issues and also to be a place where people could meet up with their doctors we're looking at workforce development support for the workforce development council by providing a place for digital literacy skills and there's many more places that are contacting us to try to ask how we can provide access for people who want to be connected in this new digital world time after time we step up and support our fellow agencies and our communities as the public library we are in the unique position of serving rural and urban communities and we need to be different things to different communities and we strive to be the hub that connects all of those communities our challenges are that we have 51 branches on six islands eighty percent of our budget is people we need to have people to keep them open the current budget um will cause some issues for us when we look at a 33 million dollar budget we don't just look at 33 million we also have to plan for the 5 to 10 restrictions on top of that 33 million this means less security for our libraries less staff less ability for us to care and maintain our buildings and that's just the simple contracts that we have to keep our ac flowing and other roofing we have concern over our ability to continue to leverage e-rate funds so that we can ensure that we have the increased capacity of internet in our communities and there's zero there's zero materials budget available staff are already down we've already been down 69 people we appreciate that the ledge left the positions but removed the money in the last session but now we're at 114 positions vacant with retirement at the end of this last year so with no students no subs we are at the point where um we cannot continue to keep our libraries open as often and as frequent as we like to to ensure equity of access we are also concerned because we've heard um that there are um there's there's uh attempt they're looking into special funds and whether or not to sweep special funds our special funds are our only collection money so if our special funds are taken we will have zero money for collections equitable access for all our communities is vital we must have the same hours a rural community should not suffer because we don't have the resources they need just as much as everybody else when one of our communities thought they were going to lose their library after all the staff retired at once some one of our users wrote please keep the library open it is the only community resource here in the local community for adults children and the elderly most of us in this country community do not have internet access can't afford books for our kids and to read and don't have reliable transportation to travel to the next available libraries that are more than 20 miles away we want to make sure we continue to be the poor man's university that people have access to resources and we want to make sure that there's equitable access to our communities so that everyone who's recovering from the pandemic and from all of the economic crisis have the resources they need to be successful we thank you for your support and we're happy to answer any questions you might have numerous questions sure how much is in your special funds right now uh we have 3.6 million and do you have you said which library there that all the staff retired same time uh lopperhoy so currently this is the one we had yes so currently we have the uh manager of the honokaa library he he is traveling and keeping the library open so the days are shorter but we still have access while we try to transition you had i believe some cip requests to look at know start the process of modernizing some of the library facilities is that requests for this year or did we take care of some of that although i think that was part of last year mallory the moderator hi mallory fidutanis um so yes every year we we request a health and safety lump sum amount that appropriation gives us the flexibility to handle a quite an extensive number of projects and repairs to our 52 buildings and uh if the we appreciate the legislature's continued support uh having this lump sum um funding available in each biennium year ensures that we will be able to finish projects that might have started in the prior biennium budget and it gives us some flexibility should you know issues arise as we open up buildings and find more problems with it thank you so stacy how many um librarians have tired retired over this past school year over the past fiscal year um well total staff we've had about 40 staff leave um since the beginning of this last fiscal year so a mixture and some haven't retired unfortunately some of our larger libraries we really do need leadership so hilo is our largest circulating branch does not have a manager right now um the person we had left in the middle of the night flew to chicago and called us and told us they weren't coming back during the pandemic so we have these larger libraries that really do need leadership and unfortunately it's all of our regional libraries and we haven't been able to fill those positions we have a request in for the hiring against the hiring fees so you haven't been able to fill the positions because of the freeze okay not not for lack of people that are applying for the jobs yeah i think we can find people i think it's just we yeah and yeah once the freeze gets released then you can recruit yeah and we we have put in a request to um get an exemption from the students do you have a list of all the libraries that have had to either close or reduce hours because of no personnel we do track the libraries right now we have several libraries that it's a pretty ongoing because they're small and they have fewer staff but we could get a list to you thank you that's internally okay um just to add to follow-up regarding the chairs um vacancy questions so um on the la for hoy hoy um vacancy um the vacancy is the manager's position actually it's all three positions it's our manager a library i think it's a library assistant and a janitor they all retired okay so there's nobody there then um no permanent position is there okay except for the person the transfer of of the hanukkah and that's quite a quite a distance so i can see where um you know the time for opening is limited um another thing too is that um for la for hoy hoy there's you know limitations of of um internet in between there's certain places of residence so you know they go to the library and you know as a source the libraries throughout our state i guess has been resourced for internet connections as well so um now your kailua kona's vacancy now that's a management position as well yes did the person retire yes okay so when you open up the libraries um this is the manager's need to be present yes we like to have a manager present we usually in these cases we've had to do temporary assignments which is difficult in our current budget to do but in those cases we try to do temporary assignments so the next librarian down usually if there's one or two of them the same they'll swap and they'll take turns being in charge but it has been our staff on oahu that has been directly managing because of the number of staff that we actually have on the big island okay um are we ensuring that transfers in the positions because you if you're a librarian two or three or whatever takes a position of the management they hopefully that the salaries have have met yeah the time spent most of these problems are going to be solved if they just let go of the freeze so once they have the freeze lifted then she can start to recruit and she won't have to play this kind of shelter magic game because we can keep asking her questions about how she's doing it but until the freeze is lifted she's still stuck yeah but the freeze can go on for a couple of years so you have to lobby the governor yeah yeah yeah exactly you don't like if because if she's only limited with what she has right so you can call b and f and see if they would try how long the freeze is going to be or whatever or ask them to lift it yeah okay i think that's all the questions for now thank you church any other questions thank you thank you very much thank you thank you for that non-painful process you

a2gov.org backwat CN so um next I'd like um to move to the land acknowledgement and Missy would you please read the land acknowledgement statement thank you chair mki I acknowledge that the land the city of an arbor occupies is the ancestrial traditional and contemporary lands of the Anish shab including the Ottawa oju and B ofy and wind out peoples I further acknowledged that our city stands like almost all property in the United States on lands obtained generally in unconscionable ways from indigenous peoples The Taking of this land was formalized by the Treaty of Detroit in 1807 knowing where we live work study and recreate does not change the past but a thorough understanding of the ongoing consequences of this past can Empower us in our work to create a future that supports human flourishing and justice for all individuals thank you um Missy would you also lead um the roll call please uh commissioner hookham commissioner mccomber on mute but here yes uh commissioner shriber here commissioner cley here commissioner Len chair mki presid co-chair coven Garcia here council member Briggs here council member Rina here uh commissioner zoker here commissioner Hatcher present commissioner McCoy here commissioner jorg here commissioner Singleton here Great Commission Kerber I think we have a quorum yep I'm I'm here I will be here until about 7:30 I've got um another obligation thanks Larry appreciate you being able to join us for as long as you can um so um first of all um I'd like um everyone to take a look at the agenda and um if one of you would make a motion um to approve the agenda I would appreciate that I'm move that we approve the agenda do we have a second second do we have any discussion if not um all of those are in favor of approving the agenda please um raise your hand and if you can also indicate verbally that you approve it so approve approve approve Great Looks like we have unanimous approval um next um we have approval of the minutes um the minutes were loaded um um late this afternoon onto legistar um I don't know if everybody's had a chance to look at those um we could um either approve them now or we could potentially if people have not had a chance to look at them um delay that to the next meeting I don't think that would be a problem um do we have an approval to uh uh I mean a motion to approve we could then have a discussion on whether we take a final vote now after some discussion do we have a motion by anybody I have a motion from council member Briggs second from anyone second from council member Adina um has everybody had a chance to review the minutes um would people like to vote on them or would they' like to postpone that to the next meeting did people get a chance to look at them I think it was sent out also via email but it went out rather late um I think I have not had a chance to review them I don't know about the other Commissioners yeah I haven't seen them honest with you I I haven't either too so I don't see them on legistar yet either unless I'm not looking in the right place so I just okay I was gonna say I didn't think I saw an email with the minute but yeah I didn't get it me neither okay I I communicated with Josh this afternoon he was gonna try to get them on legi Star and I thought that he said he had but um why don't we postpone that to the next meeting I think it's a formality anyhow but at least this way we're doing it the right way so um sorry sorry to interrupt please yeah I also did I don't see an agenda anywhere is that sent to us or do we have to go to legistar to get that it's in legan so if you go to the City calendar and call up the energy commission meeting you'll you'll find the agenda there as well as um in the agenda are links to all of the presentations that we'll see this afternoon or this evening we also got an email from Josh with the agenda okay okay so um while you guys are checking on that if you want to I'm going to move ahead to the next point on the agenda which is public input and I have a statement to read there too this is an opportunity for persons to speak for up to three minutes if you are watching on C TN and you're not already dialed in please call one of the two following numbers 888 78899 or 5247 and enter the meeting ID it's the same number as before 5783 4502 this information is already also on display in the meeting agenda and the video feed C City staff will select callers that have raise their hand one by one using the last three digits of your phone number in order to electronically raise your hand indicate your to indicate your desire to speak please press star9 on your phone you will hear an automated announcement that the host is allowing you to speak when speaking please move to a quiet area and mute any television or background sound so that we may hear you and please state your name and address at the beginning of your comments Missy I think you're the one monitoring correct yes so far we have two folks who've called in but no one has raised their hand yet okay we'll give them 30 seconds or so chair you still have H no one has indicated why don't we move on we have a chance again later and if need be after the maybe the energy report I have since changed uh caller last digits 134 ah okay thank you okay caller 134 you are um we can hear you thank you very much Dr staltz and chair mki this is Ken Garber 28 H Hill Court uh I have for you a three-minute update on fossil fuels in new construction okay burning natural gas and buildings in 2019 generated 580,000 metric tons of CO2 equivalent greenhouse gases or 32% of the city's total emissions strategy two action one of the 820 carbon neutrality plan includes the following assumption quote all new residential and Commercial buildings are designed and built to operate without the use of natural gas reducing the increased cost associated with retrofiting existing systems end quote this is critical because new buildings that burn fossil fuels will be pumping out greenhouse gases through the end of the century or longer it's telling that restricting natural gas for space heating is one of two elements of the a20 plan that DTE Energy objects to the other is Electric market deregulation luckily for DTE we have no way of enforcing either yet exactly one year ago before the 820 plan came out I submitted to energy commission a draft city ordinance Banning natural gas in new construction about a dozen cities around the country most recently San Francisco have passed such mandatory building electrification ordinances mine Incorporated what I thought were the best features of several existing laws nothing happened at a council member's request the city attorney's office issued a confidential opinion that such an ordinance would be illegal under state law I cannot see this memo but it almost certainly cites a Michigan law known as The Still d roet hail single state construction code act or PA 230 which supposedly prevents cities from passing their own building codes for new construction because the state code sets a uni uniform standard however I now know that law intimately and there's nothing in it that says that cities cannot pass stricter building codes than the state code I even contacted the Bill's author former Republican state senator Leon Still Still wrote back that his law sets a minimum standard only and that cities can pass stricter building codes if they see fit so the city attorney's legal opinion could be wrong and should be re-evaluated it's painful every time city council approves a new project that burns natural gas because we're locking in decades of emissions the the Planning Commission to its great credit is taking on this issue and with some thank you and with some success a large Apartment project near Pioneer High School valala Glenn switched from gas to electric when asked and the smaller near Northtown homes on North Main looks like it'll do the same two projects Veridian and County Farm Park and a mixed use project at on Packard are going all electric on their own initiative but many developers still refuse to do this um I should note that OSI I believe is preparing to push for state adoption of the international energy conservation codes zeroc code renewable energy appendic in the state energy code which is up for revision this year this would require new buildings to achieve Net Zero carbon emissions but I don't know what our chances are uh in summary we continue to approve new construction with fossil fuel infrastructure but the Planning Commission is fighting it out project by project and we're gearing up for a battle to change the state energy code which may or may not be SU sucessful thank you thank you Mr Garber chair bki we have no one else in the queue okay mki yes I wonder if it would be appropriate for the energy commission to or at least our councel people to ask the City attorney um for their opinion on this new information um and is aing of his his uh review of this law and ruling we have that at a minimum I'd like to at least look again and say nope I was right and we'll move on do we have any further thoughts from anyone um present tonight that um council member brings I would say I haven't I haven't read this so I will certainly request it and um I agree that there's um I suspect there's some staff wisdom on this as well as some legal opinions and it would be nice to have that Revisited if it needs to be or at least shared more publicly as well yeah I am U Mr chair I also support uh what commissioner C Cy said there um I think that is a great way that uh could be done within the current development needs of the city and really does speak uh like the caller said to the needs in the long run um you know especially with new construction like he said the buildings will be in place for decades to come and retrofitting buildings after they've already been built this is a very expensive process so as we all know so I support that wholeheartedly very good um I I just might add there's been some offline conversations on this topic and um maybe um we can take this up under um items for um future agendas um and talk about um what might be the appropriate way of handling this um in um commission meetings um do we have anyone else um John can you hear me yes sorry it's Chuck I'm on the phone I cannot enter the meeting for some reason again technical difficulties um on the state energy code I was an intervener the last time the current version was adopted um the contractors Association many others thought vehemently that we don't Advance the next round of the icc's latest energy code energy conservation code forward um same thing with the ashray 90.1 we we still as when aard will attest are in the Dark Ages on ashray standard so there is a need to press forward I attempted to do this by getting on the code committee um I was not appointed by the governor but um there's still Avenues and um as Mr Garvey said we we should take this up it's something I've been researching and I think there is an Avenue so let's talk about this and add it to an agenda this building Cod issue is critically important to 820 yeah yeah the current code is um based on ash standard 2013 and um new standard was updated in 16 and again in 19 so we're two steps behind so there's definitely a need to uh to act on this one way or the other um I think Missy that you said that was the last call correct okay very good um so we're going to proceed to the next point on the agenda which is the Energy report and then we'll go from there um after news from the energy office um in office sustainability and Innovation to any reports from Commissioners Miss yeah so a few things to highlight uh we are launching our next round of solariz events for 2021 we've concluded eight uh bulk buys over 850 kilowatts um of new solar have been installed in the community through that program we have our first cohort going uh in end of January and another one following shortly thereafter so if you're interested or have friends and colleagues you'd like to recruit into the program please let us know and of course with uh the stimulus package we had the extension of the ITC credits for two more years so we'll be having two more years of 26% which I think is uh really exciting for us we were um we were a little nervous about what the next year would look like if we were about to Sunset those credits so really excited to see the program continue growing um special thanks to our solarise coordinator Julie Roth for the hard work that she's doing um and we'll talk a little bit about some some ways we're trying to branch and grow that program uh later in the agenda also wanted to share we brought on board Sean Reynolds he's our 10,000 trees initiative coordinator um he is helping us figure out how in a20 um one of the initiatives is planning 10,000 trees over the next decade uh we brought Sean on to jump start that initiative which was not slated to really begin in Earnest until later in the process but the pandemic uh really brought this forward you can invest in trees it's good for us to be outside uh at this moment we can socially distance while doing plantings and so we jump started this initiative and Sean is going to be uh actively working he's designing some different programs he'll be talking to our a20 partners about them getting some feedback uh he's talking to members of the community now and hopefully we'll have something to launch in March or April for that initiative a formal program so it's really exciting to see that when move a lot of alignment with a number of uh things we deeply care about here the EV Readiness ordinance which you guys have been so instrumental in especially uh co-chair uh covin Garcia is going for its second reading on Monday to city council um thank you everyone for the really hard work that you've put into that uh we'll talk a little bit about kind of what's next in uh the end of the session but that's really exciting in addition city council did approve some grant funding that we received and and um approve the allocation of some budget that we have in OSI slated for fast Chargers so we're just waiting now for the ground to thaw and we'll be installing four dcfc chargers at City Hall which is really exciting they'll be the first Chargers in the fast Chargers in the downtown Corridor and then we've been working on an assessment with DD DDA to really increase the number of level two charges throughout uh our infrastructure broadly um and we are looking at a hard pivot now to thinking about uh low income and uh how we're going to expand EV access in that market as well uh sharing um apologies if you already know this we were asked by the mcnight foundation to submit a small Grant a planning Grant in partnership with Community Action Network and Michigan saves to do a whole Home Health assessment Indoor Comfort assessment designed by residents of a neighborhood with residents of that neighborhood and we chose the Bryant neighborhood so we uh had a meeting with the funer we have we hear in late February whether or not we've been successful but they've encouraged us to really start putting some systems in place to do that work so the money goes directly to Residents in the neighborhood will be U hiring someone through can uh that is from the Bryant Community to help with that work and of course we're working with Michigan saves and others to design the program very exciting stuff um in addition we are looking to launch a uh sticker campaign and some