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and otherwise stated they they didn't slow the spread so if they didn't slow the spread why are we discussing introducing them again to do the same thing over and over again an expected different outcome is the definition of insanity i could talk about the uk's approach to not masking children and multiple other studies and practices across the world but i don't have time in three minutes i also like some other people kept hearing that hey my voice doesn't matter that the people in power who have already made the decision for eu school board have already told people that master coming back for our kids guaranteed so how can these people be so sure when you haven't even voted on it how can it be when they haven't shown up here to voice their reasoning their rationale and their support for it how can it be when we heard that the majority of the 2000 community feedback surveys on mass optional plan was in support of mass optional is there something that we don't know going on in our community so i was going to bring my kids here tonight so that i could have you school board if you decide to vote in mass that you could tell them that you're going to dictate that they wear a mask when we know that they don't slow the spread of covet that you are going to dictate that they wear a mask even though we take preventative health measures to keep them healthy through supplements nutrition and exercise that you guys are going to dictate they wear a mask regardless of what their parents might choose that you guys essentially know better for our children but i didn't and i'm sad to say we had to make a really hard decision and we withdrew our children from bcsc because we want personal medical freedom we want to be have two-way communication with our school boards and accountability and we want to know that our voices are heard and i'll wrap up real quick because i know i'm out of time but i just want to say that i'm still here because i've not lost hope that we will come back to bcsc that we will restore a balance in our schools and communities that allow all parents to send their schools to school with peace and confidence it is the right choice for them so myself included in that and i'm also speaking for teachers and staff who want to have the same freedom those who don't feel like they can come up here and speak on their own behalf i'm also advocating for them so i'm standing for individual medical liberty and choice i this our freedoms do not end where other people's fears begin we all deserve a choice mask your kids don't ask your kids vaccinate or don't vaccinate we are all people we all decide can decide for ourselves thank you guys [Applause] so if i may amy manatee okay i would like to start today by referring to dr robert's recent statement that it's time to go from survival mode to thrival mode and looking at the way the school day started this year it's clear that you have the majority support in that approach a majority came to schools without mass while others felt comfortable and supported coming to school in mass parents are aware of the covid task force's advice to change the policy based on an increase in coba 19 hospitalizations but parents are deciding what is best for their child's overall health and development government agencies and task forces are not are only focused on covenanting they are not required to focus on any other aspect of the health of an individual as parents we do not have that luxury and we have to consider all areas of health and well-being for our children if we mandate mass again instead of making it optional we know all too well that those mandates are not easily changed we are now being told that vaccinated people are getting and spreading the current variant while being told simultaneously to go get the vaccine that is showing to be ineffective against this current variant we are not even a year into this vaccination process with this new information coming out with this new information i think the current contact tracing plan needs revised i think the unvaccinated individuals should not be treated any different than vaccinated there was not much evidence that students contacted students contacted cova 19 last year while sitting near someone in the classroom i do not think anyone should be kept out of school to quarantine just based on an exposure we should only quarantine individuals if they start to have symptoms the protocol of not implementing quarantine until symptoms is the policies of most businesses at this time the students who are at the lowest risk of harm from this virus should not have stricter quarantine guidelines than the adults do in the workforce as parents and as a community we need to ask more of our task force and our providers in this community the community and country as a whole has lost faith in the cdc isdh and american pediatric academy this puts a burden on our providers but is a burden that can be overcome we need a broader approach to this virus and we need the medical community to start opening conversations with each other about what more can be done besides masking and vaccination we need to be more open-minded and informed we need more open-mindedness and an informed plan of treating patients before they even arrive at the hospital we need to know that our medical community is working together to discover any combination of treatment that may work for patients and that they are not pressured into one uniform treatment by political influences we also need to know that they are listening to concerns of people who have had the vaccine and feel they've been injured or have had side effects we also need providers to address the concerns of those who are worried about the vaccine we need compassion from our medical community and a different approach besides just demanding mass and vaccinations as community members we need to find we as community members we need to find those providers who will listen to our concerns as individuals and find the providers that are willing to practice outside of the box of the current political pressure thank you [Applause] jenny heikelbeck before i begin i ask everyone here today to remember one overarching truth we all love our children and want what is best for them i think we can all also agree that in-person school is better for most students than is online learning if in-person school is indeed our goal we need to do everything we can to achieve it i am here to ask the school board to please institute mandatory mask wearing for all students and staff in order to keep our kids in school as long as possible as people who value education we must acknowledge and respect the expertise and guidance of our health care professionals those who have spent their careers dedicated to learning and practicing their craft their intent is not to deceive or control us but to issue guidance to keep our community safe as people who value education we must also be willing to learn from the alarming outcomes we see in other communities in our state and beyond who did not get out in front of this new delta variant those communities are now experiencing uncontrolled spread of illness unprecedented numbers of young people who are seriously ill and a shortage of hospital beds and medical personnel as people who value education we must believe in the science that has proven that mask wearing reduces the spread of covet which will in turn keep our kids in school in person for as long as possible we may be tired of masks and they may be an inconvenience but kova doesn't care what we think or feel making masks optional is a lot like telling kids that it's okay to pee in their area of the public swimming pool the problem is is that we're all swimming in the same pool if nothing else surely this pandemic has taught us that we are interdependent on one another whether we like it or not please our kids need to be masked in school as we all do when indoors in public to keep each other safe and to keep our students in school for as long as possible thank you i will continue to ask for respect of everyone that is speaking please michelle carr i want to first thank you for not asking people to give their address out in public i had many people write to me that they couldn't come up here because they couldn't share it with all the bullying that's been happening i am a mother and a substitute teacher i was here doing the same thing last year that i am right now and i felt that i was listened to but i wasn't heard so i kept my children on bridge the entire year and i was not alone in this my family sacrificed a lot in order to remain safe the only place my oldest went to was a c4 class that was held every other day for about an hour each time after two weeks my oldest displayed symptoms of covid the virus spread to three out of the four people in my household and quarantined us for a month i don't have time to describe to you how terrible our mild version of this virus made us all feel i cannot fully describe to you the fear and the helplessness that i felt as a parent knowing that my other two children had this virus that so many had been hospitalized and killed from these mild cases that gave my oldest and i long-term symptoms for the next six months we couldn't have the heat in our home above 70 degrees and we had to limit the use of the oven dry heat made our lungs tighten and it made it really hard to breathe because of this i was given an inhaler for the first time in my life my oldest son suffered from not being able to regain focus this is a result of being exposed at the beginning of the school year so i'm hoping this time parents will like myself will be heard over those who are bullying us online on the 5th of august this year new daily cases were at 1051 and the positivity rate was 7.4 same day this year we had 2058 cases and 8.5 positivity rate i checked on the cdc because the metrics wasn't up for our community and like you said it was a high spread this means we're not in a place of normalcy for back to school and with lack of any precautions we are not going to stay in person every day this year with four days of being open with a masked optional approach anderson had to quarantine over 100 students in indianapolis more than 80 4th graders had to do the same thing and this is merely the beginning i understand that not everyone is going to be happy with every decision made yet i'm reminded every time i speak that my concerns regarding health and the safety of others my response is this freedom comes with responsibility individual freedom is limited if it places other people in peril i can't smoke in buildings i am not allowed to drive a vehicle while intoxicated i'm wrapping up i have to wear a seat belt i can't drive while i hold my phone at school kids adhere to a dress code they are limited to the information that they can access and children over 18 are not allowed to smoke on school property individual freedoms are never boundless so it's silly to continue to use this as an excuse to yell loudly in a call for freedom remember we have the right of life over liberty if our leaders are willing to take the step to require a mask for a city and county i ask that these leaders please take the precautions we did last year and protect everyone at our school thank you gwen grossowski i'm tied didn't hear worthy yes it is my name is practitioner you'll have to pick it up quick this yes my name is gwen krasovsky and i'm a family nurse practitioner working in columbus for the last 14 years more importantly i'm a mother to two elementary school students in bcsc i am here today to discuss the common ground that i believe most parents and educators agree on in person school is best for our children i am thankful for my children's school and teachers last year who made e-learning seem as normal as possible however even with their best efforts it was nowhere near normal i have many patients who did struggle during that time not only with learning and keeping grades up but with depression anxiety lack of focus and lack of motivation i did not treat one student last year for anxiety depression or these problems because they had a basket at school it was because they were home and not in person with the threat of the delta variant its increase in ability to spread to infect our young kids and make them sicker than last year's kova did you have a responsibility to keep our kids in school and most importantly keep them safe the evidence over the last school year is clear masks decrease the spread of coven 19.
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mr focus question oh it's sort of a funny one but then i have another comment so penny because i recall oh back when we were surveyed about the asba political agenda you were the one big advocate for that strength and local control well i i was just asking because the mandate for masks seems like it seemed like it would be a way now to pass it back to the board yeah my second comment um i see that the asba is recommending let's see under the category adequately and equitably front district schools to at least the national median per pupil funding and that's loaded i would like to drive everyone's attention towards to it is the one two three fourth bullet on that first page advocate to protect voters intent in funding k-12 education and oppose legislation that attempts to supplant or convert additional got my thing in the way additional oh no i just texted out additional voter approved funding for example 301 and 208.
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you have adopted a budget at 10.8 and this one is now 13.8 so some movement within the categories themselves so with this being a revision to the budget i will go ahead and open it up to the board for their discussion do you have any concerns anymore my only concern is still with the state and their aggregate limits when when the house and the senate when signed died there was no movement on whether they were going to increase the limit or waive the limit so as it is now the limit is what it is um we really won't know until the 100th day that this every every district in the state has had their hundredth day as to what's going to happen with that um i am hopeful that we will still come in underneath that aggregate limit um that way i can give much needed raises to our employees with with some of the contingency funds that we have built into the budget so by the end of january we should know something okay and i don't know if now is the time but when i first heard that 400 thousand were given back because as a district if you really back up we've got you could dispute the numbers to 25 000 or so taxpayers if we had a the non-age restriction thing wasn't here like we were a town like maybe sarita or we'd have a heck of a lot more students and we would be needing more than that 400 back so while it started like what could we do with that 400 grand i get it but i now you know i had to wrap my head around it and um it does make i get why it has to go back but did you come to the very first page i also want to bring your attention to this i almost forgot about this on the cover page we finally got updated tax rates from the county um good news well it's a good news bad news situation that's good okay here we go tax rate is going to go down to 1.82 from the 1.91 it was last year don't go clapping just yet value home values within our area went up six percent so while the tax rate went down you will still most likely see an increase in your tax bill because your homes increased in value by that six percent our emino override and our bond tax rates those both also went down so our secondary tax rate went from a point four five nine to a point 1.4288 so overall taxes are going down but again as home values went up you still may see an increase in your taxes but the good news is the taxes went down any further discussion mrs allen yes mrs heist yeah mr officer mr hollery yeah and mr mcgivern yes thank you emotional passes okay school events august september i guess just wanted to point out you're invited to our middle school open house information night on august 18th it is going to be in lieu of the normal open house elementary will have a separate open house but um middle school staff wanted to have this meeting want to be able to speak to parents and have their parents go through the rotation of their classes for the kids so they're welcome to come and join us and picture day august 24th just for us we need the board members to come also for your picture for the yearbook and we did already get a request for um jeffrey to me in our yearbook so he has a staff badge he's pretty excited okay thank you governing board information uh mr elvery you're up uh i have really nothing to report i enjoy coming to the meet and greets uh i had a very interesting conversation with a few teachers uh uh roxanna and deanna i you know i'll set up a time to meet with you and we can just chat about those discussions a little bit perfect thank you okay well hats off to a great opening day i'm glad school has kicked off and everything's going well and i think the kids are certainly glad to be back i see them it's so fun now to drive in the morning and see them at the bus stop and they're pushing each other it's so fun so congratulations on a great first day and looking forward to an awesome year thank you so much um mr lane sounds like you had a very chaotic start to the year but i'll let you know from from this side from the parent side i didn't notice anything i have gotten a lot of text from uh serena's school district though because my kids are enrolled in their buses are delayed life almost every day today yeah so good job and um please give my regards to jefferson or jefferson jefferson yeah jeffrey he understanding pretty much yeah he's my favorite place in the cafeteria but i appreciate you guys notifying parents right away with the whole code thing not waiting on the county i mean that's kind of what we do here you know let's just if you need help just yell we'll find it i'll help you we'll all help you whenever you want this room up if you need phone callers or whatever we have an outstanding team and we've been through a lot last 18 months keep pushing forward you got it you know what you're doing we have a plan and just keep pushing forward and like mr australia said you better support i mean i'm i'm so excited to have some sports back i kind of need this sort of sense of a little bit of sense of loneliness right and i'd like to personally thank all of you for being here i know it makes for a long meeting when we have uh presentations but i think it's very important to kick off the year with knowing what our directors do services does how transportation is going to really look at the data to understand um the level of analysis that we're putting into the data the wednesdays i want to again just thank our governing board for supporting the collaboration days of early release wednesday every wednesday because you can see that our calendars are full and that's going to help us to continue to steer the ship in the right direction and look to the same drum as we look at school improvement endeavors so thank you for listening to the presentations and thank you to our team okay so at this point we will reset to sign documents thank you very much for
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uh there there are not uh significant um changes in here a lot of them are just uh footnote and uh legal language changes we'll note the first policy that's number one there for you policy two colon 270 is a standalone policy that we really need to talk about as a board if it's something we want to pass i don't have had time to read that one i put a note at the top there needs to be more discussion on this policy it was developed by our attorney in response to questions from the board about use of our website pictures and things like that by you know in the community so so our attorney addressed that wrote this standalone policy it would be a new policy so i don't know if you've had time to read that and if you have any input on that if not we can we can this is why we do two readings because if not if you want to take time to digest it and then at the next meeting we definitely would want to have some conversation so either way i'm fine so did he did he add board of education candidates to the policy because i don't think that was under original policy okay let me see here this is the um last sentence on the first paragraph political candidates so the policy that you're referring to from the policy committee we were talking we were looking at a different policy this is actually a completely new policy with a different number and everything so yes yeah it's completely new policy standalone so yeah he did uh he wrote that specifically okay does this remove the old one that's basically the same exact concept just different words i i think that it will i i wanted to check with him because i i don't know why uh because this is actually in a different place in the manual so i don't know um i'm gonna double check that with with him before before we do it but it to me it seems to replace it the only question i still have with this which is the same that came up during the policy meeting is there's still the restriction on use of the name of the school district where it could become an issue for a candidate for school board would not be allowed to say so and so running for big hollow district 38 school board without getting the board's permission to actually say that they are running for it if we carved out an exception for candidates for office to be able to use the name of the office they're running for that would be a different story though does everybody understand what gary's asking there yeah and then how is this enforced more in the general public with the facebook groups and i mean are is it the school board's responsibility to send out notices or i would get i would think that it'd be up to me to uh if somebody sees something they let me know and then i'd have to follow up and try to get it taken down but in far as far as enforcement of that will be difficult uh yeah i mean what enforcement i mean what can we do i i i don't think there's a whole lot we can do okay i would think the better question what would we want to do if somebody has a forum on facebook for example that says parents of big hollow school districts according to this we could take take it down but it seems like they might be stifling speech no but that's what i'm saying we couldn't that's their pers this is just our rule it doesn't how does it govern the general public well if it's our trademark we have the right to go after whoever uses it so the question is we would have to go through that's yeah and uh just to confirm do we have the trademark on the school district name on the school district name yes i have no idea because if we don't then there's no issue because we don't hold a trademark to enforce i don't think public entities can hold trademarks right the village of lakemoor or the village of ron lake cannot trademark the bridge of wrong lake well the policy says use of districts trademarks i don't know well i thought the original question was the picture of the building on candidates social media platforms because if you look every time anyone runs for an office the name is there otherwise people would not know what position or you know what organization you're running for so i guess that question should be is it the picture we're enforcing pictures i don't think we have a problem with putting big hollow school board candidate on a sign i think it was when it was expressed to me as concern it was pictures and logos right okay uh off our website because people felt like it was school endorsing candidates and well and the question is what you just said is pictures off the website but could somebody come and take their own picture of the building because according to this my first initial reading you can't even come in public property and take a picture of the school and then use that as a picture i don't think that would stand up anywhere that they kind of take a picture from the street and post it i don't think it would either but we're putting it into our policy was this our was this policy already there was something similar to this in place there was yeah it's pretty much the same policy except it looks like he added board of education candidates no no i understand that i just it seems like a very fine line of where you on any of this what you can actually enforce and what you can't yeah i don't have that other policy in here i did have it but i took it out uh was the other policy from the press plus or was it yeah it was so if they're writing a policy there has to be some maybe umbrella law over schools or public organizations that trademark our stuff right otherwise they wouldn't write that policy yeah so if we're modifying their policy which is what it looks like i mean there's there's questions the question is is are we covered under some kind of umbrella law from the state that covers people from trademark infringement on the school right yeah this is this is i'll be honest this is uncharted territory for me so i'm gonna have to do some uh research on that piece well what is the this one this was brought up to the superintendent what is the board's goal of this policy i think we have to be clear with that and if he's going to try to write one because a lot of parents are going to have questions i mean every parent that takes a picture of their kid in a shirt or right because technically this is saying you can't do you can't post a picture of your kid in a big hollow shirt i mean every eighth grade graduation kids come and take pictures in front of the school or saying you can't do that anymore that's what this policy is saying so very all and i think all encompassing as a board we need to figure out what exactly we're looking for so did this come up at the policy committee meeting where someone asked for this policy well i think you want to keep it from personal gain right correct we can't use our images or likenesses or anything for the school for personal name it came up because i think someone contacted the superintendent to tell him that one of the candidates was using the big halo picture from the website as advertisement to run for the school board but there's something else specifically about using it to claim endorsement of the school can you give clarity because you're the one who told us that what the original thought of what's behind that policy that use of our logos or pictures would was endorsement of the school of particular candidates and was it the image off of our website yeah okay that was the policy committee last year asked me to look into it and we were in the middle of an election cycle so we did not want to mess with any board policy related to that because it would have not it just wouldn't have appeared to be done in a uh so i think i think it sounds like the board's intent is that we don't want any district property whether it's a picture logo or anything to be used for personal gain yeah that is the board's intent it's not it's not to limit the big hollow family pto no or big hollow any of those websites that use our logos i don't think that we should be hurting them they're not using it for personal gain the parent groups the different parent groups on facebook for every grade level uses yeah some sort of trademark or picture of a school we should not be i like the way you've ordered that so let me go back and see if we can mess with the language yeah this is this is all encompassing and yeah this is a little this is if somebody takes it if anybody were to take issue with anyone else and we had to enforce it then i mean basically anybody in the community could have free reign that yeah what this says yeah i like the personal game like every band concert i mean what kim christensen has taken pictures for 12 years yeah of every band concert now you're going to tell her you can't sorry no i think that i think the personal gain area is where we got to tackle so personal gain and endorsements and endorsements i think there definitely there has to be something carved out there of generic use for political office of running for the school board that they're certain i would say that was not what we just talked about we don't want pictures of anything put on any now if you want to take a picture with your kid and say kevin lyons is running for big hollow school board great great but i can't wait for christmas i can't put a picture of the sign no i'm using my own child i can use my own child on my political website but i can't use i can't use the school i can't use the front of the school the side of the school the sign i can't use those things for my own personal game in a political campaign that would be a personal game right but according to this also the name of the school district is forbidden as well so we need to at least carve out what we'll allow a political candidate to use while running for the office well i think we all said we're okay with the name just not the questions but the diff that also comes into play is if that candidate were to take a picture of the building itself that technically that's not no it's a third-party photo that's that's different from taking big hollows picture that they took but if the candidates stood in the same spot and snapped that picture that would technically be allowed yeah yeah you can't stop that it's a public yeah yeah but because we're using the example of somebody just lifting a picture i mean that's you can't do that anyways that's you're taking the copyright off of right anybody's photo um yeah i don't this is a very gray policy yeah you know the input you're giving me is i think i'll be able to get some things cleaned up and then if we vote on to proving this on first reading we're not accepting this policy as written so just we can we can do that tonight vote on first reading second reading i can either what i'll do is we can either i'll have something else for you and then we can if we don't like it we can pull it and and prove the rest of them this isn't an urgent thing we can just keep working on it too yeah because i'm wondering if if there's like law that was passed to that pertains to this because usually when press plus comes out with a policy it's pertaining to laws that came out and then also has cross-referenced policies too which might affect why he wrote the policy the way he did because this one has a colon 90 which is parent organizations and booster clubs so i think there's a lot going into the development of the policy not just the picture of the school or the district's name because as i said before everyone uses the name of the school district that they're running for i mean i've never we've never come up against people using our pictures before because most people just run for office with just their signs so but yeah but i would like to know why we have a policy like this so it should be pertaining to something legal i would assume 825 is the other board policy that yeah advertising and distributing material i don't know why he did you know he thought we'd be better off having a standalone right but if you read it it's very similar to 825.
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however masks work best when they are worn universally while there is some evidence that masks provide some protection to the wearer they work best when everyone wears them i wear my mask to protect you you wear your mask to protect me it is undebatable that vaccines provide the best protection against this virus but are low vaccination rate among teens less than 20 percent and inability for children under 12 to yet be vaccinated show that this is not a layer of protection that we can yet rely on we now know that even those who are vaccinated are capable of spreading the delta variant without even knowing they are infected i read an article that explained each measure we take to protect against coven 19 is like a layer of swiss cheese individually they will help some but cases will still slip through the holes if we stack multiple layers of protection for our kids social distancing hand washing and masking the holes become smaller and less virus can slip through thereby decreasing the chance of quarantine or e-learning in other words our kids stay in person for school it is time to use all layers of protection now our community is in a dire situation we are now in this actually high spread i need to change that because it changed of coven 19 transmission with a stronger version of this virus now we are hearing that indeed this virus is making younger kids much sicker yet the headline in the paper on saturday indicated bc opens with a return to normal there is nothing normal at the beginning of this school year when it comes to this virus we cannot wish deny or ignore this virus away this virus does not care what our definition of freedom is it will continue to find the most vulnerable bodies vulnerable bodies which is our unvaccinated populations it will replicate and mutate to become stronger and will spread even further this will happen again and again and again until we can get more people vaccinated dispelling the misinformation surrounding the safety and effectiveness of effectiveness of vaccines is my job your job is to keep our kids safe keep them in school and help us to keep them healthy we cannot have it both ways we cannot have inconsistent masking and expect the virus not to spread the evidence is clear masks work make the right decision tonight and vote to require masks in school our children's education year will be better for it their health will be better for it and our community will be better for it thank you william reed good evening superintendent roberts thank you for the work that you do and the work that your team has done that email stuff has got to be crazy bcsc school board thank you for the work that you do i started off with an intro here that doesn't fit because very clearly there is pressure on you to change things so i want to start off with a general comment about statistics we hear a lot of them these days i mean we've heard them so far just both sides here and depending on who we're listening to the same number can lead us to two different conclusions now i know enough about statistics not as much as probably some but quite a bit to see the manipulation at play when context is missing and when correlation is confused with causation it's very important to understand the difference mask question overall that keeps coming up is a straw man yes safety yes masks are safety theater but more importantly it's distracting us from the real issue that's at play the real issue is who's in charge of you and who's in charge of your kids it's a simple answer in my eyes i'm responsible for me you're responsible for you you're responsible for your kids for people concerned about the latest virus you should do what you think is right for your family thank god we're in america and we have options we can get a vaccine not the kids yet but the adults can a lot of places don't have that benefit you can stay home you can order your groceries on click list you can wear a mask you cannot wear a mask i don't care it's your choice sign the kids up free learning move into a different school you've got options consider yourself fortunate the trouble is we've got an idea among some in power that the collective should tell the individual what to do it doesn't matter if it's fast scenes masks what's okay to say on social media i think we've got two things that are at play a political power play and a lack of faith in our fellow human to make their own decisions the former requires more time than what i've got here tonight one minute but know that collectivism is unamerican and i oppose it as to the second personally i have faith in my fellow american i think that they can excel and make good choices for themselves and their family i also know that they'll make mistakes we all do but we learn from them and we improve the next time around in america the individual is sovereign in but a very few select things that we delegate to government let's remember that so what we're seeing here in the mass debate is just another skirmish in the fight for individual liberty as the board you're lucky that you get to play a part in it i hope you'll choose liberty over statism [Applause] danny career i'm pretty sure i didn't do that name well i'm so sorry hello i want to say thank you for giving me an opportunity to speak tonight i'm actually going to be reading comments from a teacher who did not feel like they could speak tonight but feel strongly about the well-being being of our students these are the comments i have they have there have been multiple medical professionals coming to this meeting and doing work in the community offering their medical opinions in the fight against copenhagen i'm an educator here in columbus and my expertise is in knowing and understanding students every day myself along with 800 others are tasked with developing meaningful relationships with the students we teach it has been a joy and a blessing to see each of our students faces this year going back to school the feeling of complete normalcy is something that has been lacking over the 18 months and you can feel the difference it has made in our schools just as our medical professionals have voiced their opinions and their areas of expertise i can only offer my experience as it relates to the social emotional well-being of our students over the last 18 months i have received zero communications about a student having severe copin 19.
