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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.

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.

correct wow okay thank you dopiel thank you montano uh we're gonna take we have we've gone over uh our time so i do apologize for going over a little bit here but we will take uh one last question i do want to take this opportunity to urge you to please put your question in the q a so that we can capture it in the zoom and we can and we can make sure that we are answering questions via our website so please make sure that those questions are captured in the zoom and we will take again one last question our last question comes from adrina gallegos you may mute your mic hello my question is the kids that are have ieps or have some type of disability are they going to be forced because i know that's kind of hard for them to be wearing masks can they come in with just the face shield or they're forced to wear masses as well uh so there are um there there are exemptions for um medical and for uh disabilities as well and so um you would definitely want to uh talk with your school principal about any uh any concerns that you have uh regarding your student okay and i guess my other question would be um seeing as i know the independent wouldn't work for my kids and i am concerned about sending him to school sending both of them to school for different reasons but besides independent independent isn't there anything else for these kids that can be offered to help them out uh the option that we have aside from in person is either independent study or home school aren't they both the similar aren't they both the kind of the same yeah thank you for that question um so uh the difference is that with home school uh the t the parents are the ones who really are the are the teachers they're the ones that are um providing that instruction um then the students and the parents are able to check in with our certificated teachers that's the that's the difference between the two oh okay okay thank you you're welcome uh just wanna thank everyone for joining us here tonight we want to thank you for your very thoughtful and insightful questions that you had that helps all of us in the room get an understanding of what we are doing i do want to remind you that we have a dedicated dedicated web page to all things uh reopening including the guidebook it was mentioned today that several people use the word fluid changing a lot we're going to continue to be on top of the guidance and the protocols that are given to us and we will continue to pivot and change as those things happen and make sure that we are communicating that uh to you uh at the end of our guidebook there are many ways that you can make sure that you are staying connected to us as a district and so urge you to make sure that you join us in in all those avenues we want to thank all of our staff that has been working extremely hard to ensure that the return of our students and our staff is safe uh we cannot wait until august 19th uh to welcome back our students uh we're very excited about that again thank you for joining us tonight and one more time on behalf of the board of education uh we wish you a very good night thank you

if the unvaccinated student or staff member has a positive for kelvin 19 the individual must isolate for 10 days from the onset of the symptoms top fever freeze for 24 hours without fever reducing medication and i also just want to end these this information that i just presented on the vaccinated and unvaccinated with a note from earlier that these changes are subject to change as we receive further guidance from the department of of uh public health and also from calculus thank you very much and now i'd like to turn it over to dr mitchell thank you in addition to in-person instruction the district offers a home school program and an independent study program in our home school program students in tk to 12th grade complete assignments independently parents provide instruction and students check in with the teacher on a regular schedule the goal of the ausd independent study program is to provide an alternative to in-person instruction for students whose help may be put at risk by attending class face-to-face isp is an educational program that provides instruction based on the state adopted content standards by certificated teachers tk6 students will receive at least 60 minutes of daily synchronous virtual instruction from a certificated teacher as well as additional live academic and social emotional support from the teacher and other support staff seven through twelve students will be enrolled in apex the district's online curriculum which offers a through g aligned courses students will receive weekly synchronous virtual instruction and live academic and social emotional support from a certificated teacher and support staff the conditions and expectations of the independent study program will be outlined in the students written learning agreement which must be signed prior to enrollment parents who are interested in enrolling their student in the ausd independent study program must first register their student in their school of residence then complete an interest survey to receive more information on the aosd independent study program which is on the main page of our website and i'm going to put a link in the chat in just a few minutes in case you're interested in filling that survey out ausd will reach out to interested families to schedule meetings to learn more about the ausd independent study program and enrollment ausd also supports student mental health wellness through a variety of services ranging from school wellness campaigns to more intensive and individualized support programs we work closely with partners and community service agencies for additional services to support students and families social emotional well-being support and mental health assistance is available to all ausd families through kerasolas we also partner with mckinley children's center and foothill family who provide families and staff with support for our students social and emotional health if you need assistance please call the office of child welfare and attendance thank you dr mitchell uh we are going to have plenty of time to answer some of your questions in a live manner so let's do that now if you are in attendance on zoom and you would like to ask a question please use the raise your hand button in zoom first question we have is from carmen you may unmute your mic miss carmen regalado uh maybe you're muted we cannot hear you i have no questions at this time i'm sorry my button oh no no worries thank you thank you so much okay next we have lara you may mute your mic laura you may unmute your mic okay uh we'll try asha ramon you may meet your mike hi um i'm actually asha's mom sorry about that um you mentioned about independent study that we may have the option to enroll our child into that program but it when looking at the the guideline it said that if our child um is you know if if the child is um i forget how it's worded but like if if they're going to be in danger of getting sick or something like that does that does that refer to like for example my child is 11 he doesn't yet qualify for the vaccination and i'm not comfortable sending him to face to face instruction so what would that be sufficient reason to be able to enroll him or for him to be accepted for independent study yes it would and i um went ahead and put in that link to the form if you would like to fill that out it's right there for you in the chat yeah if i did get that but my question was if if that would be a reason to be able to apply for independent study yes because i already registered him he in a few months he will qualify for the vaccination and then at that point can i switch him over to face to face yes you sure can that's a great question thank you for that question so yes you are welcome to uh uh have uh fill out the form and uh enroll in independent study and then uh if at you know any time that you are uh ready and interested for your student to return uh we will make that happen may i ask one more question i'm sorry of course um i know that this year powell elementary added a sixth grade um just wondering how that's going to be different than sending my child to let's say center middle school are they going to have physical education are they going to have different periods or is it all just going to be like they were in fifth grade with one main teacher yep thank you for that question um so sixth grade is at all of our elementary schools and it is a self-contained classroom uh they do have one teacher who teaches all of the subjects and one of those subjects is physical education oh okay thank you you're welcome next we have mrs connor you may have mute good evening um actually my question is the the opposite of the previous question my son marco has not been vaccinated but i'm i opted to enroll him with the in-person learning just in case with uncertainty of this pandemic just in case i feel that safety wise he's i'm not like comfortable sending him anymore to the in-person learning can i switch over to the um online even if it's like in the middle of the of the school year yes you can do that okay thank you for that question okay and also if i can have uh one more question if you don't mind this is regarding the if i can you mentioned about the uh the protocol for those students who are unvaccinated and were in close contact with person who is uh positive for kovid can you repeat again what is the process after being exposed to the uh or in close contact with the uh person is uh positive or coveted absolutely i could take that question and we're talking about um and that's needed or not back today okay yes yes correctly so the first step would be to offer the um student a closing 19 test if it's a student who would um seek your permission as a parent um as an additional piece of information we have uh partnered with a organization that has provided our school sites with closing 19 tests that could that are easy to administer so the individual could or student could easily administer the test themselves i will also provide the student with a medical grade um and 95 uh base coverage so that they have that additional protection um and then so what ends up happening is the unvaccinated student would need to quarantine uh for the um protocols and um the would be monitoring your system where you would be monitoring your system and if at day five the um the student continues to be asymptomatic then the date after day five the student could um and receive another test if that test is negative on the date after of day five then the quarantine could end okay 57 and so they would be back in school okay okay got it thank you very much of course thank you thank you our next question is from lisa frisk you mean i meet your mike yeah i have a question my son is in a life skills program um if he needed to get a covet test done how is that being done is that the nasal swab or mouth swab or what thank you for that question um it is a nasal swab we do have covered testing at all of our school sites that is available and so if you would like to have your student tested you would just need to call the school and let them know we're also able to test families as well but what if they can't handle the nasal swab how is that gonna happen i mean he's fully vaccinated so i'm not too concerned too much just if he comes in contact and stuff you always have the option to um to go to another provider we just offer we do offer those tests if families are interested but you would be able to go someplace else if you wanted to do that okay i have one more question he's not too good at wearing a face mask could a face shield work since he is life skills um yes that is an option for um a face shield with a drape yeah so they have face shields and they also have a drape um that is on the face shield and this is this is an option for students who cannot tolerate a mask or have a mask exemption where would i find one of those for him we actually have those available um upon request but they also can be ordered but we are um keeping inventory so that way we can meet the needs of our students and staff all right thank you next we have martha you may unmute your mic hi um can you hear me yes we can oh i just wanted to know everything else made sense um do you know if the think together program will also be starting on the 19th or do we have any information about that we do um we will be starting think together we're super excited to continue our partnership with think together they will be enrolling students once school starts you will get some information from uh from your school regarding that okay so i know that my son did it this summer um i the only thing that i wanted to know is do we know if it's starting the 19th otherwise i would have to make you know daycare arrangements um that i'm not sure but we could certainly find that out okay that would be great thank you sure the think together intent to enroll for this upcoming school year is on the ausd homepage under headlines and features there you go okay thank you next up we have jenny h you may mute your mic hi can you hear me yes again okay i just was my question um i put it in the questions section as well but i just wanted to know um if we can sign something so that our kid does not have to be forced to wear a face mask but still wants to participate in in person if that's something that us as parents have the freedom to decide for them and if not will you be giving us um masks every day since we don't wish for them to wear them yes we do have masks for the students um and so uh per the recommendations of the los angeles department of public health um we uh families that have can have a medical exemption or uh students with disabilities um that would be the only exemption that there is available what if we have a psychological like note that says it's not something that they are okay doing a um a medical exemption okay so we don't have the freedom to choose for ourselves do you need you would need to have a medical exemption that is correct okay our next question is from felipe and rina galvez you may unmute your mic hi um if for any reason our child had to quarantine would she have any access to instruction during that time yes absolutely would that be um packets being sent home or uh zooming with another teacher how would that work i think it would depend on um how long the student would need to be out of school we could definitely arrange for if we needed to do independent study if it were you know long period of time um typically when students are out of school uh we do get the homework from the teacher so then they're able to provide if they're able to do the work at home to you know to do their homework if they're feeling well enough to do it okay okay thank you you're welcome uh next question is from monica morales you may mute your mic hi good evening so my question is um you guys did mention about when we drop off our students in the morning for in in-person learning they will get get tested before entering the school um but what if you know the student ends up having a high fever or testing positive for kobe um but the parent you know myself i would have to head to work as soon as i drop him off so i would not be able to come back to pick him up what kind of arrangements would you have for the students that need to go home so um if they're we would try we would call the parent um and uh you know and let the parent know that uh the student was not feeling well and then if the parent was not able to uh to to you know pick up the student then we would ask for um someone on the emergency card that might be able to come and pick up the student but we do have an isolation room uh for students who are ill and that we would keep the student there um until arrangements could be made to pick up the student okay great uh one more question sure um so if my student does return um to ins in person learning um and then let's say maybe a month later two months later um we decide to do the virtual learning uh is there an option to have them switch back to virtual learning um so our program is independent study and if that is uh something that you are interested in doing really any time throughout the year then you would go ahead and uh talk to the school uh to be able to begin an enrollment process for independent study okay so in that case we would just keep the um chromebooks at home yeah that's a that's a great question um we um yeah we are asking uh we're providing the chromebooks uh students that did check them out last year um students are able to continue to keep that chromebook that they checked out uh if they for some reason did not get one they're more than welcome to check one out um and we're going to go ahead and uh and keep that keep that as an option for right now so your student will be able to keep their chromebook at home okay great and i guess sorry one last question as far as the pe rooms go um it's gonna be the same um i guess process right when they're you know changing into their pe clothes um but do you guys have anything set up for proper ventilation in the pe rooms so that's when they really come in close contact with other students and stuff yes so um you know oh yes breathing hard they're breathing hard from exercise and you know all the exercises that they do yes ma'am can you hear me um so yeah so we have proper ventilation throughout all our campuses and additionally we have the ability um to open up our windows for those that open as well as keep the doors open at the pe room as well right because that one is more um it's a gym right yes ma'am okay you guys will have maybe the fans on or the doors open yes ma'am okay thank you our next question is from angelica bernal you may mute your mic hi good evening um i