sort of educational campaign around beneficial electrification and I'll talk about that again when we get to the kind of ideas for collaboration with OSI just tell people what where the Bryant neighborhood is I'm betting there are a lot of people that don't that aren't familiar with it you know who I would ask to tell us exactly where the Bryant neighborhood is our council member if you would be willing to give us some geographical boundaries to that council member Rina would you would you perhaps help us yeah absolutely thanks that's my neighborhood um and so yeah it is um just north of Ellsworth that that neighborhood that is uh actually outside of the uh perimeter of the the highway um off of stone school um the Brian ele Briant Elementary School and Arbor Oaks Park are here in the neighborhood and so you you'll often also he it called Arbor Oaks um but um yeah it is uh between I guess stone school and the Forest Hill School Opera thank you yes I'm sorry I'm looking at my notes so I did not see that please jump in and just tell me to stop any second so I'm G to wrap this up here with just a few more highle updates for you our benchmarking um in particular in the commercial space is going well the task force meets um for its kind of final final is meeting uh shortly and then we're going to public comment so we're actually putting the recommendations together we anticipate early February those recommendations will be out we're going to have some Town Halls um an opportunity to really Gather Comprehensive feedback and then we'll reconvene the task force to digest that feedback and craft the final recommendations and then start getting that uh benchmarking into the ordinance review process similar to what we did with the EV work we'll also our hope is that we present the commercial benchmarking at the same time we present time of marketing so they'll go as a package since both both are about disclosure and then uh the rental efficiency standards are about performance and so those will go separately to council uh landfill solar to give you an update I'm sure it's been silenced for a while we are in the second phase of the interconnection study our results are due I believe February 4th but don't quote me it might be plus or minus a few days uh so any day now we could hear results this is uh the much deeper Clarity in terms of cost to upgrade the system and to actually make the investment on site uh this is a really important part of understanding the viability of the project and this also intersects with the filing that we did we intervened in the voluntary green pricing program that DT has we are in settlement discussions now about that program and the landfill solar program is a part of it they wrapped it in as a customer offering and so we are certainly um discussing opportunities to perhaps um if magic happens uh to turn it into a community solar uh pilot so that's what we're negotiating for um and we'll see we'll see how that falls out but that would be a lovely victory since our legislature hasn't been able to move it forward if we can move it through intervention um we're we're excited about the possibility and I will say uh we see glimmers of Hope but we have a lot of work to do before we land on that and then lastly just wanted to share we are trying to work with our GIS team to do far more visualizations uh if anyone heard Council last night OSI is going to be convening an equity task force to help us really Define some key Concepts that we're working on uh make sure we have really authentic engagement and understanding of the challenges we face and some of that is certainly about we often think of it as about data how do we look at information like how do we understand these issues but the data that I would put forward is the data I think about it's not really uh likely to be the most important things for people's lived experience so we want to work with stakeholders to identify what we should be tracking and understanding in terms of process and output um to demonstrate really Equitable and just outcomes so I I say that uh to let you know one of the short-term things we're trying to do is a much more detailed visualization of energy poverty in our community so understanding who's paying more than 3% of their household income on energy and then who are severely energy burdened those pay more than 6% and we have National Data and we've got some granularity but we're trying to really drill down and get uh more like neighborhood by neighborhood understanding so we can be more surgical in our support and implementation work so those are just a few of the things going on at OSI um just wanted to give you a a spattering question go ahead Mark Miss I assume those um those uh Grant funded taxpayer EV charges will be metered and my question is the energy to power The Meters will that be um tracked and reported as simply part of uh rolled into an Arbor's overall energy use and Emissions profile or will it be broken out separately in some way and if so where and how that's a good question and let me um I would love to understand kind of what you'd like to see for the data it'll be metered so we'll be able to pull and since it's on a city facility we look account by account so it will certainly be wrapped into our footprint for municipal operations but we also will be able to track exact usage time of usage really much more detailed information to try to pair uh Demand with supply for sure is that what you're well now that sui has has said that um our emissions profile Now tracks um fugitive methane uh outside of of the city for the power that comes in so I'm just trying to figure out how how the emissions profile for the nonrenewable energy that will be used to power the EV Chargers how that will be reflected um if it's going to be metered it it could be uh at least we could understand you know um and and do an analysis does the EV charger offset the emissions it takes to power them sure could sure could and you may remember this is unfortunately was a a tragedy of the pandemic that we were working on a pilot with a company locally to put in to install two EV charger Chargers that had a solar uh awning and that had battery storage so it it was really a data project it was not an infrastructure project we were trying to understand when we what demand looks like when the sun is shining how does it pair how much are we pulling from the battery when are we pulling for the grid and that was um with the pandemic we couldn't get the materials we couldn't move unfortunately so hopefully yeah and and that's still on our radar so as soon as we get that loosened up that project will also come online which again is a data project which will help inform future installs so we can really understand how we put that infrastructure in place in a Smart Way outstanding thank you very much good um I have just a few comments I should have said this um right up front and um that is um OSI um Missy and Josh agreed that M Missy would now be our primary um energy commission liaison to City staff um joshh is going to continue to provide a lot of behind the scenes administrative support um so in terms of invitations meeting minutes things like that we're still going to see uh communication from Josh but Missy I think it's your intent to um whenever at least you're in town and a to attend our meetings going forward um I had a couple of other comments um I wanted to remind everybody that um osis issues a quarterly report um and so if there's something thing um that you think maybe was missing in uh the update um certainly refer back to that or then um you can bring it up the next meeting or via email with um either Missy or Josh I have one question about the EB Readiness ordinance I've seen um the date of the meetings um um that council is going to be taking it up is on the 19th but that would be a week from today that's Tuesday any Council meetings on the 18th correct no Monday is Martin Luther King Jr Day Ah that's why okay yeah so it it is Tuesday is it is indeed the 19th correct okay good um and then um just um two other points um Missy would you take a minute and just inform the commission because I think it was an important meeting um not only just today but also the series um the meeting that was held today at noon um sponsored by the 2030 district and the Wasa County um contractors Association there's a whole series of meetings that are going to be held throughout the year and Missy was a participant and presenter today I I listened in um could you just give a real brief update on that and um give people a sense of of how we're trying to make uh inroads if you will into the architectural um property owner um and contractor Community thanks John so the Wasa contractors Association the 20 an 2030 district and AIA her on Valley have co-organized a uh year series which is focused on implementing a20 H for their membership it's pretty phenomenal they're offering credit of course um Professional Credit for their membership it is open to everyone I've registered for many of the events too and they range from high level to really technical um and it I'll say I think we can circulate the the agendas uh out to folks today's was the introduction to a20 and starting uh to get people thinking about what it means in the commercial and property owner land landscape we've already had some followup from folks who want to dive more deeply into how they can be supporting that which is uh pretty extraordinary we we had 105 people attend that that webinar meeting today so that was well attended um just two um one other thing from my side and then I'll open it up to comments from other Commissioners I just wanted to point out that the a20 plan um is calls for 10,000 trees to be planted on both um city property as well as on fire proper so um right now the city has been planting trees um on city property um and the 10,000 tree initiative is is in addition to that and altogether it's 20,000 trees so it's it's um significant so I'd like to open it up to um comments from others updates and um questions commissioner George thank you Mr chairman uh mine is just very brief uh so Missy um I'm very intrigued about the the 10,000 tree initiative um and I was just wondering if uh we could have the individual you mentioned as the point person on uh maybe in March uh before those those programs that uh you mentioned go public uh just so that then we find out how we can plug into that um because I think that would be um something that I think really could both raise the visibility of the a20 program raise the visibility of you know the energy commission's efforts um because people love trees I love trees people planting trees is really fun and you know especially in the pandemic it's a nice socially distance activity people could really get into so um uh yeah just like uh if you could have somebody on maybe in March that would be great I'll have Sean join us and just to give a sense of timing the reason it's going to launch in March and April is that's a window when you can plant threes in Michigan and survive just so folks know that that's what we're shooting for and then summer is a l it's too hot and then the fall is the next really big push for planting so I don't to think we we stole something gotcha gotcha would February be better then um if it's going to launch in March then do you think to have uh Sean on I'm gonna I'll I'll talk to the the chairs and see what's possible the other thing we can offer is a special session where anyone who wants to come can come and we can post that to you well thank you um I've noted it also in my notes and items for next agenda and I'm guessing not I'm guessing I'm certain that the environmental commission would Beed in a similar update um maybe we can somehow um make that a single update I don't know that's something we can talk about um for those of you um that um might remember there is a natural features uh working group in the environmental commission um that's focused on tree and tree preservation so there's um interest certainly between both commissions um commissioner cley it's just similar question um if he's going to come in February I can ask it then but if you just give a heads up I'm interested in the question of how the process or the formula to ensure species diversification how that's being done I know you guys been mapping trees but there must be some logic to this and I'm I have a personal interest in this so just curious how how they go about doing that yeah I won't do Sean any Ser service in telling you about him he is a trained Forester so he's looking at certainly A diversity of species species that are able to adapt to the climate changes that are coming and the other thing you'll notice um we have a dir of fruit bearing trees in our city and so where can we leverage planting to actually be producing food and healthy nutritious food as well so um just a fun bit of trivia fruit producing trees are female trees so we have a gender problem in our trees in this so we're gonna work on addressing that great other Commissioners yes commissioner McCoy yeah I just wanted to say I'm really excited to hear about the visualization stuff for the energy P poverty in an arbor um I had two things one are you already connected with Dr Reams on that yeah okay figured um and then I also just wanted to say that I do GIS work so if you need additional support on that I'm happy um to help or to help teach people how to do stuff or do stuff myself thank you a 30 second comment on that there's some really interesting GI Maps related to natural features that shows um um trees um in that have been you know that are in the public right away and their size it shows Wetlands it you can do overlays of all the different photographs aerial photographs of Ann Arbor going back to 1947 up to 2018 with 2020 being planned um so if anybody is interested um shoot me an email and I can send you that link um any other Commissioners yes can you repeat where we can find more information about upcoming meetings with the uh 2030 District a20 Washington County Contractors Association we'll send a followup um or I can multitask and find the website I apologize as um as I was speaking I think I had different login details than the website so let me let me find it for you and I'll circulate it post meeting thank you thank you thanks for the question and thanks Missy anyone else yes commissioner Zucker just a just a quick informational thing I saw from the paper this weekend EPA released their report uh last Wednesday for fuel efficiency it actually got worse uh it was for the 2019 model year average uh fuel economy went up or I went gas mileage went down by 02 miles per gallon I guess got worse by 0.2 and the emissions Rose so uh just kind of stresses the need of rapidly changing to electrification and the infrastructure to to back it because we're not going to get there kind of on our current trajectory with with internal combustion Vehicles yes commissioner McCoy yeah just another General update um I know this went out over email but the president's um Commission on carbon neutrality is accepting comments on their draft recommendation on until January 22nd I believe um and yeah I just know a lot of people here probably could offer some really insightful comments and expertise um so just encouraging everyone to submit comments I know Missy and a lot of the other people on the commission and both inside the commission and outside student groups can put a lot of work into that so it' be great to have comment real briefly on that topic if you do a search of um Mish pccn um that'll get you directly to it and and the title page there's a link to the entire report and a link to the public portal um comment portal it's very easy to use I've submitted um com comments myself so thanks for that reminder anyone else yes commissioner line uh yeah I mean I guess maybe this is slightly old news at this point but for viewers or anyone that forgot um Congress did pass an extension of the energy tax credit for new solar construction it'll stay at 26% for the next two years so that did happen a lot of other good things in that bill too which um we don't need to get into but uh if you're interested definitely uh check into that so that was that was big anything else thanks for all the interesting updates um we're going to move to the next point on the agenda we got some interesting things tonight um and first of all um postponed from our last meeting um we have um Mr hookham that is going to present some slides um that we hopefully all had a chance to look at and um I look forward to um some interesting conversation on those and Chuck I would appreciate upfront you telling us how you would like us to um save um or or ask um comments do you want those during or us to make notes um are do you feel like a lot of the way it's structured is you're going to answer questions as you get deeper into it or do you appreciate uh comments and questions up um dur during the presentation that's a great question um I'll just say that each slide I could probably talk for 40 45 minutes to an hour on I don't think you want me to do that um there's I think 18 or 19 slides so um there's some critical information I want to bring across on each slide some of it's been talked about already but um I want to make sure that some points are raised there's going to be questions on other fronts um if anybody wants to talk about how the grid operates in detail tonight's not the time to do that I'd be happy to answer questions in detail later I've got some help with me Teresa is also an expert she's on our energy commission and so I think the two of us and others from DTE and others could certainly answer questions at verum at nauseum should they pop up um I think for tonight my thinking is I'll present some ideas I'll try not to get into too much um detail and I'll certainly leave some time for question and answer I could stay all night like we talked about and um as far as um next steps go I think what what I would recommend we do is kind of go to the parking lot route which is people flagging some general topics we can we can have a follow on with Q&A I can publish something in writing a lot of ways to handle it but I think there's a lot of people with interest in this topic that this could take a long time and it's an evening so I don't want to get into people's personal time so that's my thinking and I'll leave it to you John let's um let's um people um make notes and um keep those to the end and that way we get a sense of where we are and we have a couple of other important things on our agenda um we want to talk and finalize um and hopefully vote on a resolution related to energy principles um and we also have um some proposed um projects for the energy commission to work on and I don't want people to stay too much after 8 o'clock so let's let's let Chuck get through this and then figure out how we take questions or move on to other topics at the end go ahead CH so yep so maybe John to that point one more time is people remember what slide number you have a question on we'll get back to a slot maybe question and answer at the end and maybe I'll just walk through this and Hammer through some of the key points and we we'll keep moving forward so Missy if you could go to the next one please um just while we're getting there um so I think I mentioned last time I've been in this in this power business for 40 years I've been all over the country all over the world I've seen different ways of of generating and distributing I've seen different government interventions I've seen different ownership structures I've seen everything from CCA communities to um people um communities doing their own thing um it's been an interesting career path and I and I can share a lot with you in what works and what doesn't from a pretty unbiased perspective and I hope to do that as the commission moves forward um and in in effect I've been in all forms of energy so as we get into distribution or generation or piping or how things work in homes and and how do we be more efficient in our use of energy I think there's a lot of topics that could pop up but I want to give everybody an overview its main purpose is what is the natural gas system what is the Electric System how do they work um they're not simple they're not they're extremely complex people don't recognize that and I think that's part of the Dilemma we face is and it'll get into some of these slides and I think people will tell that this is infrastructure that has been built since the 1900s you don't change 120 years of construction overnight there's a press to do that there's an urgency to do that we need to be pragmatic about what works and what doesn't and I think that hopefully is one of the key themes that come out of today is how do we do that how do we move forward and and recognize that there are some impacts and how do we address them and in a way that makes sense for everybody um if you could go to the next slide let let see so this is a summary of how Natural Gas is is developed um natural gas is underground obviously with with oil we refine it we recover it it comes out of the ground at a couple hundred pounds of pressure um we then have to pressurize it we have to treat it we have to remove all the impurities get it in a pipeline like I said compress it distribute it and um bring it to everybody that needs to use it so basically you're going from underground um could be a mile deep where our wells are at comes above ground there's lots of opportuni for it to escape the industries have done great jobs of reducing the amount of leakage because methane obviously is a a major producer of greenhouse gas and it's distributed and it goes through a lot of cycles of change know that every time you turn your burner on at home there's likelihood that some of the gas came from Alberta Canada and he may think that's not not credible but it's true Great Lakes gas transmission comes from Alberto I've worked on that system before so our natural gas that's used in an arbor comes from lots of different sources there's transmission lines that go across the state through the state there's a gas pipeline system that runs through next to line five Enbridge and Mao underneath the sprits the large pressure header that comes across from Canada so the infrastructure is very um significant it's been built over time and it serves us um in a reasonably High reliable format um you don't hear Too Many people losing natural gas for long it takes a right comp Ruster station or something like that a fire a major issue to get interrupted often times at the wrong times but natural gas is there and and that's its infrastructure and a nutshell so how it gets to us is is important um next slide please so I mentioned in Michigan we've got our own gas pipeline um systems in the state we have gas wells in the state I just um actually been in the process of of plugging wells in our system over the last couple years and so um there is infrastructure in place we have probably less than 15% of the gas in Michigan it's consumed is produced in Michigan most of it comes from large distances away I talked a little bit about pressurization how it's pressured up um to distribute it in pipe at long distances efficiently and then it stepped down and pressure where it's used and it goes through a fairly large cycle there um next slide please so we have some Alternatives natural gas's primary use is in heating we use it for combustion and generating electricity it's used in Plastics manufacturing it's used in lots of different Industries as far as an arbor goes Its primary use is