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want to draw everyone's attention to that because we concurrently right now in this moment we can fight the effort of the legislature to do just that with 208. uh and uh just to alert everyone that there are referendums and petitions going around to have in effect do just as the asba is recommending there as it relates to 208 that's probably all i can say on the topic here okay at this moment but if anyone's interested i've got petitions [Music] all right any other questions comments concerns anything regarding this agenda item it does say action discussion but there's really no action to take since there's no representative at the [Music] all right item 10 a this is just a first reading of revised policies so we saved you the the problem of having a second volume for our i think you're on the wrong agenda yeah oh first reading there's a revised agenda and we skipped on oh i thought that was the next oh no that's my fault i filed it i filed it incorrectly on this one yeah sure so what we have uh board members is a really quick summary you've got this document and it says on the top district capital that's for the current year 21 22 fiscal year and there's a website that i went on to five years ago the ninth or fifth or the fifth of august and there's about eight things you fill in there and this is the very first thing and i've heard that in the last couple years this has been a board signature and a board approval item it never used to be but again the school facilities board is extremely aware that involved districts make better decisions than uninvolved districts so there's five things on the capital plan you don't see all of them but you see the highlights here one is the adm projections two is is there a lot of growth in the district in residential developments or other developments three is are there sfp current projects going on that are funded new construction four is a locally funded project list and then number five is that we just have to bring it all to the board to look at it please consider it i'd just like to use an example that i was looking up some adm numbers this district back in 2018 had 2263 students at the 100th day 2262 right now we're projecting if we keep everyone 21.86 that's still a 77 student reduction so when i went through and we mr show and i reviewed these things adm was hovering around that 2200 plus 2200 minus for the next 20 years that's the projections that we put in so they're seeing that we're not a buckeye elementary school district back in 1999 1176 students by 2009 if we're seeing tremendous gross growth like buckeye elementary did sfd wants to know about it and kirtland's definitely the exception they're not getting at school because of growth they're getting at school because it built on a floodplain i talked to their business manager miss perria yeah she i'm not sure exactly she's a superintendent michelle perry okay so i met her at asbo and we talked for a minute but uh yeah they've been flooded several times it's got nothing to do with growth i think she said 84 86 somewhere like that but they just can't operate in that facility in that site so that's a very unusual situation for the school facilities board usually they don't get involved there's only four other schools in the state that are being replaced and fully funded by the sfd and none of them have this problem like located on floodplain it's all due to growth and deterioration of the current building so if you approve this tonight that then i'll take this document upload it to the school facilities support website and two of the ten items then require your approval one of them maintenance plan we're working on that as well and that we're used to signing and submitting to them and then there's other things like there's other things like there's making safe and space unused space in the classroom new square footage um excluded spaces and ryan we treat exclusives there's some bond questions that we don't have to worry about we've got an override language coming to you for an override so school facilities board wants to know it all so i'd appreciate it if you improve this capital it doesn't have a lot of information but it has to be approved i understand john i don't want an answer now you and i can get together later but when i review this he gave it to me last week uh why do these percentage changes bounce up and down you don't have to answer it now but with enrollment yeah with the adm well they all i can say is they they like it if you're aware enough to show some variation it's not based on it's not based on kindergarten numbers out there it's not based on the three-year-old growth rate or birth rate it's not based on that it's just based on a slight variation that's all if you look at these numbers out obviously you know it's stupid there's no consistency there they're showing like fiscal year 25 at five percent decline in abn and there's two more uh negatives and then that's the elementary school the high school know does the same thing uh i i just yeah i i have no idea the logic or the mask that they're using to create these tables thank you i'll make a motion for the approval first reading of the revised policies so back to my comments thank you sorry about that a little bit we saved you about 122 pages of paper uh by emailing you the full packet you should have received that email that had kind of a summary of each of the changes within each policy and along with the actual redline version of each policy so again this is the first reading we've already done it talks about the leading regulation jfca-rb that's already been done you did that um i believe at the last meeting and that's a regulation that can be done when one meeting uh but this is just i'm we're here to answer any questions concerns one of the things we're good this this is like this these are all the changes that have been developed in our policy based on changes in um that were done at the legislature in the spring so changes in state law filter down to our policies and the asba has analyzed the state law and recommended these changes based on the policy or based on the law changes in law so that's where it comes from but um we're going to be discussing some of these not all of them tomorrow in our district leadership team some of them um are important there's you can't suspend um not that we suspended a ton of kids at the you know uh at del rio and territorial but that's actually forbidden now there's some of that there's some um sex ed language um there's various things that we will discuss tomorrow that apply directly to the schools um some of the stuff applies to there's employee issues there's some driving issues some transportation issues there's some board issues on here um so um anyway here to answer any questions and if i don't know the answer we have until the next meeting to find them out any questions then let's move on to recommendations for early admission [Music] is i have nine parents who have filled out formal requests to do early admissions um they don't meet the cut-off date by august 31st to be five one is i'll be on september first and so we have a attend our jump start they all teachers screen them and then they come together they don't know who they already entrances are so that it's fair and it's not oh my gosh we're not taking them because we have to make and then we come together we review all the data and go over it out of the nine kiddos that requested early entrants most of them have done preschool as well they all nobody had any comments on them and the teachers recommendations were to take all nine of them at this time so for policy i come to you to ask for your approval to admit these nine kiddos just a real quick question i i noticed that two of the kids for the kids that had not attended preschool not necessarily our preschool but have attended other preschools oh okay so they were not shown on here so right so they've had the same preparation all the kids some have different i mean they're not through our preschool but a home co-op preschool or something um and so they've all been somewhere done something okay so they're all equivalent to their readiness for coming in and that's part of it um because our entrance we want to make sure that their academic level is high as well as their social and emotional and they're able to separate like i said none of these stood out and they all tested um in the higher average range for their abilities right now so i'm going to put a devil's advocate real quick if we didn't admit these kids would we still need another classroom okay yes and likely if we didn't pick these kids they'd probably go somewhere else um yeah they can go other places they don't have any intention okay any other questions i'll make a motion to approve the early kindergarten entrance for these students as policy all in favor all right all right thank you all right k through eight friday school plan for the 21-22 school year so we had a great summer school and it was very well attended kids got some good instruction we tried to catch those kids up that missed stuff during the school year last year but in talking with our with um our you know territorial del rio and heritage middle school principals we really decided we want to be more proactive and how we address that that falling behind academically and so instead of just waiting all year for kids to fall behind and then addressing it at summer school really the plan was is to and that you would approve tonight is to start early september we get these kids we bring them in on fridays um there'd be 20 different friday sessions out of the about 36 weeks that we have we don't do it before breaks holidays things like that so nothing where kids would parents would be imposed or really it would be a big deal um it's invitation only for those kids that really need it um not open to everybody we provide transportation um it would be 30 kids at each grade level and which is between 15 and 20 percent of the kids and we give them inspirational instruction to keep them up rather than let them fall behind and try to catch them up here it's likely that you know this would replace summer school that's the idea that we wouldn't need summer school for these kids if we do this it's something that we have done before and that we feel we've been successful with and this we have the funding to do this for sr3 it would go towards the 20 learning loss that we're required to do so assuming i don't know if you have anything else that you want to add or any of the principles want to add about friday school but i think this is a really i think it's a great idea you know it's pure coincidence i was listening to an npr program in the radio this weekend and it was talking about kids falling behind and that's exactly what the program is recommending it says you have to have during the school year these catch-up opportunities it's exact it's just ironic that this is exactly what john is talking about uh so clearly on the national level i think in this the same way that's a great idea i wouldn't expect anything less what's nice is it will have some time to do some assessments on between now and the time it starts so we'll be able to identify those kids early get them in early we can either you know if they get caught up they don't come back we can invite other kids so it's not they're not stuck the whole year if they get caught up and then we can invite do we do assessments periodically and so we'll know where they're at and invite other kids as as the openings i'll make a motion for the approval of the proposed k-8 friday school plan for the 21-22 school year a second any questions or comments i i just have one um summer school for the high school is likely going to be similar since it's a different situation it's a credit recovery type of situation so there would be no changes and so there still would be summer school for the high school would be re-evaluated whether it's necessary for kids motion on the floor any other questions or comments regarding that all right all in favor all right thank you okay we have an open enrollment exemption for our 10th grade student okay just just a warning if we want to talk about specifics about the student i believe the parents here so um she did a really good job about expressing her concerns in a letter that all you got what's in your packet as well but if you want to talk specifics about that student we want to move off to executive session but um if necessary but um we have a parent a family that actually moved into an area they thought was in the district turns out it's close but not in our school district the program that their child would attend is closed come to open enrollment the family owns property in chino valley because it has given proof that of um that they intend to move here and the family is requesting to um exempt the family or allow an exemption to open enrollment so that they can start their child here when they plan to move here soon my concern was a transportation issue we don't have the resources to transport i believe the mom has expressed that she is willing to transport her child um and then once they move the family moves the chino valley that would be revisited so before discussion does anyone want to go to the executive session i'm going to say yeah does anyone feel the need to go to executives unless there's any any general questions that we won't get specific about the family um welcome hey you're welcome well that was easy so you'll be expecting her tomorrow all right everyone have a fantastic month thank next time [Music]
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so there's legal reference i thought on the last one there was yeah i'll have to pull it well for the next month i'll have this i'll have some recommended changes for you and then we can kind of hash that out at that point too now that i kind of know what we're after i almost think this would be a separate agenda item too yeah i agree all right anybody have any other questions on any other policies okay please have a motion to prove on first reading 107 press 107. the board policy update on first reading motion second lorna vivian yes uh next item real quick is a student registration update just for any parents that are listening to this out there if you've got uh students we need to register we're probably uh i got noticed from the secretaries this afternoon i think we are i would say roughly uh 80 to 85 percent registered so we still have 15 to 20 percent that are not on average so that it does cause us some issues going into uh regis going into his last two weeks because we're trying to make sure we have class sizes and everything nailed down but uh we're not in too bad of shape but kindergarten's still a little light kindergarten we're and that's still a little light but uh hoping to get that at least to 170.
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however i receive more calls emails and personal communications with students parents and counselors about students struggling with their mental health than all of my other years teaching combined conversations with students advocating for themselves telling me that they do not feel like themselves and they just need more time to finish assignments emails from parents about how their child is struggling and cannot seem to get anything accomplished at school and calls from counselors informing me of when a student would be returning to school from a suicide attempt offering strategies make their return to make their return easier i know that student mental health doesn't fit neatly into a chart of per 100 000 cases but the impact is and will continue to be far greater on our students than that of copa19 normalcy is once again being threatened and my heart breaks for my students i have to see the disappointment on their faces as they re-enter the building with mass on the small amount of normalcy we are so looking forward to is being taken away again by science that is murky at best teachers know what a school feels like when the energy is sucked from it something demoralizing or tragic happening while putting students back in mass may or may not protect students from coba 19 it will 100 percent negatively affect their mental health of many of our students if this policy has changed you as a school board are actively hurting many of our students i am begging you to please reconsider unless you have a case so strong infallible in every aspect to be what is best for the whole student thank you thank you noelle taylor oh it's noel i'm sorry that's my granddaughter's name sorry hello yes okay as long as i get called to dinner i'm good all right um i'm dr noel taylor i've been in practice here in columbus since 1995.
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so which ver could easily happen in the next two weeks but all right last item is curriculum instruction updates uh dr king and dr hetrovitz are going to start this one off sorry okay can you hear me okay these slides are also in your packet yes okay so thank you so much for giving us more of your time it feels like every week we've got a new update for you but that's very exciting hopefully we won't um bore you to death but i think some of the work happening in the district is very um i'll use dr king's word cutting edge so we wanted to spend some time tonight though just kind of going over some things that you may already be aware of but some things that you may not be aware of a lot has happened despite the pandemic so dr king and i and the principals have been working extensively on systems and improving various practices that have been either implemented or introduced so the purpose of tonight's work is to talk to you a little bit about the curricular work that's been going on that i've already discussed with you briefly standards-based grading and reporting mtss which stands for multi-tiered systems of support steps moving forward so you know what to expect and then we'll take questions all right so as i've already explained in previous board meetings the work that we've been doing and i kind of wanted to take a step back because i i thought to myself i never really explained even the history of the curricular work that's happened in the district dating back to when common core illinois state standards were actually introduced to school districts so just as an aside um in 2010 common core standards came out and with that obviously it was brand new to all districts but one of the things that changed the work that teachers do is that the common core standards are extremely specific and there's a lot more focus to them than previous illinois standards so i don't want you to think that we're redoing work that's already been done the fact of the matter is as we as a district didn't have resources in place to really attack the common core that we weighed that we needed to in 2010 and up until today so the work that i talked to you about is actually work that has been a long time coming and um with mr gold on board he's really enabled us to make steps to implement the common core the way that it was intended so i just wanted to say that to start so when i talk about reviewing you know priority standards content and courses it's all in light of our new standards and so we've done a lot with reviewing like i said standards we're talking about modifying courses um disciplinary content and then getting vertical alignment throughout the district so on the next slide you can see all of the work that's happened specific to all of the the disciplines but specifically to middle school is kind of where i was speaking to on this slide and i'll get into that in a minute but please know that all of the work that's happening here with math um science ela and social studies and all the electives and specials those are also focus points at the elementary and primary building so when we go over this slide there's a lot there if you have questions please ask i really don't want to talk at you all night but i want you to know that every subject area has undergone an extensive review and we've analyzed how we can improve in every single domain so when we talk about curricular work we're not talking about just our ela classrooms we're talking about an entire system that we've reworked in the past couple months one of the big points that you've heard about in the community is standards-based grading and reporting if you want to call it that and really what we want to do tonight is talk to you not about what we are going to continue to do with standards-based grading we want to talk to you about what's already been done and then any changes or things that might be tweaked along the way this year especially at the middle school and at the primary elementary buildings but specifically at middle school so we know standards-based grading is a great it's a great thing i'm not going to stand here and tell you that it's not it really puts the the onus of learning back on students and you know teachers always have the goal of delivering information and having students retain it but standards-based grading really helps students take ownership of their learning um it's a better accurate measurement of learning so again specific to the common core and what those standards are asking our students to know and be able to do by the end of a grade level so it's great stuff we have a slide here if you want to take a look at it it's a student's perspective of a successful standards-based grading rollout i put in the presentation also for you what a traditional report card looks like i think we all know what that looks like we grew up with systems that would produce traditional report cards for our learning and then i wanted to set that next to a standards based report card so when you look at math on this slide when i talk about breaking standards down into targets and objectives this is how specific it might look on a standards-based report card so when you get your child's report card or community members their students come home and they want to know what they need to work on specifically it this a report card like this is going to give parents that information so if a student like for an example the student here in this example got a 2 for i can estimate the answers of number sentences so as a parent you know you can go to your child's teacher and say wow i saw my child has a two and this specific skill what can i do at home when i was a teacher i had parents coming to me all the time what can i do to help my child do better in mathematics well that's a loaded question because there's so many standards and targets that we are responsible for without a reporting system like this it's very hard to give that feedback unless you've got all the students work sitting in front of you so these are just some some items for you to take a look at the next few slides again are not to talk about what we're going to do this year i just want you to be aware of the work that was done previously many of you are already aware but these are some of the practices that were implemented um we've we've had lots of conversations with parents about these things already but i want them there as just documentation that we know what's been done and dr king and i also know what needs to improve we have been talking to staff to students to parents about the way that the standards-based rollout was done specifically at the middle school and we have very very focused ways of improving what's been done and dr king threw this slide in here i don't know how to say it besides we need to stop building the plane while we're flying it and essentially that's what happened this past year but our goal is to get the wheels on the plane so we can land it effectively make sure the motor is running make sure anybody you know i guess dr king and i would be the people in the car right now anybody working on our planes is is dedicated and committed to the work which we are um but this is just our way of saying we're going to put a pause on many of the things that have been done and we will be fixing and cleaning up and clarifying and then we hope to roll out a full successful standards-based grading system for next school year i say that we hope because we want to make sure that we're ready we want to make sure that the plane is functioning properly and that might take until the end of this year for us to determine that and there's a good chance that we will that we'll be ready but we just we want to be very thoughtful and purposeful in our work this year and make sure that our staff feels ready as well so dr king's been working a lot on mtss and this all ties in so i'm going to let her take over when do you want us to ask questions if you would like do you want to ask them now i just mine is about the standards-based grading sure yep um so so this is not being implemented this year correct or it is no it's not you'll the students will receive a stand like this that the grading system that was night um 1920 school year will be back into effect while our we have time so a couple of the things that dr hetchwitz was talking about in the slides that you have we need to answer some questions to before it can be implemented moving forward we need to be able to answer some questions for not only our families which we have a plan to have quite ongoing infra like meetings with families they call them town halls so we'll have that but just more open forum where we can help people understand the purpose of standards face grading but internally we need there's in order for mtss to work well there's some questions that haven't been answered yet that we need to be able to answer before we can move forward so students will be receiving the abcd grades that they've experienced in the past thus we have informed our staff that it's we will take this school year to finish the rollout that was started so it's complete like i said there's pieces that aren't complete yet that have to be finished um before before you roll this out okay and when you say full roll out do you mean all levels of education are you talking about a group first do you want to stay sure ideally we'd love for the entire district to go at once but i'll be honest the elementary and primary teachers have made a lot of progress this year with english language arts and math but we need to shore up science and social studies and so without overworking and over stressing our teachers to make something go when we can easily kind of hang back and just again make sure we're completely prepared we might need a little extra time and that rollout might just happen here at middle school because all of the teachers here at middle school have received the same training and will continue to so the issue that we ran into this year was with the pandemic we had two wonderful coordinators from the regional office of education working with our primary and elementary staff but we were only able to get really solid starts um and progress made on english language arts and math so we just need to make sure we're ready for science and social studies and i'll be honest i don't know how that's going to look because this is a process and we know where we want to get but we just need to be thoughtful and i don't see any issue with rushing i don't i don't see why we would want to rush something like this so then when you say um pause so then they're not going to be doing any of that training this year the elementary and primary teachers will continue all of the background work i guess you can call it all the work happening you know behind the stage curtain is still going to continue it's just that the report cards that go home will not be changed unless we're completely ready so when we talk about grading and practices those are the things that we're putting we're putting steps and practices in place in order for teachers to adjust what they're doing in the classroom and make standards-based grading work the reporting side is what you see as a middle school parent on skyward or the report cards that come home for primary and elementary and we cannot possibly change the primary and elementary report card until all of this is shored up so that'll be our very last step it's not going to be a surprise to anyone and everyone like dr king said will understand the purpose and the benefits and so the principals have been working really hard um to gather some resources to put those in newsletters and then we'll continue to have meetings with parents to discuss then i have one more question on the rubric that you have here is this um just a current sample or is it going to be out of a four-point system and then second to that is grant ready to take to interpret our grading system into their question so um we can i'll speak to start with grant and then go backward um so grant is actually like they're in the process of readjusting their system they don't call it standards-based grading but it's the equivalent to that so the answer is yes they will have a system in place and we're talking quite regularly with them um about this and some of the antecedent to why we're pausing and with a pause is middle school because we rolled it out and we are pausing that roll out we're we're taking a step backward to fix some of the things weren't finished yet great work just needs some finishing but it was that conversation with the high school that we found that there are systemic concerns that we need to address which is why part of when we look at that four point scale which i believe we we're still needed we need those are things we need to figure out so we can't answer we have pockets where we can't answer that even in this building how that scale works so i don't i wouldn't say that we can tell you is it going to be out of this scale or that skill because that that is also something that needs to be clarified before we move forward also and so the pause that i like the middle school to do and that works we are doing is there's this part of like catch-up and like with the rest of the district so the fact that the elementary and primary might be a little bit farther behind in some pieces but farther ahead in others and so we have an opportunity here that dr hetrovitz and i and the rest of the building leaders that we want to take advantage of there are pockets that have experience and can answer some of these questions across the district and across the campus um and then there are other places that we that the inverse will be like we can be the experts and help pull our colleagues along so we need the whole district to be in a spot in order for us to identify what students know well and what they need support in i can't answer that in many cases because some of the questions you're just right now asking we can't answer them clearly and so until we can answer that clearly across the district we're really tr we're flying a plane while we're building it which is i would say the poorest adage public ed gets away with thank you mm-hmm okay that's good um so so something like the foundation theories of like not grading homework um are we going back to grading homework then okay absolutely so for us at least at the middle school what i can tell you is um if we're going to assign something this is part of things that we didn't finish yet i'm going to keep saying yep because i do not my staff i talked to them i put a video out last week and i've talked to my leadership team i don't want them to think that i'm discrediting the hard work that they have done it's tremendous work it's excellent work and we will be doing this just not this year but that to answer that question students should still be held if we're going to sign something it means we value it enough that we're giving you an assignment to do and so therefore it needs to count and so we have this idea here that zeros aren't committed well they're not permitted because we're still expecting the student to finish it and so some of the things we're going to have in place when we have this policy in other districts we want to have that here we're assigning something in a homework for example or class work saying a zero isn't permitted it's because you're going to stay after with me on tuesday during homework call to finish it or i had students with me on a friday afternoon and they sat with me and they finished on a friday or they came with me on saturday and we'd set it for four hours and we'd finish it the zeros aren't permitted because i'm not going to let you not do the work because the work is that important if it's not important i'm not going to let teachers assign it so i think some in some of these spaces we've we've gotten our wires crossed about like how we assign work and prioritize it and so that piece it may it's going to go under formative practice but it counts it all counts because if my teachers are assigned it it's because they believe it's important and i when i've talked to families during these meet and greets i i would say that many of them they feel like their students are like they've kind of given up on certain things i don't care well it's because we've given them permission not to care and so we're going to we're going to reinfuse that and so if students want to not do their work during the day they can see me on saturday for four hours and we can get it caught up then or after on friday or tuesday we'll become best friends um so those are some of the things that weren't finished yet other pieces when i talk about mtss if i'm supposed to be able to try to find my 80 to 85 percent of students right now we have an 80 20 philosophy the trick with that that we didn't finish yet and that we are working on uh talking to we're going to talk to our department heads and billing leadership team for this building that'll be ironed out for the elementary and primary already but when when we don't have a ratio there should be if you have an 80 20 there should be a ratio of the number of that 20 percent to offset the 80 percent because what ends up happening i could go forward and try to find 80 of my students who are meeting across but if they did really poorly on one assign that 180 percent the 20 doesn't make up for that difference unless there's a ratio there to offset it so what ends up happening ultimately in mtss i may be capturing kids i shouldn't be capturing for tier two or tier three simply because we haven't solidified the ratio between like minimums and maximums for um summative and formative and if i'm getting too nitty-gritty i'm just afraid you're going to ask a question about it or you're going to ask a question i'm trying to anticipate um but those are some of the things that we need to think about and we didn't get there yet and we will this year and so part of our pd to ensure that all of our staff are ready we've got extra staff at the middle school we've got differentiation in all of our classrooms for mtss and dr hetrowitz and dr pittman and then even the principals we've got a really stellar pd plant literally job embedded for the entire school year like i can tell you what dr hechovich is planned for the whole school year but i can say when i'm in this building when i'm in those buildings supporting with mtss like it's we we know our marching orders and it's job embedded pd like we've got a plan this year and we're really gonna do the best we can to execute on what is a really good system and a a really good idea we just need the middle school needed time to finish it so you're right i do have a question actually there's several but i'm hoping they're really quick questions okay so you talk about going back to the 19-20 school year grading policy and back then and i saw this kind of in the deck we had that whole 80 20 80 20 formative 80 summative which led to several issues in classrooms where some instructors were giving literally one four question tests for the entire summative so you basically were forcing the kids if they don't get everything right they're going to get a c or below because there's no other physical way are we setting any standard for how much they need to give for summative informative work to ensure there's enough opportunity for grading yes so sorry if i didn't clarify that so absolutely so dr hetch of us have an immediate we were meeting with our staff here because this is the space that is happening most often in this building um and we that already came up in the blt in my department head meeting last week i took them on a retreat we're going to set up at department level so it won't be by grade but it's going to be by departments because science may have fewer summatives or fewer formatives for example but there will be a ratio a minimum and a maximum by department for every every subject area that we will create a matrix we've talked about this and present it to families but i need time to talk that will it will go into effect starting like the start of the school year but we need time to meet with the team to kind of like what is a reasonable like i want to talk to the experts what is a reasonable minimum and maximum and they're not going it's not going to be a choice we in order for mtss to work i have to have a minimum a maximum to offset that very what you just talked about like that that was the p that's a big piece of the framework that we didn't have in place last year and so students are being penalized or put they would be captured for tier two when they have no business being in needing an enrichment for example so that was question one by the way yes would have worked just as well you could have just said yes and moved on uh question two and this goes back to beforehand when you took an exam for example the student and 85 was in 85 and last year somehow we got into this policy where an 85 was just an eight which rounded everything down are we going back to if you get a grade on an exam that's your grade are we still keeping the whole round again yes that was in an effort to try to fix what you were talking about ash like that was we hadn't finished that that process yet okay the third one i think is really an easy question i hope uh technology wise we use skyward for reporting now going forward with whatever you end up doing whether it's that four three two one or whatever you figure does their technology support other ways of grading well either way so we've talked a little bit about otis the management system that we're introduced and again this is new to staff so we can't expect them to be using this with a hundred percent accuracy this year so a lot of training is going to happen this year on otis and so what they have available to them is um a system that where we can build rubrics in their system and then all of the assessments that are given to students get run through that system so it's parent facing i know some parents actually accessed it this past year um and so parents can look at any time and see how their student performed and to add to your question about the eight points or the ten points or whatever most systems i'm going to say most i'm not going to say this is what we're going to do but most standards-based systems are four-point scales um and so our staff is familiar with this because the pd that we just did this last year was focused on developing four-point scales and four-point rubrics and so we as a as a staff as a whole staff district-wide and then specifically at the middle school we'll need to be talking about how when you enter a grade into otis um and you can use the decaying average so that the most recent learning is the one that has the most weight um and so those are all things again that we need to clean up and have common understandings developed amongst our staff otherwise you get mass confusion so then in that case you'd be able to receive threes for 75 percent of the year because you're not exceeding proficiencies but then at the end of the year still finish with a four correct yeah yes yes is the i guess part of the concern that i would always hear from my kids was that they could get everything right on a test and only get meats because they didn't put any of the extra stuff in there but they get it they get their summative and they get it graded everything all of the answers are correct but they only got a meats now how how is that the general philosophy of this or no so part of the issue this year well two things but part of the issue with that this year is that when teachers were using specific assessments didn't necessarily have standards tied to each item on that task or the assessment so when we looked at how performance was happening on standards there wasn't a way for a teacher to determine how a student was performing on a specific standard because we hadn't tied our assessments back to our standards so in the system of otis we're able to assign items on assessments with uh tags to standards so every time you put a standard on an assessment um it gets counted i guess you would say in the otis system and the child is getting credit for every time they come into contact with that standard so the teachers were using like an overall performance so they didn't go above and beyond or here's one question that they didn't give more information on but we are going to create our assessments to ensure that there are many opportunities for students to show mastery on an assessment with one specific standard does that make sense yes now will that allow otis allow for the rubrics and this everything to be more specific and consistent amongst vertically and horizontally absolutely yes okay yeah and it'll be very like face like outwardly facing and internally facing so you will see just as just how frequent your student is coming contact with certain supporting standards and certain standards so you'll be able to see are they getting more threes out of four um than than in other instances and that will be like going back to what doctor hechovich was talking about earlier when the family asks well how can i support my student they'll be able to actually see in real time some of the areas whether that student needs enrichment or intervention they'll be able to see it live yeah i just think as long as i think it's great you guys are taking a pause and take a look at it and able to be a little more consistent with this and so we don't have the backlash we got last year um but i i think that as long as families are aware of what their child needs to get a like a four or whatever the highest grade ends up being as long as parents are know that and the child knows that i think that it's a win-win situation so it sounds i mean looking at the report card that you put an example in here i mean this would have been great it's very it reminded me actually of the primary elementary report cards yes our report card at that level just it lends itself to more of a standard base so that'll be an easier push when the time comes yeah but i think i don't want to speak for everybody but i think i would like to hear this again when you guys are ready to roll it out before we give it to all the families um just so we can kind of warm you up for the questions you're gonna yeah and our hope is that i mean that we would be actually talking with the families throughout this year yeah because we don't want any surprises no i think that's great i did have one last question and uh and i don't know if you'll have an answer for this one yet so it's okay if you don't but going back to the sample you gave that sample report and i know that you guys you still haven't come up with a numbering system yet but my only concern i still have with this and this is something i had last year is if we start saying that meets expectations of three in this example here and then kids who are going to high school and thinking about college start thinking about the standard four-point scale where if you've got all threes it sounds great you're meeting expectations but in the old way the mentality of all threes were not really as good because people were always told you need to get fours or better if you want to go to a good college how are we going to set that mental expectation that all threes means that when you get to high school you you know if you're aiming for all threes you may not be getting into any good school with that right now having not gone through the process myself what i can say to that is i think this year part of the problem was students didn't know how to even get a four if they were told how to get a four it was a it was sort of a halfway developed definition of by the teacher themselves and it wasn't a systemic understanding so when we talk about like rubrics and that scale when you look at the four on the rubric that rubric is going to be handed to a child and it's going to be very specific so the the the discussion about points and grades we're trying to move away from that because if a student decides that they want to show the highest level of learning on a standard we need to make sure we're really specific and clear and that student will know exactly what to do and so all i can say is we have to develop our systems with all of our courses to make sure that that teacher and student clarity piece is there and we're even doing this at the elementary and primary level so when we talk about an elementary level you know math standard we're developing not only what we know as a prerequisite skill but what's going to come after that student shows proficiency on the standard two so a teacher is going to know exactly how to even challenge them into the great next grade level if that's what their child needs so i don't i can't give you a wonderful answer on that but i can i can tell you that it's going to be basically teacher and student clarity about the learning goals and i'd also add that i think we can talk to our neighboring districts that are doing this successfully often and that they're still having students that are being accepted into not only local colleges but also the colleges of their choice that may be outside of illinois so this is occurring in not just other middle primary middle districts it's also happening at high schools and so how are they getting their students to not just settle for d for diploma or b for meats or whatever it like how are we pushing that that that is i would say a mindset piece that we can ask and see how are you doing that in your district because that's the language we want to use to ensure our students are ivy lee right ivy lee ready if they want to be grant is using stevenson as a model right now so they're they just they just got a new curriculum director and um i think we're going to see a lot of movement in their district that's just my personal prediction and more of toward this model um they call it evidence-based grading we call it standards-based grading but grant is looking at the same system so one of the things that i thought might be helpful to you as parents and community members is instead of asking your child did you do your homework or did you study for your test you can really hold them accountable to their learning a little bit more even this year based on all the work that we've done our staff is using a completely different language it's a completely different vocabulary when talking about student learning so just some suggestions is you know what standards are you proficient in what standards are you struggling with is there anything that you think you might contact your teacher and ask for a second chance to demonstrate learning um so based on the work we've already done those are just some questions for you and then moving forward all of this work um one thing that we didn't talk about that's going to take place is the this idea of inter-rater reliability with assessments so it's not only a matter of getting the assessments developed and tied to standards but educators need to be able to sit next to each other and look at models of student work or look at assessments that have been taken and talk together about what grade or what level of proficiency they would assign to that student if we have teacher a saying well that looks like a 3 to me and teacher b is going well that looks like a 2.