just had a question in regards to independent studies would the parents have any support from the district or the school as far as like um the the what the students they need to submit just because you know i believe a lot of parents work and as you know like last year was a little tough guiding our our you know our kids into understanding that the work that they're supposed to submit that is a great question thank you so much for asking that um so yes uh the um for independent study um the students and the parents they they have what's called a learning plan that really outlines um what's expected um how often uh you know the assignments when the assignments are supposed to be turned in um and there'll be lots of opportunities uh to communicate with the teacher and you know again get support and get help um you know and just be really clear about what the expectations are so yes we will provide plenty of support thank you for that question okay and lastly if um i do decide to send them in person when they're uh out and doing recess um how how are you guys gonna manage to keep students from being too close like our it's like how exactly is that gonna play out so in the outdoor area um we will monitor the students but their uh separation or the minimum six feet or three feet of um requirement is no longer a factor with cde so students are able to mix cohorts they're able to play together but we will have additional hand sanitizing stations outdoors as well as the outdoor hand washing stations that students could utilize and they're not rotating um like classrooms correct they're staying in their same classroom depending on the grade level fifth grade would be same classroom uh dr mitchell i'm going to say yes but i'll pass that to dr mitchell well they do yes so they they do have their primary teacher but there are times um when there uh there is uh programming going on right so for example we have some of our schools that have a program that's called um what i need and so um students are uh you know go to different groups and uh work on uh you know different kinds of uh educational opportunities depending on what they might need to work on so yes there are there will be opportunities that students will have to perhaps you know work in groups or they might you know switch uh switch a classroom okay thank you next question is from reuben you may i mute your mind hello um we were wondering um with the first day of school my daughter's gonna be in kindergarten um are we able to walk them to the class or is it only drop-off or what's the situation going on just like it was uh last year um in order to add a layer of safety uh yes it's going to be drop off uh only okay so just at the curb that's it just drive through that is correct okay um and then oh let me just clarify um i mean if you're like a walker right i mean yes you can walk them up to the school but not into and like to their classroom no no i understand what you mean yeah thank you for clarifying though um and then with the asymptomatic teachers that are allowed to work are the classes that parents to be notified still or is it only if the teacher's symptomatic and can't work that we're going to be notified thank you mr reuben um asymptomatic uh close contact um is that the question so if my daughter's teacher is asymptomatic and allowed to work because there's no symptoms present then are we going to be notified i mean because in other words they can test positive and still be asymptomatic or i mean what's the situation now i'm just trying to understand how kind of hey i think i understand the question so if the um if the employee is um test positive and is asymptomatic they are still required to isolate um just as if they were um had symptoms um so a test positive still triggers the isolation for attendance uh and we will follow our notification process uh that that would require us to notify the students in the classroom okay so the a systematic and and not and and continue to working is only if they came in close contact but you don't have any symptoms and they're not forced to test uh so you do you have like uh and this is these are very good questions because uh there may be others uh with some other questions this is pretty pretty uh complicated new new uh territory they're recovering here so if a a teacher is vaccinated or an employee is vaccinated and um is asymptomatic then they are not required to quarantine if the um if a closed contact is asymptomatic and unvaccinated they do have the quarantine and they are recommended to test and the test that counts is the test after date five so the test after day five uh if the um if the test is negative then their quarantine could be shortened to seven days and i i will add that on this information uh is uh it's changing um so as i encourage you to be uh to stay current with the information that we're putting up on our on our website for closing 19 because um there was a new update that was uh added today uh that that may be different than the and what i'm sharing right now no i understand the situation is completely fluid um and then the other part is inside they wear mask and they're only staying in the same classroom with the same kids outside they don't wear masks they can go play with anybody they want when they are eating lunch is that still based by classroom cohorts we keep them at the same table or is that just they go and eat whatever they please in the cafeteria um it's based on the school so if the schools break us i'd uh dismiss per classroom then that's how it would be um but right now there's no designation that says what a table a student would have to sit at okay so for contract uh contact tracing methods once they're out of the classroom [Music] which is the times when they're not wearing masks there's no way to do that correct that is not correct so we still have the ability to contract trace um by enrollment attendance as well as or we have a supervision on our campuses no but i'm saying if my daughter ate next to bob or mary you're not gonna know who they sat next to and my daughter can sometimes remember a kid's name but if she just met him for the first time you know a kindergartner you know uh i can't remember what their name is you know and then they were playing out on the playground 10 minutes later and they came in contact with five other kids there's you know i i find it high like uh highly unlikely that you know we're gonna be able to say oh yeah you know this kid didn't come in contact with your kid because they're a fifth grader and they're not in your daughter's class but you know so what's the situation there so you bring up a very good very good point um so i part of the answer lies in the um in the definition of a closed contract which would which we um a person that is within six feet for 15 minutes in the 24 hour time so i it wouldn't be a passer buyer that would be that would trigger somebody that would need to we would need to notify but we do send um notifications to the entire site on letting families um and employees know of a case that occurred on campus no i understand that but with hipaa laws you guys aren't allowed to and i completely understand that they're not allowed to tell us which student it was they're just able to say in this school there was a you know there was a case so that letter is not going to tell me who the student was and unless that student says oh i was playing with your daughter or i sat next to your daughter and ate then we're not gonna know that she was in close contact correct i mean with regards to the uh actual naming of the individual who uh tested positive we will not be disclosing that information um but we do um reduce uh elicit the support of the staff on campus on the supervisors in these cases where you have these unstructured uh research times or cafeteria time to see who on the students who were sitting in the area so then we could start interviewing students and then from there come to our best conclusion based on our contact tracing but i mean i understand the idea behind contact tracing i just i don't see how it's going to play a part when the only time we 100 know who they're sitting next to or near is when they're in the classroom and that's probably the safest time because they're more steadily distanced and they're all wearing masks facing the same direction most of the time versus outside eating lunch or outside playing they're not wearing a mask they're running around they're breathing heavily they're coughing they're sneezing from seasonal allergies they're talking loud with their mouth open as i see my daughter do as she's eating you know so you know i i just don't see how contact tracing is gonna come into play there and it just feels like a falsehood i understand your pointer okay well thank you very much our next question is from christine and good evening i have a couple questions um when the kids get on campus um you we're gonna do the temperature checking again so they're all going to go through like the cafeteria as well um now are we schools are going to start at 8 15 the gates open at 8 and now we have ever mostly everybody coming or not for sure if everybody's coming back but how are we going to get the kids all the way through the time before the bell rings so are we gonna give more leeway for tardiness this year or is that kind of gonna be plain kind of sight and see the first two days that's when i'll take that one miss wagner um the temperature scanners uh have a huge capacity of scanning a large number of people at the same time uh so unlike this last time where we had to do a very strict uh six feet apart um and we had to let in you know we had to screen your kid before they walked in uh that did take uh quite a bit of time and an undertaking but the schools did an amazing job even even with all of those restrictions uh still did an amazing job of getting kids onto campus so now um without those restrictions students will will go through the scanner but it's not got to kind of reimagine it's not going to be the way it was and so just it's just going to be a flow right and so as as kids are flowing through that the scanner will pick will pick them up uh so so that's that's kind of the difference there um this i have three so the second one also we um last year we had trouble um with are we also gonna get the water dispenser on the outside of the cafeteria because right now we only have the one and last year the kids could not go in the cafeteria at all to fill their water bottles so that was one issue we had um so it would not be an issue i could take that so each school had one installed indoors and one outdoors um okay um i don't know okay if you let me know the school site i can follow up on that but it's my understanding that every school has already had theirs installed ellington the k-8 okay um and also the last one is with um when we have an outbreak of kovid is the just the student and the close contact person going to be quarantined or is the classroom itself going to be quarantined how are just because we had an incident already within a function you know that we had to quarantine because we weren't but um i was just curious of how that is gonna go correct the contact tracing process would determine um who in the classroom uh would have to correct it because the closed contact could be multiple people um in that classroom if they meet that definition of what close contact was um so it could be everyone in the classroom and if there were um activities in the classroom where you had then they took the 19 if it's just a teacher we would get a substitute and the class wouldn't have to is that correct right statement go ahead and answer that part and then i'll add something up here just just uh if it was a teacher um the uh the same process will be followed with regards to the contact rating um and see who would students were within uh six feet for 15 minutes or more um it doesn't have to be consequence it could be cumulative minutes uh and then for the the covet there was a teacher that we would have to get a substitute for that classroom yeah the only thing i was going to add is that this is in partnership with the los angeles county department of public health um so we're not making those determinations in isolation or by ourselves uh it's it's in partnership with the dph and so um different than last time where it was kind of like a cart launch uh this time they're just going to be looking at case by case but i just wanted just to add that it is in partnership with dph why i asked is because we had an incident with a youth group that my daughter attended who had a a kid that was tested positive for covid so as a family we had to quarantine for 10 days so um because but even though they were outside so it was and that's according to la public health but i didn't know if it was differently because it's not a school that we were affiliated with or if it's vice versa different but the vaccinated did not have to quarantine it was just the unvaccinated for some reason that was kind of weird it was a touchy subject still lost that your last question christine yeah okay great thank you next question is from helen telling me a mutant mike helen you may ask your question ellen are you there okay we'll try somebody else and next question is from lucy you may unmute your mic hi good afternoon um so i worked in the healthcare facility during the pandemic where we at its peak we're putting you know bodies and freezer trucks at an average of 15 a week so what concerns me about this um what considers how does the la public schooling considers an outbreak like how many people have to get infected in order to be considered an outbreak three and in that event does the whole classroom would have to quarantine and i'm talking about uh from children who do not get the vaccination so for example my my daughter is going to be in the in the third grade so she's not eligible for the vaccination but in the event that she does get a um a professor or a teacher that is unvaccinated and then by the way like hip-hop only only uh it only allows that to be in place with um healthcare facilities but my my thing is let's say we do she gets a professor that is unvaccinated and three people get sick would my daughter have to stay at home for 10 days as well without knowing on all the different particulars of that hypothetical situation um there is a high probability that the entire class would be and for the three for the three plus cases as mr rogio is saying um dph would actually initiate an investigation um and a public health investigator would contact us and we'd be in contact with them and they would determine um you know those next steps so out of curiosity do you guys have an infection prevention nurse like someone who is regulating um the who's someone who's actually checking the temperatures of the the students the staff anything for any signs or symptoms when they're coming out um if any unvaccinated staff or a student that that's not vaccinated are they required to wear an n95n face shield like is there someone in charge for the delegation dr mitchell you want to take that anybody we um we do have staff uh who will be doing the temperature screening uh upon entry um we also uh ask that uh our students and staff are continuing to monitor for you know any symptoms not come to school or work if they you know have any symptoms so yeah we do it we do have uh again we have the temperature scanning uh upon entry uh and we do have that monitored yeah i i get that but um like i said i've i've worked in in a hospital where somebody had coveted and they didn't even have a fever and for the weaker population such as children and the elderly and people with autoimmune diseases it's concerning that my daughter goes to paramount i don't know if anybody has any information on that whether they do have um at least in the hospitals we have someone licensed and certified to be an infection prevention nurse um to regulate that um and who is keeping on track on that thing um whether or not because the questions that i'm hearing from these parents are extremely concerning um about like someone saying we have a psychological reason what and you know to each their own but um it's it's a little bit concerning that is that i don't know who's going to be actually monitoring and enforcing those rules so uh one of the things that we uh will be putting in place is we are actually um going to be having some uh licensed health care professionals at egypt websites that will be assisting us um with uh with our um with our system okay and that would be that would be put into effect on the first day of school or when you guys have an outbreak um no we're we're actually working on getting that in place um uh we're aiming for a gap we're aiming for the first week of school that's what we're aiming for yeah because um i again it's just i've been in multiple facilities and we were in the red when we said we're in the red is that we have an outbreak and we went from green people didn't want to get vaccinated which was our staff did not want to be vaccinated and they are the one who brought it back into the facility and that's the that's incredibly stressful and it's really hard and speaking from um again uh from someone who actually put body back bodies into bags and into freezer trucks during that time i mean it's i i had kovit and i really don't want my daughter having kelvin and that's that's the thing that's like it's scary at this point so um can someone actually at least follow up i don't know if you guys can if there's someone i can contact where if my daughter's professor again is vaccinated or not and are we allowed to ask the professor if they are vaccinated we are not requiring on our employees to tell us if they are vaccinated or not vaccinated even though our children and even though the children in that in that classroom have not been vaccinated meaning you know children under 12.