obviously heating space Heating in particular um it's very inexpensive obviously right now that's the main driver for why people still build it to Mr garvey's point contractors still think it's the way to go it's the cheapest thing uh energy Equity is sometimes looked at only in the lens of how much people can afford to pay for it um we can alternatively use electricity for generating heat in buildings we've talked about air source heat pumps at this committee before obviously Technology's now got us to a point where electric heating is is close in efficiency and can provide enough heat in your house so that you don't need natural gas to support you um and obviously takes a technology change to do that and then there's geothermal one of the big things in pccn report from U ofm is the idea of getting moving from natural gas to a different form of heating for buildings which are right now steam heated we they use natural gas to generate steam steam heats the facility changing over to a geoexchange process is pretty significant it's going to cost a lot of money to do that and that's um something that's available to all of us we can all use geothermal um but again you have to factor in lots of different uh conditions whether it's reasonable at your facility or not so that's the main point from this slide if you could go to the next pleas I'm going to switch hats now to electricity I think we're more focused on electricity and what's going on today this is a map of what's happening and the infrastructure that exists in Michigan so um we're all situated in DTE service territory for electricity they're the ones who distribute the electrons to us for our use in our house the generators are all over the map as far as how many different people generate obviously the city generates um the utilities generate the municipalities generate um individual homeowners like Mr cavey generates so everybody generates electricity it's dispatched into either a generation to to distribution form in in a small scale with Rift toop solar larger generation gets stepped up in transmission level uh wired over to Sub Station stepped down and distributed so it was primarily a left to right type Arrangement where central generation distributed to users that's changing and more Generations being added at the distribution level to the right and pipe the other way and so seeing the transition and how electrons move across the system um and so there's many different sources of generation in the state um one important fact that I think people don't know and I've had a lot of lectures lately and people still aren't understanding this um utilities when they generate electricity um sell it to myo myo is an independent system operator that that addresses mostly Midwest um um system users demands um through generation so the utilities sell their generation to myo and then buy the generation back for serving its load or load serving entity so there's a market transition that takes place with the entity that's not a governmental regulator it's a market and then the state is on top of the actual distribution and and generation side of the equation so it's a difficult scenario with respect to how much regulation is involved in the industry it's complicated there's Market factors and I could talk about this topic for probably a couple days but we'll stay there it's very detailed very rigorous just want to let you know that this is not a simple distribution system to our homes um or businesses and next slide please this is an important slide it shows people kind of where things come from so U Michigan net electricity Generation by Source in 2020 so look how much is carbon based there's petroleum natural gas for coal fire so you see a substantial amount of coal fire gas fire generation in the state you see a lot of nuclear and you see some big big topics here coming down the pike because Palisades is over 800 megawatts f is over 1200 megawatt those are large nuclear sources that are going to come offline in not to distant future and then you look at the bottom with hydroelectric and non non Hydro Renewables which are wind and solar we've got to build a substantial amount of of renewable generation if we ever intend to displace nuclear and fossil field sources and that can't happen overnight it's something we have to work quickly on and I'll show you slide in a minute that talks to that but we've got a lot of infrastructure that exists that we have to change pathway on and it's not an overnight process um so this is purely electricity um another important fact is down to the bottom um currently the Michigan lower Peninsula consumes or has a requirement of 2500 or 25,000 megawatts of of online um reliable um generation has to exist to support a load across all of our Seasons peaking and non peaking seasons and we're Limited in how much we could actually import from other places to about 3,200 megawatts that's the um um current the capacity impr limit so if there are generation from other states that were more renewable we're currently pretty capped at how much we could actually quote unquote wire into the state to meet its demand next slide please this deals with electricity and and transportation um you can see that all of a sudden we've got some other fuels in there that are mostly Transportation fuels again look at the look at the magnitude of carbon based sources currently used in Michigan across all um sectors in 2018 and how much is non fossil based um we've got a tremendous amount of biomass in the state but a lot of those plants are going to retire and we've got palates infirmary retire we've got a pretty big gap now when all those retire and our carbon if we're trying to get rid of carbon a pretty substantial ho to overcome we're going to make that happen that's the main point of this slide next slide please um I don't want to talk too much about this one um other than we all know AC and DC um let's just skip this slide for the time being if people have questions on this we can talk later um Missy I think there might have been a slide that was skipped there um I'm sorry go forward please um no go backward one more I have a slide that's missing from this and I'll and I'll talk through it I'm not sure why it didn't pop up but um I mentioned myo myo controls the large generation that's put in place um across its service territory again think about Midwest and Michigan lower Peninsula is known as Zone 7 um it keeps track of Statistics so in like 2005 76% of our power was coal 7% gas hardly any Renewables 2020 33% coal um 35% gas and all of a sudden we have 12% wind and then if you look at what people are trying to build today you'll find complete switch and we talked a little bit about this transition step that has to take place all the applications to build generation in zone 7 virtually all of them are storage or wind or solar very little natural gas has been proposed to be built on a large scale that's an important transition and it needed to happen it's a it's a case of how fast can we build it and that's an important topic to keep in mind as we move forward any generation we build in this state it's got to be transmitted to the loads so like to a city or to a building or to a facility to a to a industry so where we build it becomes a challenge and so I can speak directly on this point because I'm involved in this daily is people do not want large scale generation buildt in the state um we get fought almost all the time on communities for wind um solar has become a little bit of a challenge as well At Large Scale um it's just going to become a challenge of how do we build Renewables in Michigan if we truly need to use the generate in the Michigan and distribute to our needs how do we do that I think one of the points that Teresa and others have raised is how critical negawatts are or energy conservation how we have to stop utilizing energy if we ever hope to meet um our needs with Renewables because we simply can't build enough to generate to get to this level and I'm going to illustrate that in the next few slides so here's the next slide which is important this is for Lance Board of Water and Light the city of Lancing is about the same size as as Ann Arbor um they have their own electric utility that also U produces water for the facility the key Takeaway on this slide is this is a graph of their load their electric load in the summer is the red line um Winter's is um the blue line and if you run down there you see at the bottom is by hour so Hour 1 is obviously 12: in the morning to 1:00 in the morning um so forth so in the middle part of the day in the summer you see the big peak if you look at December 3rd the other day in December of of last year in the wintertime curve they had about 340 megawatts of connected load that's how much power has to be generated to support their load at any one point in time during that day it's a pretty flat day of demand um there's got to be quite a bit of power online and um I'll show you in a second how they generate what they use to generate that electricity it's important to recognize that um that is important to have enough generation that's flexible to meet the load um and I'll explain that on the next slide please so I'm trying to correlate here what happened on December 3rd and I'm going to show you some wind we've got wind in the region um we also have solar and Lancing and what happens is you see a 12 in the morning we have a little bit of wind our wind turbine That's rated at 2 and a half megawatts makes one megawatt we didn't have that much wind it drops off um and then it rises up during the day and in that evening window we have a firm on a generation that's available from that one specific wind turbine if you look at solar you see a shape of a curve where the solar generation ramps up when the sun comes up and it ramps down when sun go sun goes down the main takeaway here is every time you see the solar drop dramatically on that curve it's not flat there's a cloud that goes by or a bank of clouds go by we lose generation very quickly so 10 megawatt that's generating in this case at 5 megawatts because it's winter time all of a sudden drops off in a fairly substantial pattern so if you can think about that 340 megawatts that they had on a demand basis on the previous slide going through the cycle of what happens when a cloud goes over um we've got a tremendous impact that happens when those things go go down we've got um um frequency issues voltage issues on the power lines that bring power to the user and they have to stay within a pretty tight deadband and when this type of an event happens when a cloud flies over the more you have that solar the more impact you're going to have on everybody's generation so for us to deliver electricity that's 99.9% reliable you've got to have other forms of generation online when these events take place and that's a critical line of thinking because you can see the wind curve looks pretty flat in reality the wind is kind of a flat curve it doesn't change as dramatically as solar does but it still doesn't necessarily meet the demand when you need it on the time basis that you're there so I just wanted to let you know that you know you see this daily winter Peak Demand by the time Peak hits in Lancing on a cold day it's late in the day we don't have any hardly any solar we fortunately had some wind the only way they could make it up was have natural gas or some other form of generation or else they simply aren't going to have enough power for for the user so it's an important time topic that I could speak on for a long time I'm trying to present this in a tight short fashion but know very informational and it's really difficult for us to provide that power next slide please so I'll just get into the goals and and down at the bottom here on on utilities load serving entities we're all forced to it's not forc we are it's part of our human nature as a utility to be affordable so it's important that people that pay for the service get such at an affordable price we have to provide reliability and resilience electricity as we Electrify it's going to become even more critical that it's reliable and it's aging right now so we have to overcome some of the Aging factors um uh it's number three on the list here as far as minimizing environmental impact it's probably top of mind more like item one now everybody's thinking as far as what's most important to us is moving away from fossil fuels but it's some that's part of the equation um we have to maintain um economic development in business we can't forget that and we have requirements due to myo and requirements to to generate and buy and sell on a daily look ahead basis so there's a lot of things that play when we talk about how is Generation moved along to the customer it's it's a difficult equation and this is done every day by every entity in Michigan that's a load serving entity is to how do they meet the load of their customer um looking at all these different Dynamic factors next slide please this is a little snapshot of Ann erber and how we're bounded just some infrastructure that exists I want to let everybody know that both electric and gas in information whether it's uh where things are located how big it is how old it is how how reliable is it is all what's called Ci or or confidential information critical energy an electric infrastructure information and it's not available anymore um up till 911 some of it was available now it's pretty much all off the off limits to people unless you're part of the equation of delivering so um you can get snapshots of information and I wanted to let you know that this is kind of a snapshot some of the takeaways on this are there are infrastructure improvements being made you can see in red some recent additions by DTE working with ITC to bring more power into the infrastructure of Van Arbor so that it's more reliable but on the green side of things is Generation so if you look at how much generation is in an arbor um if you add it up everything on the list there that's generation you're probably going to get to about three megawatts of electricity that's generated go back a few slides and we talked about demand and we're talking about during a cold day in Winter of of an arbor we're probably over 300 megawatts so right now we 3 megawatts we need 300 we're pretty far short so if we start thinking about changing gears and becoming our own individual entity we've got a larger load to serve than that's anywhere close to what we're able to generate today so very difficult for us to to change from what we're doing now to a different model perhaps and how we generate and deliver electricity to our our citizens just an important slide to take away also know that the infrastructure that's there or the additions and distribution have been done to enhance what's what was there our system in an aror is pretty reliable but even myself I I lose power three or four times a year it's becomes very impactful to myself as far as my business goes um it impacts every citizen in an aror so we need to keep focused on maintaining a higher degree of reliability to the extent we can on next slide please I'm not going to get into the details here I'll save some time for a committee meeting but um this is a nutshell of how power comes to you from substations everything's double-ended today we've gotten to the point where there's very reliable distribution um coming from utility to the consumer we're seeing in the middle consumer line more distributed energy going backwards into the system the more backwards distributed energy we see the more difficulty it is to maintain the reliability of infrastructure because of the impacts that has in voltage and frequency I'm doing it today we have our micro grid working in Jackson we were experimenting and trying to find out how far we can go with certain distributed energy um additions to the grid um it's a realtime activity going on at the utility level and uh we're hopeful that more distributed energy makes sense um and I can talk more about that topic and we can do a field trip at some point but uh that's all I wanted to say on that topic for tonight next slide that's a micro grid and what a micro grid looks like we've talked about that in the past so I'll just skip that for the time being um other than to say this is pretty much um what what our micro grid looks like in Jackson aside from we don't have this diesel generator gas for Generation a lot of micr grids do ours does not next slide please and just to wrap up um you know there's a lot of complication out there in Industry um there's a slide that I didn't put in the slide deck that talks about a study that just came out of MIT in Massachusetts that talks about what is is the infrastructure going to look like going forward how do we need to solve the problems we have and I talked a lot about Michigan's um system the challenges there the solution that came out of MIT was we need to build more transmission so that we can import more electricity so that we can take wind that's blowing in Iowa and bring it to the Michigan and serve our load here potentially and and come up with a better mix of how distribution Works to our customers so um wires could be a a more eloquent solution although a lot of people don't like to see them built in terms of solving this dilemma of more Renewables being delivered to the customer uh we won't do this poll but think about when you go through the list all the things that are out there that are in terms are of importance what is the most important to the city what's the most important to us as an energy commission um thinking about um energy and how do we avoid um continued greenhouse gas emissions and I'll just stop for that thank you commissioner hookham I'd like to open things up for comments and questions commissioner Cy on slide 11 Chuck I don't know if you can get back B where you can see it um but on that slide so I I assume the solar you're talking about there is centralized solar owned by Lancing Border Water and Light and that's what that's that's reflected um so my question to you is this if if that solar were decentralized solar on individual houses that were net metered some with batteries some charging their electric vehicles um and some without batteries would the problem be basically the same or would it be better so the good thing about batteries are they smooth the curve so some of those Peaks that you see coming up and down when when clouds go over can be solved through using fast acting batteries the more you aggregate rooftop solar together with and it could be centralized solar plus rooftop solar the better off you are if that power is smooth and we're not seeing these these sudden changes you can see in in scale this is a couple megawatts a minute at times which is dramatic now if you said that 340 megawatts Mark or to be met with you got 10 10 megawatts of solar there so the question is that was not centralized it was 10 megawatts but it was decentralized would it have the same kind of negative impact given the fact that you none of this is none of this power 10 megawatts goes through a battery none of it's used on site to power um City owned City vehicles or city anything I mean plugged into the grid so it's the the impact of that um cloud is substantial and radical it's like a it's like a bomb going off in the power plant um but my sense is given you asked the question about an arbor an arbor doesn't not a municipal utility and we don't have the luxury of being able to to deal with this kind of a problem um so if we wanted to put in 10 megawatts or more um decentralized is our is our best option with maybe you know maybe a half a megawatt of a community solar here and there but you know we're going to do multiple smaller systems um and they'll be more resilient because we'll be using that power as I say to charge on-site Vehicles we'll probably be doing some batteries and will when the cloud goes over it isn't going to go over all over the whole one one array at a time it's going to be intermittent so it seems to me that this slide while it's it's interesting um for I thisly tell you that has a big chunk of solar n Arbor would is better off if we did decentralize solar it wouldn't have the same negative impact on DTE as this does on consumer energy and Lancing Bor are light is that is that correct so it's scale factor driven work it's good to have more distribution because more circuits are are less affected by change the challenge is what are the circuit loads and how is load distributed it gets a more complicated than just centrally versus decentrally located solar but I will I will say that in general if we could smooth out the gener across a series of circuits you're probably in a better State than if everything is hinged on one circuit seeing a significant uh generation Point great thank you very much I can't see anybody so just unmute and ask your question that way we can see continue to see the slides I I have a question and clearly Chuck the picture that you paint here is clearly Bleak we all know that this is very hard this is why we should have started 10 years ago but unfortunately we're pushing the utility to move in that direction when they're not leading in that direction the utilities are not going and being aggressive at helping solve this problem if they were I think we'd all think much better of them but that's not what's happened in fact if I if you go back in the last 10 years they pretty consistently resisted anything pushing them towards renewable energy so what's going to change number one is we have to make a choice between free market and Monopoly and we have to make a change is it going to be centralized like it is now or is it going to be decentralized and these are hard questions of course but they require policies and they require the utilities to actually have incentives to get to our 2030 goals not the incentives that they have now that's what I'm guessing the incentives are all wrong at the executive level and the utilties I hear you I I think that there are some policy issues that have to be addressed if we if we are going to switch in a dramatic format you're you're correct in saying we should have started 10 years ago probably we should have started 20 years ago 20 years ago we're still looking at building more Cal plants in Michigan I was looking at that myself um we didn't have this degree of concern and and the immediacy of the problem is part of our concern the other side of it is how this infrastructure is paid for and one could say well utility should just switch over everything in Renewables well there's some technical concerns about doing it but um it's the infrastructure that we built that's paid for over time um these Investments that are made um let's look at DT's 1.2 big U 1.2 gwatt gas plant that's a 35e investment that takes that long to pay for it so if you want stepwise change you got to do it quickly but you have to do it smartly in terms of finance and you can't simply uh take infrastructure still being paid for and say we we're going to stop paying for it somebody had to pay for that and it's rate payers and it's owners of the stock and it it's a it's a financial model that can't be it has to be addressed in in a couple different formats and I I think for Simplicity I'll this stop but it's not easy I I I hear exact all your arguments I think that billion dollar plus uh natural gas plant we just um got approved within the last year and a half I think a lot of people think it was unnecessary a lot of people thought if the if the Monopoly utilities had thought about this differently