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and uh i have several people pressuring me to make comments this evening and i've handed that off to somebody else so i'm going to make my own we've already heard in great detail how wonderfully masks work so i'm going to quote dr anthony falci march 8 2020 who says right now in the united states people should not be walking around with masks there's no reason to be walking around with the mask when you're in the middle of an outbreak wearing a mask might make people feel a little bit better and it might even block a droplet or two but it's not providing the protection that people think that it is and often there are unintended consequences now think of kids when you hear this next part people keep fiddling with the mask and they keep touching their face that's an unintended consequence dr ramon ofkowski a cardiologist in washington at a senate hearing in december of 2020 testified under oath masks do not work the wall street journal reported in november 11 of 2020 the projected number of lives saved in the implied case for mask mandate are based on a faulty statistic dr paul alexander a canadian epidemiologist wrote surgical and cloth masks used as their currently are have absolutely no impact on controlling the transmission of covid19 virus and current evidence implies that face masks can actually be harmful roger w coops a phd in chemistry from the university of california writes a mask and that term usually refers to either a surgical mask or an n95 mask has no benefit in the general population and is only useful in controlled settings and finally new england journal of medicine may 21 2020 said we know that wearing a mask outside of health care facilities offers little if any protection from infection let's see 46 seconds i guess i'd better wrap it up um you already have received by email the transcript of something that was presented on youtube which by the way has already been taken down so your transcripts are now worth a lot more dr dan stock in mccordsville indiana spoke at the uh shoot mount vernon mount vernon thank you board meeting last night and made some very good points the bottom line is you cannot stop the spread you cannot make these numbers that you've planned to get better by doing any of the things you're doing the cdc and the nih are prevent presenting information that is counter factual and it is simply sad that you have chosen to follow the cdc and indiana what is it called board of health guidelines because those guidelines are counter factual i hope that gives you some information if you would like dr stock's stuff in writing paper rather than email i've got that available thank you very much thank you alrighty anna i'm sorry thank you can you hear me okay yes could you clarify your name i'm sorry that's he's actually said it correctly anna denoyer oh wow all right thanks thank you um i'm a parent to elementary age children at bcsc my children are not able to be vaccinated yet i am vaccinated but i'm wearing a mask to protect my unvaccinated children the elementary school age population is unvaccinated and not by choice and we as a community have a responsibility to protect our vulnerable members including children students in the elementary school successfully wore face coverings last year and i understand that there were some students for which this posed some challenges the vast the vast majority of the elementary population had a great year and most of the time did not seem that they minded being masked as an added benefit the face coverings with face coverings the children were much less likely to catch other illnesses and missed fewer school days as a result with such low vaccination numbers in bartholomew county and with today's numbers rising the indianapolis star reported 350 new cases today in the state within the schools since opened i'm kindly requesting that the board considers requiring masks at the elementary age level for the for those kids that do not have the option to be vaccinated the benefits simply outweigh the negatives there have been studies that have shown that long covet and children prevent cause some learning issues brain fog things like that and what we're doing we're by by sending our kids in it's it's conducting a real life science experiment where we're placing unmasked kids together and enclosed buildings in the height of a pandemic i think one thing that we can all agree on here is that no one wants to go virtual again i think that's there's a lot of different opinions but i think that's one that everyone here can agree on all i'm asking for is to put masks on kids in the elementary age level until they can have a vaccine it's just a couple of months and it's just a piece of cloth thank you amanda deinfeld hello i'm amanda dornfeld i'm a physician here in columbus indiana for the past 14 years except when i was in new zealand for the last 18 months but i'm back i'm here to speak in supportive masks and i'll keep it very short and sweet because there have been excellent points made by my colleagues but i just want to keep my kids in school and i'm a mother to three kids in bcsc schools at elementary middle in high school and i think our best chance of that is to keep our kids protected with masks yes i understand the parental choice but as one of the other parents said and healthcare providers said a mask your my mask only protects you it doesn't really protect me and so we all need to be masked to have the safest environment and so to keep our kids from being quarantined and to keep my kids in school and your kids and all of our kids safe i think it's best to have the masks and i think it was a great analogy of the pee in the in the pool we all have to breathe the same air it's really inconvenient but it's a pandemic this is not a normal time so thank you for your consideration this is a really hard decision and lots of commentary so thank you thank you natasha singh oh i'm sorry i've just natasha singh here okay if she returns will remember bring back the end all right page two amy london [Laughter] good evening um first of all let me i just want to say congratulations to peggy myers i know she left already but as a life skills teacher myself for the last 22 years i wish i could be half the teacher that peggy is she is amazing so again she's a great great choice for that award i just want to share a few things with you because i know we've had lots of people speak cea and bcsc admin we accomplished a lot over the summer so some good notes to start on uh we now have a certified staff handbook we collaborated on the strategic plan we began informal bargaining had formal discussion and we started working with our new superintendent of human resources so as president i appreciate all that a collaboration yesterday i shared results of a survey that our cea members a small group of our caa members took with the board and with admin so you could see how that group of teachers felt about our reopening plan and the biggest concern they had obviously were masks and according to the data from those members that filled those out they were more comfortable if everyone was wearing a mask in the school buildings at bcsc well i'm not going to share the rest of the results with you because i know we have lots of time what i do want to share with you is that with any changes no matter how you vote this evening to our reopening plan ca wants to work with you to find the best solution for kids all teachers members are not and we'd like to do that as soon as possible so whether that be an emergency discussion meeting that we need to have soon but we would like to do that and i also would like to invite a member of the board to come and be a part of that as well since this is such an important subject to our whole community we're putting a list of questions together that members have things like are we going back to bridge what happens if i have to quarantine as a teacher so we'll share those with you so that we can work on that together i also want to thank admin for being consistent with meeting us with us for discussion and sharing information i think sharing information is the best way that we can reduce the stress of everyone teachers students parents everybody included um but i also think and i think someone said i heard someone say this earlier too no matter what we you choose to do tonight somebody's going to be happy somebody's going to be upset but the one consistent thing we have is tomorrow morning i'm going to get up and go to work as a teacher my own two kids are going to go to school thousands of kids are going to show up at school bus drivers are going to be there custodians are going to be there but we have to remember we all have a common goal we want everybody to be safe so cea would like to work with you to do that together so i look forward to talking to you more about that and scheduling hopefully some sort of a discussion meeting to talk about our plan thank you thank you tamiya oreo good evening i'm tammy iorio i'm a pediatrician in columbus and i've been working here for about 20 years i'm also a parent of two current bcsc students and two students who have already graduated from bcsc i don't want to repeat what's already been said but i do want to share what's happening in the world of pediatrics last year as many people have commented there was very little effect on children in general from coveted illness there were some rare complications something called misc that you might have heard of in the news but in general covid in children was very mild this year appears to be different so this is not just a conversation about what happens with elderly family members and neighbors or high-risk individuals kids are being affected with the delta variant i can say in the past four days in my office i know of at least five patients in our practice who tested positive for covid these patients ranged in age from two months to 20 years so really the entire range of ages that i would ever care for is it true that this is still much more of a mild illness in children i think some of that remains to be seen however there are many more kids in the hospital already lately than there were last year and i want to broaden the conversation beyond columbus even though the point was made that we want to talk about our own community and say that i contacted some colleagues who work in indianapolis at riley hospital and at peyton manning hospital for children these children's hospitals are full the indianapolis children's hospitals are full and it's august and that's not normal for pediatrics that's this is relevant though because this is where our kids go when they get really sick we don't have pediatric sub-specialists in columbus so if our children need specialized care from pediatric heart doctors pediatric surgeons pediatric cancer care they go to riley not all of the children who are in the hospital in indianapolis have covet but some of them do and we want our kids to be able to get the care they need we want all children to get that and when emergency rooms are full and children are spending the night there because they can't get an icu bed because there's so much respiratory illness including covet that does affect us here even if we're talking about indianapolis so the fact that we didn't see a lot of serious disease in children last year before delta doesn't protect us this year and it means we need to be we need to reevaluate the situation many parents and children don't like masks i get it we've been wearing them non-stop all day long for 18 months but many children are fine i see 20 to 30 children in my office every day we ask those over three to wear masks and they do not all have a problem with this i'm very grateful for the families who are willing to work with us and encourage their children to wear masks as i shared last month there were things we saw last winter in a busy pediatric practice like mental health issues including anxiety and depression as the speaker before commented none of that that we saw was due to wearing masks the anxiety and depression that we saw was related to stress at home stress not being in school so we also did not see a single demonstratable health problem that we can attribute to a mask so we the physicians nurse practitioners who are all here are not here because we have a personal or political agenda we're here because we care about the children and the families in this community thank you thank you lindsey anderson i'm sorry lindsay anderson hi there i'm lindsey anderson i'm an internal medicine physician with columbus regional health and i'm here to advocate for universal masking at our schools i've cared for dozens of patients with covet over the last year and a half many of whom still struggle with respiratory cardiac and neurologic complications i've grieved with patients who lost husbands wives parents and grandparents due to covid i've been asked by my colleagues to help care for sick inpatients when the hospital was overflowing and the doctors were getting infected and unable to work i don't think many people realize that there are limited resources when it comes to health care there are only so many beds in our hospital and when they're full you have to be transferred out there are only so many doctors nurses respiratory therapists and other critical members of our team when they get sick and have to call in to work the hospital can't operate the problem is the hospitals around us are filling up too this means if your child breaks his arm has an allergic reaction to peanut butter needs stitches or you have a heart attack get in a car accident or need emergency surgery you simply cannot get the care you would have prior to covid we all take for granted that if we or members of our family need health care we'll get it unfortunately that's simply not the case in the middle of this pandemic our local health care system has seen a strain on its resources like never before universal masking in schools will help avoid this most importantly i'm a terrified mother to two young children who are not old enough to be vaccinated against covid we know that the delta variant is nearly twice as contagious as prior variants we know that the number of children hospitalized due to covet has increased significantly just over the past few weeks the previous belief that children are not affected by covet is simply no longer true i'm asking you to follow the guidance given to us by the cdc aap state department of health community task force and our local medical staff all agree that universal masking will help contain the virus and will help protect our most vulnerable we already have policies in our schools around weapons immunizations bullying and many others all of these are in place to keep our students and staff safe students and staff don't get to choose to bring a weapon in school because these policies acknowledge that the decision of one student can detrimentally impact another student's life universal masking is no different thank you for giving me the opportunity to express my opinions today i'm hopeful that our community can come together and do what's right for each other even when it feels uncomfortable thank you tara hurwitz great question tara hurwitz h e r awesome superintendent roberts president chad and members of the board i urge you to make face masks mandatory in all bcsc elementary schools since july 19 2021 when the board last approved the current policy cases have increased by over five thousand percent we're now in the highest risk category and over a quarter of positive cases involve children under the age of 12.
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that's a problem because then we're still going to have inconsistencies so that's just yet another learning opportunity that we need to provide for our teachers and um one more thing to add to the the list of things that we'll be doing this year in addition to the rubrics and making sure our assessments are quality so um we already talked about means and we'll we'll talk more about how we'll be calculating grades in the future um but at this point do you have any other questions you know we talked a lot about some pretty heavy topics i can't reiterate enough how uh how important this work is and how good how good of a job they've done and kind of pulling things together not just dr hetcheves and dr king the whole group of administrators really have teamed up with this and uh but but dr petrovitz and dr king are definitely leading the charge on this so it's it's good good work yes item of business i won't talk your ear off i promise we've received and this is just general observations of me being here for nine years i think it is now we as a principal i got questions about spelling instruction and obviously spelling is something we need to teach it's in the illinois state standards common core state standards whatever you like to call it it's very vague i think sometimes spelling gets overlooked and i just the the research is there it tells us that students don't learn to spell by memorizing words so those of us who were given a list of words on monday and tested on a friday our teachers weren't really doing much for us in the way of developing our spelling skills so really the focus now and the focus for a while has been on students depending on reading level it really depends on reading level a lot of the times they're all functioning in different stages of spelling development and the only way for us to differentiate and push them along is to assess and see where they're at with spelling and word study word knowledge and use that information to provide differentiated instruction in spelling so that students are more focused on patterns and words and they can apply those patterns when they see them in their reading they can they know when to use them in their writing so i put in some charts a chart there for you so you can see just an example of some of the stages of spelling that students actually go through and so this year we will be using the developmental spelling inventory by donald bear and teachers will be giving that to students at the very beginning of the year we're going to teach them how to assess how to grade if you will that spelling test how to find a student's developmental spelling level and then how to implement differential differentiated spelling instruction for small groups if not individuals so i used to teach first grade and i did this it was probably one of the most helpful useful assessments i could have possibly given to my first graders and second graders and i think parents were really excited because certain students were coming home with lists with words with greek and latin roots some parents you know they were happy to provide support for their children who were just learning vowel pairs um so that all will be addressed so if you hear big hello doesn't teach spelling please know that we are it's going to most likely take place during uh the guided reading blocks that teachers will be doing because like i said spelling level often correlates with reading level so often times when we assess students reading levels we see similar spelling abilities so any questions about that what grade levels will it be this will be grades one through four what about my sixth grader who can't spell so it's in the standards our sixth grade ela teachers still are responsible for teaching usually the instruction with spelling um comes in the form of like a writer's workshop where a child's getting feedback on a written piece and it might just be a circle like check the spelling here um you know here's some tools you can use to do your own spell check um so hopefully what we hope is by sixth grade students have very strong skills in place already um so for example again the greek and latin roots um affixes suffixes the idea that you know root words can be kind of um blanketed across you know many different words with that same root so we hope by then they've already got the skills especially after being given differentiated instruction and spelling but um usually sixth grade eighth grade seventh grade teachers will be providing feedback um and helping students find tools at that point to help them with their spelling or if they're extremely you know if they're struggling could take these resources up to the sixth grade level as well but that would probably be and more when we talk about mtss that would be something that would be addressed um as an additional support for a child in middle school all right the next item is the budget anybody have questions on the tentative budget i can run [Music] thank you no you're good um just a couple things on the budget uh this is a tentative budget next board meeting we'll have a hearing and we'll have some things finalized in here i don't have uh a grasp yet of the uh health insurance benefits we're just finished open enrollment and that so by the september board meeting i'll have all of that in here attack right now it's just my best guess um uh so i i think that uh the time can be spent better at the next meeting i can give you really details on or really deep details on the specific numbers uh this this tentative budget is a is looks solid we did get uh extra state funding that i did not anticipate so that was a that was a definite positive so it looks to me like if you look at the budget right now it's going to show in the education fund it'll show a uh anticipated deficit of one million seven hundred seventy four thousand and um with the total total expenses at nineteen million one hundred twenty five thousand typically we we spend between 90 and 93 94 of our budget so if if that were to be the case we'll be really close to being right at uh budget neutral for the year in the education fund and the other funds all look pretty solid as well we'll have to we had a finance committee meeting and we'll be looking at when we do the levy in november we'll just kind of we'll look at the uh some of the funds because we might be uh able to shift money from one fund to another through the levy next year so all in all it looks pretty solid and the expenses are a lot higher revenue is higher because uh probably over a million dollars because of the essa funding coming in we've had which increased our expenses and our revenue both so that's why it's a little it's jumped up from years prior which you'll see in our board documents next month so all right anybody else have questions nope can i please have a motion on first reading to approve the tentative budget for school year 2122 motion second cash and doug yes all right anybody any questions on the july employment report can i please have a motion to approve the july employment report motion second lauren and vivian yes anybody have questions on the parent student handbook nope can i please have a motion to approve the parent student handbook for 21 and 22.