this is a performing task model product example it's again that indication of mastery learning i really like this as a classroom teacher there's a quick check you can drill it to this standard but it's not multiple choice so i would sometimes add this to a homework assignment towards the end of my calendar time or put it up on the board and give kids a post it and have it as an exit ticket just to informally even even without their names on it just get that informal and feel like we're pretty close to mastery right and then you can kind of you know test the waters with your students that way before doing any sort of you know written quality type assessment so everything on the unwrap document i like to think of it as you know type in google maps on your phone and you're taking a road trip this is your destination this is where you want to get how you get there how you get students there is up to you right the path that you take is up to you but this is that indication of mastery learning so it's a planning tool it's something i would always print out and have right next to me while i was doing my lesson it is not however a lesson plan but it doesn't tell you how to get there it doesn't say what materials to use which instructional strategies to use in that case that was the second starting point what are the priority standards what do those priority standards really mean on a deeper level third starting point curriculum calendar how do we fit it all in the course of the school year so in terms of the calendar this is what it looks like um i'll show you this kind of live on the website um here shortly a couple of things in terms of the calendar itself number one this is also still created by those teachers sitting around the table in the room this is teacher created they take a look at what all the standards are what they mean and then they put it in order that makes the most sense to them collaboratively shoulder to shoulder with others and teach that same great level and give durations to it there's flexibility within the calendar 100 it's kind of like a budget right that family budget to keep you on track and if you overspend in one area you need to kind of pull back in another area so you finish by the end of the school year in grades three and up in math and reading it the calendar finishes before the assessment the state assessment date because unfortunately we don't assess kids on the last day of the school year you want to make sure they're exposed to everything that they're going to be expected to know on the test so there's great level of content choices you can choose on the left you can look at a variety of different time spans you can look at it it gives you the recommended duration again there's flexibility here the other thing i'll share when i'm driving i've pulled up my google maps i'm driving across the country wherever right i might choose one path different group of teachers might choose different it's all the same pathways there's people who are in the same car as you know right but not as everybody else so what i mean by that is we give you your beyond textbooks calendar if you as an organization not individual teachers any organization you can modify your calendar with a customization piece so we've had different districts say hey we you know really like this this other program we want to match the two together can we reorder right now it comes from your administration and we can work with you on that your calendar doesn't have to look the same as ours but you want to make sure that it looks the same as everybody everybody in your organization the first three starting points flying through the seven starting points um we're still working on our way up the curriculum side of the pyramid i want to touch base on specific materials in the bt website so i said those first three really work hand in hand those are the three pieces that are created already done for you by the teachers in the room this fourth one now really is kind of down to individual classroom teachers this fourth piece is really up to you it's the idea of specific materials now that you know what the essential standard is for this upcoming week for 10 days or whatever the course the case may be you know the unwrapped document defining what mastery looks like calendar told you about how long to spend on it now it's time to seek out materials that are going to work best for your students um there are resources on beyond textbooks i'll show you this today start there please know that's not the only place to look for resources and that's by the way not the vision it's not the hope of beyond textbooks that it'll ever be one-stop shopping or everything that you can possibly need there's really great stuff out there we're still googling things all the time there's some great resources out there popping up that are free and that are good good quality we still use textbooks we're not against textbooks in any way um in our district we don't use the textbook cover to cover let's start on page one and see how far they get um we use our calendar first and then we go to that textbook and see if there's resources in there that will support students there were many times in the classroom teacher but i pulled out that class set of textbooks and we used it but it wasn't the guiding force um other resources that you have that you have used in the past you've created resources can come really from it from anywhere you say make sure it's congruent to the standard the correct level of rigor it's going to help get students from where they are to the loved one that i have documented teachers control the how teaching this is why all those arrows look different on that line because i might teach it very differently than you do very differently than you do that's okay we have different kids in our classes right teachers control the hall of teaching fifth starting point pt website where these pieces are housed so i showed you this calendar before um this is a seventh grade reading example this calendar will become the curriculum guide so the way it works and i'll show you this live in a little bit as well you go to your calendar say okay this is my essential standard that i'm going to be teaching for about 10 days and there's a list on all of it so you click on the bt link and this becomes your curriculum guide so at the top of the page you have the student friendly language of the standard because again that's the one you want to really focus on and then you have all of your curriculum documents whoops i clicked your backside your curriculum document so that planning tool that i talked about that unwrapped document top first thing all right top left there's a there's other curriculum documents going to be a top across the top here as well i'll talk about formatives in a little bit those are going to be there other critical documents that apply to different grade level and subject areas anything in that curriculum document section i encourage you to check out and to and to use the best you can some of them have just that some have rubrics there's analytical mathematics and a variety of things that vary from from grade level to grade level that unwrapped document though it is going to be there for sure for your core content areas as you scroll down the page now you come to that idea of specific materials teacher submitted resources so um you have a page where there's a variety of things that have been shared by teachers around the country who said i use that document to bless the plan this is how i taught this standard i felt like it worked for my students here it is we have it grouped into some different kind of buckets if you will ideas websites worksheets full formal lesson plans any variety of things you can kind of pick and choose what you're going to want what might work for your kids you match this with other things that you have again google textbooks other resources and put together what's going to work best for your students to get them to that unwrapped document when you click on one of these for example right here there's a lesson plan you can see it just kind of highlighted that what happens is you come to us another page that has the title of the resource the teacher and their district who shared it and then a variety of any attachments that that teacher has shared will be in a variety of formats so if you use a pc computer and you want to edit things i highly encourage you to get the editable version for your computer if you run word and powerpoint download those if you're on the mac at home or wherever and you do pages and keynote those we have everything in pdf so that it opens really quickly so you can at least look at it first before downloading anything and then more recently we've been adding everything to google links as well so you can copy it to your google drive and use it that way if that's something that's of interest to you these are all vetted resources that real teachers who use beyond textbooks have shared quick look at the current um partners um we're still largely in arizona because we're arizona born and raised right right down the road and when we were only when we were using arizona state standards it was only in arizona so we currently work with over 100 arizona partners but with the common core standards we're in about 20 other states now as well so you can collaborate with teachers from 143 i think is the most current number of different organizations who are teaching those same standards so it's pretty powerful and collaboration all right that's the curriculum side of the pyramid i know i'm going fast i'm going to pause really quickly before we move into our sliver of assessment and our sliver of intervention what questions can i answer for you on the curriculum side of the pyramid on the calendars of the calendars and essential standards only that are listed on the actual calendar yeah that is a great question um the question is are the on the calendar and only the essential standards um essentially yes it's only the essential standards that we calendar out but about once a month you'll have a time frame that says additional standards and that's going to take you just to a list as a reminder don't forget to hit these and we have those kind of broken down by month so that the additional standards that go most nicely with essential standards for that but really you can teach them whatever you want just that introduction removal but for the most part it's just the essential standards great question thank you somebody in the background i think they figured it out all right if you change your mind you let me know um the standards that are written on there they're the highly proficient so because i know he knows the one for math in first grade is not what the state standard is so are they they're written as yeah a really great point as well we always want to shoot for as high as we cps students so we use a highly proficient language standard our unwrapped documents are written to the highly proficient um but the formative assessments are written to different efficiency so we kind of shoot for high proficiency and we're going to be okay with proficiency and then continue to try to grow kids from there another thought if you have a question somebody feel like an eternity sometimes let's talk about these last two starting points and then we're going to get on the website so this is kind of that sliver of assessment and that sliver of intervention not the only way that we're assessing not the only way that we're intervening um but the pieces that that make up beyond textbook so the first uh is that idea of common formative assessments i showed you this and i really want to show you the or really explain kind of the differences between these common format assessments because it's been a few years and there have been some changes so if you teach math or reading on each essential standard right after your unwrapped document you're going to have these two columns of common formative assessments they're in two different formats right on the left is the pdf version where you can open it print it make copies for your students paper and pencil right one thing i'll mention is that there's always an answer key attached to that so when you print it you grab it take the answer key away before you make complaints for your students and they speak from experience because the answer key kind of looks like it's a regular assessment you don't notice it but i promise you it's there and then all your students get 100 percent you feel great until you know um that's the left-hand side of pdf more recently 2020 we converted them all to google for formatives as well google version so if you um are still can have devices and you want to we're going to leave them up even once we devices right so if you want to use it as a google version and it'll score it for you feel free to grab that it'll ask if you want to make a copy into your google drive you do it's yours and you push out your students however you want they match them they're the same now in terms of all multiple choice versus extended response there are some differences all of our formulas are five questions all my multiple choice means all five questions are multiple choice extended response means three of the questions are multiple choice two of them students are constructing their own response right so and they might be asked to justify or what are the steps involved or compare and contrast so just kind of big picture in terms of pros and cons all multiple choice faster faster for students to take faster if we do grade first forum and then you can do something with that data extend a response it's a good information so you can do number one the opportunity of constructing their own responses and justifying and comparing and contrasting and then you can as a teacher really see where exactly maybe they come from so there's not a right or wrong in our own district we were all multiple choice moved to extended response for a couple of years that was taking a little bit too long so now we're doing all multiple choice i encourage you to at the very least at a grade level using the same so you can compare your your your data apples to apples maybe even as a school so we use that data five questions regardless of what format what version you're given they're all five questions we use that data to run reteach and enrich that first kind of safety net of intervention and here's what that looks like top left essential standards under our documents curriculum calendar these are kind of our planning tools i consider these to be the things that we're doing prior to monday morning right during this during the week when you have students in front of you you're giving that instruction on essential standards at the end of the calendar time frame so whether it says five days or it says 10 days and it says you know whatever the case may be around the last day of that typically you'll give that common formative assessment and i know i'm going to kind of go swing back right now circle back and talk about calendar but i think this is important at this point the calendar time frame ends so that standard won't be on the calendar again that doesn't mean you're done with the standard i used to think only five days to teach that standard there's no way probably no way five days gets me to my initial assessment then the calendar doesn't run the show anymore my data runs the show so now i say okay my data analysis which student scored at least four of those questions correct got four right we got five right those kiddos are ready for enrichment they're they're proficient how can i grow them a little bit more right which dude's got three or fewer of those questions correct it's okay those students need some some reteach i'm gonna try again in a different way maybe they need more time a little bit of a different strategy before i give them a second form of assessment if you'll notice on formulas by the way we always have targeted support too and that just refers to that thing that we all do as teachers and realizing okay still have some students who are struggling with the standards that i taught you know six weeks ago i've got a little bit of extra time today i'm going to pull small group we're going to try it again maybe if you do like an after school tutoring so we keep fully targeted it's just that idea of how we're still struggling i'm going to take a day and do a mini lesson and we're in the standard back but it's all based on data you know where your students are on these standards from that formula i kind of consider it like a scoreboard in a sports game right you go and watch a high school basketball game you know who's winning you know what the score is and that allows the coach to make some changes maybe throughout the game there was a time in education you know 20 years ago where i knew the classroom teacher i knew my score the summer after i let those kids go about that i can't do that much at that point right doing this formative allowed me to know the score throughout the school year and make no mistake i didn't always like the score i wasn't always real happy but i knew where which students needed what from me there's power in that that was a big picture kind of quick overview of each of those seven key starting points i'd like you to have a conversation people that you're sitting around as close as you're comfortable don't people any closer than your comfort level what's the component that you're looking forward to what's the question that you have i'll take you two minutes thank you [Music] it um nice yes [Music] we're going to be releasing some of our special education team to meet with stacey so this week is not we're not meeting with the programmatic assistants but i need case managers and um and counselor to the zen day for our meeting and for our programmatic assistance the reason we all need to be here and the reason we've all why it's important that we're all here you're a part of this what we're moving forward with you need to know you understand i want you to all have these accounts you work with our students you can go in you can utilize these programs you can see what's on our calendar what we're teaching school-wide you're a part of this so that's why you are all here so we're all on the same page okay all right did you do your uh formula on a thursday and then gather the data to plan for the plan for the following week that's great right well did i know i did mine on friday so you all know yeah [Music] multiple choice grades i didn't have to if i was doing the extended response pieces and i needed to dive in a little bit more i would probably end up giving them on a thursday in our district teachers are given a choice um and it's usually that late thursday or you know early friday so that we kind of runs our reteach and enriched groupings for the week after so it's kind of hard for the week okay so if we gave up a district this friday it's not for the next week it's for the weekend we do it for the next week so how did you plan that well we would plan ahead for what the the lessons were going to look like um at least generally okay so you generally knew you just didn't know which group we still know what you know which kid would go with the truth exactly we just didn't always know which and once i knew which kids i would tweak it you know because you know a little bit better but we would at least know ahead of time which teacher was doing re-teach which teacher was doing enrich and we'd start thinking through all the other resources like i almost used this in my class for my initial teaching but i didn't but it might work for a reteach and then those fans would be more solidified okay but if you need to give yourself i mean as a team you can between your grade level team and your administration you can decide again if you do another day to give yourself a week or even if you have that week in between and you run re-teach with a week you know at a week behind that's okay as long as they're getting what they need within a so i was checking like this is sixth grade science and um in the past i used to teach fourth grade science and we had um all the resources and then we had the formative assessment as well so i can't so i can't see him for sixth grade i went to fourth grade and because of the unit now but so do we have i see that at the end you guys have like the lessons like to evaluate informative yeah but i don't see for science we have those unit plans now um there is talk from our curriculum department of doing a formative for science with those standards being so new um okay i don't know yet which direction they're going to go if it's going to be kind of a written or more performance based those things are still kind of in process for science okay so it was the plan last year for lunchtime you're not missing anything you donna myself steve and we could start creating those formatives together that's something you could start working on okay and you'll find some that teachers have created and the teacher submitted resources but it's not their focus and there's yeah i see there's a part that the lesson six from the unit like the last one i guess we'll have that it's the evaluated coordinated monitoring exactly so that's kind of the stop gap okay you guys just wanted to make sure yeah you're not missing anything i'd like to get you on the list so here's what i'm going to do you have some pages in front of you i'll ask you follow along on my screen first i'm not going to go out there and shove your computer lids down stop you but i will tell you this if you're trying to click along with me while i'm clicking up here um you might get lost but if you follow along in your packet with me and up here and then i promise i'll stop talking and i'll do what you type in all right so i'm going to go through these particular things and you have a whole bunch of packets or pages in your packet i'm going to come over here and i'm going to start with logging in and general navigation so what that means i'm going to show you how to log in and then i'm going to show you the general navigation pieces that are on um page 15.