they could have come up with a different solution that wouldn't tie us into 35e payback for something that's going to be obsolete possibly within 5 to 10 years and it's killing our environment we can't keep making these kinds of decisions we can't and yet they do this is the problem they have to change their mindset so how how do you do that when you're running with a monopoly I wish I could run a monopoly where I didn't have to answer to my to anything I wish I could do that but that's not the real world we don't live in a world where everybody gets the benefit of a monopoly we need free market clearly if we're going to find a solution to this we need a free market to implement distributed Solutions I think we're going to talk about that Mr chair in a short amount of time here when we start thinking about alter atives um if if if we want to think about that from a city perspective if a if a Community Choice aggregation or municipality is of mindset to make a change if that is the solution to Larry's POS problem there are some challenges with that one of them's the Legacy cost that I mentioned um who's going to pay for all the infrastructure that got built um it if it's going to get knocked down because we don't want to use it anymore it's not uh it's not a zero cost so we have to think through those tough topics when we get into stepwise change I think there's policy and finance and other aspects of this question that have to be all addressed together anyone else I can see you also or just unmute your microphone um Chuck I want to make a comment on um natural gas I think it was your second slide we don't necessarily have to see see it um and I had some email communication with commissioner Cy on this and um Mark if I'm wrong or somebody else if I'm wrong correct me um my recollection is that the EPA has doubled and doubled again its estimate of um methane leakage the current estimate is roughly 2.3% um the range of estimates is something like one and a half of to 3.1% um you know with some certain confidence levels on that and um my recollection is that at a leakage rate of 3.2% natural gas becomes as dirty as coal so um obviously um the fact that estimates have been going up um are are not very comforting um I know that a lot of um larger gas and oil producers have done a lot but we also know that there's been a lot of deregulation in that area from um the Trump Administration so um leakage of natural gas and then using it for generation is is indeed a big issue I know it's um figured into um the inventory that the city does um and um there's details on that um um that's available through OSI it's also taken into consideration in the pccn um draft recommendations and in their calculations but obviously um natural gas um and leakage methane leakage is uh is certainly cap of mind for many people in looking at these decisions um including all the things um that uh Larry talked about and Larry mentioned that he had to leave um now um so that's why you saw him drop out um but I'd like to just um then open it up to anybody other have some comments or questions let me just say something there John yeah if I could real quick and that is if you think about methane think about what are the Bad actors here we all talk about CO2 because it is probably the most voluminous as far as greenhouse gas but if we go back 20 years again 30 years we're looking at hydrocarbons in our air conditioning units and things like that these are 22,000 times worse than CO2 and we made stepwise change it took policy and it took economics and other things to say stop using those products they're going to harm the environment yeah so we're making those changes it's and in the case of methane it's methane hydrates other things you're seeing in Siberia those are major issues that have to be stopped way more so important than CO2 perhaps Y and I think Larry's Larry would say no we we know what we need to do we just need to do it hell a lot faster yeah from the policy space on electrification um if you want to start to convert homes or if as we shut down natural gas storage Fields um and we would have to redo natural gas infrastructure in a certain location how is it that we can work together on policies or creation of new customer programs that could help utilities or help customers to convert their appliances to Electric appliances so that they don't convert to propane as an example that they would convert to electricity so that we can start to kind of isolate those problems to the generation sector and start to remove natural gas so there will be a series of um storage shutdowns if you will of different storage fields and so I think we also need to look at those incentives or helps for customers that we can partner together to take chunks of customers at a time and instead of building Gas Distribution infrastructure to them or redoing that Gas Distribution infrastructure we invest in electrification infrastructure versus that so that's kind of a policy issue or an incentive issue um that we can continue to Champion and and look at at this electrification and getting weaning ourselves off of natural gas or reusing that natural gas infrastructure for hydrogen um and so part of those stimulus packages and stimulus bills are also extending credits for Compressed Air energy storage carbon capture and sequestration so if we do have to have a gas plant for 35 years we should be looking at Carbon capture and sequestration and the natural geology in Michigan on how to get it out of the air or keep it from going into the air in the first place so there's other Investments that we can continue to to make it's just as we always talk about it's the speed and the myo that we talked about it's taking like two years to get a study done to get new transmission built and so we're also working to Advocate to reduce that study period to increase the time increase the pace Mark I see that you want to weigh in too here yeah I just um I gota I I'm trying to form an analogy between the total quality management movement and and what what you're describing that um for years um you know until we started tracking until dumming came in and we started tracking and understanding the how materials flow happen um in the manufacturing process we we weren't aware of where big pollution was happening waste was happening which in effect was pollution and by mapping that supply chain and then reorienting that supply chain um and reducing the waste and reducing the waste we reduce the pollution Etc and I think the same thing uh I'm seeing I'm seeing I just curious about what you think um that that other utilities and and gas natural gas suppliers Now using blockchain chain Technologies to track the flow of electrons from the gas well to to the point of usage and the benefit of that is the forc discipline of seeing where where leakage occurs um I think we're going to see from the Biden Administration the the demand that we use current Technologies space-based satellites to attract methane leakage Etc I mean this is not rocket science to do this so I you know if we stopped wasting this resource um it's not the burning it's not me burning my natural gas in my oven to is creating this problem it's the leakage this The Fugitive methane leakage which which I I believe using blockchain Technologies and other things could be solved to the benefit of every body including the utility what I don't see from a policy point of view is that the MPC is not incentivizing the utilities nor punishing the utilities for not doing this in Michigan so I'm curious one do you think that there is the possibility of major savings and pollution reduction in frat gas by tightening up the you know reducing the emissions from the Wellhead to the usage um and second of all are there policy issues that this body should take that would tell the city hey let's get behind this with DTE and Consumers Energy what can we do as Ann Arbor to put the pressure on the Public Service Commission to make it in your you know your worth it to you to do this so two questions do you agree that there are technology fixes that could be applied that would solve significant part of this problem like blockchain and if yes is there something we can do to help that help you if we tell the city to do something including having Ann Arbor adopt tell DTE we don't want any gas that comes in here for any watt or any gas at all that doesn't have a blockchain tied to it it seems to me that even if we failed at that it would be an interesting fight I I think that what we continue to do is collaborate as an energy commission and the things that Ann Arbor has already done that Mrs talked about like intervene in cases you intervene in voluntary green pricing cases you intervene in electric rate cases and we continue to work with our Representatives um to bring policy options to the state we have we can write resolutions and we can uh for different policies I believe that we should everyone should use the technologies that are available at our disposal to measure what we can the um infrastructure investment programs that are going on to replace what utilities called vintage Services is a short-term effect and that helps with fugitive emissions so looking at how and where and how fast we're investing um but it does always come down to how much capital and and where do we invest the capital the way the rates are structured currently in order to keep rates affordable for everyone right Missy talked earlier about PIV into low low income areas and stuff and how do we do that um so I I think you and know Mark you and I can continue to work offline with the um other Commissioners and stuff and try to find those particular policy issues um from a natural gas perspective but you can also I mean we can use drones for forestry programs that can tell us what kind of trees are growing by the cameras that we use so I know that we can identify natural gas leaks and other things there's lots of different Technologies out there that we can investigate but it being 7:30 Mark let's you and I take this offline cool cool thank you and I got a lot to share on the technology front to Mark the other point you raised is on the regulation side of things in mpsc as you know personally they're pretty short staff think about what happened in the mid- Michigan Dam collapse that happened and what's happening as a result of that I mean clearly a case where there weren't enough Regulators involved in the in the equation and people looking the other away um we have we have thousands of oil and gas wells in Michigan alone how do you think those are going to get regulated that's not an easy solution and you add all the pipeline valves and everything else the leakage points it's not a it's not a simple problem but Technologies like GIS and and drones do exist to help so more on that later so thanks for okay um one we'll take one last question from commissioner Zucker and then we'll move on to the next topic just a quick question so we're kind of hamstrung a little bit by policies of the the myo network but within there uh of all the states in the myo Network are there certain states that we could be benchmarking as kind of the leaders of of renewable energy within this overall system that we're we're kind of stuck with I think Teresa yeah I think if you look at the states in myo you'll you'll find that Michigan is pretty advanced in terms of Renewables Minnesota's probably a little bit ahead in terms of certain policy changes that have happened Illinois's got some different policies but they're not necessarily all of them ISO state so there those are the more advanced States some of the other ones mostly down south are still significantly more carbon intensity in terms of their fuels yeah we Benchmark like he said to Minnesota but we also then really should need to look out and look at the coasts right because the coasts usually go faster than the Midwest and so where you guys have been looking for ordinances and lots of looks to California Massachusetts the New York rev those are other places uh Wisconsin Energy is a good one and Excel Energy is also a good one um within the Midwest footprint okay um with respect to everyone's time let's um go ahead and move on to the next subject um I encourage um all of you to contact commissioner hookham and commissioner Hatcher if you have specific questions and if you think um at the end of that they're of interest um for the group as a whole we can put that on the agenda of another meeting and as was mentioned um we have some things coming up um in plann for future meetings for a week and talk about that at the end of the meeting that I think will'll keep this dialogue going so um the next um is um an energy principles resolution presentation and I'm Miss see I'm going to turn things over to you for that sure I I didn't prepare a formal presentation although I do have slides that I'm happy to share that we shared with Council last night uh this is revisiting the conversation that we had in December around energy at that time we were just calling them energy principles but I just wanted to first and foremost say thank you thank you for the feedback you gave at the meeting thank you for the feedback that I got in emails for many of you I know I had some sidebar conversations with a number of Commissioners to really understand kind of the issues that were being raised and addressed so I just wanted to uh highlight some of the changes that were made between when you first saw the principles to where we are today um first we have uh reframed them so there are three core criteria and then five principles the core criteria are things that are sort of the rocks of the the work and those are additionality reducing greenhouse gas emissions and equity and Justice and then the principles um are we've added uh I'm sorry we've had uh affordability in that came from this commission as well uh so we had four and that sort of elevated and those are things that we want to maximize to the fullest extent possible but we do see scenarios where there'll be conflict with some of those principles either with themselves or possibly with the core criteria so core criteria have to be centered um and then the principles maximized to the extent possible um other things to elevate that changed is we were thinking about um the description of equity has evolved quite a lot we talked quite a bit as a commission around um I would this is my summarizing so forgive me if this isn't as eloquent um procedural and distributive justice I heard you talk quite a lot about and so we brought that language explicitly into the description and then there was quite a a lot of discussion and really rich discussion around um making sure people are properly compensated throughout the system for the the work that they do and we have a responsible contractor policy that Council passed and so I took a lot of your feedback and tried to align it with the way we're approaching Contracting overall so that we acknowledge we want Obviously good Fair Labor practices integrated into the work that we're doing Miss I have a quick question um are did you say there are now four criteria no there there um there are three criteria and five principles and five and you talked about affordability where um the I have a print out in front of me here I will share my screen because I think I have this open for just have to find the right one here cost effective I I see that cost effective okay that's what you mean not affordability yeah yep and so that wasn't in last time okay okay great thank you my screen I'll try to I just wanted to make sure that what was uh attached in legist Star isn't indeed the the most recent version okay absolutely and we did talk to city council last night in a work session um about these criteria and principles the discussion was really great and uh we got some clarity and I I think also some I would say broad support to to keep going like you're on you're on the right track here with these um use your expertise use the energy commission as well uh not necessarily in terms of like redo the principles but when you apply them you know working with the commission and then to evaluate options as you're bringing them forward to say here's why we're coming with let's say a virtual power reduction agreement or a virtual power storage agreement or why we're coming with h a new build in our community and a PPA program you know all of this don't worry if I just threw out acronyms that don't feel comfortable U the co-chairs and I are talking about kind of a series where we're going to explore these with the commission so what we heard from Council was this sort of feel this feels this feels good like you're touching on the topics we care about um do it right like they're excited to see what comes and so are we um most of our discussion actually did focus on the second principle about what is local right so uh that's an important question because in some places local can be up to 250 miles away or local can be within the county and so we really wanted to understand kind of how people conceptualize that and while it wasn't broadly consistent I would say I walked away saying Michigan like I hear Michigan I I hear that um as being important and also making sure we look in our own backyard too like the green belt like rooftop solar like landfill solar like making sure we check local boxes so all of that is a way I'm sorry I'm sorry to interrupt this um if there's time tonight I'll let you judge that I would be interested to pose the question that you did to have you posed the question to the commission about local and get some feedback from this group as well yeah that's great um and and I will certainly do that the only other thing I wanted to add is we were asked to do and we have been thinking about this a a way we'll evaluate you you all mentioned this too how will we evaluate these criteria uh and the answer is we have a prioritization framework most of the things in that prioritization framework touch on these principles um and these criteria there are a few like location that isn't in there so we'll have to add that in but we're going to stay true to the prioritization framework and do sort of a plus where we need to add specificity in so we'll be running um we're going to run a test B what once we land on what the final criteria principles are um we'll be doing a test of running two or three different energy options through and see how they score out Missy I have a question can you explain sort of the difference between criteria and principles I still don't really grasp that our criteria more sort of musts and principles our sort of wants yes where we say we're not going to do something unless they meet these musts um and then when we then go from there and look at various Alternatives um then we're going to evaluate those based on these principles and um essentially say okay we want to do each one of these but we realize that um some of these are potentially going to be in conflict with each other if we do something fast it may be not not quite as costeffective is that a good way of understanding these yeah that's absolutely right that's absolutely right so I would expect any for example resolution that we brought to council would explicitly call out how it aligns with the criteria and then would highlight what principles we met and why others were a challenge and not possible in this particular offering go ahead Mike I I was just gonna ask um you anticipate in using these as sort of scoring criteria for projects at some point or you know I'm thinking back to the original climate action plan and sort of you know took probably actually a mixture of criteria and principles and used them to score different projects in theory to look at where we were going to put um resources into are you thinking of it in that operational framework or is it is it more conceptual than that it's it's both it's an outstanding question um thank you for asking it commissioner shriberg that I see this across that Spectrum so we're you know we've been working on our energy strategy and uh candidly we have a virtual power purchase agreement as something we're thinking about and I have to write an RFP if that moves forward and I need to know what I'm asking our developers to think about what are the core things that we're going to expect to see that are then going to be ranked and graded in respon that's very concrete but also if this comes back it may tell me a virtual power production uh or power purchase agreement isn't the right thing it also will inform what we invest in it might be more local gener generation that we invest in so it's allowing us to make strategic decisions at a high level and then Implement those decisions with contractors because we were able to to very explicitly say when you build for us we Define local in this way we're looking for local builds I think we had a question from commissioner Cy was it too Mark uh it's a just sort of an observation Missy this reminds me of the good old days and we used to talk about good fast cheap pick too um because my sense is that this is going to come down to that a lot um so I would encourage you to um you know let this group help you deal with that because I think we're going to be mostly forced into the position of picking two when we start moving on this um and that we've done most of the easy stuff already this is going to get more as we move forward so uh great stuff and I love John the way you you you have positioned this because it's it's it's right you know reducing green C gas emissions start L local yes scalable well that's gonna be a real problem but yes stuff um you also reminded me of one other thing that I think is very important we did lead pretty heavy with new builds we changed the language in here to be explicit that this is both about efficiency and renewable energy generation and so uh we will also prioritize Energy Efficiency projects in this way so one of the things we raised last night is if we're thinking about equity and Justice maybe if we did a power Reduction Program we focus on doing work in Highland Park or Corktown first and uh when we do it local who goes first to so all of this helps inform the data we collect and how we partner and get those reductions in the system I think I saw commissioner mcoy wanted to say something yes go ahead yeah thank you um I was wondering if you could explain the new cost effective principle a little more I guess just because when I hear cost effective I don't necessarily like assume affordability but I don't know if I'm just reading it the wrong way and so I was wondering if when you say like find solutions that are affordable as possible do you mean like for the city or for rape carers or is it assumed that what's cost effective for the city is also affordable for the rate pairs um so I was wondering if you could explain the yeah excellent excellent question um it is both to your point uh for example we'll be using these principles when we make decisions for municipal operation purchasing so in that case we'll be looking at the ROI um you know that's not just The Upfront cost that's also the cost to maintain that infrastructure uh the longterm uh factoring in a cost of carbon into those calculations which is something we're starting to you know try to do with the city as well um that's pretty nent candidly but we're exploring it so certainly for City operations but that's really our our kind of Ledger which is still taxpayer dollars and then also when we're thinking about Community Solutions um how are those Solutions being paid for and what's the impact that they have on