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the case numbers now exceed the case numbers back in july 2020 when face masks were last mandated in bcsc schools while individuals over 12 can receive a vaccine most elementary school students cannot and while we should be able to rely on those 12 and older in our community to be vaccinated to protect those that can't unfortunately our vaccination rates in bartholomew county are under 50 percent the wrist to elementary school students remains roughly the same as it was back in july 2020 when masks were mandated bcsc has stated that it will continue to monitor the local spread and is prepared to make adjustments including the requiring of masks if circumstances dictate if bcsc won't mandate masks when cases that are increasing exponentially we're at the highest risk level and now local authorities not just national authorities are recommending math squaring then what will it take now i've heard multiple people testify about freedom of choice and cases being mild in children as reasons why a mass policy should not be enacted but i just wanted to point out that we already asked students to take health-related mitigation measures for illnesses that are mild in children but are designed to protect the community as a whole and one of those is the rubella vaccination every student that attends a school within the state of indiana is required to receive the mmr vaccine now we're all familiar with measles and mumps but rubella is a relatively generally a mild illness in children but the reason we as a society have made a determination to take this mitigation measure is to protect the community as a whole you see if a woman acquires rubella during pregnancy it has devastating consequences for a fetus so i'd like to think of masks as an extension of this long-standing policy of taking mitigation measures in schools that are designed to protect the community as a whole and the beauty of a mask policy is that if circumstances change if case numbers drop if vaccinations increase in our county and if vaccinations become available for those 12 and under this policy could be easily reversed dr roberts talked about the board acting or being agile making quick decisions and so again i'd urge you to make face masks mandatory in all bcsc elementary schools thank you thank you david porter my name is david porter i'm a family physician in columbus i've been here 24 years so i'm the old curmudgeon doctor i see a lot of adults kids i still deliver babies so i do it all for the most part this past fall they did ask me to come into the hospital and take care of folks that were sick with kovid so i have taken care of uh coven patients directly uh you know there's no hoax about covet it's very bad illness last year we were lucky we didn't have as much problem with kids this year we do have problems with kids getting sick i'm i'm tired of wearing a mask your medical professionals are tired of taking care of sick people but it's what we do and we do want people to remain healthy that is our our highest priority mass work i'm not sure why we're debating that but maths do work vaccines do work please i would like to get past the foolishness of debating that because they do work they do prevent illness if your surgeon comes into your operating room without a mask on you should run away so we were amassed to protect you we we're mass and protect our families i'm tired of being worried for my family i'm tired of my wife's a teacher i have a son who's a teacher i have a son who's a student we are very tired of debating this issue we need to protect ourselves we need to protect our children they are our most valuable asset so let's stop debating this issue please protect our children thank you very much i will ask again that we are respectful of everyone who is speaking here tonight rachel kirschner hello i'm dr rachel kirschner i'm a pediatrician and mother of four and the perspective i want to bring tonight is as a specifically a pediatric hospitalist so i have the sole responsibility of caring for the community's babies and children when they're in the hospital here at columbus regional and last year was a bizarre year in many senses of that phrase but our season for respiratory illness last winter was unlike anything any of us had ever seen we did not have bronchiolitis we did not have asthma flares we did not have covid kids inpatient we didn't have influenza because of masks masks worked they kept our kids safe we are seeing more children being more affected even here locally i admitted a coveted positive teenager two weeks ago who was previously healthy and within 24 hours needing transferred to the picu where she still is currently so i am begging and advocating for people to consider making mass mandatory to protect our children i am here to just convey this perspective that many of you have been blessed to not see thus far but as these parents who are watching their children struggle to breathe look up at me with tears streaming down their face they typically ask one question what could i have done differently and the medical community is telling you loud and clear vaccines and mass work and whether or not you choose to follow that guideline i will still show up every day every night all hours of the day and night to care for children and i will do my best to see that they get healthy but there are so many things that we need to do right now to keep this from becoming a big disaster so thank you for your consideration donna robbins hi thanks for hearing us tonight my name is donna robbins and my husband andy robbins has been a functional medicine consultant for 28 years he wasn't able to come tonight he was out of town so he asked me to read some things for him here are some hard facts about masks the types of masks that are supposed to protect us from viruses were never intended for that purpose their use with surgeons is to prevent droplets like mucus or saliva from dripping into an open suture during an operation they are not intended to prevent transmission of viral infection having said that masks are effective in stopping fungus bacteria and airborne particles that are visible to the naked eye but they are not effective for viruses because viruses are too small the holes in the cloth mask that allow you to breathe are 0.10 microns microns in size however a virus is 0.23 microns in size which is 625 times smaller than a human hair which means viruses will pass right through the holes in a mask like an insect passing through a chain link fence masks not only do not stop viruses but the things they do stop are like bacteria and funguses they get trapped on the inside and the kids continue to breathe them back in all day this was demonstrated in a school district in florida in june where parents sent in their kids mask to a local lab to have them analyze to find out what was on them the lab found no viruses but they did find several strains of pathogenic bacteria such as streptococcus pneumonia myobacterium tuberculosis e coli staph and the pathogens that cause sepsis meningitis rocky mountain spotted fever and several others is that really what we want our kids breathing in all day especially since the masks do not stop the viruses everyone is so concerned about this is one of the reasons that dr russell blaylock md in his paper face masks pose serious risk to the healthy he cited 13 scientific research articles showing that masks are not only not effective against viruses but they are also potentially harmful if worn for long periods of time dr anthony fauci himself in a response to an email sent to him by a lady asking his opinion on masks early in the covet situation said the same the viruses passed right through the material of cloth masks he wrote and i quote the typical mask you buy in the drugstore is not nearly not really effective in keeping out virus which is small enough to pass through the material yet that's not what has been telling what he's been telling the general public for reasons we don't yet know about here are a few other headlines about mask wearing the cdc in august 2020 said that wearing a mask during prolonged exposure to covid won't prevent possible infection they didn't define what prolonged exposure was but rest assured a child being cooped up with other kids and teachers all day is certainly prolonged exposure thus the cdc said masks are worthless in these situations stanford university published a study with the nih proving that masked and i quote are absolutely worthless against covid and there are tons of other articles and studies along these lines that you won't hear about in the media but for the sake of time let's move on about the delta variant itself the delta variant while more transmissible than covet is actually less virulent which means it's less dangerous it's a medical fact that when virus mutates it either mutates into something that is more transmissible or more virulent but almost never both in fact please summarize your time's up okay i'll try to do that it's very rare that a virus even mutates into something that is more virulent in this case the delta variant is indeed more transmissible but not more virulent and some medical experts have come out to say that the delta variant might produce symptoms similar just to the common cold so do we want to expose our kids to pathogenic bacteria trapped in masks that they breathe in all day like staph and strip and pneumonia just so we can stop the common cold the cnbc reported in june 2020 that the world health organization said that asymptomatic transmission of covid is very rare and the largest study in the world on kova transmission in china involving a staggering 10 million people showed that asymptomatic transmission of covid didn't occur at all that's pretty definitive proof why aren't we hearing about those studies in the news then there's the psychological damage to consider kids are being taught to live in fear in one another their social skills and their social interaction are being blunted because of not being able to express themselves or read each other's facial expressions but you need to summarize and please in summary the mask mandates were never about science but about control clearly the science just isn't there in favor of masks but it is there showing that they don't work and worse yet they cause physical and psychological damage thank you [Applause] rachel reed that's all right would you please use the microphone it helps everyone thanks sorry um uh i'm dr rachel reed i'm an ob gyn in our community for the last 12 years and thank you for allowing me the moment to speak i really don't have a lot in addition to say my colleagues have really said just about everything i think is important everything that this group needs to hear i would like to speak very briefly not as actually as much of a physician but as the parent of three children in the bcsc school system two of which are too young to be vaccinated we've heard a lot of talk about masks clearly i'm here to advocate for universal masking but i want to specifically speak to mitigation efforts you know we've sort of spoken a little bit the opening plans talk a little bit about you know the mitigation efforts sort of there's three points masking contact tracing and social distancing and um i just sort of want to say that the amount of distancing we're getting here is so much more than my children are getting in school right now and i completely understand why that's the case a lot of kids went back to school it's a big community but there is essentially no opportunity for social distancing in my children's classrooms which is purely leaving universal masking as our only real mitigation effort my children are already describing sitting hip to hip at the cafeteria tables in a cafeteria that has two full grades in it zero space my son is describing sitting at a desk in which his classmates desk is just right next to his to the point where they're touching constantly i get it it's elementary school it's going to happen but if universal masking is something we can do to try to decrease the risk these students are going to have every day in school it is an easy thing to do um and then i think just real quick i want to make the point you know i'm not just an ob gyn uh well i am but i that means i delivered a couple thousand of the babies in this community the children in this community but i'm also trained as a surgeon which means i've spent the last 20 years of my career wearing a mask wearing a mask for four hour six hour in my training eight hour long surgeries i know what wearing a mask is i know what it means i know what we are asking it is quite simply right now the right thing to do thank you aaron cole can you hear me that's perfect my name is aaron cole i'm a physician a family physician here at st crest family medicine in columbus i've been in this community about three years and it's a wonderful community i'm really thankful to be here the last 18 months half of my time here has obviously been traumatizing for a lot of people in a lot of different ways you know we we are as many people have mentioned we're all here because we love this community and we're trying to protect our children um one thing that i feel like isn't getting touched on enough when we talk about all of these prevention measures that some people are for some people are against is that nothing is certain and i think we all want certainty we want something that either completely works or it's not worth it we want a vaccine that is 100 percent or what's the point if somebody might get infected still we want a mask that is 100 or it's not worth the potential risk um which i'm still trying to figure out fully what that risk is i understand there are some a lot of thoughts on that when it comes to the social distancing you know we talked about a six foot rule the virus doesn't know what six feet is but we know the closer you are to somebody the more likely you are to get infected the virus doesn't know the six-foot rule but as science progresses about this virus we know that it is much less likely to spread past six feet it's not perfect when we argue these things when we say that they're not perfect it doesn't mean it's not going to help wearing masks is not perfect but it works as we could see from this winter it was as dr kirschner mentioned very strange to not have babies struggling to breathe on the floor from rsv that is an every year thing we saw so few children with respiratory issues this winter partially from a lot of e-learning partially from the extra masking that the entire community much of the community was doing we argue that viruses can easily pass through masks as we've heard from a couple of people here today from the not board certified functional medicine doctor who's going viral right now however many and most of these respiratory viruses are actually spread through respiratory droplets which are very much largely blocked by masks hence our quiet winter when it came to these respiratory bugs last year we had one child pass away from influenza in the united states it's usually between two and three hundred mass work please require them this year justin gifford thank you hi i'm justin gifford and if you don't know me i grew up here and went to bcsc schools and after some time away in ohio and india moved back down here to raise my kids they're in kindergarten at southside and second grade at southside and you'll note that both of them are too young to be vaccinated we are fortunate enough to be able to do bridge learning during covet last year and i'm going to go ahead and put air quotes around fortunate um but bridge learning was done in a response to a once-in-a-century plague whereas today we're dealing with covid for about 18 months but it seems to me that bcsc is treating the matter as if it were novel and it isn't clear what methods it can take to mitigate the risks we know how to mitigate the risks vaccination distancing and masks the kids are clearly fine with the masks they wore them last year what the kids aren't fine with is staying at home indefinitely and that's where bcsc's inaction and his current policy are going to lead infection to kids and schools are going to shut back down as i said i grew up here and i went to bcsc schools 17 year old me was an idiot because that's what 17 year old boys are but there's something that 40 year old me and 17 year old me agree on which is i'm not really impressed with bcsc's judgment calls i wasn't then i'm not now we've got a new variant of covid that's infecting children and is putting them in hospitals bcsc's current position is disappointing and um especially in light of the fact that about a year ago north women's cross country team was told that they weren't allowed to run in their sports brawls in the fall heat because somebody called to complain clutching their pearls that it was inappropriate folks women have been running in sports brawl since before i was in high school but bcsc told men and women they had to wear shirts in the september heat so that leaves me to wonder if you're going to force young men and women to don climate inappropriate clothing on 10 mile runs how come we aren't enforcing mass mandate to mitigate the risks of students contracting most deadly plague to appear on earth in a century last time he checked we still had to provide vaccine records for our kids to come to school and i'm fairly certain that although it's her favorite piece of clothing if my daughter showed up in her green bikini with the red poof ball fringe she'd get sent home so what's the hold up in protecting the kids by making him wear masks you guys aren't on the school board to make easy decisions you're on the school board to make the hard decisions that are in the best interest of the kids i would suggest you cowboy and cowgirl up and enforce a mask mandate thank you [Laughter] maris smith or marcus smith i'm so sorry sure i mean whatever whatever you signed up for maurice i feel like i'm at the wrong meeting but uh i'll talk about it anyway my name's marcus smith i've got two kids at bcsc and very impressed with the school system and appreciate all you guys do my concern is with the teaching of critical race theory and i guess from what i've seen i would oppose it and ask that it not be taught in our schools it seems and i would like to say that i am opposed to racism bullying and unfairness across the board i hate any of that and i don't want to see you but i see a critical critical race theory putting one group of people down to lift another group of people up my son had several several topics last year dealing with race and his classes and he came home with opinions that i thought were wrong and i definitely did not agree with also business and town is teaching um or requiring some of their staff to do race training and um these guys are leaders extremely well educated and they are just feeling oppressed and they are afraid to speak up and share what they believe and my concern is that that this will happen in school as well and so i do not want to see something taught that pushes one group down to lift another group up and i would definitely like to know what is uh what is going to be taught if critical race theory is being taught thank you very much mike sisk all right i'll note that one just in case amy hale hi um i'm amy hale i'm a local physician and many of the points that i was going to make have already been made but i just have a few additional things to add first off i wanted to point out at the last meeting that a lot of what we talked about was the fact that we can keep our kids home from school when they're sick that was discussed i think as a potential mitigation strategy so i did just want to point out and remind everyone that pre-symptomatic spread is what has made this virus so difficult to contain so that's just another point in my mind in favor of masks um i also just wanted to say you know we're tired i understand everyone is coming from a different place but those of us in healthcare we're we're really tired and we we don't want to take care of sick kids we don't want to see kids in the hospital that that's that's no one wants that um so so please know where we're coming from and understand that we we do care and this is coming from a place of caring we know this pandemic unfortunately is is far from over but all of our kids deserve to experience in-person learning this is not a normal school year but it doesn't have to be a bad one so please make the right choice for our kids thanks sivagama ramu sudaram a mother of all kids in my opinion am also an internist here at columbus regional health um i'm pained to hear how our kids are suffering masked or unmasked and i'm here also as a reminder that sarsko v2 which is the virus that we're talking about is still active and still a very true threat to human life i share everybody's frustration with this virus that has changed our lives so much in many ways but i also share the pain that so many of my patients experience all these months as well this is an infection that even if you're survived can have lasting symptoms for many months and many years maybe years so the strategy is not to get infected and if we do not to spread it to others one of my sons is six and so he's not vaccinated that mean that means he's more at risk for getting the covet 19 virus falling severely ill being hospitalized and possibly dying from it the only protection he can have is that he and the people he's going to be in close contact remain masked as much as possible even in the event that this happens he still has a risk of being infected however he may not experience the severe form of the virus because of likely low viral load and this is not just one son i'm here to speak of it's all my sons and daughters everyone all the kids who did not have the opportunity to do what we did at your age just be careful and be around their peers masked on on or unmasked the facts we know so far which we you know pretty much have gone through this firstly source cov2 is spread primarily from person to person through respiratory means sneezing coughing talking singing all these can release the virus into the air secondly there are new variants of sarco v2 off note the delta variant which is more transmittable transmissible than the common cold in influenza i have much to experience with the recent massacre that happened in india because of the delta variant of the virus i do not know what else to call it people died in scores and loss of life is not easy in shot we have a respiratory virus which is more transmissible with the potential to cause more severe disease and here in the us we know it affects the unvaccinated people disproportionately now who are these 12 years in about who are being misled because of many reasons and more importantly the precious under 12 year old children who are still waiting for their vaccines how do we protect these vaccine non-eligible population we know a very harmless but effective way masking i can break it down as to why there is no reason why you should not mask up and why it more importantly it is an absolute must if you're vaccinated you can still get the virus and if you're lucky enough to survive it you might spread it to someone who may not if you're not vaccinated but eligible it is your choice either to get or not get the vaccine which by the way has immense benefits but it is not your choice to decide on the health of another person because of your behavior if you're not vaccinated and not not eligible for the vaccine the only way to protect you is the proven ways of wearing a mask physical distancing and hand hygiene so even if you debate from any of these population groups there is no reason that can be given not to wear a mask believe me we do not enjoy wearing a mask it simply is a matter of doing what is required out of us in any given situation also i have not seen one patient in my office during these trying months die or fall ill from wearing a mask but i have lost so many of my dear patients solely to this virus so i do request that we as a society stop making unjustifiable excuses and make wearing masks it's cool mandatory we need to do this right now before we lose anyone as my colleague says when it comes to kids even a point zero zero zero one percent fatality is just too high i thank you for this opportunity to bring forth my thoughts and i hope you decide on a solution that will keep our kids happy and more importantly alive and healthy thank you very much stan mcgiffin sorry my writing is pretty poor it's ian but uh oh i'm sorry no not a problem i was scribbling on there um so if you remember last time i was here i brought up the topic that i felt that the masked media is just grossly inadequate for a virus that's already been brought up the other piece that you continue to see in the news see here right is the cdc and everything's always read if you look at the positivity rate when you guys voted on mass last in bartholomew county i believe it was point eight percent and now it's up to one point two percent so if i was a if i was part of the news i would say that's 50 increase it's a huge deal right headlines everywhere but 50 increase of a near zero number is still near zero so we're still not in a do or die situation here i would propose that we wait it out see how things go a little bit give the original decision some time um to assess it i guess the other piece that i really wanted to come here today for was to kind of just give kind of a personal testimony from my family i've got a nine-year-old and a six-year-old and it was mentioned earlier that kids don't really care whether they wear masks or not and honestly my children didn't complain much about it wasn't a huge deal but knowing seeing the writing on the wall for this how this year was going to go i asked them directly if masks are not mandated would you rather go to school or would you rather home school just to give you a little background i've got one child my nine-year-old that's pretty social doesn't play with themselves i expected him to pick school no matter what um and then i've got a six-year-old that does like to just do his own thing i expected him to pick home school no matter what the input conditions were so i changed the input condition just two different ways with masks and without masks so without masks my both of my children surprisingly said they wanted to go to school so both the one that i expected and the one that i did not expect wanted to attend public school switch the inputs what if we mandate masks what is your what would your decision be between public school and home school and they both chose homeschooling it turned both of them with just that one input changed so it's it's a big deal they really didn't complain much about it their issues they had was my oldest son had a headache most days that he attributed to he thought maybe it was the way it was pulling on his ears it could have been the co2 that he's breathing back in because of the masks who knows but that was a piece of it and then my youngest child he didn't really complain but he chewed through i don't even know how many masks put holes in them literally in kindergarten so i mean it's just not a useful mandate i feel like and i'm obviously on the parental choice stance here in my opinion it's it's we live in america and so we're in a free country and we should be allowed to make those decisions for our children thank you thank you jennifer thomas all right can you hear me all right my name is jennifer thomas and i'm an ob gyn physician and parent in columbus indiana thank you for allowing me to speak i appreciate everyone's hard work in making such an important decision i just wanted to reiterate what my colleagues have said in regards to recommending universal masking in school as physicians here tonight we've all dedicated our lives to caring for the health and well-being of our patients and community we do not take this lightly at all we are constantly searching and educating ourselves on ways to improve this care and with covet in the past year it is no different for the time being we have the vaccine social distance and masking and with children who cannot yet get the vaccine we are left with mass and social distancing our plea is that we mask up for now for our community and numbers to decrease so we can finally take off our mass for good thank you i just want to check again the two names that i mentioned earlier natasha singh okay all right thank you for letting us know and is it mike sisk all right thank you all very much that's the end of everyone who signed in i'm sorry did you see yes i'll give you three minutes sorry i did not my name is jason major m-a-j-o-r i had no intention of talking tonight i will go home tonight and i will have learned a couple of things it seems like half of the group is four mass half the group is not i don't want to impress upon you the need to wear a mask or not wear a mask what i want to impress upon you is the importance of having kids in school all right and i would ask mr edwards if you would please stand up just for a second just so everybody knows who you are earlier this year my daughter had a friend at east who had contemplated suicide this individual was doing some cutting on their arms they shared that through snapchat with my daughter i went into school after seeing just enough of this that i could not handle seeing this kid hurt himself anymore i walked into the office the office granted me some time to talk to mr edwards he was kind enough to listen and he was gracious enough to act and i just want to commend him and the rest of the school for taking the time to work with that student i am 100 confident if school was not in session that child would have never got that kind of attention and so as far as i'm concerned i i i don't i believe in freedom too i don't think you should require a mask that's that's something i think that we should be able to choose but at the same time i'll also ask you guys as a board to not go back to a virtual element of school because i do think that having the kids with each other around each other even though there might be some drama but i believe that that is the best opportunity for all kids to learn all kids to grow and for them to get the help they need so thank you mr edwards all right that is the list of individuals who've signed in again we appreciate very much you've taken the time to be here the sun has set it is dark outside as i'm looking so i appreciate the time that you have all been here with us it's been a valuable information it's been very thoughtful i appreciate the research the references that you all have given us to read so thank you for that as well we do have more to do this evening so i'm going to continue on on our agenda and it is time for our what and our board commendations so to my colleagues mr grimes yeah i'll try to do this one quick but i would like to mention uh the bands of columbus east and columbus north combining um this year to form the sound and spirit of columbus and um under the director under the leadership from north the band directors mr munoz and mr burton at east mr rogers and mr brookshire and i uh reached out to each of them to just kind of check in and see how things were going in regards to that uh collaborative effort between the two high schools and mr rogers uh was able to share with me that it's been a wonderful experience so far he really thinks the community will be able to see the advantages as they perform at home football games at both schools and he says that the students have worked extremely hard and have all helped each other and been incredibly encouraging of one another and then from mr munoz he said that the directors spent three months prior to the combining of their forces on a daily basis preparing for the change and he is happy to report that it's been near perfect since they started he said the camaraderie of kids is some of the best he's ever seen in his career and excellence pride commitment the three points that they are trying to emphasize and then lastly to quote mr munoz when our seniors graduate regardless of which school they attend daily they will come away with a set of life skills that prepares them to be positive empathetic and committed citizens of their community so i you know wish them well during their competitions this year and look forward to seeing them in action august 27th at the northeast football game all right thank you for that highlight are there other commendations from colleagues all right school board member reports any committee meetings so far all right cabinet reports we have dr pleek on the agenda about good evening again i'm coming to share with you it is an annual expectation that we share our teacher evaluation results with you before august 15th each school year and here is just a pretty graph picture it doesn't give any numbers or anything like that that gives you since our inception of this rubric nine years ago of the overall results of the different areas of the evaluation and i will get into more some more information in the next slide but one thing i do want to point out is here under the academic success we do see an increase in here with the learning outcomes something that could have been a part of that increase was for the academic success in 2020 july july 1st 2020 the school letter grades for standardized test scores were allowed to be removed to school corporations chose to do so and bcsc did choose to do so at that time so it's no longer a requirement that could have impacted the score going up and also the learning outcome here is we did have a few lines four lines and we merged two of them together because it was very redundant language that could have impacted not sure but i just wanted to tell you the differences in the since last year now the pretty graph now to the data numbers of the evaluation system this shows you the different years the nine years are different categories and the overall averages and i just highlighted the top one consistently each year continue the trade that ms heine did over the years she always highlighted the top one and one notable difference this year is we did see the udl as far as being the top category very slightly and another thing we do tend to like to do is look at the where our teachers are coming from and the universities they attended i will tell you that if there were any groups under five i did not include them for risk of not wanting to make them known to others and being able to identify them and out of all of our accounts of all the universities there are over five here i will show here foreign country we had six that over six there from other countries and right here is a big number 156 out of state since they were graded five we did count them in the group here for you to see and i highlighted the top three in each category unless there were two ties then we had the top four felt like the olympics there a little bit so top three got recognized and in that some consistency you can see throughout but then you can look at the numbers in the count as well you have this previously to be able to review apart here the years of experience something we always want to look at where our teachers are and for the 2021 school year we had 337 teachers with your zeros to five and i do want to make you know that this is bcsc years of experience this does not necessarily mean years of experience in the profession this is bcsc years of experience six to ten years 114 11 to 20 151 21 to 30 102 and plus 30 24.
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motion second gary and ash all in favor aye aye any oppose i have it the strategic planning process anybody have questions we'll start this after the new year probably in january february and really looking forward to getting that process started so yeah sounds good anybody have questions can i please have a motion to approve the strategic planning process process proposal from educational leadership solutions oh sure doug and jerry yes yep yes we accepted some resignations from christina dinapoli a bus driver christine nirenberg a 10-month primary school secretary jason watt 8th grade special ed teacher lynn wingard 8th grade math teacher kennedy vilt primary school music teacher we had no foia requests this month anybody have a question on the administrator report nope nope the next regularly scheduled board meeting will take place monday september 13 2021 with closed session beginning at 6 00 pm uh there is an iasb board member training tuesday august 24th 2021 at 6 pm that's it anybody hit anything else okay please have a motion to adjourn motion second vivian and morris all in favor all right any opposed eyes have it meanings adjourned
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i hope those 24 keep staying we need all the veterans we can get and this just shows you the overall averages account and the overall average and one thing that you'll see is the trend typically is the more years of service the higher the evaluation scores so some general information i do need to make a correction here where this says dude in cova 19 that should be the top line right here and because i thought somebody might ask well how does this compare to the 1920 school year i didn't do a good comparison of that because 1920 it was a hold harmless year due to coven and so teachers could can keep their same score if they wanted to from the previous year our new teachers were evaluated for the new tool but also if teachers could request a new evaluation if they wanted to so it's not a great comparison for that year as i mentioned the school letter grade line item was removed for that year due to law passed and a highlight that i saw was 62 percent 10 years or less of bcsc experience so we have 62 percent 10 years or less of bcs experience and of that 62 percent 6 percent zero years of bcsc experience and the average certified staffs bcsc average of years experience for our school corporation 10.1 years questions from colleagues i'm curious what were surprises to you the surprises not necessarily a surprise it's just our years of experience one thing that i do know i can't i have to give some accommodation there to nick williams he did help me pull the data and help me put it together and as that i kept asking more and more questions of him so i think next year we may have an additional slide i would like to know years of experience in education overall to be able to compare that information to the bcs year's experience and we can see what impact referendum has on that and then of the 728 teachers 44 had zero years of experience i wanted to make sure to look at that as well and no other additional surprises to me we know enough in education to sometimes not be surprised how does any of these results impact what we think about for professional development or what we might focus on before the present presentation tonight i did meet with amy london and review the results with her and share that information as well as cabinet has this information as well to look at that obviously we always look for great opportunities to expand the knowledge of our instructional framework udl as well as as well as our behavior framework of pbi guests so there's always some discussion of how we can improve those efforts i know we did have a great virtual turnout to our udl institute so we're very grateful for that that many educators took advantage of that but it's up to the schools individual schools to look at the needs of their buildings for the pd they offer and it's up to us at the district level to decide what areas we need to move in as a corporation for overall for everyone okay thanks thank you any other questions all right thank you very much thank you thank you nick for all that work as well so i'm going to supersede this that is all right as dr roberts mentioned earlier um given the amount of work and research and comments that we've received we wanted to put as a separate item the boards vote on um the revision to our plan of action related to the virus and i don't know if you want to show that again if there now that you've heard comments if there are questions that board members have this would be the time so as we get into that letter a is in regards to the reopening plan so my recommendation to dr would be to take letter a if you're so inclined you make a motion on that particular one and then once that vote is done we can go to the rest of them as consent agenda items the minutes the supplemental contracts so which would be b through h is what we would have remaining there so we would just separate that piece sure thank you for the clarification so to start our conversation i do need a motion to approve the plan of action revision as presented to us so move thank you mister thank you pat mr bryant are there i need a second second thank you dr bills now we can ask questions you you look like you have a question mark right there yeah thank you so there there were comments regarding quarantine guidelines can you just remind me exactly what our quarantine guidelines are and where those come from how we modify this yes service we'll um i'll try to and then ms thompson kelly wherever you are i might need need uh backup so the quarantine the the state requirement starts with the identification of a positive case and so once we identify that positive case we are then required to determine who the close contacts are and once we identify the closed contacts we begin the quarantine process um the the quarantine days that we are requiring of those close contacts is 10 days and does vaccination status impact the it does thank you yes so with our current um guidelines it would be a an individual who is able to to determine or demonstrate that they are vaccinated would not have to quarantine individuals who are unvaccinated or do have to quarantine that's that's been in the plan since the beginning ms thompson any additions to that are there other questions regarding the revision as presented to us all right oh silent one i will call the question then those in favor of the revision of the plan has been presented to us if you signify by saying i i i and those opposed all right dr those revisions have been approved unanimously thank you then i would also request the next set of items which begins with letter b the minutes of the regular school board meeting from july 19th as well as those from the strategic planning session of july 30th supplemental contracts field trips professional leaves the school fundraisers list as well as the claims and payroll that is listed there we have claims that are dated august 9th of about 1.5 million we have a pre-run from the month of july which is about 16.3 million dollars of expenses that we had our payroll covers two different sets of times so june 21st to july 2nd and july 5th to july 16th those total about 4.3 million dollars we have a resolution to establish the savings parameters and to hire the underwriter and bond council mr phillips at the public hearing today in regard regards that or in response to that i would ask for that approval additionally we have permission to receive bids for the hvac building control projects and dr bozeman reviewed that those at our last class for me so that those are the additional items i have for your approval all right i could use a motion for items e through h yeah b through h yes um thank you miss wilden thank you for that motion in a second thank you mr grimes are there any particular questions about these items for dr roberts or his team all right all those in favor of items b through h as they've been presented to us if you'd signify by saying i i those opposed all right dr roberts those passed unanimously thank you dr pleek one more time i request i request approval of the human resources recommendations as presented this evening all right thank you we did have a corrected list for the special contracts in front of you as well because not all of it uploaded correctly to your board document pdf that you have it cut it off at a certain place so those additions are in front of you all right thank you i noticed that thank you i have a may i have a motion to approve our human resources recommendations as presented to us so moved i'll take mr brian because i heard him first and second dr bills is that fair all right any particular questions for dr pleek all right those in favor yes real quick two days in are we doing okay you're okay staffing and all the classrooms we have 102 teachers hired and we're looking for a few more but um we're two days in thank you for that all those in favor of the human resources recommendations as presented to us if you'd signify by saying i i i those opposed there you are dr pleek this is our opportunity for individuals to offer their input their comments i'll ask of each of you mr grimes yeah um just uh thank you to all the speakers