these are folks who are trained at a higher level to help work with students who have more significant behaviors and they're able to be a little bit more itinerant so we kind of deploy them from a district level as needed they go and they assist for four to six weeks and we are able to provide what students need to be successful in the classroom as we move forward this year we're really focusing on instruction most especially especially design instruction what is that is what is unique to special education students who are in special education require specially designed instruction to help the students gain the skills that will help them be successful uh to access their academics in order to do that we're also increasing the amount of time that we're spending in the classroom so doing walk-throughs to make sure that what's what we want to be happening is and providing coaching and support to the teachers we are also looking at increased instructional resources so we are doing a very broad and then detailed look at what strategies tools and curricula do we have to to supplement the curriculum so that we are able to increase our student outcomes particularly those who require additional opportunities to to sorry so alternate curriculum so students get the core content and the curriculum that they need but they also sometimes need the supplemental curriculum so we're really doing an analysis and taking a look at what's in place is it effective is it evidence-based and then moving forward to ensure that we have that another area is that goes kind of hand-in-hand with that okay if we have the things do the teachers know how to utilize them and are we doing it with fidelity so we'll be focusing on targeted professional development we've increased the number of site-based professional developments so we will have the monday afternoons but then also we do short targeted ones twice a month that will be more effective as we are able to cater a little bit to the site needs and lastly is just support in general so one of the things that i know is that all of our classrooms and campuses have different needs and so we're looking at leveraging kind of the other items above the resources the professional develop et cetera to make sure that we're giving our staff and students what they need to be successful so we're not only just looking within ourselves but we're and just the west valley or arizona but we're also looking at nationally what's going on what are the best practices and how can we bring them to dice art to move them forward with that i'll leave an opportunity for questions thank you very much for the press presentation um i i don't have any questions um you were pretty thorough thank you i had a quick question so super excited to hear um that we've increased our behavior texts from 12 to 20.

science classes session 1 there were 18 credits recovered plus 14 in session 2 for a total of 32. in english there were 19 credits recovered in session 1 9 in session 2 and 28 total social studies there were 15 credits in session 1 13 in session 2 and 28 total and in rise lab this is where we get the bank for our book 98 credits were recovered in session one 121 credits in session two for a total of 219 and again that those ribes lab credits were kids who were either higley learning center students or kids that had special education needs and for a total of session one recovered 164 credits session two 180 and that's our total for 344. president wreath members of the board one of the things you'll notice is that summer school when we talk about their supplemental core you you've heard both of these utilize student data and information to begin to target need and utilize the right program to address the need both in the elementary and the secondary so that we could focus on the data we collected and our knowledge of what the students need or deficiency was and address specifics there so again differentiation across elementary and the secondary but it's really nice to utilize our supplemental programs as they're entitled for to help students be successful and the additional funding and time to be able to offer that was a it was a very positive thing for us president ruiz mrs keller hats off and thank you so much for giving up your summer to do this i know many teachers did the same thing so anybody out there that gave up their summer to help these kiddos we are greatly appreciative of them this is excellent data thank you for coming back and showing because we do um we sit up here and we don't always get to see exactly how money becomes student success and this is direct so thank you so much for sharing this great information and i hope those kiddos have a great school year just because they feel more confident going in so great job any other questions or comments no thank you so much for the time and effort you and your teams put in and the teachers and um it's it's nice to have the follow-up and see um how the students did so thank you so much all right well with that then we will move on to our action items our first action item is um to discuss and consider to approve the arizona school board association's draft of the 2022 political agenda and excuse me then direct the district's delegate and the to the asba delegate assembly to represent the board's determined positions so um with that everyone has has it in front of them as well as on here so um i move that we discuss it and consider the action for the asba draft 2022 political agenda and direct the delegate assembly to represent the board's determined position second president reece can i nominate mrs anderson to go to the delegate assembly yes but that's an 8.2 sorry i thought we were discussing it all as one i'm sorry i will wait good to know though good job okay i just i'm just going to throw it out there just for jump on it i want to make sure i jump very quickly on that one because i i was getting ready to volunteer and i oh no just kidding okay i'm sorry amy i don't want to take that joy away from you well you can have a delegate and a backup so all right so as you guys look through the um 2022 um political agenda president reece mrs kaler um i think it looks really good i i'm a little shocked though that they took everything out of the co i'm shocked to be awesome and i and i think that you've i think there's still going to be some repercussions moving forward and i'm i'm very concerned that they just scratched it all and i think that needs to be addressed in some sort of way with our delegate if she so chooses to you know speak up on our behalf but i think that that is not good yeah there was no no explanation on what came forward from the asba and so i think um i think we can it's reasonable to reach out to the asba and and ask their purpose of removing that um as to why as to the why and and not addressing um you know what we're doing but we are still managing covet in our schools absolutely and we still have mitigation plans and we still have things in place and we are still adding to them on the daily from dr foley and so i i'm again i'm very concerned that that was a misstep on asba's part i agree and i i get an item or two may needed to be crossed off of there due to current legislation that's already in place but um i was very shocked to see the whole thing scrapped as well so especially the sanitize uh which one was it fourth or fifth down the state program designed for bulk purchase of sanitizing supplies ppe cleaning supplies i think that's very still like that's still important in our district i know we're using a lot of cleaning supplies i actually asked for that this week how much hand sanitizer do we have left because all the teachers seem to be still wanting it so how much do we have out of our barrels we bought um last spring or i guess the spring before um so i do think that that one's still very important i mean a lot of these are still very important technolo technology is still super important because we still have kiddos who are home due to the pandemic i would assume most of our kiddos online are home because of the pandemic and we will need technology to support those kids well and we were fortunate enough to excuse me because we had already been working on a virtual academy to have a virtual academy and not every district has that and the asba represents every school district so yeah i i will follow up and there are schools that never opened last year and for asba to swipe this out is i and i see asb on social media and i read every email they send out and it is a concern for them so to yeah i don't know what their intention or purpose was to scrap the whole kobit piece of their agenda so i'll reach out and see if we can get some information as to the why just so we have it obviously if they've scrapped it we can at the delegate assembly if it becomes conversation know that this is important to our district and we can have that um but i think it's important that as school districts that they represent that we know what their their intention was so essentially going through each of their agenda items adequately and equitably fund school districts to at least the national median per pupil funding i say we my vote would be yes on this one absolutely i was just we just i'm like do we need a second no no no no no we just have to determine how they're going i'm sorry for us okay i'm like i forget how we vote on this we don't vote okay we don't vote we just won yeah we just send it as all as a document is that what i remember it's this will be how our delegate represents our district on these items okay so i was in nebraska over the weekend and it's just amazing the difference between nebraska and arizona just per pupil funding and you think rural nebraska farms and whatnot but they got some money you have some money those farmers and actually as i go through this i these were also all the same items that we determined were important to us so i don't know that there's there's any changes that we need i think the only one i see is what we discussed with covid i remember talking about funding full-day kindergarten all these things we discussed the last time to put them on here and i feel like they covered them pretty well in my mind um the cobin one was probably the one that would be i think a little misstep i'll just wait i would like to see that at least a couple of these back maybe not all of them as some things have been addressed but uh at least a few of these back on we can certainly preserve and strengthen local control which as we battle right now regarding local control improve outcomes for all students and require public accountability for taxpayer dollars spent on education not just in public school districts so um so these were all things if anyone who's watching this wants to see what we're looking at it is available on the board docs under asba proposed draft you can click that little link and that's what we're all looking at so i i guess i i would amend my motion that we vote yes on all the items on the proposed 2022 political agenda i'll second that any other and that we will try and see if we can find out a as to why covid was removed help me to understand as we're disapproval we're just saying that we agree to what they're bringing forward do i mean do we have a voice of any changes at this point i mean how does that that can be done at the assembly okay so yeah this particular action item is for us to direct our our delegate on how to vote at the assembly okay and then we have to figure out who our delegate is but this is as a board this is what how we want them to vote gotcha mrs anderson though when you get there there is um a lot of discussion that does take place it's it's it's like a big big board meeting so they'll bring this forward and then they everybody has a voice and delegates have a voice and there is a lot of discussion that takes place before asba lands completely 100 on this document so if that makes sense so we are all so the person that goes will we're agreeing to every single thing on here and should vote yes on everything on here that's the intent of this particular action that we're voting on we're saying we agree with all of this yes okay correct but then when you get there it can change it can change yes okay thank you anything else on this okay all those in favor aye aye mrs kaler did i hear okay passes five zero no mrs wilson i'm sorry i'm sorry i thought you mentioned delegate as well so um go ahead mrs wilson okay so i move that we select mrs anderson as our delegate to attend the arizona school board association assembly second mrs anderson you have every right to say no thank you can we are we allowed to send two or just one and a and a um alternate are they allowed to but we can only send one in the past i know that the delegate and the alternate used to be able to go but um as of given the circumstances and again it's every school board that's part of their it's there's a lot of people so um we can nominate tiffany as a delegate alternate alternate would you be interested in doing that okay so i'll mend my motion to mrs anderson as the delegate mrs schultz as the um alternate we'll we will follow up that if both can go then um then we'll let you know because it's it's something to watch so i'll second that okay i'll second that motion as well all right any other questions i i don't know how to explain i mean when you go you yeah it's it's very interesting to see like mrs keller said it's it's almost like a large huge board meeting they have microphones along in in the aisles that they people can come up and speak on the items if they choose to do so ask for changes if they do ask for changes and they're accepted then it has to be voted on by the assembly to make those changes and then so it's it is it's a big meeting but it's important so all right all those in favor aye aye that motion carries 5-0 all right i move that we approve the list of bank accounts and signatures as they're presented second questions or comments regarding this all those in favor aye aye did you want to say something mr moore you guys are doing great um i was just going to say president recent members of the board um you know annually we try to review our board policies and update them as um as needed we've had a lot of administrative changes so this this updated authorized signatures aligns to our org chart and that was it yeah thank you mr moore all right any future agenda items no i just want to thank you got you too again thanks for coming in it was definitely something we were excited to hear about you know it's something we were looking forward to the future so thank you for your time tonight and all the efforts to put this together and show tremendous work happening in the district all right president reese members of the board you'll notice on the upcoming agenda items one of the things that we'll be talking about is progressive mitigation plan updates and what we're doing is talking about what do those progressive plans look like if we need to respond on the spot we've been working with administration and site we're going to be working with our teachers group as well one of the other things too that we'll be talking about is we're going to do two public hearings uh the end of this month and then the following meeting one of the things that's required is part of the house bill for attendance it's essential and we'll read more about this in our detailed packets for you but in order for if a school needed for instance to be transitioned and there needed to be remote learning in place for any reason at all in order now remember we talked about how the state changed the legislation for attendance and funding we would have to have our public hearings two times to talk about what that plan is what does it look like allow people to ask questions so prior to us posting that in the event that hopefully we don't need but if we do need we have done our due diligence so that we have are following everything we're expected and supposed to do so as you will be reading about and we are currently working on our progressive mitigation plans we'll see we'll follow with two public hearings to talk about that um and what that looks like so that we are legally in line and in sync with the expectations for a for our funding and all things with the house bill associated with it so those are forthcoming in in our conversations thank you all right um i move that we move into executive session for discussion or consultation with the attorney for uh for the public the public body pursuant to ars 38-432-0383 and to direct the attorney regarding contracts that are subject to negotiation pursuant to ars 38-431.03 a for regarding lease purchase agreements entered into by the district for real property and regarding the auditor general's report 21-402 second all those in favor hi motion carries 5-0 we will not be returning to the board room we will adjourn our meeting directly out of executive session you

we chose 170 because that's in the old days that's what uh north central would use as as their guide for what was what was too many so we looked initially at those that were above 170 and so as an example you may have a situation like band or or pe where they're above 170 but they tend to be that way and then we looked at honors classes and we looked at regular classes that the teacher had too many um and then what would we do part of the issue was there is the the growth of the of the freshmen and so therefore we had algebra 1 classes that were very high we had english 9 classes that were very high and so but you can't move them around because you still had uh sophomore junior and senior classes and so that's kind of skewed a little bit when you're up almost 188 i think is what the number was for um [Music] the ninth graders and so that created some of the issues thank you okay any other questions no all right i'll uh need a motion for approval of the consent agenda i moved that the governing board approved the consent agenda as presented second all in favor aye aye aye was chad the second yeah did she say i yes she did oh it almost sounds like she said i nay it's like what um all right uh so 8.1 discussion and consideration of approval of the combined resolution affecting county treasurer transactions of fiscal year madam president members of the board dr wyman members of the audience action item 8.1 presents the combined resolution affecting county treasurer transactions for the physical 20 year between j.o combs and the pinal county treasurer it's the official document is attached but it basically in summary reaffirms some resolutions that are required by the treasurer it's the investment resolution which allows them to invest and reinvest any surplus funds for the physical year it appoints someone for warrant resolution which would be myself warrant signature resolution which really isn't applicable to joe combs the fund transfer resolution which will only limit dr wyman and myself to any transfer of funds listing our outside banks and then verifying um a verification of agency user and contacts and that would be myself it's a agreement that we have to enter every year for their services any questions so are we to sign are we all to sign this yes at some point i have it with me oh you do okay all right any questions bob any questions bob i'm just wondering like this was your no pressure there kind of your uh forte exactly this is something we do every year so there's no questions okay all right so then um if there's no questions lisa do you have any questions i keep forgetting about them no i don't okay um so go ahead and take a motion i move to approve the combined resolution affecting county treasurer transactions for fiscal year 2021-2022 second all in favor thank you motion carries five to zero okay so then skirt um discussion and consideration or approval of the um acceptance of rooftop fees for taylor morrison yes we're starting to work with developers as they come in with some of the different developments that are taking place uh taylor morrison is the group that's working on the development combs ranch which is basically south of laredo north uh south of the subdivision laredo to the east of uh schneff and north of combs and so this is an agreement we worked out with them it's a standard agreement that we use which is 850 per home uh they will be building that development in three phases um first phase coming up and then i'm not quite sure what the total timeline is for the phases but it is a three-phase build out those students will be attending symington as of right now and so legal councils reviewed this their liquid councils reviewed it so i would recommend acceptance as presented and just know again we will be bringing several of these forward in the next couple months because we have another three developments we're working with uh developers on yeah accept their fees a question uh doctor i have a question the 850 is that standard seems like in the past i remember a different number i could be wrong now that's the number that this districts you use for rooftop if you uh if you uh donate a school site uh it's the donation of the land for the school site plus 550.