people's budgets you know can we do things that are to the extent neutral um there are some solutions that will be fairly neutral there are some solutions that will have a small premium and there are some things we could do that are really really cool that will be quite expensive and so we just we just want to have space to really talk about that and figure out the pros and the cons um so this is just it is not the deciding factor in terms of what we recommend now it may be a deciding factor in what our elected body chooses to move forward with but it you know it's it's a reality and so we want to be able to to factor scoring in to our decision making thank you other questions or comments I'm scanning through um I have one brief one um related to um this concept of starting local and I think it also ties into equity and Justice um you can leave it there Missy um so one thing um that I'm wondering is um in terms of um grounded in equity and Justice if there should be any thought to being restored ative um and and not just um something where we're um sustainable and where we're doing it with equity and justice but we also look at where have people suffered historically from climate injustices and I think that as a bearing on what you do locally or not um and indeed you know some of the people that um have and will be suffering the most from climate Injustice if you will um are definitely not in an arbor um and certainly many of them are um close to locations that have been um where power has been generated or where for example there's a lot of um diesel truck traffic and things like that but some of them are even farther away from um from home and I'm wondering if um this idea of starting local and then um as we go out from there if that's potentially in conflict with um the idea of restorative justice which we really haven't captured yet I think that's a really good good point John um the way I would respond right now is you very eloquently framed The Three core criteria being musts and equity and Justice is a must local is I'd like to have in that Framing and so we would have to reconcile that those points yeah I guess my main point is I there was an email exchange on this topic that I had where I got some push back from some people on the environmental commission um and saying that you know potentially we may go go farther farther from home in order to to look at something um that is um potentially compensating for and and grounded in equity and Justice and from particularly from the um a restorative justice um perspective and I I know some people very feel very very strongly we need to be looking um within essentially eyesight if you will or you know an hour's travel of an arbor so to speak um and there's other people that say well maybe we need to be thinking um and loosening up a little bit on the local side so I I think that that tension is maybe was what um council member Briggs was talking about when she was talking about this this this issue of what what how important is local and how do we judge local and in what uh in what context or with what Viewpoint I don't know let we change anything but um it's just something to think about um what I'd like to do is um draw this into a point uh to a close if no one has um any additional uh really significant comments and that is we have a resolution um and um that is attached to the document and is in legistar um and what I would hope um that we can do is um I I I guess we had a first reading because we did consider this and um we I don't think the resolution has changed so what I'd like to do is put it up for a vote tonight so that we can at least as a commission draw this to a close that doesn't prevent Missy and Council from um listening um to what what we've discussed tonight and making some additional tweaks or um opening their ears to maybe other voices before these are finally adapted and you know none of this is actually cast in concrete for decades either so um if we could I would like to get um a motion to uh approve um or yeah the to approve the or consider I guess I should say um the resolution and after that maybe a second so I see Mark no move second second um from Robert um any discussion has everybody read the resolution so what I'd like to do then um not seeing any comment is um take a vote so um all of those in favor of approving the resolution um as it is written um please raise your hand and say I I I I all those opposed so I see it's I is it Julian do you oppose the U the resolution I abstained John okay you abstained John okay Julian I I I saw your hand up go late I don't know if there was a delay I approved you approved okay okay okay good so we have um one exstension and um everyone else um that's um present approved the resolution it therefore passes so thank you very much for everyone's comments on that um the next topic on the agenda is draft criteria and principles for achieving renewable energy goals and I think Missy you're going to present that as well right we just did that okay we did that together there's separate there two separate points I guess um so the next point then is um there are five proposals um of work that um energy commission and our commissioners can work on and were included on legistar and Missy I'm wondering if um you could bring those up um we don't have a resolution or anything but um um I think it would be great to cover these briefly um this is sort of the meet of the rest of the meeting um so I think we have a few minutes to do this um and I might just add that um you know in in the wake of some of the the meetings that we had um after meetings resumed um sort of um late summer early fall um with the action item tracker there was a lot of discussion about um what the commission could work on and there were some also some sideline um discussions between um carlen and me and Missy and OSI staff and um so there are some things that are still going and some of them overlap with this but these are proposals from OSI on projects um where OSI sees um an opportunity for um the commission and our commissioners and that's outlined here in terms of like number of Commissioners and stuff um that's that we'll see further down um but miss you want to take the lead on these and maybe um so maybe maybe we try to do the same thing here for um expediency sake as you go through all five people make notes um and then we come back to those and ask questions um and um hopefully get answers then and um then move on from there and or maybe open things up for discussion on on how we go from there um so why don't you take it away Missy great thanks thanks John uh so SEF as commissioner mki or chair mki mentioned uh stepped back and said where do we really want help how can we be super uh productive with the commission use your expertise and your time as wisely as possible and get really demonstrable progress on core areas in a20 and so we came up with five ideas of things that we are actively working on where we would love a assistance should Commissioners be interested um all of these are with other partners too but we laser focused on the ask for the commission here so if this any of these are of interest to you there will be other stakeholders who will join this work and I can talk about that in a separate space um if you're interested in these we can we would like you to help us you know also recruit other people into the conversation so the five ideas everything is framed the exact same way um a very quick purpose um how many commissioners that we're hoping to work with and again plus other folks what's the time frame for the commitment so is it a whole year is it a two month like this is a rapid kind of thing we need to move on um this particular one is going to take six and more months um what are the desired outcomes or outputs that we're hoping to achieve together and any other considerations to put forward so the first is the beginning of our beneficial electrification strategy I'm sure some of you already have thoughts on this uh you'll notice we identify range uh we're starting with range electrification I am happy to take all of your feedback on this I will say we landed on this with the Rocky Mountain Institute um based on a whole bunch of their guidance and feedback and some work we've been doing we can get wins fast this is on the market um there are things to do we also want to launch a sticker campaign uh that will go on uh water heaters and furnaces that helps get people prepared to Electrify since those are things that tend to go fast and you need to move fast so how do we get them to build a Str strategy to make those kinds of transitions so here we're looking for up to three Commissioners uh to join us in this campaign we've got to we've got to work through a lot of things you'll see here this is six plus months um we are going to need to do some background research we've started compiling information but what would a range replacement campaign look like how are we going to work with the box stores how are we engaging with the contractors uh who are we going to start for targeting who are we going to reach what are key messages um so you've got Behavioral Science pretty heavy in here as well as some um general research around effective uh programs the I just want to frame this here um we chose stove tops again because work with RMI and also because of the public health impacts of ranges um you are combusting on site and air quality is tragic in many many homes because we're not properly venting and so this is not just a greenhouse gas strategy this is also a public health and safety uh decision to move forward in this in this way so that's one the second we already have um a group that's working on this but we do want to kind of open it back up the electric vehicle strategy uh hopefully the ordinance moves but we have to not only develop and refine the full strategy we need help prioritizing the actions that are in there to help build the sequence of what comes first and how um and I think the subcommittee is already working with simy on this but we do want to open it up from folks and we put a hard timeline we actually want this done um as soon as we initiate it within three months so this is a little more intense of an Ask um and is a really big ask but is also a really really exciting ask because the ecosystem around Eves is is really uh charging up so that feels great uh the next one is our energy concierge this is also in a20 there has been some really great historical work in particular looking at Boulder and the program that they have but here we really really need to start making some decisions um about how this program is going to be operated um these are going to be hard decisions to really think through is this something a government should do is this something a nonprofit in our community should do does that nonprofit exist do we need to support standing up something else how is something like that maintained um potentially if we have a structure in place how are we feeding information in uh so there's a a lot here as well this is an important ask uh we have two Commissioners and I think I'm happy to blow that one out of the water and say we could take all of you if you wanted it this is so important um but this is so important that it's a big ask for folks and we really want this resolved um by the beginning of quarter three so we're we're basically what five months um from now so this isn't a small ask but we know this is really important for our a20 goals to have some infrastructure in place so we'd like to really understand uh what makes the most sense and then figure out how to operationalize that um and again we have a lot of basine uh research really good research to build on this is one that um I'm leading which I'm super stoked about uh I think we need to do an energy education uh series and this is a year-long initiative I've already reached out to the state uh to ask if they'd partner with us on on or partner with us on this the idea here is um taking up to four energy Commissioners and uh some of you as Commissioners and possibly a handful of you in your professional space uh to build a ser of uh educational curriculum from an energy 101 uh to I would say what Chuck was giving us was more of like a 301 um but how do we kind of build the series so people understand how our grid Works um what opportunities there are available to them it's kind of at your own pace you could go through this virtual series but I would love to work with folks to develop the curriculum uh and to actually administer it to identify our speakers to do recordings of them and it needs to work certainly in an arbor but throughout the region um and I would argue throughout the state because the system um is is relative I me there's nuance and so we can have specialized modules but this is something that if we did with the state would have to be something that was capable of being shared um GLA would be a phenomenal partner but we need to have not just industry not just Advocates and candidly not all white males um talking about this we need to diversify the voices we need to make sure that this is trusted um you know so people see themselves in this space and really can uh have confidence in the information that's being delivered so I'm really excited about this um and I've been through a number of really intense boot camps around energy infrastructure and I just want to bring that to the public because this landscape is complex and we're going to be doing a lot of very complicated things in it and then the uh last one is a low to moderate income solar working group so we have certainly been working with partners that many of you if this like triggers something in your mind um chances are we're working with partners that you're thinking about uh we've been talking about this with some stakeholders for a while how are we really growing in our area in the county and especially in the city how are we providing more and more opportunities for load of moderate income folks to access renewable energy um not just for the greenhouse gas benefits but for the monetary benefits that can also come from that technology um so we have some options we've been exploring like rental programs panel reuse because most animals the panels still have a useful life um once they're they're retired so how do we keep them uh in the system how do we do panel recycling how do we fund this um there's a there's a whole bunch that's here and I I'll name like Rob rapson is someone that we're thinking and working with um he's already agreed to join us in this work group so we're looking for two Commissioners who can dedicate some pretty serious time intensely actually over the next three months um because we hope to have something we can pitch in a three-month period and then the following 3 months you see 3 to six would be more around engagement uh with stakeholders so those are just five very concrete ideas of things that we're working on where we would love to have the expertise of the energy commission to help us craft these programs work through the nuance and get ready to launch something what's up there thank you very much I'd like to open things up for questions or comments and you're again I can't see all of you so just unmute your mic phone okay there we go thank you missy John on the EV strategy it should be EV and alternate fuel strategy because we're going to see hydrogen fuel cells popping up really quickly here that are going to be important and changing um commissioner beber I think you wanted to say something yeah I was wondering um it seems like you want to move some of these pretty quickly but what's the time frame I'm getting back to you on this and then very concrete question so did you say that this document is on legis I where I accessed it from legister I don't know why but I'm not seeing it here um if you link if okay yeah you don't see it as a separate document it's linked in the agenda I I had that same problem this after go to the agenda yeah and then click on the link and then you'll find the documents that we've been talking about yeah I had the same problem initially sorry about that okay I don't know Missy or Josh if he's still listening in um I think some people just go to um details and then they click and they look for all the documents and some of the documents were not available that way they were only available via Link in the in the agenda can do it both ways yeah I'll share I'll share that feedback I off at this point um in terms of time frame one we don't anticipate anyone has had a chance to read these we also finish them Friday afternoon so they I would say if we could maybe take two weeks we'll send a reminder out and if we could have folks kind of pick um maybe rank order their top one or two that they want to engage with um that way then we can distribute amongst folks there also is no expectation that everyone wants to be on one of these you may not have the time the interest the capacity so please don't feel obligated but we did want to put the call out so I I don't want you to be shamed into raising your hand so I I would ask for for those that are interested I'll get to you in a second um council member Briggs that you send an email to um Missy and Josh and copy also carlen and me that way we're all in the loop and that way someone doesn't also get missed um commissioner I mean council member Briggs yeah I was just um hoping that you might to expand a little bit on what you meant by the energy coner sort of program yeah this one is an a20 and it is a kind of One-Stop shop for residents businesses to be able um I sometimes call it the bat phone like how do you pick up the bat phone and get on the line with someone who can help you understand what opportunities are out there so your uh your home isn't comfortable right now like I'm freezing I will tell you the truth I have wool socks on I'm sitting in a blanket I have no in my office help me uh can I call the concierge and they'll tell me you should really think about air sailing like here's a rebate program and they'll help you kind of navigate that or if you want to go solar they can help tell you about Michigan saves and the financing so someone that can kind of bring you in and help you through the really complicated energy World um and I don't know actually John I'll kick it to you if you want to add anything because you've thought a lot about this too yeah I mean think of uh you know a hotel coners you know um you you get an energy audit done and the energy audit says you can do a whole handful of things there may be some some rough ranking um and you just don't know where to go I mean what what what do I do first and um who are you know who are contractors um um where those contractors certified and bu what groups um so it's someone that you can go to that doesn't necessarily have um a financial in incentive in in the answer that they give you um that's basically what we're looking at and frankly this is really important because it enables many many strategies and actions in the plan um you have to remember most of us um are lay people um when it comes to the one or the other subject related to energy I I just want to throw in one other thing um Missy talked about diversity we've got um two youth Commissioners and you know we it'd be great if you'd be willing to do work on some of these things um you know some several people signed up for um what we had in the action item tractor was um things related to um public engagement and education here's an opportunity so um we're not looking for a show of hands here tonight but uh keep that in mind when you look at these opportunities harleen if uh if any of us are interested in if not participating in a group because we don't have time because we have we're participating in another group will there be um access to like what's status what's going on with each particular project and um an opportunity for for those of us to just provide ideas or resources or references yeah I anticipate we'll be giving monthly updates on how this work is progressing and opportunities for feedback and code development and then if products come out of the group you uh forgive me I know I'm not sharing my screen but some of them have very concrete products others have more like marketing kind of materials uh really concrete products I anticipate we would bring to the commission for discussion before we went to council then to launch something new do these become subcommittees John well there there each one of these is effectively an ad hoc U working group um as Missy indicated with Commissioners and and other people from the community if you look at these topics it shouldn't be just Commissioners that are represented in in these groups so strictly speaking they're not uh as I understand it Missy um working groups of the energy commission they are more um ad hoc teams that are working on these topics with Commissioners um being a part of that that uh collaborative effort that sound right I I think that's right to start I think we may discover that some of them become formal committees as they they're work kind of grows and evolves um this is really a an opportunity and almost kind of a a request leveraging the expertise that you all hold as Commissioners and based on some previous conversations of how do we really leverage that expertise and the unique advantage that you have to keep building and moving the work forward so it's it's sort of tan it's related it's kind of tangential though um sorry I'm losing my words I think one one thing that thinking about the past conversation and thinking of speed this is one of the things that we're trying to do here is drive with speed and not have an energy commission working group that meets once a month for the next 18 months to come up with something but as Missy said in several of these cases how can we really pull together a group that's going to work intensively on this so we have an output in three months six months whatever the case may be okay so um we all have our homework look at the and send your names in if you're willing and able um if that's it then I'd like to move to committee updates and I don't know actually we're gonna have to maybe think by the way carlen um and I along with Missy and Josh um um are meeting uh about 10 days before every meeting and working on agendas and so we will work to continue to try to uh keep the agendas focused and also string topics together that are related um this next section I think we're going to have to figure out um whether or not we go through each one of these groups because I'm not sure each one of these working groups quote unquote as such is is um functioning but we'll go through the list is there anybody from the Renewables group um that has anything to report on is that group meeting silence is golden in this case we'll move on to the next topic building in the built environment anything going on there right now community outreach Transportation electrification harleen you want to give us a brief update I think we talked about a lot of things but I am simply going to reiterate what Missy already included in her report at the beginning of our meeting that in the one week one week from tonight the um city council will have the opportunity to hear arguments um you know from the community in favor of um and any other arguments with regards to the electric vehicle Readiness ordinance any of you who are interested in participating in the public hearing it is open to anyone there are no restrictions on number of people who can participate you all have uh three minutes each um it's like the um the introductory