here um this evening from no matter what side you're at and i will try to get through this quick but i would like to you know share a few things and as a parent grandparent and sitting here as a board member i sincerely believe there are legitimate concerns on both sides of this highly emotional controversial issue i also think either side could find no shortage of information supporting their views i also know its human nature to gravitate to the information that supports our beliefs causing our beliefs to become even more extreme and as a teacher i know masks aren't fun for kids they're not fun for teachers you know as a teacher i want to see kids faces their reactions their smiles and even occasional you know expressions of concern and i know there's there's really no debate that mass do make teaching and communication more difficult but i also know as a teacher the turbulent last year and a quarter going back to two school years ago the last quarter the adverse impact of being away from school did to the kids learning their mental health their motivational levels and the list goes on and on and sitting here as an elected official you know that's not a responsibility i take lightly and i think it's important for us to consider all feedback comments concerns from community members and and truly consider them with an open mind and on top of that as as a representative of district 3 i know we all received a lot of communication emails but as a representative specifically of district three i think again as an elected official it's particularly important for us to listen to the constituents of those we represent and i know the emails that i received personally from those who reside in district three um were all strongly in favor of a reopening plan similar to the one that we just voted on and then looking at our policy manual again guiding our thinking and i think this came up at the last board meeting first and foremost letter a under board member ethics it's thinking always in terms of children first and thinking about that and again there are so many opinions out there but i i really believe the health and safety of our kids their families and community members helped guide my decision along with another point that was brought up this evening the importance of keeping kids in school and they need to be there and whatever we can do to increase the likelihood of that happening and not having to go back to a virtual environment i believe that we're obligated to do that and then lastly i think it's just important for us to continue to remain flexible moving forward because i think about the only predictable thing about this is the unpredictability of it and we know things can change in a very considerably in a short amount of time so that concludes my statements thank you very much miss wilden i would just add to that and say i think the plan we approved on july 19th was the right plan with the information that we had at the time and i think the plan that we approved today is the right plan given the information we have at this time and i encourage and know that the administration will continue to just look at the data and they'll help steer us in the right direction as we go forward so i think all of our goals is to make this wave as short as possible and hopefully this will get us there thank you mr stenner switching topics i i am going to continue to follow the amazing story that came out of east high school though terrible accident and the life-saving actions apparently of a couple of students just amazing and it made me feel scared and good all at the same time correct yes we have a lot to be proud of dr bills you know mr grimes and miss boyden just and said everything that kind of i wanted to say about tonight i thank everybody for their emails and their input tonight whether you're you know happy or unhappy with the decision that was made tonight but i i agree that in july i felt like it was the right decision and then today i felt like it was the right decision so thanks for saying that that's all i have mr bryant i just want to say that this is not something that is in stone uh it could change in the next month or so so though if you didn't get your way or didn't get you away far as a vote is concerned tonight uh it's not over you know it's unpredictability i mean we're gonna look at it and continue to look at it our way through the school year right up until the very last day thank you for that i think what i leave with is that there are so many people we all share caring the most and the best for our kids and i believe that everyone here depending upon what they had to say particularly or caring first and foremost for their kids and that's what we are here about i appreciate all the information that was shared with us i think we made a decision in alignment with what our city has done what our county has done we do i think the second thing i want to say is we all want them in our schools we know that they do better they we know that they do better having a close relationship with our teachers with each other and working collectively so those are our two primary drivers and i believe that was the driver of absolutely everyone that we heard today and i thank everyone for that and we will continue to learn i trust our administration to be i believe our word has been agile so as new information comes to us as our city and county get healthier if you will and our decisions at that level are made more positively that we may not need some of the guidelines that we've approved tonight i respect that our administration will make those good choices for our kids and for our staff and teachers as well dr roberts i think plenty has been said dr shep but thank you for allowing me just to add a word or two i think from a plan standpoint that mentioned they're not setting in stone and i think that is critical i from a personal as well as professional educators standpoint i hate to put mass back on our kids walking through the building buildings on monday or it should be on friday and or today and actually seeing smiles in the classroom was something that we had not seen for quite some time and and that that matters it is a big deal but given the circumstances we indicated our last meeting that as information changed we would we would adjust to that i agree with miss wilton that the circumstances today took us to a certain place but i appreciate the agility that you've added to the plan by giving the administration the opportunity to continue to look at the data and pivot quickly as opposed to waiting for a board meeting two weeks from now or next month or we do have situations where the meetings are one time per month coming up with breaks and so that gives us some additional flexibility that i think was a very important part of the revision that you made this evening so thank you dr shed i wonder if dr roberts could also spend a minute talking about the phase in of the planned revisions that we adopted tonight sure mr stenner and we'll need to work on those but in terms of timing um as i think everybody saw on the plan the actual effective date is wednesday so realizing or believing that this meeting might last a little bit of time tonight and communication might be a little interesting heading into tomorrow we will use tomorrow to have communication and then adapt wednesday thursday friday so we will use this the three days of this week as that adjustment period of time from a mask and every other mitigation strategy that was that was changed dr hack and mr jensen will be in communication with their principles on working through that i have had conversations with miss london in case changes were made as to what we might need to do what would be the direction to give to teachers um what would again be the the work with administrators so much of tomorrow will be spent on adjusting and getting ready for wednesday and the changes that will take place thank you and then evaluate the end of the week and see with those changes what does it look like after after three days of adjustments thank you all right we are finished and this meeting is adjourned
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all right i'd like to call this meeting to order and we'll start with the pledge of allegiance and i will lead that pledge i pledge allegiance to the flag all right we just left a special meeting in regard to some essr-3 funds from the federal government that was not a board-sponsored meeting that was just a public meeting for input information this is the regular scheduled board meeting that we have right now we'll begin by uh recognizing the members that we have with us margaret gabby is out of town we have a quorum tonight with jennifer brimhall diana butler chuck waldo and myself um we'll start with the first item on the agenda and that's the recognition of the br star award dr wright thank you this uh for the month of august i think we're in that month the br star for this month is lauren webb come on up here lauren i tried to follow him around for three days and i about ended up in the hospital this guy runs from one thing to the other with laptop in one hand supporting kids he has uh all kinds of expertise and energy and he's got a big heart and he works hard we love him thank you it's a great job just be the best picture of us right here now he has a special award too thank you lauren next item on the agenda is a consent agenda and board after reviewing the consent agenda which is uh includes the minutes from the last meeting vouchers and reports recommendation to approve and hires and retirements and whatnot is there anything in the consent agenda that you'd like to take out individually and vote on it separately if not then can we have a motion to accept the consent agenda as presented have a motion from chuck we have second from diana all in favor then that'd be unanimous okay the next item is item three point sorry i have to have two hands to do this stuff you might notice we're down here this is to uh kind of give us space instead of up there so with the uh the uptick in some of the covet cases on campus this is where we're meeting for now okay item 3.1 a recommendation to uh review and approve the nav apache utility easement which i understand goes to the uh smith-bagley cell site yes sir yes sir this is earlier in the year the board approved an agreement with smith bagley for a cell tower they need access and so in order to gain access and to set this up appropriately we need to provide a utility easement this easement has been reviewed by legal and approved and mr aikens there if you want any real detailed information on where it runs if you don't mind jeff could you just explain where it goes and uh if it's i understand it's partially underground and overhead yes it uh it's it's running about 75 feet from the tower over to the fence line nav apache had to put a new pole in there what they're doing is they're increasing they're going from a 200 amp service to 400 amp service so nav apache planted a new pole just inside our fence line and then they're running the electrical over to the tower approximately 75 feet and this is a 10 foot easement is that yes and it's kind of no man's land there's really no activity out there other than maintenance once in a while all right thank you jeff any questions many members of the board jennifer where's the tower going to be located it's the tower's already there it's that our original tower same location okay that's why there's there's they've been doing construction out there i've noticed lately anyway so uh we have a motion to accept item 3.1 a motion from chuck a second from diane all in favor that would also be unanimous a recommendation number 3.2 recommendation to approve and the adjusted facilities charges this has to do with the rental of the auditorium the gymnasium the school facilities doctor right you'll explain why we changed those absolutely uh this has been the first meaningful adjustment for probably 10 years our fee structure is brought in line with surrounding school districts and we want to make sure that we're not giving away taxpayer money and so we try to find a neutral cost that will pay for the facilities cleaning for the electricity heating and the impact fee we've also associated charges if the facilities are abused that there's a 500 charge if that happens so we want them to be be returned in the condition in which they were rented or leased for a short period of time or just for the day but the fee structure i believe is really fair but it brings it i think we're exactly in alignment with what chola's doing we use that as a guide and frankly was we've increased our and most of them have increased by about 50 percent to bring him to that level i noticed in our packet we had the same fee schedules as shuttle uses for theirs so any questions in regard to that item can we go over what they were and what they're currently going to be and i must have reread it wrong because a lot of the fees i felt like ours was higher but i could have read it all of them are sharply higher because they were artificially low for 10 years so but they're they're higher than show lows is what i was seeing i i don't think so the direction that we got is they have to be put right in we wanted to be right in the line with what cholo was charging and we went off of that fee structure i have bad vision so maybe i didn't see it correctly um i so we increased our fees 50 percent is that in some cases yes because for instance on the auditorium i think it might have been 75 bucks and now it's 150 for the first hour and then a charge uh there afternoon i can't remember the charge off top of my head 60 60 bucks after that we were charged in a fraction of that we weren't even covering the electricity and heat right um in the past we've done this and it has not re the community has been very um has negative feedback typically for significantly higher rate adjustments i know that we have three different classifications and categories which i think is beneficial because for example like um boy scouts or something like that they are still classified as a non-profit correct can we just have a basic just a general it's in i don't have it it's in the board packet but do you have a copy that you can give it up right here like for example there's also some community members that play basketball for example right in the mornings is that an option for them are they going to have to start paying another one was a travel basketball program that basically only had blue ridge students or students that were in our area um and they were having to pay so we so i just i guess there's just clarification that i'm asking for right that if it's a blue ridge correct in in most cases if it is a is one of our coaches are leading their extracurricular activity be it music or athletics we do it at a very small fee so our travel but if it's a travel program if it's our if there are girls and there are coach there's almost no fee for that very little to none if it is a team that has a girl or two and kids from outside the community that would be different why don't you explain what the difference between class one class two and class three and lining r do you have i'll turn it over to brenda class one is basically for the school any school activity or aia activity right yes class one is for those that benefit the students of the district and class two is for and class one is also for non-profit and class two is for those that benefit the community and then class three is for profit organizations and there's quite a bit of difference between what is the lining lining that's the fourth category in our in our packet oh lighting yes that's for lighting that's lighting thank you so that only applies when lighting is like on the fields okay well i couldn't figure out what the heck lining meant now i understand sliding thank you chuck i should have called you first there might be a if there's an athletic field like a football field and you had to paint it there might be a charge to do that so it might be a you might be right it might be a lining charge and a lighting charge there's certainly a lighting a lighting charge or electric so when the aia comes and uses our facilities is there a lining charge there too no no and so that's actually a good example our site will be used as playoffs for some you know in some instances for two-way or whatever and uh if there's a an agreement between the districts it's like professional courtesy we'll go use theirs they don't charge us they'll use ours we don't charge them okay any other questions can i just state an example so i was i was correct so for example the usage fee show low for a classroom is 20 and ours is 22 and 24 per hour so i think we're higher and not in a line okay now i wasn't i wasn't my intent i'm not worried if we're exactly to the dollar but that's a reasonable fee for a class that has to be reset cleaned and uh especially given we may go into overtime to do that as well so there's a lot of considerations but um if there's further discussion needed we're open to suggestions but as i've reviewed it i feel like it's they're reasonable charges i don't think we're going to be making charges anytime soon but again when you haven't made a change for 10 years and then you make it a big increase you feel it at first but we also have the responsibility not to give away taxpayer money and there's a balance that we have to pay there right and i i agree and i think that these are reasonable but i think i'm not done with having a discussion before i am able to vote on it for the reason that 10 years ago when we increased this fee the community members a lot of them were saying we're paying taxes we should be able to have usage of our facility and a lot of these were like travel teams that had both show low and blue ridge or something so it was it wasn't um an increase of fee and then we had to reduce it because the community were not appreciative of what we were doing for example there's like physicians that volunteer for our schools that then they were requiring them they paid to play basketball one or two mornings a week and that was not looked at very well so i'm just i just have a concern i i see the need but i want to vet it a little bit more well yeah that was my question does the board want to table this or do we want to bring it up for a vote anyway you guys can choose questions i think she still has some concerns she ought to meet with dr wright and the staff and well let's just put this on the agenda next month to do that that way jen if you can get all the questions answered maybe we can get some more money out of it right okay well item item 3.2 we'll just uh table that till next month and we'll bring that up for a vote next month if that's all right with the board okay thank you item 3.5 the only other item on the agenda and that's superintendent's report thank you so on the covid protocols we have published these protocols widely we've sent out messages district-wide community-wide and essentially the standards are these if a child that is a student or an employee test positive for covid he or she is out for 10 days temperature free without symptoms and without the aid of medication so they've been out 10 days and they don't have a temperature they haven't been taking medication they're welcomed back in and that we're applying that through athletics to the classroom and everywhere and so where you see there's an outbreak of covet at the elementary on a post their four children they're all in the same family that's not an outbreak and so we do have plans in the event that we have to make adjustments we do not notify every parent when there's a case only if their child or youth came in close contact and so if a sixth gr if a fourth grade class that's in a pod together and they're always together if one of those students comes up positive we do notify in writing and reach out to the parents of that class and so while it's a little more complicated to high school if we feel that we have to over communicate we do but we don't send something out district-wide every time there's a case on those provo on the coveted protocols we're also working closely with the county the county notifies us very frequently we notify them first of a case and we're cooperating openly with the county it is becoming more difficult to contact trace because frankly a lot of the community members won't participate and so they're doing the best they can we're doing the best we can and because of the uptick in our area significant spread this variety of covid is transmitted a lot more efficiently that's why we've requested our students and staff to wear a mask it's not a mandate but it is a request and we hope that that that does some good for that we also have plans in place as i mentioned in the earlier meeting if we're down a certain percentage of staff how do we keep the campuses operational we feel compelled to do our very best at least at the least provide supervision and students the opportunity to work independently if we had a 50 percent of our staff call out they'll be a tipping point where we can't or if the county says you have an outbreak and you have to shut down then of course we will that period looks to be about 10 days though we're not talking about weeks on on end or months on end and so we're hopeful that we can avoid it we're doing all we can to to do just that on the new school year update our enrollments are up at every campus mr president there any questions on the covet protocols i failed to ask the board if they have any clarification on any of those okay the next one would just be on the new school year updates we have we're up in enrollment at every campus and at every school we've had we've been very successful in adding some highly qualified teachers at every grade level virtually and we've added some bright staff members in support of those teachers as well in the form of instructional aids and we're trying to add we're still making efforts to add two additional positions in custodial maintenance and a number of other positions but we do have all of our departments and classrooms adequately staffed at the moment the the classrooms at the elementary are significantly lower than they have been the last several years and i think that is about the the only update i have we we are i don't even know what date it is i think it's august something but it's the second week and our uh our team's working hard and that's about all i have to share at this point any questions from the board or mr richard thank you thank you school has not gone off without any hitches right no um nothing else on the agenda other than to announce our next board meeting july 29th there's no call to the public this evening we'll probably get back to that call to the public call would benny next month and so if we have nothing further and i have a motion to adjourn emotion second second motion by chuck second by jennifer all in favor adjournment
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i'd like to welcome everybody to this uh special stakeholders meeting um my name is david merrill i'm in a part of the school board is chuck waldo he's also part of the school board with this is not a board meeting this is a explain what type of meeting this is thank you this is a committee meeting committee meeting by invitation to stakeholders throughout our community right and this is regard to the essr 3 funds which is a substantial amount of money that the school district could have so appreciate any input that's what this meeting's for thank you thank you for coming i'm going to remove this mask my glasses don't fog up and i can actually read the words here on the page thank you for showing up incidentally we've invited about 80 people and so thank you for making the effort to come here what i want to do today is i want to introduce you'll hear acronyms a lot we're going to try to stay away from acronyms of which you're unaware so the first one is esser and that stands for the elementary and secondary school emergency relief fund and what that is it's federal funding that's coveted related to make up for the expenses incurred because of lost student population in the state of arizona and in other states when the student population drops so does the funding most of the public schools throughout the state suffered a reduction in enrollment therefore they suffered a loss of income schools that went online were penalized as well and so there's there was less funding for schools that went online so these funds have been provided to make up for the loss of learning and also the other needs that have surfaced now this is a very individualized approach that we've taken and that is required in order to have a well thought out plan i'll tell you that our administration teams and departments have been working on the plans for the individual campuses for about six months each of the principals will briefly review what is called a fish bone which is a complicated series of diagrams that maps out the steps that we're going to take to meet the needs of our kids and so there's a couple of needs that are obvious one of which is learning loss students went fell behind and in most cases if the students come from a low socio-economic environment and they have one parent that's working all the time and they're left at home the self they've suffered the most and even kids with both parents at home and both working and working normal schedules in higher socioeconomic classes probably still suffered learning loss so i don't think people are going to argue that kids haven't fallen behind we recognize that i want to make it clear we don't intend to make up for that learning loss in a single year that's going to take a period of time it's going to take some time we think within our planning probably the better part of two years and so learning loss is one and this grant at least 20 percent of these funds must be associated with making up learning loss within our planning it it'll exceed that the other thing that's obvious is student suffered emotional stress from it disasso being disconnected from their peers having to learn remotely there's a lot of different personalities i mean i can think of of my four kids two of them would have thought it's the best thing in the world that happened because they're anti-social and the other two it's the worst thing in the world because they are social butterflies so it depends on personality but kids generally from a social emotional standpoint suffered and so we recognize that we have implemented within our plan student support megan penrod megan will you raise your hand for me please you probably all know who megan is is the director of student support district wide she's paying added emphasis to the high school because of the population the number of sheer number of students that we have we've also hired counselors at every school we have student support at every school and we have counselors at every school our hope was to hire even a couple more and in this plan i think we've we've provided finances to hire two or three additional counselors if we can find them in order to make up learning loss and to meet the needs of our kids we've decided that we need to have as small as classroom as it is practical at the elementary level our targets are depending on the grade level but the lower the grade the smaller the classrooms ideally where the classrooms start to exceed those numbers we want to add an instructional aid we've had some success in doing that in uh years past some of these classes in the second third and fourth grade have been as high as 26 28 and in fifth and sixth grade as high as 36 and 38 right now our largest class i believe is 30 and that's in the sixth grade kindergarten ideally is about 20 we're at about 24 and those are 98 percent or 99 local kids uh kindergarten is hard to plan for because you just don't know who's going to show up first second and third grade those classes are small smaller than they have been in the past at admittedly at the high school and junior high they're higher than what we would like but they are still manageable i think that's a fair representation of principles is that true okay the other thing i want to emphasize is that this is an ongoing effort the esser grant is a substantial grant over the seri over the period of about three years the district will receive in excess of five million dollars and that grant will be spread across three years and you might have heard stories on the news about well what are we going to do when that runs out in the covet calendar six months is long-term planning there was a time where one month was long-term planning things evolve this grant allows for the rewriting or to rethink it to re direct resources as needed it gives a lot of flexibility so mr pico is building the framework with the uh support of the rest of the administration team and directors he's building the framework for this grant to meet those targets that we're talking about the framework that he's building will also support the goals that'll be spoken of briefly in the fishbone activity as well there are three specific subgroups that we have targeted already to try to provide additional supports and one is our students that are in the special ed programs two is english language learners and and three is our native american students that require additional support if they're not at grade level or they're below or far below they receive additional support this plan also contemplates the average student and the highly performance student like the one we have going to columbia right over here it'll it'll account for all of our kids all the students let me look at my notes here really quickly i want to make sure before i turn it over to our principles to give a brief explanation of their fishbone i want to make sure i've got i also want to add a critical part of this plan addresses the safely reopening of our schools it's extremely expensive to disinfect in your facilities daily that i mean we would do that maybe three times a week or twice a week we're doing it daily we've added two positions in facilities and maintenance in order to facilitate that we purchased a lot of equipment to make that job a lot easier to disinfect in the facilities and we provided over time we'll continue to do that there's also heating ventilation air conditioning hvac units are going to be replaced with some of these funds to improve the learning environment and the air quality where those are needed we're also working with the state facilities board to replace another 11 or 10 10 to 12 units in multiple locations another element of this grant is we have the ability to provide funds to our teachers and certified staff primarily teachers to retain our teachers and so we can have retention incentives we can have higher incentives to attract new teachers so thankfully we are only too shy of the two two positions shy of our target of the teaching positions that we set out to hire we wanted to have three additional teachers at the elementary over the level of covering every class at the capacity levels we were able to find one over the other two were still making an effort to find and we've had to admittedly get creative at the high school level too we're using some ins teacher led instruction online one class the junior high in english and a couple of classes at the high school so in order to discuss this further i want to turn some time over if you give us a couple of five to seven minutes if you need a little more and you can have some questions answered if you're done we'll start with the elementary school go to the junior high and then we'll end with mr webb and then we'll have a mr pico introduce some information and after mr pico's then we'll have a q a this is ryan grace mr grace is our elementary school principal all right i think i got everything turned on um so essentially there previously referred to as fish bones because that's what they look like it's just a problem-solving strategy each campus will have three of these to kind of go over with you these are developed from our campus needs assessment which are built through teacher input so teachers had input into the campus needs we looked at those we went through all the different categories we go through wherever the lowest areas are at and we build our goals for the next year so essentially on the far right you have our needs statement which for this one which was our first primary need was a professional school day needed to incorporate preparation time and appropriate planning during the school day last year due to covid we had to close down our specials at the elementary school our teachers were with their students from 7 10 in the morning to 2 o'clock in the afternoon they had a 20-minute 25-minute lunch somewhere in there but they had to do all of their planning all of their collaboration outside of the school day so we were able to this year add back our specials plus an additional special which gives our with our greater numbers we can have more kids go to specials so that our all of our teachers have time to collaborate as a team daily it's not a huge amount of time every day it's about 30 minutes every day but over the course of the week it's far more than than they had available previously our second primary need was that professional development needed to be built into the calendar um with covid last year and being out we were not able to offer professional development at the level that we wanted and so whether it's self-selected or pre-selected professional we want to make sure that we have that to be able to offer two teachers we're using friday afternoons we get out early at noon on fridays we'll be using friday afternoons to work on professional development as well as uh you know take care of some staff housekeeping that kind of thing that needs to happen but we will be able to offer more in-person professional development both from our own teachers that express interest in giving professional development to their peers as well as pulling other people in to train on some of the programs that we already have such as lexia and our title reading programs that kind of thing our third primary need um we have a lot of very involved parents and we wanted to try to bring that back we were unable to have large gatherings last year and so family involvement nights are a big part of what we want to do this year we are currently working on getting quite a few of them planned curriculum night math night science night we had back to school night this year we had almost 700 no sorry almost 600 families that signed in and that would be without an overage we had 598 signatures on paper for families which tripled our spring open house attendance um so that was that was quite quite good to see but we'll be getting those calendared well in advance this year so that people we can advertise to them people can take part come in see what their kids are doing in class outside of just you know the typical parent conference days any questions on those all right i'm going to go ahead and pass this off to ms hoffmeyer hey courtney let me give you a microphone thank you sorry i'm courtney hoffmeier for those of you i i haven't met our some of ours actually mirrored some of the elementary goals as well our first needs statement talks more about increasing communication between staff family and community community we saw the need to make sure that we are sharing out all of our goals that we have for all of our students among all of our stakeholders so that we can help all of our students students achieve at a high level one of the are there are a lot of pieces that go into this identifying key data points identifying the needs of all of our students whether it be emotional needs academic needs family needs just making sure that we we are all communicating about the needs of all of our students offering support to all of our students um we have also we have especially after last year we identified the need of making sure that we are providing as many mental health supports to our students our staff and our families as well so there are a lot of those pieces that are going into that our our second goal is to develop the research-based professional development so that we can stay all on the same page as far as what kind of practices we want to see in our classrooms what kind of practices we want to see in our curriculum and our instruction with our students we do want to develop we can implement consistent practices and include differentiation for students with diverse learning needs and that can be from students who are needing extra support either students with disabilities to students who need extra engagement more challenges so we are recognizing we just have a we our students run the gamut from so with so many different needs we want to make sure that our professional development is um targeted so that we can meet the needs of all of our students and our final need statement mirrors what elementary school was saying as far as our student data assessment our research-based curricula so this one is very similar to our second goal with our professional development we are implementing avid this year at the junior high level and this is going to be something that's going to help us help students learn to achieve with rigor with extra rigor be able to advocate for themselves break down barriers whether they be they be social emotional barriers academic barriers but figure out how to overcome those uh those obstacles that they have so our our overall goal is we just want to make sure that we are doing everything we can to help all of our students succeed at every level academically socially you know as much as we can for their success any questions okay and mr webb is next all right so the you're going to notice some similarities between all three campuses probably because we have similar populations and similar needs come up as we do this one of the things that we've noticed that we need to improve on is to make our communications more readily available to all of our stakeholders to whatever language they speak at home hopefully we can have that translation into their native language so they have a better understanding of what's going on at the high school so we're trying to figure out how we can do that more effectively the school website we've done some changes to our website over the years and we're we're making progress there hopefully we can still work out some some things where parents maybe run into frustrations with navigation on the website if they need to find that information they can find it easily those are one things that we we want to make sure that we can do our part in making that information available to parents and also to students where the state has identified the high school as needing to focus on three subgroups within our school population those are students with special needs our english language learners and also our native american students so we've looked at things that we can do within the school to help all of these different subgroups but as we as we're doing that these tools that we're using and and learning they're great for all students so courtney mentioned the avid program and that's going to be helpful to all of the kids and i'll get into that a little bit in our next one this one again it's connected to the last one with providing training and information to better understand our different cultural needs if we can help our teachers understand where the kids are coming from and the experiences that they are going through at home that will help them make the connections to those kids in the classroom and hopefully the kids will be able to have a better desire to contribute more overcome those barriers that maybe are in their own lives to be more successful and then they're going to be able to take that whatever those tools are being taught to them and apply it to their own learning so they can be able to be successful the last thing is talking about how we can improve our opportunities for teachers with professional development it's similar to the elementary and also the junior high we perform a needs assessment what the teachers want to focus on for professional development we will give those teachers we want to we have teachers within our staff at all three campuses that are experts in certain areas so if we can utilize our own experts to reach out and to teach their colleagues it's going to be more meaningful to the the teachers as they're learning that and it's also something that's directed to what they need so we have that line but then we also have the avid so the the ways the different things that courtney was explaining we're going to do that at the high school too um and especially with when they're in the high school we want to make sure that the the kids there's a large group of students who for whatever whether it's their own thinking whether it's their family you know parents may be telling them whatever their experience they feel that they can't be successful in college or have a future in college or life after high school wouldn't include you know more learning opportunities so that's a big part of avid is trying to push those students to make that connection like yeah i can i can do this i can be successful i probably can take these college classes we have several we have so many for our school and the size of our school we have so many opportunities for our students to be able to take community college classes whether it's through our talent program whether it's dual enrollment whether it's navit compared to any of the other schools up here on the mountain and schools our size we have a lot of different opportunities want our kids to be able to take that next step and to be experienced in college classes and hopefully with our avid program we're going to bring some of these kids who never thought this was a possibility and help lead them to that so those were our three needs test need statements and what we're going to be focusing on at the high school any questions there okay mr pico's up next thank you for being here thank you all of you for being here and showing an interest in what we're doing you ever spent 5.2 million dollars before it's really a challenge it really is i want to uh complement our principles they're showing you just the basic surface of what it's like to develop a school plan i start bugging these guys about january some of them run from me some of them hide and we find them anyway out of benevolence dr wright sent me home for a year to work from mesa and work with our principals in terms of getting these things finished and so this is just a fraction of what they have to do to do a school plan so after they do this and this ties back into the sr3 after they complete this plan they have to go into the department of education's website and they have to create smart goals and goals and how they're going to accomplish those things and then not only do that they have to go through and they have to fun tag every single one of them and so it's a it's a massive collaborative effort between the principals myself and other school folks that uh that we get that done and so it's and so it works out pretty good it works out really well these three principles have been absolutely phenomenal to work with they make themselves available they make the time for it they get involved in it and as they're doing these plans mind you they're running high schools they're running junior highs they're running elementary schools and the environment in which they did it in was a covet environment and it was new to all of us we weren't quite sure we learned the word zoom meeting these principal talk these principles talked about the target assisted grant and the targeted assisted grant did identify three subgroups that fit right into the framework of the sr3 grant the sr3 grant is an emergency fund grant to open up schools to make sure that we open up in a safe good and clean environment i always have looked at this grant as i've started it and thank you dr wright and brenda for trusting me to to plow forward with this grant but i look at it as a capacity grant i look at it how can i give folks at blue ridge unified the capacity to do what they need to do in order to safely open schools and and allocate resources where they will best utilize programs for social emotional health programs for clean air with hvac programs where we may purchase a vehicle or two where we can practice safe distancing the luxury and the freedom of hiring staff members to reduce class sizes the opportunity to work with social emotional professional development folks that will come in and work with us and work with our teachers and so the framework of the grant encompasses all of those things and so it's not me sitting in my office all by myself with my hands