i've chosen to speak today because i feel that my past attempts for answers have been futile including a general response that i received from mr sparling with the wrong child's name on it i believe darryl lubner's character and his ability to to be a suitable and effective coach are in question today there have been her rumors of harassment and bullying as a woman of color and minority and have been on the receiving end of harassment and bullying throughout my whole life and most recently have experienced by students in your district i can assure you that this is not the case my case was brought to the board and was casually dealt with and was not put under the severe scrutiny that this situation has been during this hiatus we have been without our coach and this has affected our kids my son had his first panic attack during sectionals during his 400 i am had to get out of the pool fearing he could not make it through his race this is a race that my son excels at this is his race that i expected him to meddle in and instead he got out of the pool after the first hundred meters he looked at me he stated i couldn't breathe i looked up and i saw no one it was scary and i had to get out where's daryl so that's the question here today where is daryl lewden where is the man that our kids have come to rely and count where is the man that has coached them throughout the season and led them to the championships if you feel as though it doesn't matter and that another coach can just come in and take his place you are clearly mistaken during this quarantine we've all been able to attend any of these swim meets but after every race my son's first question is did daryl watch what did he say is darrell stern yes is he strict yes does he expect amount in a certain amount of discipline yes but what you perhaps you don't see behind is the man behind the hat and the goggles i've seen him laugh and joke with the kids i've seen him discuss things with kids that have nothing to do with swimming such as movies golf and his favorite taco place he is a father a teacher and a husband but most important he is an outstanding role model to our kids so please i ask you to give him back to us my son depends on him my son needs him we all need him thank you chris barcodes chris partos my name is chris bartos and my wife jen and i are parents of two daughters who attend district 308 schools oehs and murphy junior high our oldest is a senior on the oswego co-op swim team and both of our daughters also swim for delta aquatics under coach darryl lubner my comments today are in regarding to the investigation into coach luber and the handling of this investigation by sd-308 and the school board my wife and i have contacted you via email on july 12th regarding our thoughts of coach darrell receiving canned responses from only two of you we offer to speak with you regarding the situation and no contact has been made to discuss further and both of my children have reached out to you via email again no contact from any of you the length and apparent mismanagement of this investigation sheds many doubts on the legitimacy of the inquiry being made by the district and the school board how can this investigation be going on over eight weeks when there has been limited discussion and interviews with many people who have reached out to you this investigation appears to have been skewed from the beginning with only one side of the story being listened to it's also very discouraging to see individuals associated with in this investigation interacting with coach lubner's alleged accusers on social media only to have the post deleted after the fact so that no one else can see it if there is a conflict of interest in this investigation how can anyone in the community expect that there will be a fair and legitimate resolution i'm not here to legislate who anybody should be friends with or associate with however when it comes to the decision of this magnitude conflicts of interest must be taken into account our comments to you have been in favor of coach lubner and his coaching of both the high school and delta aquatic swim teams please be sure that my wife and i take these accusations very seriously and when it comes to emotional and mental health it's very important when it comes to my kids we cannot stress enough that if we felt that there was a situation where they were being emotional emotionally or mentally harmed we will pull them out right away i have the utmost confidence in coach daryl lubner and his ability to teach coach and motivate our children coach lubner continually looks to get the most out of his swimmer's ability and he does work his team hard one thing you'll never hear any of his kids say is that they had an easy practice or that they were not expected to try their very best he's a true leader and taking his personal time to mentor his athletes and help them attain their goals i find it very disheartening that there appears to be a smear campaign levied against coach lubner because a group as we have heard wants to take him down what this has accomplished is defaming a respected coach and teacher while leaving many swimmers floundering our senior daughter needs her coach and mentor as she looks forward to college in 2022 and has had no access to him for the last eight weeks delta went through their championship season without him and the high school season started this past monday without a coach we ask that you are transparent your communication to us and update us regarding the process and come to a quick resolution thank you [Applause] georgia white hi my name is georgia white and i stand here today as someone who swam in oswego east with delta aquatics for 11 years from 2007 to 2018 and even a little bit last year during the covet shutdown when i was living at home and daryl was kind enough to let me swim with the team during when i could not be with my college team i swam directly for daryl for uh for daryl for four years 50 weeks each year 20 plus hours a week that is roughly 4 000 hours that i've spent with coach darrell lubner and i'd like to think that qualifies me to be a good judge of his character no one is going to stand here and tell you he is not a tough coach because that would be a lie and frankly an insult to his abilities as a coach here's the honest truth tough coaches make tough elite athletes it is undoubtedly a proven fact that daryl has produced more division one collegiate athletes than any other program in the community or any of the high schools some people are not built for tough programs and that's okay some people don't understand that if a coach isn't giving you criticism they don't care about your performance without constructive criticism there can't be development it's their job to make you tough no one ever got better by a program built on sugar coating and coddling athletes daryl lubner developed me into the athlete that broke state records and earned district or earned state titles for this district and even went on to be a big ten runner-up there is not a single thing i would change about my high school swim experience he does not deserve to lose his job and this investigate this investigation feels like a petty revenge attack on a man who has given his entire life to these last 20 years after creating this swim team just because someone's feelings were hurt and i say that as someone who is very sensitive and has been around this man a lot never in my time there would i have thought that someone would do this and be blatantly disrespectful about this investigation on social media after causing this mess we cannot give into today's societal expectations of all athletes all child athletes are great and we can't criticize our kids and they'll become insecure and to those here in opposition i want you to really reflect on what i've said and think about this if it's really worth someone losing their job over thank you [Applause] that will be the last comment on that topic and we'll have three more speakers public comments that was three comments so i'm moving on to heather gregar hello my name is heather greger and i have two children in the district we've been a part of this district for the past 13 years so it's been quite a while i just wanted to start off by saying the thing i love most about this district is the awesome teachers that we have encountered we have some pretty amazing students too and that's why this district is so special to our family so i came here this evening to share my concerns and disappointment with the proposed safety plan i do not understand why we are testing healthy children and masking healthy children in order for them to receive a free appropriate public education i question what data and facts were used to come up with this decision quarantining healthy children and teachers will have a negative impact on our children's education why are we basing the metrics off of all ages when the school population mainly consists of ages 0 to 18.

um in addition of course supplied additional classroom supplies needed to be ordered for these new classrooms and certainly we've been working on that throughout the summer the desk that we've ordered for elementary and secondary schools has really been about accommodating social distancing and so you know over the last probably 10 years this district has worked really hard to have tables to promote uh collaboration and group work exercises and and and now we've had it to pivot um and order furniture to promote social distancing and so we've gone back to more traditional desks where kids can sit separately instead of together again just going back to the lease at the brookfield site which we're now calling dan mary primary center on that site is able to accommodate up to 240 to 260 students and that is allowing us to pull um the three the the all of the kindergarten sections from the aforementioned schools uh we're ready we're ready karen evan i would like to uh stop for a second please okay i'd like to remind the folks that the chat is not an area um to be commenting to other people in negative or positive ways i really don't want to have to shut down the chat but please only place your questions in there and please use under reactions at the bottom of your screen the raise hand feature and so we'll start to use that more to answer the questions as mr wallston moves into this next set section of the meeting so we can hear from families we want to listen but please stop um with the back and forth on the comments and just put your questions in there thank you hi everyone and and i and i certainly understand um the questions and and um and and the need to to be heard i want to make sure that we can uh provide as much opportunity for that as possible um so some of the more popular uh topic areas um that we that we have heard over the last couple of weeks um uh dr mead has received a number of emails from the community and the majority of them have focused on masking social distancing whether that's on the bus in our classrooms or cafeterias what are the rules around classroom quarantining will a remote option be provided this school year the 21-22 school year and what are the modes of instruction uh for the for the upcoming school year and is there a plan b in plan c um if if the need should arise and so i i just want to number one just take an opportunity quickly to speak to these four areas and then and then open it up for question open it up for questions and comments um you know throughout the evening and so for one from asking um currently our policy states that masking indoors is required by all students and staff this policy certainly will be reviewed by the committee next week we meet on the 16th and the 17th but as that as that committee reviews those um reviews the policy will also be reviewing recommendations from the cdc and then any state and health guide any state um guidance as well um and so the state guidance if there's an executive order to consider during that time all of those things will be reviewed at that time and then that will be referred and recommended to the board for adoption and consideration um social distancing uh whether it's in buses classrooms and cafeterias uh we're feasible number one let me just start with classrooms uh we will have three foot we will be looking to adhere to the three foot distancing guidelines almost in every classroom in the district there is a very strong possibility and we've been very careful in our planning particularly at the k-5 levels and we're possible 6-12 as well um we've been mindful of of of class size and trying to uh limit the number of kids in rooms to keep it as safe as possible for our students and staff um and this is part of the reason uh why we've added the additional sections at the high school and and hired additional staff and then the same reason we did the same at the elementary school level um and so we're feasible and under no circumstance are we going to allow the the guidelines to um that does in no way does that mean we will not be going back in person um the guidance says in person um is quite frankly should be the goal for all districts and that certainly continues to be our goal um and and and if we can't get to three feet uh we'll be at 275 or we'll be at two and a half uh but we will continue to be socially distanced um the guidance also says if you can't um you know maintain the three feet it is important to continue to layer in the other mitigation strategies which could be masking which could be um you know which could be other other ways to also mitigate other mitigation strategies that that can help so i i just wanted to share that that will definitely be a focus for the district um all of our principals and teachers are aware of those protocols and we'll be making every effort to make sure they're adhered to when all of our kids are back um our cafeteria spaces um at the very least i mean obviously the mask if we are wearing masks um if the if the recommendations is to wear a mask and throughout school um they the while kids are eating obviously they cannot wear a mask and so we will make sure that kids are socially distanced in our cafeterias and because they're not they will not be wearing masks if we don't have a desk shield in every classroom it will be very important for us to make sure we have desk shield in our cafeteria and so for for our families who are not familiar with the desk shields they're between 22 and 28 inches high some of them are clear see see-through right in the middle and some of them have berries on the side and many of our cafeterias we've had these berries on the tables to to to allow students to interact with each other safely without that mask when they're eating and then once our students are done eating we encourage them to put their mask on that's what happened last year um and we were likely to encourage them to continue to do the same this year currently again under our current um guidelines and and and masking policy um our students will continue to be required to wear mask on the bus and um some of the mitigation strategies that we will be layering is certainly is to make sure that our windows are left open for additional ventilation on those buses and try to keep our kids as safe as possible we we acknowledge and i just want to say this publicly we acknowledge that we're not going to be able to um socially distance our students on the bus um it's just not going to be an option for us however we will we're we're possible um our kids will remain cohorted um you know to the greatest extent possible and in most cases that's going to be in our k5 schools and in our middle schools it's a little easier to keep our kids kind of cohorted when i say cohorted kind of moving together as a group um and and you know in the event we had a positive case it's a little easier to help with quarantining bulls and i'll just transition to the next one classroom and quarantining uh some of some of the some of the questions um that ann and i every stan and i have received are you know will the district continue with the quarantine rules and so they get the the state guidance um continues to state that if um that quarantining is necessary however if a student or a faculty member is asymptomatic and they are vaccinated they are not required to quarantine that guidance you know we continue to monitor and review that guidance and certainly we will be reviewing it up to the last minute before we make any recommendations on our final reopening plan but we're certainly aware of the current guidance right now you know we're happy to say this guidance has changed since last year when the vaccinations were not available when we wrote the initial reopening plan and so we're happy that these are some options and hopefully we can limit the disruptions to learning as much to the greatest extent possible of course students at our k5 letter level we understand that those students are not eligible for the vaccine and then we may have some students who are not old enough at middle school who are also not eligible for vaccine not to mention some students who are just not eligible for vaccine for you know other varying reasons we also understand that as well um and so almost done here uh remote learning i i know some of our families in fact quite a few of our families have expressed concern about remote learning and asking if the district is going to provide this option um i i certainly understand the rationale behind this question for for a number of different reasons whether it's health related whether it's concerned specifically about your family about your feeling about sending your child to school um we the the district made a decision um and made a recommendation to the board uh prior to the 2021 school year um ending um that uh once that this once the state stated that districts were no longer required to re um provide remote learning um we opted not to provide this option and and the biggest reason is uh we decided to take to invest our monies and and put into teachers for in-person learning um and as you saw in a couple of slides earlier we've added 20 28 29 new teachers to school year providing a remote learning option means um that we will need additional staffing uh which it's at this point really quite frankly cost prohibitive um and so that that that really is the reason um and just to give the families on this call an idea of what that looked like in a 2021 school year we had we had a remote learning teacher at every grade level in every school and so kenny garden first second third fourth and fifth there was um an in-person teacher at every grade level and then there was a remote learning teacher available a distance learning teacher available in every grade level um we and so with all of our students back in school and um giving that the requests at varying levels this has become very costly for the district and i think that's why you're going to see many districts across the state of connecticut have decided not to provide this option to families and instead focusing on investing in personal learning last but not least um the district will be prepared and well positioned for in-person learning in the