uh Public public input and that we have for our meetings at the beginning at the end of our meetings and um it's this is really important there's been a lot of work a lot of thorough thorough work that's gone into this ordinance um it's it's uh it's something that is a really significant result that we can deliver and um I hope that all of you if you don't have the opportunity to participate live you can always send um an email to city council and they do read emails so that's my update for tonight thank you um so the last is a report from the environmental commission very briefly it was a working session um so they just reviewed um the different working groups their purposes and structures their accomplishments we' talked about 2021 goals and um we reviewed a draft of an annual report that is going to be going to City Council in the bylaws of the environmental commission there's a requirement for an annual report that we don't have maybe something to think about um at some point in time or whether we do that jointly for example with OSI um on the a20 plan um so that closes out all of um those reports those committee updates and I'd like to then open things up again for public input and while um everyone is um getting ready to do that that might want to I'll just read this again this is an opportunity for people to speak for up to three minutes um if you're on CTN you need to call 0099 or 877 5247 enter the meeting ID 5783 4 502 um this information is also on the agenda in the video feed um staff will select callers that have raise their hands one by one using the last three digits of your phone number and to raise your hand please PR star9 on your phone and you're going to hear an automated announcement um when speaking um please state your name and address at the beginning of your comments Missy do we have anybody yet not yet okay I'm just going to keep on going just to keep the evening short so if we get someone you let me know um the next point on the agenda is items for the next agenda and I'm just going to mention a couple things um that are already in the queue some from tonight and some from earlier so first of all um we've agreed that um on the agenda next meeting there's going to be a presentation from a local group um called an Arbor Public Power it's a group that is um advocating um that um an arbor consider municipalization a municipal utility um and they've indicated that the presentation um is going to be roughly 20 minutes but I anticipate some interesting Q&A and discussion after that um and so um I'd like to also mention we talked about the state energy code and the status on that and um the ban on natural gas maybe that's something that we can look at these are things that we'll discuss as I mentioned um when we set the agenda and then maybe an update on the 10,000 trees so I want to make sure that you realize we captured all those what did we miss what else would you like to have discussed I guess the meeting is getting longer than everybody wants to be so um what uh Missy did we get any phone calls now okay I would just assume that there would be an update on uh moving forward with the um the strategies the pro proposed strategies that we're looking at yes commissioner commissioner input maybe on on those five projects is that what you're talking about okay good yes and chair mki one other thing just to kind of add from the staff perspective is we uh we talked about having kind of an an ed energy educational series that we have one presentation that would go through what we're thinking about in the energy strategy so what is a virtual power purchase agreement what is municipalization what is CCA and so ex thank you missy there's um um a a contact that I have that's um very well versed um in um utilities and utility regulation and I'm trying to get that individual to make a presentation um we've talked about the past possibility of potentially in in this series so to speak that Missy talked about that we might get um DTE to present um so obviously there's a lot of um overlapping issues in this whole Space of um how we um procure um our energy um and so there's a possibility of a whole series um that I think uh would be helpful to educate Us in the community and Council okay are we ready for adjournment okay so um thank you very much um everyone tonight for your time and um we look forward to some great meetings uh it's now um 8:18 and uh this meeting is adjourned thanks everybody thanks

she misses it 23 is wolf and foster travels as she can't get her momentum going that was just a careless turnover she should have just kept kept driving and look for another open girl yeah i agree now got trailer with the ball down to walker walk her back to trailer trailer over to wolf wolf the trailer and open three and it's in for the artesians that is number three kirsten willen these girls are really smart they look for the open girl yes they do they look for whatever's open and if they can take it they will yeah it was great to get in the middle floor for an easy pitch for three and we're just in two minutes into this quarter as the pirates kind of fumble the ball there and it goes to the artesians i thought that pass should have been caught i agree there man terrible defense by the pirates yeah walker just snuck right in there without any effort really that was an easy bucket for her if the pirates want to win they gotta defend really well here yes i agree and that's that's the key to this game is defense i thought both teams would get out and run but they're kind of slowing it up here yeah they are it's a change of pace something we didn't expect to see tonight but if you could have read the script that's what the greensboro pirates don't do well they don't do well shooting and there's a quick timeout by coach jason simpson of the pirates now over this 30 seconds what what do you think the artesians have done well to just come out and come out of the gun just so well i thought they kept us from driving and i thought they kept it away from the middle the girls artesians are pretty good defenders they get after the ball don't let anything buy them i think the pirates need to definitely attack the middle and look for open girls for an easy layup or an easy three yeah and that's going to be the key for tonight for the pirates is to drive and pass yeah uh i'd be guessing the deretijn's help defense is going to be stellar tonight as we've seen earlier the key is definitely to get in the middle i mean anna west is a tall person she can definitely pass too so need to get her flash and middle and look for open girls yep and here we go 5 20 left in the first quarter the score is five to two artesians pirates just looking for something here comes the double team from the artesians coming out of the gun quick they're looking to force some turnovers really testing the pirates ability to keep control the ball here and these girls are really active they're really going going after our pirates here and wilkerson and cooney really swing the ball well here and there's a three from wilkerson and she misses it and wes throws it and off walker's hands and into wolf's hands you definitely need everybody crashing here just one girl went for the ball yeah one yeah one pirate went for the ball and that's not what you want [Applause] and there's a good block out by adams and she gets the ball the pirate just got lucky on that one that was a wide open three yes it was foster has the ball in the right wing passes it to cooney on the top back down to foster on the right wing once again foster looks for the open man pass it down to cooney cooney down to taylor er to wilkinson my bad the lady pirates need to learn how to ball fake here yeah they do their passes are just going straight where their heads are and that's not good and there's a foul called on the artesians that'd be 23 wolf her first foul team's first foul and here we go 4 10 left in the quarter cummers in for west wolf drives foster is there good health defense by foster right there she stuck her hands up and did what she could a little bit of a height disadvantage there and there's a double dribble called on wilkerson but it appeared the artesians touched that ball yeah i did uh the pirates need to keep doing that keep pitching up the floor and get easy easy wide open layups here the faster pace we can play the more of a chance there is for the artesians to break down on defense yes and there's walker passes it to wolf and here comes wolfe for another three-pointer she is fouled by cummer and she will get three shots here i'm not sure about that one there just too hard of a blockout by cummer i guess looks like he was on the ground here so it wasn't oh and the act of shooting well that's good that's a lifesaver for the pirates here that was three that would have been three free shots for him man 33 can really pass it and they're just getting wide open threes right now cummer grabs the rebound for the pirates and she is forced out of bounds 328 left in the quarter the score is 5-2 artesians dishes into walker the trailer my bad good action by the artesians ball is throwing up the court to come here wilkinson skip pass over to the left left here we go wide open three for cooney no just off target it's kind of weird they kind of stopped everybody stopped they didn't know what was going on yeah i know a little pause in the game there and they could have had a wide open basket walker has the ball and it's off oh all right it'll be the artesians ball as the ball was off the pirates here the artesians are always going for 50 50 balls i mean yeah they are that's going to be a game changer for the pirates you need to get on the loose balls and come up with them there you go good seal good seal by number 15 trailer yep man that was that was smart basketball right there perfect pass and what a seal sealed her right off and got the ball down and used her size to her advantage and there's a walk by wilkinson the pirates appear to be a little combobulated wouldn't you say yeah they are they need to get right into their action yeah they're getting they're getting spread out and just making careless turnovers here comes wes back in for foster pirates are in a 2-3 zone ball's getting swung around very well by the artesians what a move uh just off target there and the ball will be thrown and off cooney's hand into wilson's hand there's the ball pushed up the court to cummer coming back out to cooney cooney down to wilson wilkson over to adams and the ball's just getting swung marvelously by the pirates and there's an open lane by wilkinson she gets her own board and goes back up with it but can't finish man those are easy buckets the pirates need to come up with and another foul for janae cummer and the pirates really struggling here in the first half uh we're down to a minute and 56 left here in the first quarter score is seven to two artesians patience walker will take the ball out for the artesians passes into adeline walker walker to wolf wolfe to walker trailer goes down dishes it out to wolf and it's blocked by anna west good block but wolf has a back cut available as wes got a little lazy there [Applause] [Music] and there's one of those ball fakes by wilkinson that we needed to see she really just faked it and she got the pass off as she should and here's a three for cummer it's up and no good rattles around the rim it was a good dribble drive by molina right there it's a good shot good look wolf for three off target and the score is nine to two artesians with around a minute left here in the first quarter [Applause] cummer not so strong with the ball and gets it taken away and there's the travel by the artesians that's wolf there that traveled foster will check back into cummer we're at 59 seconds left here in the first quarter need to set something up here good and get a bucket here cut the lead down to five here before the second quarter that'd be a good thing to do get the momentum on the pirates side going into the second quarter and here comes a quick trap foster gets the ball off good pass down to wilson wilkson drives in decides to dish it off there's a three-point attempt no good here we go wilson with the quick hands tries to steal it away from walker wolfe now has the ball seven seconds left good dribble drive for number 21 and three-point attempt it is good for number 30 or 20.

okay calling to order the joint committee on ways and means in education this morning we'll hear from department of education charter schools and libraries who will be presenting their biennium budget good morning good morning good morning chair de la cruz chair kidani members of the committee i am ivan lao the interim executive director of the state public charter school commission thank you for inviting us to share with you our budget highlights for this next budget cycle before i do that i did want to introduce a couple of people that are with me on zoom today chair of the commission john kim good morning everybody good morning morning john interim deputy director pj four i'm not sure if i see him there he is thank you for having us and my finance and operations director danny vasquez gonzalez hello senators happy new year today i'll be sharing with you the budgets for two program areas edn 600 which is the program funds for public charter schools and end 612 which is the program funds for the state public charter school commission its office and staff as well as our early learning pre-k program for edn 600 public charter school funding is tied to the funding for our department public schools essentially doe programs 100 200 300 and are combined and converted into a per pupil amount based on the enrollment of students enrolled in our public charter schools this is calculated on an annual basis and it should not be confused with the department's per pupil funding which is calculated differently as such reductions made to the department of education's budget have a direct impact on our public charter schools this current school year's charter school funding was originally totaled at 101.4 million but as the department's budget was reduced so has a public charter school budget the result has been a 5.8 million dollar reduction for a total of 95.6 million with a potential for the governor to still withhold the last 10 percent of their funding for this current school year under the governor's budget for the next biennium public charter schools are seeing a further reduction from this year's 95.6 million to approximately 92 million each year for the next two years again strictly based on the reductions for funding to our public department public schools for edn 612 the commission's budget is being reduced by 233 330 or approximately 15 percent of our budget for an overall budget of 1.3 million for each of the next two years additionally the commission is losing two vacant positions the one area of the commission's budget that i did want to advocate for is our early learning program which provides 17 pre-k classrooms in 11 public charter schools located in communities that need more early learning opportunities the program stems from the federal pre-k grant that was awarded over five years ago under the obama administration and it essentially provided states with foundational funding to build up their early learning programs it was an investment in our littlest learners and at the conclusion of their grant it was the hope that the state would then make that investment an ongoing part of their overall education system we originally hoped that we would receive our four million dollar annual budget but are grateful to the governor for the 2.9 million that was included in his budget while not ideal our schools will make it work with the priority being to preserve the workforce that our state has developed and invested in for the last five years there will not be as much left as we had hoped in that we could provide support for facilities maintenance custodial and administrative support utilities and especially now with coven internet access and additional ppe costs and then further reductions to the regular k-12 program schools would also have impacts on our early learning programs with cool bit 19 we all know how difficult it has been for our schools our parents and our students to operate and learn in this environment hopefully these are temporary reductions as our public charter schools will do their best to manage those cuts while still providing opportunities for quality early education these reductions will be harmful to our education programs if they are continued to continued in the long term we hope that the federal ester funds being sent to the state can help to offset some of these reductions as it would be a great loss to the state to lose this program after investing investing all this time and effort thank you for your time and consideration and we're happy to answer any questions you may have nice questions yes thank you chair thank you yvonne thank you did the charter schools get any of the previous essa funds yes the department did allocate 2.2 million dollars out of the first essa funds that were sent down directly to the schools so they did receive that funding early on that was out of um what was what was the percentage out of um they what they did was i think they took i can't remember if it was it was the 43 million that they received a part of that went to was set aside for special education in private schools and then the remainder of that was per pupilized so based on enrollment and then that i don't know what the percentage was but they just divided it straight based on the enrollment and so we ended up with 2.2 million going out to the public charter schools so have you had any discussion with the superintendent as to what the if there is more us or funds coming i have it um we are patiently waiting um for the discussions to happen i i realized that the you know the sr2 funds were just passed and i expect that they're pouring through the requirements of that and we're hoping to hear from the department as to how those funds can be shared with our charter schools so right now your budget doesn't include anything that was interesting not at this time um for edn 612 you noted in your testimony um i think page six that the commission received 17.4 million in federal funds and expended 1.6 what um are you doing with the rest of the funds i'm gonna ask danny bass gonzalez to assist me in different breaking out those that amount danny uh a law chair the remainder of the funds go out to the charter schools so as most of you are aware that the department of the dov functions as both the state education agency and the local education agency so because of that arrangement the commission acts as a pass-through or federal funding um the department essentially allocates uh the charter school portion to the commission and the commission then distributes those funds out to the charter schools so i've got 17.4 million dollars and um federal funds last year which did include the sr1 funds the remainder of those uh of that 17.4 from the 1.6 went out to the charter schools so um of that um 17.4 the commission kept 1.6 million is that correct what was that used for that's like 10 percent so danny i believe that's the uh programming funds that the federal program team use to provide additional professional development right so the okay we do have we do have an mou with the department that um provides us with funding or staffing that will assist the schools primarily for title one a lot of it because title one makes up the bulk of the funds that come to at least our charter schools on the federal side we do have uh staff that assist the schools with uh creating their title one plans as well as uh making sure that they meet the federal compliance requirements for this federal funding so that would primarily be the 1.6 we also do provide some um support in terms of providing professional development opportunities and just generalize uh sort of additional administrative support to the schools through our federal program staff if there's any specific duties or areas you wanted to go into senator kidani we could ask our deputy deputy director pj4 to maybe provide those details i'm not sure i quite understand are you saying the 1.6 million went back to the doe to provide services no actually the the doe allocates this funding to the commission office to hire federal program personnel to assist the schools in compliance monitoring of the use of those title funds so rather than the department essentially the department has a branch school transformation branch that also does that work so what they did was they emulated a portion of those funds to the commission office so that the commission could then hire people that could go out and then assist the schools with the use of the the title funds as well as other like uh csi sorry comprehensive school improvement fund so basically that was done through contracts through an moa through an moa with the department with the department of education okay but still then that 1.6 million is going back to the department of education it's to it was used to hire the employees who did the hiring you guys we did the department we did we did and you're hiring the department's people no we hire our own staff so there are employees that are responsible for providing the compliance monitoring functions that normally the department would they they have staff also that do that okay but it was not the department staff you hired your own yeah so yeah so did i mean i don't know how many individuals if this was a company that you hired whatever could we have those details absolutely remember there's any other questions okay thank you thank you so much okay we're gonna recess so that we can have a library set up recess okay calling the infra briefing back to order so now we hear from libraries who will present their biennium budget good morning good morning aloha it's so nice to see real people i was just saying to senator kadani um thank you both to the chairs and thank you for confirming we are they are really i love it um i'm stacey aldridge i'm the state librarian and with me i have my colleague and special assistant to the state library in mali mallory fujitani and the max headroom version i'm not even sure how many people know who max headroom is anymore um i thank you for the opportunity to share information about the hawaii state public library system and the budget before i begin though i just wanted to thank all the staff at the hawaii state public library system for their dedication and flexibility during the pandemic learning how new safety protocols shifting in different phases providing takeout services to over a hundred thousand people just since may and also doing new kinds of work they're basically warehouses right now who are taking in orders from folks besides being open just a little um and it's it's a very different kind of work so the increase of requests for materials has gone up 56 so they have done all of this despite their fear despite their concerns and our communities are better for the work that they've done i'd also like to thank haima for making sure we had ppe available for the safety of our staff what the pandemic has taught us now more than ever is that people need access they need access to our libraries when we closed our library doors in march we focused on our digital doors trying to make sure that we had enough resources available to people while they were at home the the data bears out that it was important to people we are one of 65 libraries in the united states that circulated 1 million e-books in 2020.