over the grant i constantly probe my principles like i probe my directors i probe my my maintenance guy jeff jeff akins who's done a great job helping me with the needs of what the schools need as a federal programs director i don't have a clue about hvac and the needs that go into what he does and so the effective and the deliberate uh association and the correspondence with these directors has been absolutely incredible it's taught me a lot about opening schools it's taught me a lot of interesting things about how can we bring our children back and how can we make it safe how can we move forward education how can we fill in these learning gaps that we have and so that's the whole impetus of the epi the the yes or grant probably the biggest challenge of the grant are the percentages that the state is requiring so the state is asking us to do twenty percent of our s or grant towards uh learning loss well that twenty percent equals about one point uh one million four dollars is about what it comes out to if i if i recall the math and of that hundred and f of that one million dollars only a percentage of what i put in the grant can is applicable to that twenty percent based on our free and reduced lunch rate and so the math that goes into it is a little bit uh is a little bit complex and it's a little bit trying but there's always plenty of support for that i'm going to look at my notes here just real quick and see if there's anything that i've left out so one of the other fun things that we're going to do uh with this with this money is there's two one percents in there one of them is about summer learning or enrichment and basically what that is is extending seat time or extending learning time and what i've tried to emphasize and what i've tried to collaborate with my school leaders is if you're going to use a specific math program monday through friday during the school year and we're still not getting where we want to be why then will that same program work in the summertime and that's where differentiated education comes to pass is making sure that when we when we do extend seat time that we're extending it with maybe something else another idea another platform collaboration plc's where professional learning community communities where our teachers get together and then we study that that type of stuff our comprehensive after school programs we're still lightly treading that era as we as we work with covid and the safe returns of our school our teachers are who we rely on heavily for those types of activities and when our teachers are done after an eight-hour day some of them it's very taxing on them to ask them to continue i just want all of you to know and i know i have a lot of teachers here our teachers are phenomenal they jump on board they roll up their sleeves and they and they really do a great job helping kids it's about kids it's not about us it's all about these kids and serving their needs and helping them make up for that learning loss uh the conclusion of the yester grant is an 80 of discretionary funds meaning that we can really we have a lot of latitude on how we can spend that money and peter lang from the state of arizona and the arizona department of education is the overseer of these funds they've been wonderful to be able to call to email to get questions answered this is if uh if i get anything across to you today understand this is not just brad pico writing a grant this is a community of educators writing this grant i may be the guy physically typing it into the computer but let me tell you i get emails from great staff members that are helping me out with information that we need in regard to to to getting that grant finished and turned in so that's roughly the framework of the grant it's a capacity giving grant to help us make up for learning loss requires an element of safe return of kids in school and once they do return to school how will we keep them safe and through the collaborative effort from dr wright all the way down to the rest of us it's just absolutely it's phenomenal we have great systems in place and we have a great relationships with one another in terms of of working together to give others capacity do we we want to save time now to answer specific questions or general questions or anything related to this grant or that the way it's being directed or any specific needs for which you have concern comments ideas mr butterfield will blue ridge get the same percentage from like what they got for one and two will they get the same percentage for three the percentage breakdown is a little bit different and so based on the volume of money that you get it's just like what we call indirect cost when you have a bigger percentage of money being given then the allocation becomes it's it's it's it's weighed a little bit differently but we're truthfully we're doing well with what we're get we've been getting actually about another question i'm glad to bring the mic over don't be shy ideas questions comments anything yes ma'am we don't pay back this grant money no ma'am okay the only time you're you're found paying grant money back is when you don't use it properly so the answer is no we we're not paying back this grant we'll do it right there there's rules there's rules affiliated with every grant sr3 is incredible because there's so much flexibility when you go down into title one and we're managing probably 17 grants besides this granted to say all at the same time making that juggle and each one of them has a compliant issue and at the same time you just have to make sure you're compliant and luckily most of the compliances are the same some of them are a little bit different yes sir mr waldo is the money for this determined by enrollment of the school district it is it's a ppa it's a ppa and it's also based on adm well ppa per pupil allocation so in a grant a couple of things that they begin to look at they look at your free and reduced numbers in that percentage which plays in tight in this grant which is really for me it's a little bit aggravating that they would do that to us because it lessens the 20 percent that i'm writing in based on my free and reduced number and i know that's it it kind of gets a little bit foggy there but it's a challenge i mean i wish they would just say okay it's a straight 20 no problem learning loss we can do that but then they're going to take the 20 that we do push in and a percentage which ours is 58 percent of free and reduced has to come back out and then so you have to continue to add those funds does every school in this every district in the state get this money to my knowledge they do or they're offered that money you don't have to take the money but but to my knowledge they are be foolish not to i couldn't agree more yes sir in regard to the board timelines when when does the board have to make approval of this and when does it have to be submitted so so the grant has to be submitted in on the 23rd of august and so then we'll have a three-year timeline to expend those funds to draw down that money and so to dr wright's point it's a it's a continually moving it's almost a draft because anybody that's been in education long enough you realize education recycles itself so what we're doing today may be different next year we may have a different clientele and so education changes so programs that principals have written in their plan may need to be modified they may need to be adjusted we may use a different type of a curriculum and so those grants can be amended and that's one of the jobs that i've been given is to amend those grants to give capacity and for kids for principals to do to change so it is it's right away that these these funds are going to be going answer your question mr merrill when does the board have to do approval on it how many days prior to the submission um i i don't know the answer to that question that's a good question i know i know more about the timeline after the grant is written and submitted what has to happen so does anyone go to the county also let me ask brenda brenda does this require specific board approval okay just it requires um submission on time and then we'll we'll do a probably do a quarterly review of so we don't defense the board doesn't necessarily have to approve this no sir okay that was a question thank you so yeah as long as the grant is in on the 23rd they may not approve the initial grant most grants are rejected the first time around but the nice thing about when they approve it the first disapprove it the first time they'll make you a list of what you need to go in and make corrections on you go back in and sometimes that takes a week sometimes it takes two weeks but you go back in and you and you correct those those errors when they were talking about avid avid is a professional development community that's supported by the target assisted grant it's one of the only organizations that's supported by that and so the action that we take with them is deliberate and it's meaningful not only has it been effective with the junior high and the high school but we've now introduced it to the elementary school and they're using it the funding is a little bit different i've had to shift the funding from the target assisted grant which the elementary school is not part of and take them in on a title too which will cover that funding and so we're able to do that and i will speak highly of our native american group and our uh in our eld group have all shown improvement and they've shown enough improvement that pretty soon we we're were right on the verge of getting them out of this this bottom percentage until coveted mr pico i want to add the avid program as he had mentioned is elementary junior high and high school and it's designed to provide additional support and mentorship for all kids and so we recognize not all kids come from equal homes but we want all kids to have equity and standing so this provides tools for them and mentors for them at a very early age they start talking about success and what does that look like and what do you need to do and so we've we've pushed that all the way down to the elementary level it'll be a continuation all the way through high school are there any other questions relating to the grant or the purpose or just comments or anything that we can i might be at address for ali yeah i'm not sure if i just missed this before so do you reapply every year with a new plan like this this one obviously is stretching out over the three years but you talked about like reassessment because of changing needs so will you apply again next summer with like so so that's a that's a really good question so let me just give you a quick example to answer your question so i wrote in school counselors for three school sites when i wrote their salaries in i said i i used a narrative of to the effect of this salary is effective for three years and then i put the entire sum so what if you know a lot happens in three years a counselor may leave then i go back in and amend the grant so the only thing that has to be approved again would be all the amendments that i make to the grant and when i say i make them it's a collaborative effort of of a principal may say hey we lost this teacher we don't have that kinder teacher anymore then i go back through and i amend the grant and make it more current and applicable to what we're doing now does that did that answer your question miss brandon thank you sorry i probably gave you too much information i apologize yes ma'am let me get you i have a question regarding the native american population how are the support services being identified and who's part of who is a part of that conversation so that's a really good question and the native american population fits right into our tsi or our school improvement grant and the answer hovers over that particular grant there's a lot of similarities in that grant and so i myself who in the native american liaison for the district work with my principals when we create school plans that population is identified as well as our sped population and our eld population so they're they're accommodated for it just as everybody else is accommodated for and if we see special needs if the principals voice certain concerns then those are the types of things that we put into our school plan that they put in their fish bone and that we move those plants forward i would add there's always an effort to to make an outreach to officials at the tribe to come in and participate we always extend that invitation we're interested in their feedback as well and receptive and open to it very good any other questions if not i thank you for your time and and i recognize about a third of you the same third that always come no matter what we ask for i appreciate you taking an interest in your community and the education of your children i i too wish to recognize and and frankly i'm grateful for this admin team that are working tirelessly to meet the needs of our community our finance teams and our technology teams are here saturday and sunday working 10 to 12 hours both days to make sure we had computers and finances and if you drive by here very often brenda's cars here at nine o'clock at night and we're doing what we can every department is short-handed but we have what we need and the reason it works is all these folks work together from our transportation to our food service to our facilities directors to finance they all work together they're working tremendously hard you have top-notch principals i'm proud of all of them and their administration teams and our teachers we have some of the best teachers and uh our outcomes are demonstrated by that i mean find another school that has sent kids to academies from this mountain two years in a row find another one to have kids going like this young man is going to colombia the kids that don't want to apply themselves their opportunities are here our math departments are emerging as some of the finest and i'm really excited about what the future brings our teachers work very hard and we appreciate them we recognize their hard work and all of our support staff it's been a very difficult 18 months and this year is not going to be easy but we ask for your patience and understanding we're doing our very best to keep our schools fully operational and we have plans in place to flex as we have experienced shortages in staff due to this covet disease uh if there are no further questions mr merrill we're done and we're ready to adjourn unless you have anything else you'd like to add no i would just add my uh thank you to everybody especially those those of you that have come today and i know if you didn't voice a question you had a question i hope that question was answered so appreciate your attendance here we'll take about a five minute break we'll go offline and then we will start our board meeting at uh uh 5 45 and we invite you all to stay for that board meeting might be a short meeting there's not a whole lot on the agenda today thank you very much
⚗ AI-reconstructed · cite from original above
well good evening today is tuesday august 10th and this is a work-study session and a brief board meeting we have a few items associated with our brief board meeting but we will start with a roll call miss wilson would you help please dr charles santa cruz here miss laurie wood here miss sheila eugetti here miss jill humphries here mr bill park parker mr president all board members are present you have a quorum thank you mrs wilson and welcome to all of you who are here in the boardroom this evening it appears to be mostly staff but there are a few other folks in the room as well and those of you who are watching live stream also like to take this opportunity to welcome mr william parker to the board newly appointed as of friday last week and so welcome sir thank you [Applause] we'll move to item number two a presentation and discussion of topics 2.01 is the instructional framework dr mccord thank you dr santa cruz governing board members if i could have dr newman and ms jones up here they're going to talk to you about uh what we've been working on and what they've been working on particular probably for the last year uh the gps instructional framework and and i won't do it any justice so let them give the intro so i don't really mess it up but i'm just very proud of the things they've done this is something that's going to be good for our entire district and for our staff as well primarily for our students in the long run so take it away all right good evening um president santa cruz governing board members and dr mccord mrs jones and i get into the mic a little bit sure is that better a little bit closer everything how about that there we go now it's picking up your okay good thank you um good evening we're excited to be here thank you for giving us the opportunity to do this um really a lot of the bulk of this work really was a result of vicki's leadership and collaboration with a lot of others and so that's what we want to share with you tonight he told me too yeah there we go um we have had instructional frameworks previously in previous years um we've had some documents that we've got that helped guide some of our work and we've had some more formalized types of structures but really and truly the formal process of creating the document that you have in front of you was a result of some work that we began in 2020 and that was just to create a cohesive instructional framework that articulates expectations for teaching and learning while at the same time creating a student-centered learning environment and that was especially important for us to be able to clarify and provide clarity to teachers as to what does good instruction look like and with that the framework allows us to clearly articulate the expectations and also provide training and support to ensure that our students are gaining access to the student center classrooms that we know will help them to be successful you know i think and i'm just sorry yeah you're like oh my gosh he's speaking um we often get asked or or people wonder what are we about and where are we going i think this document pretty much nails it right on the head so i just want to point that out to everybody because this is exactly what gilbert public schools is about um the instructional framework this process was definitely a collaborative effort um it was a group of individuals that as you can see come from very diverse positions and experiences and it was brought together for us to meet we met from october 2020 through january of 2021.
⚗ AI-reconstructed · cite from original above
she didn't perform very well the first night yeah so she tried like i'm gonna go out on top she did the ball apparently so that's what she wanted yeah it started with a session i just did i was waiting operations um educational okay so and just again for some of you guys that are new to this these numbers don't reflect actual dollars these numbers are appropriations of what we are requesting to spend the dlg once we submit this to the lgf basically takes what our estimated expenditures or i think are going to be and then our estimated what our estimated revenue thinks it's going to be and then they come back and tell us that you can only spin or have the appropriations of this much dollars okay so appropriations just give us the authority to spend uh we may have more money than that we may have typically we wouldn't have less money than that but um that's the amount that we're allowed to spend within that budget year and if we wanted to spend more than that then we have to go through a whole other process of additional appropriations and so forth and so part of the process is to over ask for things because once they shift everything out of things that we don't know about such as assessed valuation then then they come out with a number uh based off that information that tells us what we're allowed to spend and so these are the estimates then that we are proposing for our operations fund budget the first column shows what we're advertising or what we are anticipating for 2022 and then the far right column then shows what we adopted last year as far as what we advertised i guess um and so that just gives you a little bit of comparison uh from year to year sometimes it changes a lot sometimes it doesn't change a lot but you always you know always have a little bit of inflation costs in there for things like fuel costs and utility costs and those types of things remember everything that's spent out of this budget are capital projects transportation items bus replacement salaries and benefits that go along with those items like maintenance and custodial staff bus drivers bus aides mechanics central office staff such as mike and myself and payroll people utility costs and then anything that would also be considered overhead or non-educational uh instructional costs it's all funded out of the operations fund so those things are on there uh things that we had to use that we used to have to list on here but we don't list it on here anymore our tax cap impacts and transfers from education fund operations fund we no longer put it in the budget estimate but we do put it in what we call the form b form and so forth as part of that process so that's why it shows it on there but it shows zeros because that is reported somewhere else now um as part of that process so as far as tax cap impacts are concerned last year we were hit pretty heavily with tax impacts still um not terrible but it almost doubled it did double uh in our tax caps i think it was 180 000 of tax cap impacts which would be monies that we did not receive because people had hit their tax cap threshold and so that money was never recovered or collected i guess i should say um and then as far as transfers are concerned um obviously we have that um rule that we need to stay under the 15 which i do anticipate us being able to do that again this year it'll be a very similar amount as it was this past year when it comes to those transfers so the budget will reflect eight eight point nine million but it typically usually gets reduced uh to around six to seven million dollars from that and then that's where things like some of those bonds come in handy because the areas that get reduced in the or the more expensive things which are usually the capital project portions of stuff and then we can offset that difference a lot of times with the bond monies to continue to do facility upgrades and fix up things that we need to do and so forth any questions with the with this form right here so again this is just an estimate some things may change down the road here in the next few weeks but eventually we'll bring an exact amount when we do our budget hearing okay next slide just keep going yeah we're done with the operations okay so then the next thing that we have to uh present and advertise are our bus replacement plan and capital projects plan so we used to have to advertise this in the newspapers we no longer have to do that however we have to advertise it on gateway and on our website uh 10 days before we have our budget hearing and so i am anticipating our budget hearing to be september 14th unless something changes if something changes with that then i'll have to change the advertisement date on there before we post it to our website and gateway but that's just the notice of when that budget hearing will possibly be and then if you go ahead and switch it mike this first slide shows what our capital expenditures let me uh put the camera on a little bit for people at home uh this shows what our capital expenditures would be over ten thousand dollars okay uh so it doesn't list any of the tiki tacky stuff or stuff less than ten thousand dollars but we need to show uh what things we anticipate uh in our capital project plan over the next three years so this doesn't mean that this is this year uh but over the next three years anything that we anticipate to spend over ten thousand dollars uh is listed in that section the next section is more focused on note is more focused on projects not necessarily an actual asset but something [Music] something bigger over that three year period and again the estimated amount there is listed in an estimated start and end date when that project may or may not take place things obviously can get shifted and moved around based off of needs and priorities but that just kind of lays out some things to be looking at over the next three years and we may do those things and we may not do those things a lot of it depends on the amount of monies that we have at the time and what's needed and what's not needed but we still have to list things out even if we plan on anticipating doing those at some point over the next three years and then this just breaks it down this is a form that we don't really have to submit anymore uh it's not required but i still do it because it breaks it down a little bit more specifically by building it doesn't get as specific as what the details are but you can see what the amounts are based off of um in certain categories like utility costs and those types of things per building so list that for all our buildings including heartland we do give some of our capital project monies over to heartland uh for some of their capital uh capital expenses uh which they bill us for as well so we include that as part of our capital project plan question how do you get the current value from just like the buildings like sharp creek some of that's based off the information that we've already received from like barton co okay when we've talked about some of those things a lot of it's from steve when he goes he may call somebody and ask about a um we need to do a parking lot here this means square feet before you think it might cost and then some of it's just from steve has a pretty good historical impact of what we spent this um but i also think it's good to share for you guys to see so this is a utility comparison over the past five years just to kind of see how our utilities have adjusted uh over a period of time and then it can give you in the comparison chart and you can go to that on your own we don't have to do that here it'll break it down a little bit more specifically by building and whether it was like an electricity cost or a natural gas cost or a water cost where this kind of lumps all that in together um with that you can obviously with covid and we had the shutdown of school for a couple months that saved some money there from from a normal year then i'd like to give a representation of what each building costs were for last year for 2020 so this lays out how much we spent at each building how much that was related to salary benefits how old the building is and the occupancy of the building from 2020 just to give a little bit of comparison of what our costs are per building and then if you go to that link there it gives you a little bit more of a breakdown of some of those costs of the projects that we listed on the capital projects plan and then steve kind of goes through and lists like what may be a more of a priority than the others and that's what helps group us and try to decide okay do we want to try to do this in year one or do we want to do this and look to do this in year three and that type of stuff so that's kind of some information that we use when we're building that capital project plan and then the bus replacement plan this also changed a few years ago we used to list out our bus replacement costs over a 12-year period because that was the lifespan of a typical bus but now we only are to do it over a five-year period which has helped in getting better estimate costs on what buses are and so this is the form that we would advertise as far as our bus replacement plan is concerned but if you look at the next slide this is the old form this is the 12-year plan that i still use it breaks it down to a little bit more specifics um just for our own knowledge uh the red or the buses that we're salvaging or getting rid of or have gotten rid of and the yellows are the buses that are what we consider spare buses in our fleet and then eventually we'll just continue to delete and add as buses are replaced over that period of time any questions with the bus replacement and then the last thing here is our annual finance report we do two annual finance reports one for the state board of accounts and one for the indian department of education they're both different and i don't know why but they are and so this is the annual financial report by law that we are required to advertise in the newspaper and on our website and so these are the expenses and revenues and all kinds of information that is given about our district finances over 20 the year 2020 and so um is that calendar year yeah it's based on a calendar year so there are certain things that we are reporting this the legislators did allow us to make changes to this report so that we don't have to advertise the whole report we have to advertise the whole report on our website but as far as the newspaper advertisement is concerned we have we can do a different form to advertise that in the newspaper which is a little more condensed but it's it's really not much that different so instead of spending eight hundred dollars to advertise it it may only cost us six hundred dollars to advertise it those are the requirements for the things that are needed to be reported to the department of education and advertised to our public so i guess as far as my asking is concerned i'm just asking for approval for advertisement of the things that we have to advertise which would be the capital projects plan the bus replacement plan and the afr i'll move to approve chris's request to advertise okay motion on a second to approve chris's request to advertise the capital projects the bus replacement plan the capital projects plan the most replacement plan and the annual financial reform on paper say aye aye and moving on to personnel under resignation we have patsy arwood cook at southpaw high school melissa allen credit recovery study hall aid at northfield amy seiders math teacher at northville high school rita mccracken cook at southpaw elementary jenna morissette cook at southwood elementary tim morrissette bus driver south schools lori brewer secretary at southwood high school and melissa allen girls varsity basketball coach at north high school under employment we have ashley harris bus driver for the south schools jessica france math teacher at northfield high school cheryl shannonfield three hour cook at southwood jama garcia speech and language pathologist wmap rhonda bolton for our book at northville high school allison rosemeyer secretary bookkeeper charlottesville elementary taylor zimmerman zimmerman social studies teacher at northville high school kayleigh stiff first grade teacher at metro north elementary amanda rasmussen five and a half hour cook at southport elementary and jessica brewer a computer science teacher at northfield and at southport high school under retirement donna mills paul attendance secretary at northfield high school uh transfers monica transferring from secretary at sherp creek elementary to data financial specialist at wmap stacey bone transferring from elementary north metro north elementary first grade teacher to sharp creek elementary third grade teacher kat harper transferring from metro north halftime music teacher to northfield high school english teacher megan mckellar transferring from library aid to office attendance secretary at northfield high school under coaches for the 21 20 21 22 season these are all north phil excuse me southwood high school tanya boone head cross country danny junior high cross country david snyder head football coach nick driscoll assistant football coach doug marks and corey blocker and zach ball jeffrey finickal all assistant football coaches tom finickle head volleyball grant langley bartles assistant volleyball delane ball karen tinkle also assistant volleyball stephanie hacker junior high volleyball rachel hurst junior high volleyball gina deaton junior high volleyball sierra truska head cheer becca dillon junior high volleyball jonathan collins assistant cross country alyssa pershing elementary volleyball haley kaley assistant cheer jesse houston assistant chair dj marshall junior high football and danny lloyd junior high football and tim drake head junior head jb volleyball under coaches for this coming school year at northville high school we have kat hopper head volleyball assistant volleyball shelly myers brett evans and hillary belgrave brandon baker head football brian in your assistant football along with eric weichel stan cox corey schaefer shane weiger jeff camp hughes josh moore matt burkett oh no and and josh moore those are all junior high football assistant football there's a lot to read here junior high football matt burkett and jim curry kyle oswalt and jim mitchell for junior high football kevin lemming junior high cross country um this list cody mcclure head golf chair for uh girls head golf as i was fall current yes okay allison rose meyer head cheer deb shinkol assistant chair uh haley zolman junior high chair and rex reimer head varsity boys basketball coach very good can i mention a couple first of all resignations i know everyone has a story i do want to mention amy cider's math teacher she's been working on her administrative license and so she's moving on to marion community schools to me administrator there it's a math coach so it's a a little bit different administrator than what we're used to but that's what she's doing and also just want to thank donna millsball and her retirement as a tenant secretary i know i was there with her for four years very very personal great lady great with all the kids and the staff there and we will definitely miss her but she'll be spending more time now in retirement with her family and husband and her grandkids we have a motion and segment to approve the slate of hr as well heartland career center reporter matt i have enough okay superintendents report mr key favorite just some real quick um items first of all just a reminder that tomorrow is the last day for our summer feed and i'm actually the always dealer is asking for some of the statistics and i will give that i gave that to you last time so i won't do it again but thousands and thousands of meals so we thank all the food service department for doing that also registration began um yesterday and on will be next monday south schools and then the fall and then next wednesday for the north schools we typically don't have too many that are doing it at the schools anymore because uh so many of our uh community they do have internet access and they also have the computers and the devices to do all that so we're looking forward to everyone registering for this school year our new teacher orientation mr drake takes care of that that's going to be a fairly large group a lot of us because of we have several retirements about i believe 11 teachers that retire this year so we'll have at least that many plus others that have moved on plus maybe some added positions so that will be next wednesday and then going backwards a little bit uh well yeah august 2nd is the first day for whites and so that's next monday and then we also have august 9th is the opening day for our certified staff dr tony giabuenta will be our keynote speaker and then the following day on august 10th which is two weeks from the day is when we greet all of our students and that's also board meeting night so that's it for now new students are transfer students they can do that totally online or did i understand they have to come into the school yeah and hopefully the messages and all the everything that we're getting when they call us and ask us those questions and we let them know too so no they cannot do it online because they have to have the passwords to get into the skyward which we would not have any information for yeah i just wanted to be convenient okay that's all right curriculum and instruction report mr greg yeah actually i've got a few things i do want to point out jessica brewer you guys just approved her to be the computer science teacher for the veterans on board you might remember when we first started ex-robotics and we introduced those teams at the elementary and maybe they were bigger bigger and then we added computer gaming and we kind of have grown that and so we uh talked about hoon and just keep everyone we added a position so that is a brand new position i had in the district before and i'm really excited with the gal we got she's a purdue grad so you know you know so we only expect so much but you know she she uh she comes to us as a transition to teacher and so while she's she had a fabulous a internship in canada mine uranium and so she did a lot of the technological portions of that and went so well they sent her to argentina to try to mine uranium the economy crashed that company went down and so she then turned to gis and a lot of farming implements with technology and so she has a huge wide range of technology coming in and she's super energetic and so she's going to help with the robotics she's going to help with the computer gaming and she's going to help introduce computer science and so this year for the first time northfield will have computer science one and we've had that on the south side because of staffing and so with her traveling uh back and forth and so that's a huge step and hopefully she keeps growing so i just want to make sure you guys caught that um before i get to the next part i don't know is there any mr key favorite you want to say about this before i get started anyway all right so um this board has been very encouraging about us promoting our stories and telling that and i think mr will talk to you guys more about this later but what you have in front of you is a flyer that's going to be mailed out to the county and so everybody's going to get this and i just want to address my portion of it there on the back promoting our early college success we don't get quite the media coverage that other schools around us get from being early college but we have a lot of success in that world and so so you can see that and then those are highly i learned scores there uh and you can see where they're at and just kind of where we stack we feel like we need to tell our story academically especially in the county and in the city sometimes that doesn't get carried through so i feel like this is a response to your guys's prodding a lot of that and so and one thing i want to say too is this can all be found and obviously the sources are listed there so this isn't something that we just pulled off from anywhere you can get anybody can go in and look at this data and then this is more um dr coon's area the education fund operations fund but one thing is anybody um can go to this and the source is the indiana gateway that you can go in and find all this information uh sometimes we um look at where we're strong in another place that we're strong is financially and so that just lists that there also so and we can talk about it more later but um there will be a web on our website there'll be more information more explanations some of this data and probably more graphs is that what you have on there in a postcard so so laura who does a much better job of this than i think any of us could do right so she created this this is what everybody will see and for those that are curious to see more there will be information there you can see on that on the back it says go to msdwc.org about and so if you go to the web page then we have built uh she built i shouldn't take any credit for it she built then what you see here on these pages i just wanted to print it out for you so you can have a copy of it and so this gives you a little bit more detailed a couple more graphs and explanations there and all of them have links like if you look at the early college success rates the very first one at the bottom it says at their website if you are on a computer and you click that you will go directly to the site and then you can go verify that on your own so each one of these has those links at the bottom so people can go and see them um and then explore on their own and verify that and make sure it's not reliable from us it's reliable from the department of education so i'll give you a second if you want to look through some of those um on the printout sheet actually i guess even on the flyer too if you have any questions or comments about that who all will get these everyone in the county including the city yes every investment everybody everybody plus it will actually go out a little further than that um to other counties too that we kind of touch different places so obviously we do touch eight different school districts so when do you look forward to go out to mainland it's this week she sent it out so yeah i would assume that that's kind of nice because it'd be nice to get it in the window of registration yeah you're on you're on her page that's exactly where she was um and so i we had i worked with her today on my side of this website that that you would click to if you got that and she was really adamant about getting this out today prior to people receiving the mail and so i think she anticipates it yeah we worked on this last week um a lot of remotely stuff but uh we worked out last week too so he completed other questions about that yesterday looks good very impressive now i appreciate you having me from the administration well thank you very much she has the ideas and we just get to look at it and say okay this is what we like to change a little bit and tweak it up a little bit but i didn't have a lot of different eyes i tried to give her some light she didn't really listen to what i said i don't understand how that goes all right so we'll move on to new business recommendation to approve the revised white junior senior high school 2021 2022 calendar school calendar yeah so just to talk about that a little bit um obviously whites has a lot different situations than our other schools and you know we went to the four day a week program and even now there's that gap in july and so for for various reasons but one other educational reason is that we're having more days in july than also but that's going to be if you can read that we'll have to blow it up a little bit here but um this is a non-traditional schedule so these are some times that the students will be working with the teachers remotely on those different days so we can have more days in july when they're there because they have no other schooling during that time and of course you have kids that can be court ordered there in june it could be july could be may december all the different times so it basically spreads out the year even more than what it was when we had the four days a week so some different situations with this but i just recommend it just changes a little bit it's not too much different it's it basically um ends about june 28th i believe if i look at it again that's my memory yeah june 28 and then adding a couple of two or three days to the july calendar so some students are getting some extra work there too not any big change but just small so those pink ones are new days um part two of the pink days or new days there were some already days in july it's just basically taking the 28th and i've got to look at the calendar no there it is obviously the 28th 29th and 30th uh basically taking two of those days and putting them into july okay so not a big change motion to approve the whites counter changes recommendation to approve metro north elementary starting time to be moved and the reason for that last year during coven we decided that it would be best not to have the transition time the shuttle buses um the students go from you know being at sharp creek getting on another bus and then transferring to metro north so last year they went directly to metro north so they would not have as many transitions so we felt like that was a a good change whether it was covered or not covered so the students would not be on the bus as long and so they would not have an extra transition of course being preschool all the way through just second grade now the younger kids it's just a little tougher to have them transfer all the time so basically there's no change in the transportation for this year but the change is that they would start at 8 15 instead of like 8 30 and 8 15 really is consistent with all the other schools now our junior senior high schools are about 8 10 shark creek's about 8 10 8 fifteen two because the buses all go there and then south woods is about the same at eight fifteen so basically just aligns with all the other schools and we separate the transportation with drop off a little bit too right yeah so that is the recommendation what time can they drop kids off there um 7 45 or 7 30.