fall 100 100 in-person learning in the event and if for some reason as an executive order or the state health department or local health department decides um transmission transmission rates in the community have escalated too high and it's not safe for us to be back in school uh you know in 100 400 percent on the district will be prepared uh for plan b which will be hybrid and we will be prepared for a plan c which will be full remote again uh but again our intention is to be back uh full 100 in person and we will only be exercising plan b and plan c um you know per state order or if we're directed by the local health department carol we are ready for the next slide and so at this point um i'm going to ann dr mead i'm going to go back to you because i i know i see a lot of hands raised in the community there and i want to make sure we have an opportunity to start answering as many questions as possible and and i'm and i'm wondering if uh perhaps we should go in the order in which we presented and perhaps take questions on masking first and maybe go in that order um and ask um our families and parents if we can kind of go in that order and start with questions on masking social distance and then any anything other questions they might have and if that doesn't work i'm just happy to just take the questions that's fine too okay so we thank you mr wilson so we have um eight questions to start off with molina go ahead if you'd like to answer your question on mute yourself yes hi thank you um good evening i i heard what kevin watson said but i really want to understand how are we expecting that our kids under 12 are gonna go to school each day wearing masks when i have a seven years old who even though i tell her every day many times a day to wear her mats to watch her hands she still doesn't do that often and we know the little kids are not going to do it how a teacher is going to tell 20 kids 25 kids inside the classroom to do that i i can do it myself we took it and in my case all my family members we are all high-res so my best option is to still have the distance learning i know that there is some uh budgeting issues but i was thinking about having all the second graders from all the public schools in danbury with one teacher not per school one teacher just one teacher for all of them same with first graders same with third graders i don't know if that is an i i'm not sure if that is an option but i'm very concerned and i opt for eastern learning thank you much go ahead mr walter hi hi hi miss molina um i i understand your concern and certainly appreciate them i i think many families in our community um have similar concerns um let and and please what i'm about to say please understand um i'm not trying to minimize what you said i i will share with you um a lot of our teachers a lot of our principals um express that they had great success last year i understand it was only half right half a class during hybrid uh but we we we had minimal issues with with masking last year um our students were very understanding of you know what was expected of them um and and and and i i don't think i had more than one or two cases that reach my office uh where it was necessary to call a family in because their child refused to wear the mask i i do understand however i mean i was in a meeting today in hartford um you know and i was in an air-conditioned room um and and and and i was a little out of breath and needed to catch my breath and go to the restroom because i needed a break from the mask and so i i understand that part right um because it's a little different you know walking in and and having to sit for two hours um during the day or you know from class to class and so our teachers certainly um and our principals we'll be working with teachers to make sure that mass breaks are provided for our kids cdc guidelines have been relaxed a little bit in terms of when we go outside whether it's for pe or for recess students are no longer required to wear their mask as prior um but but just to to your point about providing online teachers um per grade level district-wide um it's opening up i would understand that if we only had 20 students district-wide in grade one that is not likely to just have 20 students a grade one and 20 students in grade two which is a typical class size 20 to 22 students um and once we open that door it just becomes a different a different proposition that it's going it's going to be cost prohibitive for the district um i i certainly understand however where you're coming from and i certainly respect your concern so i just wanted to share thank you we'll move on to mr chin please yes um good evening can you hear me yes that's chad yeah thank you good evening and thank you for the opportunity um my i mine is not a question instead of kind of a comment i would say i would like to um uh to um i'm on favor of all the decisions that you guys have made and and i will congratulate for the decisions i think we are at war uh with this virus and i think when we are awarded with this virus uh we don't have too many options only to vaccine and mask and start distancing so i would i encourage for uh to all of you guys to keep doing what you guys doing and my son is also going to high school and he'll be wearing a mask and we all wear a masks so thank you for everything you guys doing thank you thank you mr chen thank you and our next person up is um perez please last name hello yes miss perez how are you guys hi miss caress hi i have a question i want to know um like if these kids are going to be in school like like during the five days in school or are you guys going to do like mondays and tuesdays and then sometimes wednesday and how are we going to know like if people in the school or the kids because i know i work where i work at people say they got the vaccine so they don't wear the mask in reality they don't got the vaccine and they come into school i mean they're coming to work without the mask but they get you know the kids some parents say that they got the vaccine and the kids come to school and they come to school school sick and then we don't know you know like that's my concern because i do work and i can't be calling out when these kids are sick so and then you know the attendance with the attendance and me so it's i want to make sure everything you know i want to be on tag with this i i understand uh miss perez and we we filtered a lot of these questions last year as well so i understand where you're coming from um so it is our priority um to get all of our students um back in school five days a week one hundred percent um on on on august 30th okay and so all the mitigation strategies between you know additional teachers we have um brought in new furniture that we bought to to separate kids in classrooms it's not perfect but it's certainly improved um the idea is 100 full in-person learning five days a week um and you know masking and other mitigation strategies that's where we are right now currently uh with our plan yeah i've been able to have them in school those five days because this last year these kids really didn't get to learn anything with like my me specifically my kids was really my mom doesn't speak english so i'm at work 24 7 so it was hard for me to be on track with them and then me at work so it was kind of really hard that's what i wanted to know that the numbers are going up it keeps going up and down keeps dropping coming up so i just want to make sure right yeah thank you for that last point um i i think a lot of families uh classes um certainly it's nothing like what you know historically they've they've received in school um and we we are looking forward to this is one of the reasons why we're prioritizing a hundred percent five days a week in person learning um so we can get back and begin to you know address some of those gaps that our kids experienced last year so we we understand you fully and i think what you just shared um i think many of the families on the school echo they'll share those same issues all right thank you so much thank you thank you mr alrighty thank you i uh tara i do see that your hand is raised i can't find your name in the message to let you know but we're going to move to chianti or chai tea and for those of you that have had a chance to speak go ahead and just click on your hand to put it back down thank you hi can you hear me hi so i i would like to mention not only i have a seven years old i also have it will be who will start uh kindergarten this year and uh i can assure you 100 percent he i don't think he will not be able to keep his mouth on all day and it's not only for like two three hours it's like six seven hours ago number two is if you provide i understand about it so please if you can't uh you know come up with that would be great so ms chaiti if if you can can you please um in in the chat um send send a message to ann because you're you're your response just type your questions in the chat i did hear um at the end you had expressed your concerns about um you know an additional option being provided for families and i think i also heard um that you were not necessarily terribly comfortable with uh sending your child back to school um just kind you know in for in-person learning um yeah okay and i i did hear that part and so i i certainly can appreciate that and i think we've had a percentage of families who've expressed um you know a similar uh um and i and and i i certainly understand and respect that um i i can i i can also share with you you know we're happy to begin to get some feedback from families and get an idea of who these families are to see if we can provide some additional support for you and so um you know maybe we can send something out to our family just to understand who they are um and kind of walk through and hear what the options are but right now the district is not prepared or budgeted to support a remote learning option um but but but i don't want it i don't want the questions and concerns to go unanswered or at least responded to so if if you can just email dr mead and i um or at the very least include in our survey you know an opportunity to get back to you because the survey is not going to necessarily identify you and so we can make sure we get back to you with some support so uh you have mentioned about emailing you and our doctor whom you said can i get the email id so that i can sure yes sure sure we will email you now we'll we'll send a message to you in the chat now yes great so our next okay person is melissa rodriguez hi can you hear me yes yes okay great hi um first my first question was um what percentage of the teachers or have you been i mean are you keeping track of how who's been vaccinated and who hasn't or was there a mandate for vaccinating teachers we're getting vaccinations thanks miss rodriguez so i also had a second question sorry no problem no go ahead please you can ask them both okay well this one was kind of a thought my kids are both in like uh middle school high school and they're vaccinated and stuff but maybe for everyone that's got the k through five i was thinking maybe if they're really adamant like they don't want to send the kids to school with the masks and everything has the board ever thought about having like a centralized uh primary school just for kids not with masks or you know something like that where the parents are uncomfortable with that so that they will get the kids in school full day full week and just you know have the teachers there that are comfortable with that situation too i don't know it's just a thought yeah um so i'll i'll answer the first question for i mean the last question first and uh and and just say that that that scenario um we we have not considered um although i i do understand that there is a you know position out there that um you know that students should have the flexibility to decide whether or not they want to mask or not um and so yeah i certainly acknowledge um that that that is out there but that is not something we are considering at this time um really just logistically just trying to figure that out and quite frankly it could require you know having another building to actually pull that off um and and then the second the the first question that you asked about um staff staff is not required uh to be vaccinated um but certainly encouraged and um you know we we we don't um you know unless unless there is a challenge or issue around a positive case in the classroom um that's when certainly we would be asking um staff um if they have been vaccinated because then you know quarantining rules would be in play uh but otherwise um we're not legally um allowed to ask if they've been um yeah i wasn't sure how that was going in our state yeah right and also can i ask for more questions i'm sorry legally legally we're not legally required for them at least not you know that's that's we can't do that that's correct okay and what about students like them reporting it to the nurse at all is that something that has to be done or no not yet vaccines right and so in in the event um there's a positive case and we need to contact trace uh certainly it's a question that will be asked um because it would help with the quantitative efforts um but but we don't you know we don't ask those questions um to have kind of a bank of who would who is and who is not uh because similar to the teachers but we're just not allowed to come right out and ask that question and like keep it all right thank you thank you mrs rodriguez great all wonderful questions we're recording tonight's session and we're running it live and we will add these questions and answers to our faq so i would like to next call on um m silva melissa silva please and what i've done is i'm taking these in order that the hands are raised melissa silva please hi this is melissa how are you hi okay so um i mean part of my question you had kind of already answered but i kind of have a little bit different level of concern of some of the comments that i've been hearing my son is in the high school he he and my entire family when they put the vaccinations out went did our part got the vaccinations from what i'm kind of seeing is the trend that's going and again i know you said that the decision hasn't been made yet for the schools but it kind of sounds like we're going in the direction everybody's going to be mass regardless of vaccination status so here's my point my child the times that he had to have a mask on struggled okay so i did my part got his vaccine so the fact that now i understand people are saying oh kids did okay with the math or whatever a they weren't in school full day and they weren't in school five days a week first of all when they all did so great with the masks everybody's referring to last year and so now that that's happening the fact that we're kind of being given no other option of what can be done other than oh yeah send your kid to school and he's got to wear that mask all day long and i understand a lot of people want to throw out that oh well homeschooling is available you guys can pull them out of the public school and go there i am not afraid to send my child to a building that's why we got the vaccines i'm not afraid to have him around people i make him suffer now if i pull him out of the public school program to where now he cannot participate in school sports and all that if i put them into a homeschool program i'm a little frustrated that there is zero option being offered to the population like me as far as like remote and all that i understand you're saying budgeting and all that i mean and not to be disrespectful the schools were given a pretty huge budget when all this thing came out to kind of help mandate this the high school you know from the little amounts that you're telling me has been done not much budget went there some 10 and 15 extra people isn't a huge budget and so the fact that there's not another option being offered at the level you know the high school middle schoolers where you know they are eligible to be vaccinated to not have to sit with that mask all day is is frustrating and then bottom line like if he really continues to struggle with the mask what happens then if i bring him to a doctor and they say that he's like developing some kind of like breathing issues from it i know there's a ton of kids with asthma are there exceptions for things like that i'm just you know again there's a lot of up in the air unanswered things on the table here right right um so miss silva and i'm going to try to unpack a couple of things that you mentioned um the at the high school we we've made significant investments um at the high school and and those investments are actually to support in-person learning um you know we we have um 15 teachers that we hired specifically to go to an eight period day uh plus additional you know staff whether it's in specials art music and then some of our support staff as well um and so you know between furniture um and actually staffing you know it's it's it's over two million dollar investment just at the high school just for that purpose um and we would and and so you know just the staffing and the biggest number in that investment is staffing um you know it's and that's assuming that those are new teachers right and so we budgeted i mean due respect that doesn't address what happens in those hallways in between those eight periods either so that's just another factor for the people that you know have the issue of the distancing i don't know if you've ever been to danbury high i know you're new to our district but there's zero in those hallways but again that's happening i totally like that i totally agree i totally agree and we're and we're concerned we're concerned about about all of those things you're absolutely right um no i yeah i've been in a school and i i'm familiar with the with the overcrowding and and just overall volume of numbers at the high school um i i totally understand um i'm sorry and and just in terms of available options um it's it it was a hard decision that we had to make um because we we felt like we almost needed to choose it was either invest more for in-person learning or continue to provide um an in-person learning option um and um a remote learning option and but we could not afford both um and given at the time in the in the spring leading up to the summer um you know the we knew that the district i'm sorry that the state was going in a direction number one they had already announced that uh remote options would not be uh required um but two we were also under the impression they had said in the spring that in-person learning would be the focus uh for school districts and so given that given that charge we invested heavily in person learning and and by no means is going to be perfect i mean you're absolutely right um and and i still understand that they're going to be families you're not the first person just on this call alone who's not necessarily 100 comfortable with coming in school and or coming in school with the mask on and so i i understand that as well thank you for your questions and we'll move to mrs alexandra good evening thank you um i i'm just