e e e order it is 6:08 pm and I'd like to read an opening statement welcome to the January 12th 21 electronic meeting of the energy commission this virtual meeting is to affect social distancing and to mitigate the spread of covid-19 we intend to conduct this meeting similar to P in-person meetings Commissioners please remain on camera just as you would be visible during inperson meetings also mute your microphone when not speaking public comment will be via telephone only to speak during any of the public comment opportunities please call one of the following tollfree numbers 888 788 0099 or 5247 and enter the meeting ID 4502 that's 913 578 34502 these numbers will remain the same during the entire year for energy commission meetings this information along with the two local dial in numbers is also available on the published agenda in the public meeting notice section of the city website on the broadcast of this meeting on CTN Channel 16 AT&T channel 99 and online at www a2gov .

[Music] so [Music] so [Music] so [Music] so [Music] so [Music] so [Music] so [Music] so [Music] so [Music] so [Music] hey [Music] where are we going [Music] ah welcome to the action at greensburg community high school we're here for the girls matchup between martinsville and greensburg um the pirates of greensburg are eight and three and the artesians of martinsville are 12-3 so both teams have the pretty much the same record except martinsville has had a few more games my name is sam bauer joined alongside lane sparks lane what do you think we can expect for tonight we can expect a fast-paced game uh i think the artesians get out and they will run and uh i feel like if they keep us in the zone then uh it'll be hard for the greensburg pirates to score but uh hopefully it's just they play man and uh hopefully they just run i was singing the same thing and the pirates uh they play pretty they play a sort of fast-paced game uh they'll get down to their side of the court and they'll move the ball quite a bit but we don't see really any slow play from the pirates they take what they can get it looks like the artesians have uh some big girls out here so they'll match up well against anna west so hopefully it'll be a good game yeah and it appears they have quite a few uh girls to guard them doesn't it yeah it does they're pretty evenly scoring with uh they got a patience walker with a 20.2 points per game uh next behind her is a tate trailer ashland trailer at 15 at no at 16.6 points per game and uh next up we got uh what's what is her name over here oh kirsten willen at uh 14.7 points per game and next we got delaney uh woof at uh 14.5 points per game and then we got the lonesome sophomore uh walker averaging 10 points per game so yeah they're pretty evenly scoring but uh they got a girl in 20 20 points that's pretty pretty good for girl yeah i agree and uh we're about into the action here so we're gonna you know mike's here and we'll see you at tip-off [Music] so [Music] so [Applause] um with them right welcome back to the action we are just about ready to get underway here once again i'm sam bauer joined alongside lane sparks uh we're going to be bringing you the action from tonight's game anna west will be tipping for the pirates and ashland trailer will be tipping for the artesians hopefully the pirates can get off to a quick start here and the pirates win the tip and the ball goes to cooney immediately pirates looking to set something up here as that's what's what they do best looks like they're in a zone 2-3 zone here foster to wilkson wilkson back to cooney here we go foster has the ball at the top of the key now wilkson looking for something open it's off the leg of the artesians here cooney to foster foster has an open look but does not take it ball getting moved around very well here in the early stages of the game they need to get in the middle of four find some open girls for three yeah i agree um so far we're just moving it around and nothing's been available and i'm guessing we just want a nice easy layup or something like that all the girls are stagnant they're just not moving very well i know and the artesians with some great defense right now there goes wilkson with a quick drive cooney opens something up two points for cooney what a shot and what a drive by wilson to open that up yeah that was a great drive by molina down the corner there's an open three for 23.

my bad that was emily jones for three you know i don't think i've ever seen the pirates score two points and a quarter this is a low scoring game this is indeed and that's what we saw with the jv game beforehand for this game it was a very low scoring game as well yes it was and the momentum was not on the pirate side at all that whole game i think the artisans are just speeding the greensburg pirates up and they're not getting i mean they're getting good shots they're just not falling but i mean they need to get it to the middle and get easy layups yeah i would agree they missed a couple easy shots but hopefully that falls in here in the next quarter yeah um and you know we can hear we can hear coach simpson from up here and he doesn't seem too happy with his girls right now no he as he shouldn't be yeah they're not they're not playing up their expectations right now they really need to flip that around and get something going here kick it in gear and they found out like they were playing this team just a couple days ago so they got short notice but i mean that's that's no uh excuse for their poor performances i believe they actually just found out last night there i think it was two nights ago two nights ago yeah it might have been in the works and then it got yeah one day to prepare for yeah and much to prepare for this team of this caliber no they're they're really good yeah yeah they got a couple girls that can really score it i'm impressed with their passing i mean i couldn't believe how well they double drive and get it to the middle i mean they're doing they're doing what basketball it's supposed to be their passing is real crisp it's just straight as an arrow doesn't nothing long i think they only have one turnover so far so i mean they're playing pretty well yeah here goes cooney down to foster i mean the pirates are just getting spaced out i mean and they're not sure what to do with the ball when they have it that's the that's the big part they're kind of getting scared here yeah no confidence we just need one of these girls to get us something something good here there's a good pass to cooney and bounded by foster cooney back to foster foster to cooney at the top of the key and foster has an open look but doesn't take it passes it down to wilkes and back to cooney and here we go adams has it and it goes back to foster west now tries a look doesn't have anything the ball's off foster and she can't grab it and there's the ball to the artesians another turnover for the pirates i mean the girls are just discombobulated i mean they need to get something score yeah it's not not looking so hot for the pirates right now and uh it's 12 to two artesians with around just a little over seven minutes left in the second half here trailer has the ball looking wilkson bats it down tries to grab it and here's the three-point attempt by walker just off keith oh now trailer with the rebound back to wolf walker with a deep three for the artesians and their trailers there for the rebound they are getting on the board today these girls are really strong they are they fight for what they need yeah they get all the second chance points they can get and there's a foul on trailer wilkinson will be shooting two at the line here let's see if we can knock the pirate's score up to four yeah just under seven minutes left in the first yeah first half oh i thought wilkson got two shots there apparently the ball was inbound and bounded pirates just careless with their passes tonight walker for two man these artisans are really active they are they're not slowing down they're not giving up they're just driving getting in the passing lane and bopping that ball out it is 16-2 the artesians i said they're doing a good job of getting in the passing lane here we go the pirates will unbound the ball and here comes a full court press by the artesians something their coach just must implemented and there's drive by wilkson and two points for wilkson that was nice way to come out of the timeout and get a score yes i agree that was a beautiful drive by wilson and here goes trailer for three yeah man the piracy they find their girls on defense really pressuring the pirates here good move by cooney oh the pressure's really allowed the pirates to find the lane now um that was a nice one-on-one move by cuny it was and the pirates they've got they've got a few girls that are better one-on-one and better at driving when there's not so many people clogging up the lane for him yeah yeah cooney with her first attempt up and in nothing but net cooney second attempt at the line it is now 16-6 the artesians have a 10-point lead with six minutes left to go in the second or first half and they're going to open 15 again trailer uh trailer picks the ball from cooney she goes willing wilkinson grabs the ball steals already that's a foul that's a foul no foul call wow wilkinson got trapped oh spin simpson not happy with the officials call there whatsoever i mean that was a bad call she definitely got found on that she got tripped yeah she definitely did oh trailer down with the ball wilson takes it away once again she's just quick she's getting up that court and there's another two by wilkerson here come the pirates cutting the lead to eight walker to wolf wolf to walker wolfe has the ball once again and the artesians are just they're not finding their best score here they're not they got in the her hands as she comes up with the new play here we go willin with the ball wolf picks it up a little a little confused on what they're running here walker for three nothing fallen and walker with her own rebound if you're garden walker you got to make sure you box her out she is very quick and will fight for her own rebound she's got a little bit of size to her as well yeah they all they all seem to get a second chance points another steal by walker here good pass buyer that's 23 comes in pro that's wolf there with the two points i mean artisans just get easy baskets but they also get a lot of second chance points yes they do and wilkson goes for the drive up the middle fake pass by wilkinson and knocked off by walker and that's a reach-in foul by cooney just careless by the pirates [Music] 20 to 8 here the artesians lead with 4 minutes and 30 seconds left in the half good ball movement by the artesians trying to get it low and it's popped back out there's a drive and a good euro by walker number 21.

she misses it 23 is wolf and foster travels as she can't get her momentum going that was just a careless turnover she should have just kept kept driving and look for another open girl yeah i agree now got trailer with the ball down to walker walk her back to trailer trailer over to wolf wolf the trailer and open three and it's in for the artesians that is number three kirsten willen these girls are really smart they look for the open girl yes they do they look for whatever's open and if they can take it they will yeah it was great to get in the middle floor for an easy pitch for three and we're just in two minutes into this quarter as the pirates kind of fumble the ball there and it goes to the artesians i thought that pass should have been caught i agree there man terrible defense by the pirates yeah walker just snuck right in there without any effort really that was an easy bucket for her if the pirates want to win they gotta defend really well here yes i agree and that's that's the key to this game is defense i thought both teams would get out and run but they're kind of slowing it up here yeah they are it's a change of pace something we didn't expect to see tonight but if you could have read the script that's what the greensboro pirates don't do well they don't do well shooting and there's a quick timeout by coach jason simpson of the pirates now over this 30 seconds what what do you think the artesians have done well to just come out and come out of the gun just so well i thought they kept us from driving and i thought they kept it away from the middle the girls artesians are pretty good defenders they get after the ball don't let anything buy them i think the pirates need to definitely attack the middle and look for open girls for an easy layup or an easy three yeah and that's going to be the key for tonight for the pirates is to drive and pass yeah uh i'd be guessing the deretijn's help defense is going to be stellar tonight as we've seen earlier the key is definitely to get in the middle i mean anna west is a tall person she can definitely pass too so need to get her flash and middle and look for open girls yep and here we go 5 20 left in the first quarter the score is five to two artesians pirates just looking for something here comes the double team from the artesians coming out of the gun quick they're looking to force some turnovers really testing the pirates ability to keep control the ball here and these girls are really active they're really going going after our pirates here and wilkerson and cooney really swing the ball well here and there's a three from wilkerson and she misses it and wes throws it and off walker's hands and into wolf's hands you definitely need everybody crashing here just one girl went for the ball yeah one yeah one pirate went for the ball and that's not what you want [Applause] and there's a good block out by adams and she gets the ball the pirate just got lucky on that one that was a wide open three yes it was foster has the ball in the right wing passes it to cooney on the top back down to foster on the right wing once again foster looks for the open man pass it down to cooney cooney down to taylor er to wilkinson my bad the lady pirates need to learn how to ball fake here yeah they do their passes are just going straight where their heads are and that's not good and there's a foul called on the artesians that'd be 23 wolf her first foul team's first foul and here we go 4 10 left in the quarter cummers in for west wolf drives foster is there good health defense by foster right there she stuck her hands up and did what she could a little bit of a height disadvantage there and there's a double dribble called on wilkerson but it appeared the artesians touched that ball yeah i did uh the pirates need to keep doing that keep pitching up the floor and get easy easy wide open layups here the faster pace we can play the more of a chance there is for the artesians to break down on defense yes and there's walker passes it to wolf and here comes wolfe for another three-pointer she is fouled by cummer and she will get three shots here i'm not sure about that one there just too hard of a blockout by cummer i guess looks like he was on the ground here so it wasn't oh and the act of shooting well that's good that's a lifesaver for the pirates here that was three that would have been three free shots for him man 33 can really pass it and they're just getting wide open threes right now cummer grabs the rebound for the pirates and she is forced out of bounds 328 left in the quarter the score is 5-2 artesians dishes into walker the trailer my bad good action by the artesians ball is throwing up the court to come here wilkinson skip pass over to the left left here we go wide open three for cooney no just off target it's kind of weird they kind of stopped everybody stopped they didn't know what was going on yeah i know a little pause in the game there and they could have had a wide open basket walker has the ball and it's off oh all right it'll be the artesians ball as the ball was off the pirates here the artesians are always going for 50 50 balls i mean yeah they are that's going to be a game changer for the pirates you need to get on the loose balls and come up with them there you go good seal good seal by number 15 trailer yep man that was that was smart basketball right there perfect pass and what a seal sealed her right off and got the ball down and used her size to her advantage and there's a walk by wilkinson the pirates appear to be a little combobulated wouldn't you say yeah they are they need to get right into their action yeah they're getting they're getting spread out and just making careless turnovers here comes wes back in for foster pirates are in a 2-3 zone ball's getting swung around very well by the artesians what a move uh just off target there and the ball will be thrown and off cooney's hand into wilson's hand there's the ball pushed up the court to cummer coming back out to cooney cooney down to wilson wilkson over to adams and the ball's just getting swung marvelously by the pirates and there's an open lane by wilkinson she gets her own board and goes back up with it but can't finish man those are easy buckets the pirates need to come up with and another foul for janae cummer and the pirates really struggling here in the first half uh we're down to a minute and 56 left here in the first quarter score is seven to two artesians patience walker will take the ball out for the artesians passes into adeline walker walker to wolf wolfe to walker trailer goes down dishes it out to wolf and it's blocked by anna west good block but wolf has a back cut available as wes got a little lazy there [Applause] [Music] and there's one of those ball fakes by wilkinson that we needed to see she really just faked it and she got the pass off as she should and here's a three for cummer it's up and no good rattles around the rim it was a good dribble drive by molina right there it's a good shot good look wolf for three off target and the score is nine to two artesians with around a minute left here in the first quarter [Applause] cummer not so strong with the ball and gets it taken away and there's the travel by the artesians that's wolf there that traveled foster will check back into cummer we're at 59 seconds left here in the first quarter need to set something up here good and get a bucket here cut the lead down to five here before the second quarter that'd be a good thing to do get the momentum on the pirates side going into the second quarter and here comes a quick trap foster gets the ball off good pass down to wilson wilkson drives in decides to dish it off there's a three-point attempt no good here we go wilson with the quick hands tries to steal it away from walker wolfe now has the ball seven seconds left good dribble drive for number 21 and three-point attempt it is good for number 30 or 20.

[Applause] that's a great drive and we thought the pirates might have been creeping their way back into this but the artesians really separating the lead here again yeah a lot of careless turnovers by the pirates pirates waiting patiently for something to open up wilkson to cooney cooney on the right wing looking for the open man they need someone to flash here they do wes kind of pops out a little bit there and just off target in and out walker with the ball knocked away by wilkerson and the ball will go to the pirates you know i kind of thought that was off wilkinson but i guess it wasn't yeah it kind of looked like uh she hit off her leg though either way the pirates have the ball see if i can get something going hopefully i can get a score here cooney passes to wilkson wilkson back to cooney cooney to adams adam's back to wilkes and pirates good ball movement here uh they need wes to flash up just a little bit here i think she'd be open and she's not bad at taking those you know foot jumpers yeah wilkson kind of gets a little bit careless with the ball there man these girls can really pass and they're all second chance opportunity again both miss it and here we go as the pirates are bringing the ball up the court we have two minutes and 30 seconds left in the half 22 to eight artesians almost a turnover right there uh wilson gets the ball swatted away from her these are just some tough girls to be playing and there's a two-point bucket by wolves i mean the pirates got to get back there's one girl that's getting back just playing lazy on defense and careless turnovers they need to quit passing around the perimeter and get somebody flashing yeah i know passing around the perimeter can only do so much it's just stagnant moving right here i mean it's doing no good just wasting the clock no it's not and here we go the pirates swinging the ball around that on the perimeter again and cooney tries to drive there but gets stuck up the pirates saying they're flashing but there's three girls right collapsing when they catch the ball so good defense by the artesians and west she was she had a wide open look there if we would have gotten it into her toonie drives in for the two and that's a good two-point shot by cooney she's got a good stroke there she does one minute and 30 seconds left in the half the artesians moving the ball they're pretty patient on on offense right here man good score by they are there's not much that the pirates can do against these girls weird trailer though she's done it all tonight she's gotten steal she she rebounds it well she is she moves very quick yeah she's pretty good ball batted away by walker out of bounds pirates ball 26 to 10 artesians lead one minute left in the half the pirates are just playing scared right now need to attack and get something quick i'm sure when they go into the locker room they'll get they'll get a game plan drawn out for him of how they need to do better in and out better in and out by adams yeah she had a good shot there i would have taken that myself yeah probably would have missed but yeah probably and there's another second chance opportunity by trailer i mean she's all over the boards tonight just following her board in and just grabbing it and getting that extra two points 30 seconds left in the half pirates looking to get something going here before we leave and there's a jump ball you know there really hasn't been any fouls tonight it's been a pretty clean game yeah a clean fast-paced game for the most part i mean the artisans are trying to speed the pirates up and the pirates are just getting nothing good on offense fire scenic guard number three right there here we go walker setting a play up for the artesians i wonder if these girls are sisters i'm gonna have to say they probably are yeah and yeah they're gonna pop out to the corner here and look for the open three but the pirates get on it quickly and recognize what's happening and there is a foul by comer a little talk between the two it's part of the game i don't think they know what they're running here and offensive foul by walker 33 walker yeah it was definitely a push off yeah definitely offense now the pirates will have five seconds here to get the ball at the court man i would take a time out here draw something quick up but know they're going wilkerson for the long shot and she had a little bit of time left but man they're always shooting those in practice i'm surprised i didn't go in yeah i know we will be back after halftime [Music] so [Music] so [Music] so [Music] hey [Music] so [Music] hey [Music] welcome back to the action just about ready to start the second half for those of you who are just joining my name is sam bauer and i'm joined alongside lane sparks who is not present right now i'm not sure where he's at um for the pirates uh they have kind of been struggling this game uh the only two scores we have are cooney and wilkson wilkson has four points and cooney has six the martinsville artesians are really just pushing up the court very nicely they're moving the ball nicely and they're finding the open lane the open three whatever they can get and here we go we're just about ready to start the second half pirates need to figure out a game plan here quickly to get back into the game here we go cooney will take the ball out for the pirates foster will be the person that's inbound in it two three being played here by the artesians trying to stop that outside shot from the pirates and here comes my uh commentary buddy he's a little late cooney with the ball at the top of the key pass it down to wilkson and there's the turnover trailer gets it pass it down foster tries to get on defense there but [Music] can't here we go wilson up to or cooney up to wilkson wilkson back down to cooney foster now has the ball for the pirates at the top of the key looking for something good flash there by cooney wilson oh with the reverse almost makes it man they need somebody to go rebound though yes they do and there's a three-pointer the first one we or second one we've seen all day by the artesians that's walker it is now just under seven minutes left in the third quarter 33 to 10 artesians pirates just need to guard better i mean the artisans got easy shots and look at the pirates shots yeah they're not getting such easy shots the pirates that is fire's swinging the ball nicely now though good pass down to adams but oh that's got to be a foul yeah it had to have been but adam's just kind of went up a little bit away from it but i mean yeah still should have caught some in and out for number 23.