⚗ AI-reconstructed · cite from original above
we will be starting our meeting in exactly one minute okay one minute good evening on behalf of the board of education we would like to welcome you to tonight's town hall focusing on our school reopening plans before we begin we would like you to know that we anticipate having ample time to take life questions at the end of tonight's presentation but just in case please make sure your question is captured in the q a portion of the zoom at the end of the meeting we will try and answer as many questions as we can in a live manner we also want to let you know that this guidebook that you are seeing tonight is available to everyone via the ausd reopening school website you can also access the ausd copen19 page using the find it fast menu on our home page we will post a link to it on our social media and send it out as well tonight we are going to be covering our goals we're going to go over health and safety our decision trees alternative programs social emotional wellness and next steps as we have been planning and working on our reopening plans these four goals that you see here have been guiding our work number one ensuring that we are following the los angeles county department of public health guidelines and orders which have deemed that opening schools for full in-person learning is now safe with some protocols and guidelines in place maintaining an inclusive caring and supportive school culture establishing protocols for health and safety and timely frequent and transparent communication on this page you're going to find a summary of the most important aspects of our reopening uh the rest of the book goes into a little bit more detail but some of the most important things that we need to know here are that students are now going to be allowed to have breakfast and lunch at school students are now going to be allowed to have recess and pe masks will be required while indoors for both our students and our staff students are going to be able to participate in club sports and music with some modifications for some of those students are going to have ample opportunities to sanitize and wash your hands while outdoors masks will no longer be required although students and staff are welcome to continue to wear their masks outside if they choose to temperature checks at entrances will continue to take place for students and for staff because things change quickly and often we are committed to updating this guidebook and the decisions included here based on the ladph guidelines and orders that are given to us reminder there's a reminder on this page a wearing mask while indoors also a reminder to please update all of your contact information with your school although visitors are now allowed we are encouraging parents to conduct school business remotely whenever that's possible if it's not possible no worries but just a reminder that all visitors are now going to be required to share their phone number and email address due to contact tracing students and staff are still going to self screen prior to arriving to school and signage is going to be continued to be visible and serve as a reminder for all of us to wear our mask and self screen as well we are working to ensure that testing will be widely available at all of our sites for students staff and family at this point in time to get into a little bit more detail i'd like to pass it over to mr jorge thank you mr ortega and uh good evening to the community with regards to health and safety students and staff must screen for symptoms such as cough shortness of breath running nose and fever at home before coming to school or getting on a bus anyone with a fever of 100 point four degrees or more should not go to school uh or get on a bus temperatures will be taken and how screening questions will be asked at sites entry points full sites will have signage throughout campus to encourage proper sanitation and student debt will have individual partitions parents and visitors uh accessing the school campus will um be limited and parenting visitors will need to sign in and provide their telephone number and email address i if we have a situation that when we have symptoms while on campus uh staff or students remember to volunteer while at school they will be isolated from others from parents and guardians of the student will be contacted to pick them up staff will be central um students and staff will be advised to isolate according to cdc guidelines parents to contact surgical principal prior to returning to school after and to turn it over to mrs jamal uh thank you mr ronkell so on this page we outline um some of our protocols and our pp e some of the highlights are that mask and face coverings are required while indoors for both students and staff face coverings must be worn that covers both the nose and the mouth at all times while indoors we have how to videos available on our district website students and staff are allowed to remove their face coverings while eating and drinking and when they are outdoors students will be instructed on the proper face covering protocols but parents are asked to familiarize their children with the use of a face of a cloth face covering which includes the importance of being careful not to touch the mask or areas on the face parents are also encouraged to send a backup face covering in the event the student's face covering becomes damaged wet or dirty there are exemptions to wearing a mace a face mask but it requires prior approval visual aids and how-to links are available on our district website additionally throughout campus visual aids are posted to remind us all how to properly wash our hands and how to properly cover while while coughing and sneezing hand sanitizer stations have been placed throughout the campuses both indoor and outdoor and additionally all sites have at least one outdoor hand washing station on this page we are outlining some of our hand sanitizing information as well as some of our cleaning protocols so as stated hand sanitizing stations will be located in all of our common areas such as our lunch areas our npr's front offices and priority locations that have been identified by each site's principal all staff are required to wear a fabric face covering unless prevented due to a health condition or instructional com our instructional or communication needs in those instances staff will be provided with a clear face shield personal protective equipment that is available on all campuses will include face coverings face shields additional masks gloves and gowns the district has provided each school with has provided each school and district site with a temperature scanner anyone entering a campus or district facility will be screened as they walk past the scanner the district has invested in both a clorox 360 sprayer and the victory sprayer the sprayers will enable our custodial staff to more effectively disinfect our campuses the units spray a fine mist of disinfectant solution that is statistically charged sorry and adheres to the surface in the room ensuring proper coverage detailed attention will be given to high touch areas such as our door handles desktops sinks and door wheels and restrooms throughout the day for transportation our drivers will perform a pre-entry symptom screening and temperature check with a temperature scanner students not meeting the screening requirements will not be permitted on board of the bus students should a student become ill during transit they will be isolated in a dedicated seat behind the driver students will sit in every seat and we will start loading from the back first face coverings are required at all times including transportation vehicles such as our buses a driver may remove his or her face covering to ensure the safety operation of the bus unless within six feet of the nearest passenger on here we talk about other considerations such as our cleaning in our hvac system for our cleaning regimen the bathrooms will be cleaned and stocked with soap and water throughout the day and disinfecting wipes and our disinfectant sprays will be provided in every classroom our hvac system has been serviced and inspected across the district to ensure proper operation in circulation of outside air all district hvac systems have been have had the ionization unit installed the ionizer has the following benefits such as it kills bacteria viruses and mold it helps control allergens asthma odors such as from smoke it reduces pressure it reduces pressure loss by keeping coils clean without the expensive uv system and requires no maintenance and at this time i will pass it back over to mr rankill thank you mr mall uh what follows is our notification protocols uh the district always uh will work to balance the need for privacy of students and employees the need to communicate with potentially exposed individuals page articulates the steps that the district will take contact trace and communicate with individuals and the school community this process begins with the school or district being notified of a closing 19 positive employee or student that person is directed to isolate and they are interviewed and the contact tracing process begins the individual is also provided with coven 19 resources notification to the school site and employees are sent via email as required districts uh the district will also communicate with the los angeles county department of public health and cal osha as required what follows is the decision tree um for students prior to entering a district campus if the student indicates no symptoms or exposure the student enters the school and has a wonderful day if on the other hand the student screening indicates symptoms of coca-19 the school will offer an on-site clogging 19 tests with parents or guardian permission the student's parents guardians is also contacted to pick up the child if a medical provider confirmed that the systems are not consistent with cloven 19 the student must stay at home for their doctor's guidance if the student is provided a test and the test is negative the student must stay home until he or she is symptom-free if the student tests positive then the student must isolate for a minimum of 10 days the student is not tested we treat those cases as if the student has tested positive and again they must isolate if the screening identifies a student with symptoms not consistent with clova19 then the site administrator determines if the student should be excused the following decision tree is very similar and it focuses on staff members entering a district the employee indicates no symptoms or closure the employee enters the school site or district facility on the other hand the employee screening indicates symptoms including 19 the district is directed an employee is directed to not report to work if a medical provider confirms that the symptoms are not consistent with program 19 the employee must stay home for their doctor's orders if the employee is provided a test and the test is negative the employee must stay home until he or she is symptom-free if the employee on the other hand tests positive then the employee must isolate for a minimum of 10 days if the employee is not tested we treat the case as if the employee had tested positive and also must isolate the screening identifies the employee with symptoms not consistent with kova 19 and the site administrator in consultation with the hr department will determine if the employee should be sent home now what follows is a decision free for fractionated students and staff uh the following two slides are decision trees um for vaccinated students and uh unvaccinated students uh and staff that uh are close contacts to a confirmed cloven 19 positive person uh first allow me to define a close contact the close contact is a person who is within six feet of someone uh with kobe 19 for a total of 15 minutes or more in a 24 hour period or if a person had unprotected contact with uh bodily fluid from someone with cloven 19 for example copying or sneaking this slide shown on the screen right now shows the decision tree for vaccinated students and staff a vaccinated student or staff is a close contact they are recommended to take a coven 19 test five days after exposure and will be provided a medical grade space covering if the student or staff member are asymptomatic that means you're not not showing symptoms uh they can continue to go to school for work these uh close contact post-contacted vaccinated individuals should monitor their symptoms for a total of 14 days any changes in their symptoms should be reported to the school or the hr office if on the other hand the student or staff member has positive recovery 19 the individual must isolate for 10 days until fever-free without fever-reducing medication this next slide is a decision tree for unvaccinated students and staff that are close contact if a uh unvaccinated student or staff member is a close contact they are recommended to take a cover 19 test and will be provided in medical grade based coverage if the test is negative the close contact student or staff member must quarantine at home for 10 days if the student or staff member remains asymptomatic while quarantined they may end their quarantine after day seven if they receive a negative test after day five from their last day of exposure these individuals must still monitor their symptoms through stage 14.
⚗ AI-reconstructed · cite from original above
we wanted to explore we wanted to research we wanted to come to consensus about what does student-centered instruction look like in gilbert public schools and what is it that we need to do as a group to ensure that everyone is clear on those expectations the spring 2021 really was a time for us to refine and finalize the framework and so we knew it was important that while we had individuals that represented all levels elementary middle junior high and high school district office and other we wanted to be sure to that all of our campuses and the individuals there had an opportunity to provide some feedback and so that was we created that draft document we spent a full day with administrators explaining what this was and we asked them to please take it back and share this information with their campus leaders and also their teachers and other staffs to make sure that they it represented what they believed was what teaching and learning should be the team then used the feedback in spring of 2021 and that was to create this finalized document and the end result was a research-based approach to instruction and that included five domains and we'll talk about those a little bit in detail later but each of those is really crucial to that instructional process and that fine final product is what you have in your bff which is your blue framework folder the pd department is very very clever and so nobody will forget their bff they bring that to all of their meetings but that's something that we're really really proud of is that final product i want to just go on record saying the bff was my one moment of brilliance in the in the whole process so my staff thought it was corny and i said no we're having bffs so um thank you for for having us here and allowing us an opportunity to to discuss this important work i appreciate it the five domains that we ended up with as a result of this work um obviously represented in the in the folder that you have connect design instruct assess and reflect um really were the the five guiding principles um that that research tells us are are important in order for us to be really purposeful in our adult actions and um and making sure that those adult actions that we know that they matter and that those adult actions have significant impact on our kids and so that that idea of of collective teacher efficacy and hattie's work is off the charts at a 1.57 and so that that idea that all of us together can can make a difference was a huge guiding force for us and and what we can do for kids the more we know the more options we have to serve kids and i believe that's that's true and and is important for teachers as well the more the more resources and options and and knowledge and skills that they have the better prepared that they feel to to go in and work with kids of all levels and and all capabilities so the the foundation of the instructional framework we knew needed to be connect and that's where we started um this district and and i'm proud to have been part of this district for going on 30 years now and and connection is what we're about we're about our relationships with people and making sure that that we um hold people true and and we know that that people are at the end of every decision that we make so connect became the the first domain connecting with our students families and community requires that that we are very intentional in our practices and that we keep our focus on every person and the knowledge that everyone within our diversity within our diverse community feels connected we develop strong interpersonal relationships through honesty integrity and trust and we deliberately construct engaging learning environments that promote academic social emotional well-being for all of our students and taking care of the the whole child we make sure we invite our community and families to connect with the schools and make sure that they're partners in our students educational journeys as we as we go through this process we can't do what we do the teachers can't do what they do without the support of our families in our community and that was an important aspect of this framework in the design domain we intentionally design instruction in the design domain we intentionally design instruction to make sure that again as vicki mentioned that our teachers and students both have clarity about what is important as well as how we're going to measure that success so if you notice in the on each of the domains we have domains which is the design or the connect on the left we have our concepts um and those concepts are specific those are measurements of criteria those are our success criteria um then on the right that demonstrates how do we know that we've got there how that we've gone there within each of the domains you're also going to see and especially within design well articulated learning expectations based on the priority standards so this is as the teachers are designing their lessons as they are looking at their resources and determining how best to meet the needs of their students wherever they are there's purposeful consideration and implementation of instructional strategies and that allows teachers to engage students in their own learning and also to provide those effective instructional practices that are evidence-based that's really important that we're making sure that we are utilizing the evidence-based practices so that we can ensure that our students are growing and learning in the way that they need to be um can i just ask a question um on at the bottom under concept you have numbers and what do those numbers relate to so the numbers relate we wanted to be sure the framework really encompasses everything that we do so this was not going to be something new or something that we're adding on this was something that will frame essentially everything that we do here in public in gilbert public schools specifically also related to the teaching and learning so those numbers are related to the danielson which is evaluation that's used for the teacher evaluation all right thank you that's a good question thank you the next domain that we tackled was instruct obviously once you've prepared high quality um intentional design of your of your materials you have to figure out how you're going to get that information to kids and so instruct became an obvious result of that learning goals targets and success criteria are only beneficial if we can get that information in in the hands of our students so the instruct domain articulates how teachers and students can work together to ensure students are actively engaged in their learning process and there really is a focus here uh similar to the focus in danielson of having students be actively engaged and knowledgeable um of what's going on and not just be passive uh part of their education but really be active in that um so the the idea of teacher clarity centers on how we can clearly communicate expectations with our students it's it's common for our teachers to know what it is that they want to get across but sometimes they don't always tell kids what they what that end goal is and it's research tells us that that clarity up front and education not being a surprise to students is really important and students need to be actively involved in that process so providing them with the tools um that they need to achieve at a high level while they can monitor their own progress through self-assessment is is a key integral part of of the instruct framework we are intentional in our use of high-yield instructional practices like dr newman said they're all research based in their their uh the practices that we promote actually accelerate student learning while we we focus on engaging them in their own learning journey so those proven strategies that work are really important in this particular domain and also the idea of getting multiple strategies into the hands of our teachers like i said before teachers can serve our students better if they have more instructional tools in their toolbox that they can put out pull out when they have unique learning situations that they have to deal with there's a variety of assessment types that exist to ensure that teachers can create opportunities for students to demonstrate both growth and mastery of content a system of balance assessments allow teachers to really effectively monitor the progress and adjust instruction to meet the needs of every learner so you're going to hear us keep talking about every learner instead of all learners we're talking about every learner it's important for us to ensure that we are meeting the needs of each and every other one of those learners when students are assessed against clearly articulated success criteria then not only are we able to provide as educators timely and specific feedback but we're also able to put words for into students minds and into their hands so that they're able to also assess on their own and that's a really important piece is students being able to monitor their own learning and this will help as we clearly articulate what that looks like and as teachers do that for them the final domain in the process is the reflect domain and this is a domain that's often overlooked within education because we get really busy and and we have to continue moving forward but research again has shown us that the the the ability and the um the time taken to reflect upon our practices and not only reflect on how we feel about things but also look at the data and look at the data to see what our end result was is really important for us so reflection becomes a powerful tool for both teachers and students and this and this domain asks not only the teachers to reflect on their practices but also as students to reflect on their practices and their goal setting as well the data allows us to take responsive action and improve our teaching and learning outcomes and whether we reflect individually or as part of a team we actively engage in this process and that ensures that we have the ability to always move forward because we learn from what we've done in the past and and that allows us to not continue to go back and either repeat those or to um utilize a more effective strategy as we move forward or know that a strategy was really effective and we don't have to go through trial and error anymore we can just go ahead and pull some of those strategies out because we know that they've been affected with our students on that particular domain and we talk about framing what we are doing already so vikki is going to explain some of the things in the initiatives that you've heard us talk about before and how those directly tie into the framework one of the things you'll notice and reflect is is under concept r3 is is team reflection and and this is actually very timely as we're ready to roll out our annual updates on on our professional learning communities this was a really important aspect for us to include within the framework we feel the the the board has been gracious in allowing us time to have professional learning communities and we want to make sure that we're we're continuing to utilize those in the most effective and efficient manner possible um and so by providing a tool um within the instructional framework that helps guide those conversations um then we feel like we're making the the most of the time that we've been afforded and allotted for that if you if you set the plc minutes the reporting forms that they do for us the guiding documents that help guide those conversations next to the instructional framework you'll find that those things match up fairly nicely the the plc minutes talk about establishing looking at priority standards establishing success criteria learning targets how we assess our students how we monitor our students progress how we adjust for instruction how we make sure that we've we've taken care of interventions for students who haven't gotten it and how we reflect on those practices and move forward so it very much parallels um the the work we've been doing and both of these projects have been in work in the works for for a little while and it's really nice that we've been able to roll them out in their full form um simultaneously so that teachers can see that the parallels between those two and what they're doing in their plcs is really meaningful for what happens in their classrooms every day may i ask a question many years ago when i was a principal we had the teachers write their the goal on the on their board yeah about what the learning was which is what i think you're doing here but there wasn't all the rest of this that went along with it yeah and when i look at what you're saying about reflection i think that's really amazing how are we addressing a reflection on a child who doesn't succeed it's um and i'll answer that kind of twofold and then obviously jump in one of the things that um that and this is part of the plc process as well um one of the things that we've we've done is we've asked teachers to um to focus on shorter term uh classroom goals rather than year-long goals and to really integrate when you look at the assessment portion you're going to find a lot of references to formative assessment which allows our teachers to monitor student progress at much smaller increments if i'm monitoring my students and i'm and i'm checking their progress every day or two i'm much more likely to catch their misconceptions when i know i only have a day or two that i have to go figure out where they missed it versus if i wait to the end of a unit which might be three or four weeks later now i don't have time to go back and reteach the whole unit but i do have time to go back and readjust if i'm only a day or two out from that so that the the collaborative the focus on both the formative piece of assessment not just the summative piece and the work within the plc's that actually ask them did you achieve your ultimate goal of 80 mastery or more and then it specifically says to teachers what are you going to do to bring those students up to par and when are you going to implement those those interventions so we've really put focus on that and then take that combined with the instructional toolbox um that they'll be continuing to get more and more support on we feel like we we've given them we'll be able to give them some strategies uh to instruct maybe a little differently to catch some of those kids who maybe didn't get it in that tier one level and i think the most important piece on this is that the child doesn't get discouraged right and that's what i you know i think is the most important thing because sometimes the child will get discouraged because they didn't meet their goals yeah the student the student involvement in this process is amazing um the the idea of of sharing our goals with students and allowing them to to mark their progress and see their small incremental success again it's the same thing if i as a student don't ever get to know that i'm making progress until i get the final summative and maybe i only got 60 of it but i don't know where i started right and so there's the the the clarity that we allow and and the the engagement that we we bring into this with with kids and so they can see those small progressions and they can say maybe you haven't mastered it yet but they can definitely see the incremental growth it's just going to be really key to some of those kids that have maybe gotten lost in in the past to being able to say you know i can do it like i can move along maybe not as fast as everybody else right but but at some point in time there are some things in the works for me and i trust that my my teachers and and and the staff are going to make sure that i get there so um we're excited about it's the combination of all of those things it's not just assessment it's not just the plcs it's the combination to me that is probably the most important factor of what you're doing is for a child to see even if they're not making the major growth that they're seeing that they're able to do something and this is really yeah really important thank you yeah to see teachers who use who already use success criteria successfully in their classrooms it's so much fun to watch them with the kids and and the the knowledge that the kids have about their own processes and their own cognition um it really is amazing so um yeah we're we're pleased with that that's part of this so thank you yeah um excuse me if this has already been answered but uh the professional learning communities or is that based on grade level subject area uh typically yes so if the elementary is typically uh broken up by grade level at the secondary is typically broken out by a subject area we do have some district wide plcs especially when you get to the secondary level you'll have one german teacher at a school or you'll have one physics teacher and so there's some flexibility in terms of how they they choose to to do that but every teacher belongs to a plc a regular group that they can collaborate with okay thank you you're welcome so not only does the um the professional learning community fold into the instructional framework um as ms humphrey's humphries asked the question earlier um the evaluation component also wraps into into that um and the numbers that you see below each of those um in those concept areas does link back to the danielson framework um and the reason that we added those there um was we felt it was really important um the we we've known for a long time the the research has proven that the danielson framework is an effective way um to have uh conversations with teachers and move their their profession forward but we also felt like we wanted to make sure that teachers knew that there was some that this document supported them in that action and so as we go through and we train in this document and we provide resources to support this document and we provide additional supports that go along with the framework that will continue to support their efforts and their evaluation as well it will continue to support their efforts in their plc as well so as they learn through the framework as they learn together they will continue to move forward and and should see better results on their evaluation as as well and they can kind of choose those areas if there's an area they want to improve in on their evaluation we have a framework area that they can link that to and then there'll be resources linked to all of those about all of those areas so hopefully that will allow them an opportunity to allow teachers an opportunity to continue to meet their own personal goals within the areas of the framework as well as the areas of the evaluation system something too that we'll be adding is um resources for our instructional coaches so as principals and evaluators are working with teachers there's also a coaching side of it as well so while we know that our administrators also coach um you know instruction and help guide teachers there's that other piece where there'll be that additional support for them as well so vicki's team will be leading that with instructional coaches too so we're excited about that so learning walks and other principals and instructional coaches can work collaboratively together with that and we've actually taken the framework and we've created an instructional coach framework and we and we did this with instructional coaches so that they could see where they fall and and where they play a role in the implementation of this important work and they have been pretty excited about it so it's been it's been fun to to explore that work with them and and as we start a new year they're they're excited to to continue that work so we appreciate that support um finally just wanted to um show you what we call it's a clarity map um this is something that will we're helping with teachers this is one of the means by which we establish success criteria and learning targets we do this for our teachers as well as we ask teachers to do this with their students it's one of those pieces that allows students to have clarity in terms of what the expectations are and what the learning outcomes are we use this this particular clarity map and and it was rolled out with the first domain of the instructional framework so that teachers know that in year one our our objectives and our learning targets are really for them to be able to explain and be and be comfortable with this document it's for them to start having a common language common references and and common goals to to pursue we we hope that people will be curious about various portions of the framework and even if we're not taking a really deep dive into a portion if they're curious about it there's a plethora of resources and training available and they can pursue that on their own or they can continue into year two with us and and that's we're really going to go into some applications we're going to ask teachers to apply what they've learned in year one we're going to ask them to start um kind of ramping up uh the the formality and and the the expectation level within their plc conversations and their instruction we're going to continue the administrators will continue those look fors in terms of instructional strategies practices and continue to have those coaching conversations so this year is very much a clarifying year so that we're all on the same page more implementation and campuses will set their own goals next year to really be able to kind of dig into an area that maybe is of a particular need to them and then by year three we would expect most of our staff to be closer to the i got it section which is they have the ability to dig into this document and with with a fair amount of of clarity um uh implement what's asked of in here and or identify areas where they feel particularly strong or there that they need some some support in that and be able to pursue those options um in in a in a way that's meaningful to them so that we can personalize their learning experience and their growth experience as well um and and that's so that's kind of our our progression so we've rolled this out to the staff they know this is kind of a three-year process for us and we will get more intentional about it every year as we go through so we wanted them to be comfortable with it before we put a lot of pressure on them to um really take the some of those deeper dives and with that too we're looking at measures of success at each year so obviously year one when we want them just to be able to explain why and how that impacts student learning for example at the end of each of the trainings which we probably did not mention but um i was at each of our houses they've already started they had the connect as vicki mentioned before um and then each of the half days they will have a training that they will be um implementing we as a district team go and we get to watch so it's really cool because we get to see all the amazing things there is it's very intentional even as far as the training goes we've tried training before we've tried to implement things before and this we've been very strategic the vicki's team in particular has really created a dynamic training session our campus teams our administrators bring in some coaches sometimes they bring in teachers depending on who what their choices and what fits best for their campus they bring them in and they experience this first as a participant so they're able to kind of understand what it feels like and what this training is and it's very detailed as far as a script instructional strategies very specific as far as when i was at harris the other day they talked specifically about this is the instructional strategy that we just used with you and so they're modeling instructional strategies and practices all throughout the training so with that we at the very end there's a choice board that the teachers have it's almost like their exit ticket and then they share with the principal um you know within the next week or two what which of those items on the choice board they're going to do so that will be our measure of success because they are at that time they are choosing after that training what they as a plc group will be talking about what they might be trying and so that would help principals determine if they're truly understanding and be able to provide feedback for them for year two and that's really the teacher's application of the concept so it's going deeper into the training and also deeper into the concept so how are teachers able to apply so that's where our teachers will be able to within our plc notes we'll be able to see because of the plc you're asking what do my students need to know how will i know that they got there what am i going to do for those kids that still need that extra support and what am i going to do for those kids that already have it you know how am i going to enrich their learning how am i going to expand their learning and so those plc new notes will be very evident of as teachers move through the cycle of all of those domains um we also know