responding to like some of my questions have been already responded to so it boils down to this for me i'm trying to understand how i'm supposed to plan for my child's education now that i'm being told that the option that was actually working for my family because we do have someone in our home who is high risk is no longer available three weeks before school um you were it's in the out surveys i was responding to all the surveys last year i didn't receive a survey about this i didn't receive a survey asking me about whether or not i plan on getting my vaccination or our home was high risk or anything like that i didn't receive a survey about anything and while i get that the decision had been made had to be made the decision was made months ago why wasn't any of this sent to families before now so that we can make appropriate plans because now i have to scramble to either homeschool my child because i'm not comfortable with the things that you're telling me you're telling me that you're going to allow asymptomatic teachers who are vaccinated to come into school with my unvaccinated child who can't get the vaccine i'm not comfortable with that at all so why wasn't this actually sent out prior to two weeks before school i'm i'm sorry back to me i i just want to make sure i'm responding i don't know if i'm frozen but the i just want to make sure i'm responding to the right parent um so it's a mrs alexandra and she okay thank you i didn't hear her i just didn't want to make sure so mrs alexander i'm i and and you're not the only one on this call person on this call so i i appreciate number one your feedback your concern um i do recognize acknowledge there are other families on this call also who um have pre-existing condition you know children with those conditions and and and have whether it's at home or or your children themselves um so so i i just wanted to say we we did announce last year um that we uh planned to go back for in-person learning in the fall um and and we made investments um to that effort um you know we made those announcements last last school year um you know prior to i'm sorry excuse me i know you made those announcements but you were making announcements all last year and responding to the cdc responding to multiple things and now we are seeing a surge for the school districts around the country who have gone back to school before us and while i would love to send my daughter who happens to be an only child in person just for the socialization i'm frustrated that i wasn't able to plan appropriately for this scenario where i do have a situation in my home that just isn't conducive to your plans i just need i need it more from notification and this is where i'm finding out that you all are not going to offer any remote learning options and that was something that was working for my family because when all else fails i can keep my family safe by following these protocols um for my family and then keeping my daughter home from school but now i don't have that option unless i take her out completely of the public school system okay so miss alexander i i will make sure and um and and make sure in our communications moving forward that we continue to read reiterate that um we we did before the year was out um state that that it would not be an option that it would be full 100 in-person learning um but we may not have you know i i'm not sure how we communicated it i really don't remember at this time but i do know that we announced it um but i'm not sure how we pushed out in the letter um so i'm i'm sorry i can't answer what we actually did in the in the um at the end of the school year um but but i do understand your position and i'm i'm certainly sorry about your case and if there's any support that we can provide you um and your daughter um we we would be happy to do so thank you we'll go to rachel next please rachel can you on you and speak please hello yes can you hear me yeah okay my question is my daughter will be starting kindergarten um this fall but this is her first time pretty much starting school i do understand all the recommendations you guys are saying regarding the mask and everything which i agree with 100 because i prefer my daughter being safe and you know then getting sick but will there be um turns in classrooms where they're able to take a breather from the mask if they're able to do that and um my other question also is um for as far as transportation for buses and so on i have yet to hear back from her school um regarding bus transportations and so on so i'm just trying to figure out when will these information be communicated to parents that have no idea you know if your kid is just entering the school for the first time we know what bus will she be taking or number or any type of information when will that information go out to parents so that way we can well prepare our children for their for the upcoming school year hello yes i i'm sorry i can't i can no longer see who's talking but i i just want to say our families i'm sorry our principals actually just returned um by contract last friday and so they will begin to get began those communications out to families um next week and those communications will include kind of welcome back packets introductions um and and then of course those bus routes once they're finalized they they hold off and releasing it too soon because um our registration numbers are not kind of fully vexed yet because we our registration is still growing and so we have a lot of classrooms and grade levels that are uns undersubscribed right now um and so the principals kind of wait a little bit longer um as those classroom list gets filled out and then they start pushing out communication so they just started on friday they'll make it through this week and then we'll start communicating with families next week and then you'll start getting those lists once those class lists are solidified do you know how those lists are being um when you are forming the children's classrooms do you know how they're being formed into classrooms or is it just a random order um so so the principles like carefully balanced classrooms um they consider gender they consider needs they consider um race you know they try to consider all of those things to try to balance the classrooms to the best of their ability um so it it you know it's they consider all of those things and then you know they work with us so if they're if they're students who are already in the school um you know they have a better idea who the kids are to help um make class lists if there are new students to the building and they you know they don't have um a history other than what's on paper they use what's on paper to help guide those class lists but that was my issue because i communicated with the school regarding that because my daughter was home school since last year due to the pandemic and um i know normally entering kindergarten they have some type of orientation where they get to meet the school the teacher and that sort of thing but when i asked when i reached out and asked that they told me they were they didn't understand or know what to do and that it was up to the board of education right so will there be some type of orientation for upcoming students entering the school or will there just be surprise on a school bus for the first year of school and just not knowing you know what to do or where to go from there right so so the question is i i don't understand the board of education response if that's what they said to you yes if you have a school that your child is registered in um i encourage you to reach out directly to the principal and the principal will be able to help you um okay so exactly we typically have orientation for our kindergarten families i mean then and then principals are certainly very understanding that um you might be new to the building um some principals are able to try to have some type of orientation for families that are brand new even if it's not kindergarten and if they don't have that arrangement they're still able to help answer any questions that you might have so please reach out to the principal um they're all great they'll be more than happy to help you all right thank you thank you and i'll move on to mrs roy please uh hi this is mr roy so [Music] in school learning as the only option so is that irrespective of you know what happens in future like what you're seeing in texas or florida like everything is going everywhere and then also the school is not willing to uh you know look at that as an option just because school has spent too much money upon it and another thing my question was we are seeing like as per the guideline that the school is giving that you know the windows will be open in the school or in the bus how how will we manage that on december or january how can we keep the windows open in january or december specifically when it is snowing outside so those are my question i mean at that time what we are doing about the windows are we still keeping it open no heater on i mean then if my kid gets sick just because of another cold or flu then it will be impossible for the rest of the school to understand whether she got corona or whether it is a normal flu because then we don't have any heater on the school right if we if you keep windows on so those are my questions why we can't have any other options with us i mean or what is the tipping point when you will you know decide further about it right so i so mr roy i'll start with your last question first um and you know we and i i think one of the other parents had alluded to the fact that you know we see we received a lot of federal monies um and and you're absolutely right um and the the federal monies were excuse me the federal monies were were were shared with districts who were eligible for those federal monies to prioritize earth and learning uh and so you know when when we budgeted uh particularly for our latest uh grant the s3 grant um the american relief uh fund act uh monies uh we invested heavily um in our efforts to support to get kids back and in person and mr roy you're right like if you know in the winter time yes it's going to be cold and i i can tell you now you know we're on the phone with some of our principals in some schools the heat is working great in some schools the rooms are really too hot in some schools the heat is not working well enough um and so it can vary from room to room you know but i would like to think for the majority of our classrooms the heat is working at a normal rate and where we are at least able to crack windows um to provide you know additional ventilation in the rooms because we are getting heat in in our respective classrooms not all please don't get me wrong not all is the heat perfect but the majority of the rooms it is normalized and it gives us the ability uh to crack your windows and open awareness to provide a little additional ventilation certainly not ideal um and and i i understand your point and certainly you're not the first parent tonight to raise it um but it's we we understand uh why families you know maybe be concerned about not not having a remote option um but again we the district decided to invest heavily to try to get in person get all of our students back in person and try to on social distance to the greatest extent possible dan yes and our next person minnie please you have to unmute okay yeah we can hear you thank you yes okay um congratulations kevin on the interim possession thank you vinny okay so i'm doing good so um first um thanks for the mask mandate absolutely needed and thanks for the full blown on um site in fact in person uh school um it's very important our kids do better in the buildings it's good for the social emotional health also they've stayed home enough having said that the question i do have will be um well one of the questions i do have i'm surprised the staff they're not mandated to be vaccinated um so we have the question in our industry also um the question uh the second question will be uh being realistic um you know um the kids are not going to be three feet apart um you know through the day the normal functioning of the day so um i did hear about the desk um shields in the cafeteria are you planning to have the desk shields in the classroom as well that's my first question the second question will be um the um if a student i'm talking about students um is vaccinated and if well if there is an individual that tested positive in his classroom are the students who are vaccinated are required to quarantine because according to cdc guidelines if you're vaccinated and you are not you're asymptomatic you don't have to quarantine so to put our you know we are caregivers for our kids we need to have a plan in place you know if life happens we have to make that happen for us so what are the protocols you do you have any policy in place and if you do have it when you plan to share it with parents yeah many think thank you and and i'll i'll start with the uh the quarantining rules uh so for for our students if there is a positive case um in one of our classrooms and if it's a grade level uh where students are eligible uh to to be vaccinated um we we will and and if a student is vaccinated um you know to your point with the cdc guidelines we will be making a recommendation i'm i'm confident we'll be making a recommendation to the board uh to adopt an approach in which students who are vaccinated um will not have to quarantine um and and you know and then the students who do um you know unless that student is as long as they continue to be asymptomatic and not have the quarantine based on those rules and then the ones who are not uh vaccinated uh would so you know currently um those are the guidelines um that will help districts you know inform their own respective plans um and so certainly this is something our reopening committee will be looking at um and and more than likely looking to adopt given given you know the federal good fit the federal guidance in this in this instance um your question about death shields is a good one we are we had death shields in the district last year we had them pretty much one to one for a student in the district last year we will not have a one-to-one shield available this year but we will have many desk shields available for students when they come back and so we've prioritized starting in our cafeterias making sure um that barrier is available in the cafeteria given that students while they're eating will not have the mask on and then mask will we have another wave of shields coming in apparently there's been an issue with some of the products that make the shield and the shortage you know across across the country um but we've we've ordered an additional five six thousand uh that are coming in um in the next couple of weeks and then we have another wave coming in in early september so we will be close again to um very close to one to one um again the the investment is being made for in-person learning um and this is a mitigation strategy that's not as high on the list of some of the other mitigation strategies but we also understand it makes folks feel more comfortable when the barrier is there um so we've you know we have an order now with over 5000 which costs over a hundred thousand dollars for the for the barriers um and so you know it's one of those things that comes at an additional cost um and you know we're going to do everything we can to make um our kids and our our teachers and families feel comfortable so we certainly have made that investment yeah it's it's it's um what is needed to keep the place the kids safe it's something the funding need to be used for absolutely absolutely thank you thank you thank you thank you tara are you still here i don't see you still here no okay yeah we'll move on to chris chrissy m a r reptini hi chrissy there we go hey how are ya roofie yep hi uh so first of all congratulations kevin thank you chris i thought your first and last name was chrissy that's do that like madonna that's all right um i just wanted to take a second and tell you how how thankful i am for you to take on this role right now for us um it's not an easy position no matter how you feel on this matter um there really is no winning and you know people are going to feel strongly um so it's a delicate balance and i really appreciate the job that you're trying to do for us right now um so i have two questions um and if you want me to ask one and get back online i'm happy to do that um so my first question is for the high school um so it seems like you know with adding the block and now i may just be misunderstanding this but it seems like with adding the block um you know students have registered for like seven classes and now they sort of have eight um so it seems like a majority of students have kind of extra unstructured time in their day um you know every other day so i just wondered if there's like a plan for how this will be utilized um you know just me personally i kind of have a lot of concerns around having so much unstructured time for a variety of reasons whether it's you know social distancing you know behavioral issues you know alcohol or vaping issues i mean i could just see so many things going wrong with students having a two hour gap at any you know every other day or anything like that so i just wondered is there a strategy around how we're gonna handle that sure um so chrissy number one thank you for the kind words um and then two and of course you back that up with a really tough tough question so thank you for that too um so so one i i want to thank you for bringing up the point about the block schedule um because yes it it it did provide an additional period by going to an a period day um many of our families probably not aware and i know one of our parents had brought up you know the fact you know that we have you know the passing in the hallway and a lot of kids in the hallways uh you know one of the reasons why the principal one of the many reasons why the principal requested additional staffing for this effort um is to end and it was a great recommendation you know and it took we had to think long and hard to figure out how we can support it and we finally landed on a decision to support it because we thought it was the right thing to do but the black scheduling allows us number one to limit movement in our hallways um and so and so i i just want to share that with the families uh by going by this you know kind of block scheduling where you know and i just want to share with you know most folks on this call you know we were probably in school growing up in a seven eight period school day um and you know every 45 40 and 45 minutes the bell was ringing and we've been going to the next class whereas in this block schedule um you know students going to be in the classroom you know 80 to 90 minutes per period and that's going to reduce the movement significantly and so that was very important for the principal i thought it was you know very smart of him to make that recommendation and you know it again it took a lot of investment in time but um the district um knew it was it was the best way to approach this um chrissy