my bad that was emily jones for three you know i don't think i've ever seen the pirates score two points and a quarter this is a low scoring game this is indeed and that's what we saw with the jv game beforehand for this game it was a very low scoring game as well yes it was and the momentum was not on the pirate side at all that whole game i think the artisans are just speeding the greensburg pirates up and they're not getting i mean they're getting good shots they're just not falling but i mean they need to get it to the middle and get easy layups yeah i would agree they missed a couple easy shots but hopefully that falls in here in the next quarter yeah um and you know we can hear we can hear coach simpson from up here and he doesn't seem too happy with his girls right now no he as he shouldn't be yeah they're not they're not playing up their expectations right now they really need to flip that around and get something going here kick it in gear and they found out like they were playing this team just a couple days ago so they got short notice but i mean that's that's no uh excuse for their poor performances i believe they actually just found out last night there i think it was two nights ago two nights ago yeah it might have been in the works and then it got yeah one day to prepare for yeah and much to prepare for this team of this caliber no they're they're really good yeah yeah they got a couple girls that can really score it i'm impressed with their passing i mean i couldn't believe how well they double drive and get it to the middle i mean they're doing they're doing what basketball it's supposed to be their passing is real crisp it's just straight as an arrow doesn't nothing long i think they only have one turnover so far so i mean they're playing pretty well yeah here goes cooney down to foster i mean the pirates are just getting spaced out i mean and they're not sure what to do with the ball when they have it that's the that's the big part they're kind of getting scared here yeah no confidence we just need one of these girls to get us something something good here there's a good pass to cooney and bounded by foster cooney back to foster foster to cooney at the top of the key and foster has an open look but doesn't take it passes it down to wilkes and back to cooney and here we go adams has it and it goes back to foster west now tries a look doesn't have anything the ball's off foster and she can't grab it and there's the ball to the artesians another turnover for the pirates i mean the girls are just discombobulated i mean they need to get something score yeah it's not not looking so hot for the pirates right now and uh it's 12 to two artesians with around just a little over seven minutes left in the second half here trailer has the ball looking wilkson bats it down tries to grab it and here's the three-point attempt by walker just off keith oh now trailer with the rebound back to wolf walker with a deep three for the artesians and their trailers there for the rebound they are getting on the board today these girls are really strong they are they fight for what they need yeah they get all the second chance points they can get and there's a foul on trailer wilkinson will be shooting two at the line here let's see if we can knock the pirate's score up to four yeah just under seven minutes left in the first yeah first half oh i thought wilkson got two shots there apparently the ball was inbound and bounded pirates just careless with their passes tonight walker for two man these artisans are really active they are they're not slowing down they're not giving up they're just driving getting in the passing lane and bopping that ball out it is 16-2 the artesians i said they're doing a good job of getting in the passing lane here we go the pirates will unbound the ball and here comes a full court press by the artesians something their coach just must implemented and there's drive by wilkson and two points for wilkson that was nice way to come out of the timeout and get a score yes i agree that was a beautiful drive by wilson and here goes trailer for three yeah man the piracy they find their girls on defense really pressuring the pirates here good move by cooney oh the pressure's really allowed the pirates to find the lane now um that was a nice one-on-one move by cuny it was and the pirates they've got they've got a few girls that are better one-on-one and better at driving when there's not so many people clogging up the lane for him yeah yeah cooney with her first attempt up and in nothing but net cooney second attempt at the line it is now 16-6 the artesians have a 10-point lead with six minutes left to go in the second or first half and they're going to open 15 again trailer uh trailer picks the ball from cooney she goes willing wilkinson grabs the ball steals already that's a foul that's a foul no foul call wow wilkinson got trapped oh spin simpson not happy with the officials call there whatsoever i mean that was a bad call she definitely got found on that she got tripped yeah she definitely did oh trailer down with the ball wilson takes it away once again she's just quick she's getting up that court and there's another two by wilkerson here come the pirates cutting the lead to eight walker to wolf wolf to walker wolfe has the ball once again and the artesians are just they're not finding their best score here they're not they got in the her hands as she comes up with the new play here we go willin with the ball wolf picks it up a little a little confused on what they're running here walker for three nothing fallen and walker with her own rebound if you're garden walker you got to make sure you box her out she is very quick and will fight for her own rebound she's got a little bit of size to her as well yeah they all they all seem to get a second chance points another steal by walker here good pass buyer that's 23 comes in pro that's wolf there with the two points i mean artisans just get easy baskets but they also get a lot of second chance points yes they do and wilkson goes for the drive up the middle fake pass by wilkinson and knocked off by walker and that's a reach-in foul by cooney just careless by the pirates [Music] 20 to 8 here the artesians lead with 4 minutes and 30 seconds left in the half good ball movement by the artesians trying to get it low and it's popped back out there's a drive and a good euro by walker number 21.

that's wolf good pitch there wilson dribbling down yep gets fouled i mean that girl did not move no she did not melinda ran right into her and wilkson will be seeing the line here for two wilkson first one up and off the front of the rim pirates need those baskets right there three easy points yes they do second one up and in rattles around and drops in there here we go getting the sub in the pirates seem to spark off the bench i need somebody to come in make some couple easy baskets walker will bring the ball up for the artesians eration swinging the ball around dishes it down low to trailer trailer goes up misses it west with the rebound walker thought there should have been a foul there yeah i'd appear she did now the pirates once again just swinging it around the perimeter oh took the shot there with the deep three and what a shot by cooney that was a great pass way to get in the lane and make a quick easy three yeah 33 to 14 artesians and there they come and now it's 36 14 artesians as walker whittles her way in to the lane for two it's just bad defense for the pirates five minutes and 30 seconds left here in the third quarter as cooney picks up her dribble she throws it to wilkerson wilkson back to cooney that goes to adams adams gets the ball taken away from her but adams recovers the ball [Applause] and here the official calls a jump ball it will swing the way of the artesians the pirates just got to take care of the ball that's the bottom line that's all they need to do here i mean i mean careless turnovers here yeah exactly walker dribbling down to the left side of the court wes watts trailer rejection she said not in my house today no she she swatted that thing a country mile here we go our teaching's looking to get the ball unbounded and they do to willen will on the wolf wolf the walker it just seems like the offense is running through three girls yes it does indeed man good attack by walker just a minute just off kilter there good pitch there good pass good ball movement by the pirates and there's that's what they needed way to way to pitch the ball and get it up quick exactly that was a great ball movement by the pirates great they're shot by west great shot as the artesians coaches tell them to pitch it real quick they get it at the floor dribbling driving you know there often seems to run through 15.

[Applause] that's a great drive and we thought the pirates might have been creeping their way back into this but the artesians really separating the lead here again yeah a lot of careless turnovers by the pirates pirates waiting patiently for something to open up wilkson to cooney cooney on the right wing looking for the open man they need someone to flash here they do wes kind of pops out a little bit there and just off target in and out walker with the ball knocked away by wilkerson and the ball will go to the pirates you know i kind of thought that was off wilkinson but i guess it wasn't yeah it kind of looked like uh she hit off her leg though either way the pirates have the ball see if i can get something going hopefully i can get a score here cooney passes to wilkson wilkson back to cooney cooney to adams adam's back to wilkes and pirates good ball movement here uh they need wes to flash up just a little bit here i think she'd be open and she's not bad at taking those you know foot jumpers yeah wilkson kind of gets a little bit careless with the ball there man these girls can really pass and they're all second chance opportunity again both miss it and here we go as the pirates are bringing the ball up the court we have two minutes and 30 seconds left in the half 22 to eight artesians almost a turnover right there uh wilson gets the ball swatted away from her these are just some tough girls to be playing and there's a two-point bucket by wolves i mean the pirates got to get back there's one girl that's getting back just playing lazy on defense and careless turnovers they need to quit passing around the perimeter and get somebody flashing yeah i know passing around the perimeter can only do so much it's just stagnant moving right here i mean it's doing no good just wasting the clock no it's not and here we go the pirates swinging the ball around that on the perimeter again and cooney tries to drive there but gets stuck up the pirates saying they're flashing but there's three girls right collapsing when they catch the ball so good defense by the artesians and west she was she had a wide open look there if we would have gotten it into her toonie drives in for the two and that's a good two-point shot by cooney she's got a good stroke there she does one minute and 30 seconds left in the half the artesians moving the ball they're pretty patient on on offense right here man good score by they are there's not much that the pirates can do against these girls weird trailer though she's done it all tonight she's gotten steal she she rebounds it well she is she moves very quick yeah she's pretty good ball batted away by walker out of bounds pirates ball 26 to 10 artesians lead one minute left in the half the pirates are just playing scared right now need to attack and get something quick i'm sure when they go into the locker room they'll get they'll get a game plan drawn out for him of how they need to do better in and out better in and out by adams yeah she had a good shot there i would have taken that myself yeah probably would have missed but yeah probably and there's another second chance opportunity by trailer i mean she's all over the boards tonight just following her board in and just grabbing it and getting that extra two points 30 seconds left in the half pirates looking to get something going here before we leave and there's a jump ball you know there really hasn't been any fouls tonight it's been a pretty clean game yeah a clean fast-paced game for the most part i mean the artisans are trying to speed the pirates up and the pirates are just getting nothing good on offense fire scenic guard number three right there here we go walker setting a play up for the artesians i wonder if these girls are sisters i'm gonna have to say they probably are yeah and yeah they're gonna pop out to the corner here and look for the open three but the pirates get on it quickly and recognize what's happening and there is a foul by comer a little talk between the two it's part of the game i don't think they know what they're running here and offensive foul by walker 33 walker yeah it was definitely a push off yeah definitely offense now the pirates will have five seconds here to get the ball at the court man i would take a time out here draw something quick up but know they're going wilkerson for the long shot and she had a little bit of time left but man they're always shooting those in practice i'm surprised i didn't go in yeah i know we will be back after halftime [Music] so [Music] so [Music] so [Music] hey [Music] so [Music] hey [Music] welcome back to the action just about ready to start the second half for those of you who are just joining my name is sam bauer and i'm joined alongside lane sparks who is not present right now i'm not sure where he's at um for the pirates uh they have kind of been struggling this game uh the only two scores we have are cooney and wilkson wilkson has four points and cooney has six the martinsville artesians are really just pushing up the court very nicely they're moving the ball nicely and they're finding the open lane the open three whatever they can get and here we go we're just about ready to start the second half pirates need to figure out a game plan here quickly to get back into the game here we go cooney will take the ball out for the pirates foster will be the person that's inbound in it two three being played here by the artesians trying to stop that outside shot from the pirates and here comes my uh commentary buddy he's a little late cooney with the ball at the top of the key pass it down to wilkson and there's the turnover trailer gets it pass it down foster tries to get on defense there but [Music] can't here we go wilson up to or cooney up to wilkson wilkson back down to cooney foster now has the ball for the pirates at the top of the key looking for something good flash there by cooney wilson oh with the reverse almost makes it man they need somebody to go rebound though yes they do and there's a three-pointer the first one we or second one we've seen all day by the artesians that's walker it is now just under seven minutes left in the third quarter 33 to 10 artesians pirates just need to guard better i mean the artisans got easy shots and look at the pirates shots yeah they're not getting such easy shots the pirates that is fire's swinging the ball nicely now though good pass down to adams but oh that's got to be a foul yeah it had to have been but adam's just kind of went up a little bit away from it but i mean yeah still should have caught some in and out for number 23.

yes it does she she's going to get into her that's i think that's what the pirates need they need to get it into west and she needs to make smart passes and there's a foul called on trailer i didn't i didn't really see much go on there honestly no i didn't see anything either she must have just laid a little light slap on cooney and the official thought it was enough to call foul we need all the help we can get oh it's going to be a smell alcohol there that's got to be a foul that's a makeup call must be must be a hat and they get it up the floor really quick by wolf wolf makes the easy bucket uh 37 16 artesians lead four minutes left in the third quarter it seems like every time we throw it away they get an easy bucket yeah i know we're not so good at getting back on defense three-point attempt by wilkson man they need a rebound good rebound by west yeah that's what they need whittled their way in there grabbed the rebound was strong for the pirates and got us two points i mean i think that's their first second opportunity they've gotten all game as artesians have at least got five or six and now the pirates have the numbers but wilkes and loses control of the ball that was just careless careless turnovers right there by the pirates that's not going to get him back in the game no it is not walker with the ball at the top of the key passes it to her sister walker man she's quick with the driving first move foul called she took the freshman to the rack you know that was uh the pirates need to move their feet in front of her they just kind of slapped at it i think they watched film and they knew what to do walker with the attempt at a three-point play the free throw is up and good man the pirates are down 22 right now in the third quarter with three minutes left cooney to comer they got to get something going here holding the ball is not not going to let him win no does not oh should have shot it right there and here goes cooney with the open three but it's just off it seems like she's the only one who's been shooting i know she she has been pretty much she's the only one confident enough in this matchup to shoot right now yeah burn wilkinson that's about it artisans get easy baskets right there that's an easy jumper with nobody around her and the only ones on the board for the pirates are our seniors tonight yeah west cooney and wilkerson and the artesians have the 42 to 18 lead with just over two minutes left here in the first or third quarter man they need to bring the ball gosh good pass there at wilkerson and adams cannot get on the board but west almost wraps the reef they need somebody but west rebounding i would agree there i mean they're all just getting back but it seems like they get blown by and that would be four fouls on janae comer uh she's gonna get substituted out here i wonder if ernst thought she's gonna play today [Applause] and here we go cooney bringing the ball at the court ball movement by the pirates here looking for the open basket i mean they need one for west in the middle right there she's wide open one minute and 30 seconds left i think the artesian just one i want the girls to just stand out there and there's a drive by wilkinson that's a good drive that's a strong drive it was she went with a purpose and that's what the pirates need they need confident moves get into the bucket wilkson's first free-throw attempt up and in nothing but net this is a super low scoring game for the pirates you know what this is the lowest scoring game i think i've seen him play all year yeah i mean the artesians saw what the pirates weakness was and they did it but we still got a little time left in the fourth quarter still to here to go second attempt up and then pirates take a quick timeout here artesians with a 24 point lead over the pirates 44 to 20.