that our principals will be continuing with their walk-throughs our coaches will have some learning walks and then there will be evaluations so we're looking at whatever they're choosing on their campus to dive deeper into and that will be their focus as an administrator they're probably going to say when i come in the next time when i'm doing my walkthroughs over the next month these are the things i'm going to be looking for and then they can provide evidence so those are some of our measures of success for years one and two and then as vicki mentioned we really expect by year three to see student outcomes increase we know that in year two student outcomes will be increased because our teachers will be implementing um additional strategies or be really intentional with the strategies that they are and there will be in um additional professional development and conversations within plc's and within at a district level with them and so we those are the measures of success that we expect during that implementation of those three years i'm sorry i was just going to jump on and just add that that there's really going to be a focus especially in the beginning on classroom level data i think that sometimes is overlooked a lot because it doesn't get in the newspaper like some of the the the end-of-year test scores and some of those kinds of things but but in addition to what what we anticipate being increases in those end-of-year results we also will be able to see some of those growth experiences within individual classrooms and as as teachers are using data to make their decisions more we should be able to see that reflected um in in the results within their classroom where they can say this was my pre-test this is my post-test this is where my students have grown um and these are this is why we made the decisions we made so we should be able to pull some plc data to be supportive of that as well so dr newman and ms jones this may be a question better suited for full implementation in year three or four but i'd like to know what what you're envisioning as we attach the framework to the assessment which assessments are the end of course assessments are the formative summative assessments are the ac tsat what assessments are we expecting to impact at what level and how will we know we got there so the answer is yes but with the assessment we know that as our because of the plc work and the work that's being done that formative data and the in our intentional consideration and really putting that formative data on a level where we say this is the important this is the stuff that really makes the difference in students learning it's not the end of the year it is that formal data so yes we are looking at that form of data as vicki mentioned about the classroom we're looking at those end of course because our teachers then are able to look at that along the way whether it be the beginning of the year the middle of the year end of the year and see where the students are growing and what needs to be done so we would expect continual growth as our evidence-based instructional practices continue and then also the end of the year whether that be our state assessments whether that be our a.c.t um and some of the other strategic whether we're looking at psat and some of the other things that will be like so in in order to refine the the data evaluation process among educators in the classroom are you also expecting a transference of skills as it relates to reviewing the data that from the assessments you just uh enumerated with their in-class teacher-made assessments structuring similarly so that there's a consistency there right and having the conversations about this is my classroom data and this is what it's showing and this is the other data so then that that lends itself to a lot of conversations are we focusing on priority standards what are our assessments looking at and that's why that assessment domain is just as important as all of the other four because we truly are looking to say what is it that we want to make sure that the students are learning but before we assess them are we teaching them the things that we want to be sure that we are going to be assessing to demonstrate that they do have that proficiency that alignment with that alignment between what i've established is my success criteria this is what students need to know and that that alignment between the standards is going to be essential there's we've all heard kids say well what was on the test wasn't anything right and there's always those those anecdotal kinds of things that are out there but this really purposeful if we selected priority standards carefully and we've aligned our instruction to those standards and we've monitored throughout that every teacher should be able to walk in to any assessment summative assessment situation and feel really confident that their students know the material because they should have already checked them multiple times along the way and so we should see those end results in especially the state data some of the other things that are just if i could because we've been having a lot of conversations about other types of data that this could potentially even have an impact on that we don't always think of as academic our dropout and graduation rates if we have kids actively engaged in their learning and excited about what's happening in the classroom and knowledgeable and they're feeling confident in what they're doing they're going to stick around with us when you look at access to rigorous curriculum um we talk about you know kids moving up and whether that is somebody who is in a resource classroom who has the ability to access a gen ed classroom somebody who's in a in a gen ed classroom has the ability to access an ap classroom with that confidence level and with with some of the strategies that are here it increases access for for students at different levels because they can they learn in different ways and so i think there's some of those other data points that we talk about we talk about our data dashboard and we talk about some of those things that are out there quality instruction in the classroom um and that research has told us this quality instruction in the classroom really impacts so many other things it impacts your discipline rates if kids are too busy in class to to be bored and stray you're not going to have a lot of those little discipline problems that pop up and so i think that we actually have the ability to measure in so many different ways academic and non-academic per se um for us to to measure some success so it'll be exciting to see that progression and and see the impact that they've got in those various areas i applaud the structure you've articulated there it's necessary but very ambitious it is ambitious well and it's a three-year plan right so um we've tried we've tried before right with all best intentions but we want to be sure first and foremost that teachers understand the why and that was a big conversation in some of the training at the very first connect in that domain was understanding the why is key because we could get right to what we need to do but if we don't understand the why then we're missing out on that and so that will become less intrinsic if we've if we've skipped that step and so year two is when we dive really deeper into each of those domains so when we we're talking about assessment we're talking at a surface level about this is what the expectation is this is what the goal is this is what the success criteria is and then moving forward it's that professional development about what is that what do each of these look like and diving deeper into those year two now the framework could become a an absolutely valuable roadmap for the classroom educator uh miss jones you've referenced a an educational researcher as foundational to this can you speak to her skill and her her idea about the instructional framework so we we we're kind of happy geeks in my office we we love john hattie um and we've done with john hatty um some fisher and frye with the success criteria playbook um in some of those researchers marzano's work and so we've gone in hattie's probably our big one because he has the he has the broadest reach in terms of his his study billions of students um and so he um what he brings back in and his ability to to break research down into specific adult actions instead of generalizations really helps us be able to say so jigsaw does this for us so for if we're if we use this instructional strategy we have the ability to help students in this way um and so we've we've used a lot of of those resources we have utilized the the assistance of lissa pianovsky who is an author of architects of deeper learning who worked with the international center has worked with us with her company innovate to educate and she has really helped lead a lot of the research in that area to make sure that that we are aligned with the things that research and and that's out there um in our verbiage and in the way that articulates in our document to make sure that we're we haven't gone astray um and that the things that we're doing really feed back into those proven practices um versus the things that maybe we like or we're comfortable with or we're overly confident with and so um i we we feel like we've we've done a nice job of finding the the teachable moments i will if i can do a little shout out to my team um because there are amazing people but and then and they do amazing work with the trainings in particular but one of the things i'll give them the biggest shout out for is they are a group of teachers who have recently come from the classroom and every day they say to me this has to impact teachers in the classroom this can't be theory this can't be something that lives in the clouds this has to be something that they feel every day that they can do every day and then when they walk away from the training they have something they can turn around and implement every day and they have really kept us grounded in um the things that and the resources that we can make available to teachers to make their life easier and and to give them more tools in their toolbox so teachers don't have time to go on research all that's why that's why we have the jobs that we have it's our job to go in and find out what's what works and be able to help and articulate that so i give them a lot of credit for for saying to us this has to be um good for teachers and they have to feel in the classroom not in some theory or not some big far away kind of thing and so i that's something that we continue to have a focus on is is how does this impact our teachers um and our kids in a positive way something with hattie also is that's not something new like all of a sudden teachers aren't going to have to learn about hattie or they're not going to have to learn about you know marzano some of the things that we've done so it's really interesting i was in a vendor presentation with a group of junior high and high school teachers and one of the teachers spoke out about feedback and feedback is and it has an effect size of 1.2 according to hattie you know and that's probably wrong it's probably not 1.2 but it's probably close um but just that conversation about they're already those are things that we've been doing and this just frames it in a way really and truly so um we had another conversation with um they were talking about jigsaw in the pres in the training and um this is an instructional strategy that we use and howdy shows um the effect size of 1.2 that's the 1.2 expect size of 1.2 and and so everyone and right away the um administrators said tell me what is an a year's growth what effect size do you need 0.4 right so 1.2 effect size how many years is that three so teachers are already talking about these things they've already all of their professional development has been focused on that and this just brings it all together for them and some of that training that you speak of and these researchers and presenters have come through the international center yeah right yes through uh daggett's consortium and mars and all of that yeah and we have spent a good deal of money sending teams of people from gilbert to the international training center and so if this is a yield that comes from that that's good stuff and also bringing them in we just had uh three presenters from international center at seti this year and so not only did we expose them to some of our administrators we had 150 teachers that had access to those experts and their knowledge and their skill base and so we've been excited to be able to to bring those things home um so that teachers have direct access to to those resources as well did you judy here comment i i actually have three comments you only can have two okay um first of all i just want to say that i think the most important piece of what you're talking about is language and using the same language for all the the instruction because you know when one teacher says one thing and another teacher says another thing kids get confused and everybody gets confused so i think that's that's really important the other piece i want to say is that um i think having coaching is probably the most important aspect of what we're doing as a district because the principals can only do so much and you know just about the time that you think that you can go into a classroom and talk to a teacher you have an issue on the playground so you can't do it so the coaches are the are are such an incredible piece that can help the principals to do the jobs that they have to do because they have to be everything and then the other other thing that i know that you have a three-year plan but i think that you that we all have to understand that that three-year plan may be a four-year plan just because we don't know where anybody's going to be because of what's happened in the last year and we've got kids all over the place in terms of where they've been where they haven't been if they've been in school whether they've been online or whatever so you know i i love that we have a three-year plan but i think that that we have to address the fact that we're going to have to look at the lack i don't want to say the lack um what's the word i want to use um changing possible setbacks setbacks from learning that happened over the last year and and i think that that i i'm i'm applauding everything you're doing but i think three years has got to be four to five and let me clarify the the three-year map we rolled this map out so teachers knew that they didn't have to because this would be really scary if somebody gave this document to teachers and they're like going i have to do this tomorrow and we're like no you really don't right um we're saying to them we were trying to give them a clarity map in terms of this is kind of the progression there's nev i'll be honest there's never an end to this there's no because we all know in education when we decide that we're as good as we need to be education just keeps going right and so this is a never-ending process the the resources that we use the tools and strategies that we use we will continue to update that we will continue to update our training the trainings that we're doing right now um for the the rollout for the instructional framework will become the basis for induction for our new teachers when they come in so everybody will be trained in the framework when they come into the district it'll be a net this will never stop in terms of our continuing to support teachers through this process because just like kids some teachers will pick this up right away and there will be other teachers that five years from now we're still working on them getting to to some acceptable levels in some areas right and and that's just that's part of what we do we have to coach up our own staff um it's just the nature of education now we have to be able to support them through that so we view this as a never-ending process so but i also i also believe that we're in a place that we've never been before absolutely and we have to be realistic and you know and i i have no doubt that you guys i mean i know what you do so i applaud this is this is wonderful and you know but we just have to understand that there's going to be issues that we've never dealt with before and our hope that this is a resource for people having who have to deal with those issues they never dealt with before it may give them a strategy that they've never known how to use before and that's and that's really how we're approaching that is how can we how can we support you and where you're at right now well we've implemented plcs we've now we have all of our schools trained in the data teams but but we really have this will help because they are going to find students in all different places so as true as we are to the cycle of the instructional framework and all of those domains and specifically that instruct you know the design all of those pieces tie in to that learning knowing that we're going to need to give additional support to teachers for kids and like i said i applaud you on this i think this first year is going to be a learning curve and then maybe next year they'll be the third three years right and i hope i'm wrong does humphreys go ahead yes please um i i was very excited when i looked through this prior to the meeting i'm i think this really does it's it's not in an in of itself new it's it just puts all the pieces into the puzzle in the right place so that it's more clear for everyone and it's more understandable to everyone and so i think it's really really exciting i think that kudos to all those that worked on it because i can tell there's been a lot of work and a lot of collaboration i also feel that it points out the importance of professional development for our teachers that education some people say education needs to change hasn't changed 100 years that is just not true it changes all the time and we have to stay on top of that we have to stay on top of the way our kids change and the experiences they have and i think that this will really help us going forward in this year and i love the way that you're addressing every student because learning you know if we get the whole if we get a large group of the class and they're doing great but there's maybe two or three that might need some additional attention i love the way that we're doing this so that if somebody's missing something we catch it immediately and we can go back and help them so they don't get confused i just think that that's really really important and i think that's something we've gotten really good at these past few years but always always we want to improve to help every student be successful and then you just answered i was wondering about how we were going to induct our new teachers into this framework so you're including it in their training and um i think that's really exciting i'm excited to to see how this comes across in the classroom and to see the effect that it has on students and and see that um coming through and some of the assessments that they have you know maybe not this year but in a year or two so thank you for all the work i i'm really really excited about i'm very pleased thank you ms wood thank you dr santa cruz um i am so appreciative of our teachers every single one of them and this in all these couple past years especially um but every year and i i really do believe that supporting our teachers and what happens in the classroom with those students is the most important way to impact student learning and student engagement all the things that we really want and care about and so i really hope and you guys have explained several times that was one of my questions is i hope that our teachers see this as a support and as a you know help and uh just all the things that you've said and not as an extra and another thing but just as the really making the thing that you want to do most possible and us helping give you the tools to make you know to have the best experience in your classrooms which i know our teachers want so i'm super appreciative of that and um i actually wanted to go back i had a few questions if you guys don't mind on the connect part i just wanted to ask um different people use definitions of words in different ways and i just wanted to see when you're talking about inclusive of all and specifically let's see oh and the concept um interpersonal relationships just the ideas of equity the idea of diverse and different things like that how how are you addressing that what is your thought and um idea behind that in this document do you want me to address that okay so um first of all let me point out there's a glossary of terms in the back of the document which will help articulate some terms that we feel again having those that common language um and it can be anything from when i say a learning target um we want to make sure that we're all talking about learning targets and not learning goals and those kinds of things so we do have our definitions anything that's bolded in this document um there's a definition for it in the glossary in the right and then um one of the things we're working on this year is that within all of the glossary terms there will actually be a page dedicated to additional resources on that and so when we talk about diversity we're talking about the practice or quality of including and involving people from a large range of social racial ethnical backgrounds gender sexual orientation ability levels etc it's basically saying that we acknowledge the fact that that we have a variety of people who walk in our doors both as employees and as students and it's our obligation to make sure that we meet all of those those individuals where they are and that we and we have an obligation to to educate um all kids and and when um dr newman was talking about instead of doing all kids we talk about every student i think that's an important distinction um and so um we we make sure that we're um we're attentive to that fact it's not just the middle of the road kid it's not just the average kid it's our unique learners it's our it's our learners who who may have some struggles outside of school it may be our learners who haven't always been successful in school and and um need a little extra um and and something that's a little bit different uh and and maybe it's uh you know they need more collaboration with their peers or they need um extra time or they need you know and so it's when we talk about diversity and when we talk about equity we're talking about how do i reach every student and give every student an opportunity when we talk about equity of access um do we have we made sure that that i'll use ap as an example have we made sure that all students who want to have an opportunity to pursue an advanced course or a rigorous course have the doors open to them have do we do we remove roadblocks and allow students the opportunity to have access to to those things have we created classrooms um with with teachers who believe that all kids can learn and who have the toolbox to um make sure that all students have um have what they need at the level that they're at and and so um when we talk about equity that's what that's what we're talking about um is that it's that every person um i'll steal campos um every person every day um kind of a slogan but that's really the concept behind it is is we we really can't leave our kids behind regardless of where they started and uh and and we've got to meet them on their on their pathway in their journey and try to help them get wherever it is that they want to be thanks mr parker forgive me if i have a learning curve um but i applaud you i think this is something we need it provides a consistent learning plan a consistent teaching plan and i would assume that we could go from one classroom to another classroom and the teachers are essentially teaching the same thing students are being assessed on the same thing yeah which is what they need for state standards so i think it's great thank you thank you we we wanted to make sure with the instructional framework that it really does exist to support our teachers and to provide the best learning opportunities for students so because of that it was important for us to have that common language the common definitions the research-based strategies so regardless of which school or which classroom our students have that ability and the access to a quality education every single student and that really was the focus as the team worked together for that so thank you for that absolutely i'm assuming that we're going to do some type of benchmarks to see where we are in reference to what we've been through over the last year yes absolutely we will we're doing some right at the beginning of the school year thank you yes as you monitor progress to full implementation uh it would be important i think and you probably already have this in your cycle of events and critical things that you need to do and that is whatever feedback you receive from the practitioner the educator the classroom teacher relative to the framework and relative to their interaction with that and their ability to to be conversant with that at all grades just just so that we have that data point to reflect we um that was one of the reasons for us going to the campuses too during all of the training so we want we want to learn from them because we want to get their feedback and we want to know what how we need to tweak the training or what are we not clear on so we can be sure that we're getting that support to them not at the end but right away so that's kind of like our formative assessment in a sense right and and that's something that we'll continue to do absolutely thank you board members anything else i hope i haven't cut you short there you were done with yours start to record anything to add yes just uh like i said at the beginning this this does wrap a lot of things that we've been doing over the past several years actually up and up in a bow to a degree and being at the initial role at one of the schools and just seeing the excitement and just the engagement that our staff had with the beginning part of this document that was the connect part uh was phenomenal so thank you to vicky your team barbara your team and all those that you collaborated with to to make this possible this is something that i think we should be very proud of and something that we got to hold on to tightly and make sure that we keep working this as we move through the years because at the end of the day it's going to be what's best for kids and so thank you guys thank you yes final note i have an educator in the system along with some of the others but the one i know most intimately was quite impressed with the instructional framework and had nothing but good things to say about the training so congratulations that's awesome thank you just wait till the next one this is going to be fun i just got a preview today it's really going to be a good one so yeah thank you guys we appreciate it thank you thank you we're at item 3 which is adjourning this work study session and we move to 3.01 and unless there are other comments other questions or concerns we will adjourn this portion of the work study move to item 4 and we are at the brief board meeting portion of this meeting and once again since this is a formal board meeting for tuesday august 10th we will impose on miss wilson to call the role again please dr charles santa cruz here miss laurie wood here miss sheila eugetti here mr bill parker here ms jill humphries here mr president all board members are present you have a quorum thank you mr wilson we're now at item 4.03 and we are calling for a second public hearing pursuant to hb 2862 is there emotion hi move oh go ahead so moved thank you mr eugetti is there a second second thank you mrs humphries any discussion seeing and hearing no discussion we will vote on opening up our second public hearing all those in favor please signify by saying aye aye all those opposed the same motion carries five zero so we are now at item five second public hearing 5.01 is gps instructional time model dr mccord thank you dr santa cruz governing board members this is our second public hearing we held our last one at our last governing board meeting related to the gps instructional time model this is required in order to ensure that we're meeting the requirements for the state in terms of accounting for our time for our students so i'll turn it over to ms betts welcome ms betts thank you sir good evening governing board members dr santa cruz dr mccord i just wanted to share that on the agenda item we do have a copy of the presentation that was presented to you at the last board meeting in addition the language in house bill 2862 is also included we have added this instructional time model template for your review this evening the this template was transmitted to us yesterday from the department of ed and um or last late last week this is the template that we will use to inform the department of ed of our instructional time models for the 201 the 21-22 school year so in reviewing this template we have found that we have accomplished everything that we were supposed to accomplish regarding to public hearings indicate later this evening you do have an action item to approve to approve our 712 synchronous online time time instructional time model and as well as approve in the event of a mandated school or schools closure a k-12 synchronous instructional time model so we are in full compliance with the requirements of this template and dr newman and myself met with joanna cantonzero to verify the content that should be included and so as soon as you assuming that you will approve this this evening this will be transmitted to the department of ed probably tomorrow finally i wanted to share that we are ready to go we have a means by which we're reporting our time for those synchronous online learners and so we expect to maximize that funding to the fullest extent allowed to us under hp 2862 giving us the flexibility to educate students in various instructional time models throughout the school year and that's all i had to share this evening the data derived from template and from the information you submit to this date will be a part of our review of your budget report or when will we be able to see numbers in terms of the number of students and students involved enrolled those we'll update that as we get um it'll probably be included in one of our monthly reports okay i was just wondering how we would how would we we would receive that information to know the impact hopefully the positive impact it will have yes we do expect it will be a positive impact for funding yes sir board members anything else go ahead miss wood thanks dr sanchez i wondered do you anticipate any further instruction or communication from the state department of education about this or do you think this is all that you'll receive so there is a webinar being held on thursday regarding some details which we all dr newman myself and and our student account personnel expect to participate in just to make sure that we have everything covered we believe that the request for this instructional time model is very simple and it's comparable to the reporting that we did last year it just provides as a means to be fully funded instead of 95 percent funded or 85 funded for those students participating it also eliminates concurrencies everything every time we have a concurrency with a bricks and mortar students and an online student it does have an impact a negative impact on our total student count which is the basis for our funding here in gilbert in arizona actually ms betts is this document available for community review on our website it's it's on the board agenda thank you yep all three miss wood i'm sorry you're fine did you note i was just thinking so if there is something that comes out of this meeting that for some reason we haven't addressed you'll just come back to us and we'll well one of the yes and one of the um one of the procedural statements in this template that was provided to us indicates that if things change we are able to add to the instructional model and the other main thing about the reporting to the department of ed is that per school district it's one it's one template one report so if we are opting to do multiple types of instructional time models it would still be presented into this template and it would be identified separately but for the 2022 school year we are approaching this very simply and what makes sense right now in terms of what's available for reporting the students and so we believe that we will not have any problems everything that we've all seen thus far is very consistent with the progress and the movement that we've made for the 2022 school year but yes we will definitely update you if there's any issue at all sorry there was a long way that was great i appreciated that i appreciate it i appreciated all of that thank you board members anything else okay ms betts thank you thank you for the report thank you for the update on the template and now it's just uh implementation waiting to review the webinar and move on to the races is that correct well in fact detail-wise we already have the data being transmitted and being reported so we're in pretty good shape very good thank you miss betts board members seeing that you have no additional questions there are no requests to speak under item 5.02 we'll move to 5.03 adjoining this public hearing is there their emotion i move to adjourn the public hearing so thank you ms humphries thank you for that mr parker any discussion it's been moved and seconded those in favor of item 5.03 adjournment of the second public hearing please signify by saying aye aye those opposed the same motion carries five zero we move to item six is reconvening the brief board business meeting 6.01 is a request for motion to reconvene the brief board business meeting is there a motion i move that we reconvene the brief board business meeting thank you mr jenny is there a second a second thank you mr parker it's been moved and seconded no discussion or is there any discussion all right seeing that there is none we will vote on reconvening the brief board business meeting all those in favor please signify by saying aye aye those opposed the same motion carries five zero item seven is the consent agenda consent agenda items are before you you have had an opportunity to review those from your board packet we are ready to entertain emotion i move that we approve the consent agenda as presented thank you mrs humphries is there a second second thank you ms eugenie [Applause] been moved and seconded to accept the consent agenda as presented is there any discussion seeing that there is no discussion then we will vote all those in favor please signify by saying aye aye those opposed motion carries five zero we're at item eight action items 8.01 is approving the instructional time model for 7-12 synchronous learning any additional commentary dr mccourt no sir okay so item 8.01 is before you is there a motion i move that we approve the instructional time model for 7 through 12 synchronous learning for the 122 school year thank you miss humphreys is there a second second thank you miss eugenie and mr parker any discussion i have a quick question go ahead mrs thank you if is do we need to do this every year then that's a great question i we haven't been indicated uh yet just because of what the legislature passed so this might be a one time but i don't know for sure i just didn't know did we would it matter if we said oh i'll amend my motion to take off of the year okay just so that we're clear and i'll all i'm in my second so it's it's a good catch thank you the amendments have been removed and accepted good question ms wood thank you any additional commentary concern if not we will vote on we probably have to vote on the amendment you probably have to make a new amendment a new motion right well we invented the motion to remove the year that's fine but we have to vote on that amendment and if it doesn't pass then we have to vote on the original so okay i i was moving forward since that was a friendly acceptance of the amendment so but if you would like to vote on the amendment and then vote on the motion no we don't we don't have to vote on the motion if we all accept the amendment you confused me there mrs humphries i think we're all confused all right we're voting on 8.01 for those of you who have any interest at all and those in favor please signify by saying aye opposed say motion does carry 5-0 i just wanted to clarify in case something happened i appreciate you keeping me on track item 8.02 is audit committee membership uh dr mccord do you have some introductory remarks there yes sir dr santa cruz governing board members we per policy we if we add members to the audit committee it needs to come to the governing board at our last board meeting were uh mr reed carr uh former board member he expressed interest in possibly staying on as a community member and he has submitted his application and we are bringing it to you as a recommendation to add him to the audit committee as a community member okay you've heard the rationale 8.02 is there a motion i move that we accept mr carr's application to be a member of the audit committee thank you mr jetty a second mr parker thank you for that second any discussion we believe we have a credible member who wants to be a part of that committee we appreciate his work and we appreciate his interest in serving in that capacity his knowledge and his interest has been invaluable to us and we are glad to see him want to participate at that level so any other discussion seeing no discussion then we will vote on item 8.02 all those in favor please signify by saying aye aye those opposed the same motion carries five zero we are at item nine which is adjournment of this brief board business meeting item 9.01 is there a motion to adjourn i move to adjourn thank you miss humphries is there a second a second thank you miss woods and this has been a meeting of motions and seconds and a plethora of no discussion so all those in favor of adjournment please signify by saying aye aye those opposed same motion carries 5-0 thank you for your attendance both here and on live stream board members it's good to see you we begin the race we are adjourned you
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