you're also right in that um you know that unstructured time that you're talking about um the the high school has recommended i want to make sure i got this right i may need some help from kara uh but one we will continue to offer flex as part of that schedule um also we have another period that will be extended a little bit so let's just say and i don't remember what period it is but let's just say third period in a day um will be extended by you know additional minutes and to act almost as a home room um because it's going to you know so that we don't so it can cut down on requiring an additional study hall if you will but it also cuts down on additional movement in the hallway as well so that's something that you know required a lot of collaboration from all sides to make that happen so the flex period will continue to be offered one of those periods actually extended it also helps with the lunch waves going in dan would dan's not here right now but he he'd be able to explain a little bit more detail but i do know those two things exist and it's going to help take up some of that time but to your point so our you know our kids are we'll need 25 credits to graduate from high school um and so but we still need to spread the day out so we can't say hey kids take more classes to fill up your schedule because if we do that we don't realize our goal of spreading out the classes um and so you know it so that means in a typical kid's schedule that could mean flex that could mean this this class with an extended period and that could also mean um a study hall in your schedule that you may not have requested right and i and i certainly also understand that um and trying to find and listen i've number one i was a teenager once upon a time but i was also a high school teacher um and you know study halls are can can be productive for kids where they can get their homework done and ask questions and you know depending in the class that they're in if you know when i had when i was in a math class in study hall you know i bugged my math teacher to the end so i get my math homework done and got any help help that i needed but it's not productive for everyone because our teenagers are teenagers but for a lot of them it is an opportunity to be really productive um cara do you do any other gaps that i may not be filling in here with with that time because no you you did you did great [Laughter] that was great no but yeah definitely more study halls than than had and then in the past that that we've liked but um certainly while they're unstructured of course they're supervised um and kids or kids are safe and so um you know the extra period allows for spreading more students out over more periods which also helped with the part of the reopening so it was a very necessary step and a very smart one and yet it is going to create some wonky scheduling um looks that we haven't had in a bit but i know that they're also working through how to maximize some of that time still so they're they're working through some of those pieces and making some adjustments to schedules where um you know could be a little bit more advantageous to students if they have the time so um i know that they're working through that and um you know again it was a it was a good decision to to have although um with some minor inconveniences in order to open schools no doubt about it thanks cara chrissy thank you for that and so yeah so it's basically i guess i'm i'm just not i don't have that much experience and other than last year which wasn't a normal year so it's going to be like they'll be like a study hall teacher somebody that they're checking in with and i apologize i realize this question's probably better for mr donovan um but just no but i'm sure there are other families on the call who are who are who who are who are benefiting from your questions so it's okay yeah and the guidance counselors can also help to answer address specific questions and without seeing a child's um a student's specific schedule because they're all different um it's kind of hard to to answer but guidance counselor mr donovan would be most appropriate okay um and then my other question real quick was just what if anything is is there a current uh visitor policy in the district um you know again always looking from the pto standpoint in terms of volunteers being able to help i mean i know last year everything was kind of just kind of closed door um what are we looking at this year yeah i can i can answer that chrissy um so um at the moment under our existing policy um we really limited the number of people coming to the school um the reopening committee will definitely be revisiting um um i think in our policy right now it's um essential personnel and so i i think at this point essential personnel can be revisited and perhaps could be expanded to include uh volunteers or more volunteers uh you know we may ask of requirements of those volunteers if they're coming into the building certain requirements um but but certainly it's a question that will be on the table for our reopening committee um because chrissy i i think um we may have some opportunity to bring some support in our buildings and i think as long as we're careful and intentional about it i think we'll it may open some doors but it is something a question that would be on the table for for the team to review okay all right thank you um and then just one other just as a comment and again i'm sure i know you got some big brains in the in the room and you guys have explored lots of options um but i i clearly there's parents that are still looking for a distance option um and i gather most districts have opted out of that just for funding purposes and i just wondered if there was any kind of possibility that there could be any kind of like collaboration between districts where kind of districts pool together and sort of offer you know like a communal virtual option because at that point it doesn't matter if your teacher's in brookfield or you know new town or wherever your teacher is but so i i i with the million questions that i come across in the chat i actually recall seeing that question you raised um in the chat chrissy earlier ed advance is our local rest that supports this region i think initially ed advance was looking to coordinate that type of experience and option for families in danbury bethel um and you know the schools that are around us um and and then they later opted out um and so i you know i i don't want to i don't know why i would imagine for some of the same reasons why we have opted out but you know typically rests provide you know those kind of regional like services to school districts again you know initially they had came in thinking they would be able to provide that kind of support exactly how you just described and facilitate that kind of support and then later they decided not to provide the option i do not know all the details behind that decision though but that that doesn't mean it's not something we can revisit and see if that's something something that could be explored but right now i know ed advance is not leading that leading effort okay thank you very much i appreciate that thank you and i'd like to go to jennifer burkhart please jennifer go ahead thanks can you hear me okay yes great well thank you for you know having this uh zoom meeting tonight for everyone i know as you can see there's a lot of parents that are feeling a lot of different emotions on every spectrum and you know certainly i'm one of them as well but i just had basically my questions i think we're actually kind of asked and i know you've been fielding so many questions and trying to answer every one of them and you're certainly it's just i'm sure a bit overwhelming to some degree well my team is feeding me answers throughout the meeting just so you know that's good i mean supports that is very important very important but um one of the questions i specifically had was and i know one of the parents that just asked about it was the shields you mentioned specifically that you know you've got this big order coming in or tube orders coming in um one of the things my children actually struggled with last year when they were in school was looking through the shield and then looking at computer screen and it was very wobbly you know because it's more of a plastic obviously than it is a glass so um and i understand the cafeterias but in the classrooms is it a bit more optional for the students if they're wearing masks you mentioned it of course right now it isn't even going to be a one-to-one ratio but will they have a bit more of an option to not use the shield because they you know my my kids talked about eye strain and things like that so i certainly understand then the need for it it's just you know it just adds another layer of uh frustration for them in the classroom right um thank you for those clarifying questions so so one um yes the shield did not required um in in the classrooms and i was smiling when you talked about you know kind of the barriers on the side and for the families that are not aware um we we purchase death shields that are um like a cardboard like material um a little more durable than cardboard and then in the middle there's kind of a plastic see-through shield in the middle um and so if you're looking from left to right you don't have as much visibility as we'd like and so we're actually looking at some options that's clear all the way around um the company that we spoke to the the shield another is high we had to have them custom ordered they have the really high ones so any shields that are see-through all the way around will probably only be offered for our element probably k through three or k through four elementary students um and then our other students will continue to get the shield with the barriers on the side with the window in the middle going back to your question about the computer i i just wanted to mention um you know we we will continue to ask um our teachers to post their grades um in google classroom um but i'm i'm you know you said something that reminded me because i know a lot of our families were also asking and and you know just kind of expressing their i'm just going to say frustration for lack of a better word hey my kid is in school and you know they're they're dually working in this remote option just i just want to re to assure families when we come back in person yes we still want a reason for our kids to use laptops and computers and interface and and communicate with their classmates um and their teachers um you know it with their laptops and computers we don't want that to be lost um but but we have every intentions also getting back to normal in their classrooms as well um and so you know i i don't i don't want our families to think that you know we're going to have our students you know staring at a computer screen all day so i just want to be clear with that we're trying to get back to normal um you know to the greatest extent possible obviously everything's not going to be back to normal but it's certainly going to be a lot more normalized than it has been over the last 18 months uh jennifer i hope i asked answer your questions i don't know fully but no that you did thank you i did actually have one other really um quick question in regards to the masks and again i i you know i understand the need for the wearing the masks um but last year one of the things that it had been indicated was the kids were going to have mask breaks and unfortunately my kids came home a lot indicating they weren't getting the mass breaks for a varying number of reasons and i get it but are these teachers going to be trying to work those mass breaks in because i know that again for me that's it's really important those kids needs a break you know my i do have breathing issues with some family members and so those masks make it more difficult to breathe just it's a fact so are they you know that was my other concern was it or is that gonna yeah we we totally understand um and so um just starting at the k5 levels it's required for our kids to have recess so that certainly will continue needless to say there will be a mass break opportunity during um lunch um in in our our principles we asked them last year and we will reiterate this year um the you know expectation is is that we'll be asking um teachers k through five to also provide a mass break in between you know whether recess or cafeteria time you know make sure there's also an opportunity for a mass break as well um you know with the fact that and don't get me wrong because we don't have pe every single day but pe um you know we'll be going outside as much as possible particularly as as as the weather continues to cooperate um and while we're outside you know we will not um you know as per the guidelines we will not have to wear a mask outside the way the guidelines are currently constructed so um you know between those um kind of built-in breaks whether you're eating or at recess or at pe outside we will obviously we will also encourage the principals to make sure that they revisit those same mass break schedules that they had last year and prioritize those things this year uh so so thank you jennifer because we'll make sure we'll remind the principals about that not that they forgot but we'll remind them well there's a lot but thank you very much and thank you again for having giving this forum to all these parents to all of us thank you for that question and i do realize we have a lot of hands raised i do see some people have come back around for a second round and so i will be going through the to the folks who haven't had a chance to speak yet and then we'll return if we have time at the end um for those that um would like to speak a second time and i'm also going to remind you to please uh be respectful in that chat and use the survey that we have placed the link to in the chat to give us more feedback so please take advantage of that as that will be an integral part of um presentation to the reopening committee and so at this point i'd like to go to lonnie toomey please hi how are you good good um so i've heard that um i guess the state uh wants to start weekly testing for children in elementary schools um what uh are the thoughts of the denver explorer regarding that like weekly weekly covet testings for elementary school children i'm sorry miss tommy was that you yes okay my for some reason i have it on speaker view and it's not consistently showing um well number one good good to see you here um and um and so the and i just want to say to you when all of the families the cdc is strongly recommending um that districts consider uh pool testing is that what you're referring to um the the classroom pool testing uh i don't know if it's the classroom pool testing um i just saw that they i saw an article saying that um they were going to some some areas in connecticut have started or will start doing weekly testing um kova testing for kids so i was curious as to know what danbury's stance is on that and if parents will be given the option to opt out of it if they don't want their child tested on the business yeah absolutely so we we have not um we are currently not participating in a screening um however um the state health department is strongly strongly recommending that districts participate um in a screen pool testing uh and so this is a question that would be available for uh the reopening committee to consider um and and also share with the board uh for cons you know superintendent and the board um to consider uh my understanding of the pool testing is so let's just as an example um 22 of us on this call are all in the same class as part of the pool testing they they swab all of the students they only swap the students if the parents agree to participate in the pool testing all of the results of the test go to a lab and then if there is a positive test in the pool um and then they recommend that everyone in that classroom and that cohort gets tested and so um if if it's a grade level obviously where students are not eligible for a vaccine um then everyone would be tested and the quarantine rules would be in play and then if if it is a grade level where students are eligible for for a vaccine only if the students are asymptomatic um the quarantine rules would not apply to them but they would apply to students who are not vaccinated and so the the district on the committee has not made a decision on that yet um you know currently it's just a recommendation to districts um it is not a decision we've even considered yet but it is a recommendation to districts um and as you know one of the key takeaways or strategies from the cdc it's one of one of the higher recommended strategies for districts to consider um so so given the recommendation of something we consider but we by no means have we made a decision on it but if if we make the recommendation the recommendation will include an opt-in or opt-out for parents certainly okay that was my question yes thank you you're welcome thank you and our next person will be uh deepti please hi how are you doing can you hear me good yes i can hear you yeah so um i actually had a few questions um you know hearing everybody on this call all the parents and everything um you know i i got a lot of information uh from them actually as well as you um regarding the budget the the the funding that was given to the school and everything and um i guess my first question is when was this decision made for not giving the option of uh remote learning i i guess that's the biggest question and then i'll get into my other questions um sure so uh prior to the end of this school year um i believe it was one of our may may or june meetings um we had made made the decision as number one as part of our budgeting process to invest heavily into in-person learning um certainly as as you might imagine there were questions about the remote learning as a potential option um and we had shared at that time that we would um and that that we really needed to choose one or the other um those are my words right now those are not the words we used exactly during that time but the federal monies that were made available were really made with the intention um to give back to in-person learning 100 and and and that the the remote option was really cost prohibitive districts and mr dt i don't know if you were on earlier but part of the example i was trying to provide for families earlier was you know we provided remote options uh for kids last year and so in our k5 levels as just as an example uh we had a distance learning teacher at every school every grade level um and so you know that that that that would cost us you know a couple several million dollars uh to be able to fund that effort in addition to also funding in-person learning as well um and and so that those are some of some of the you know many reasons why we opted out um and i think you're going to find many districts across the state um um opted in the same direction as we did but i think for the same reasons yeah no that that definitely makes sense and you know the fact that majority of the bigger corporations right now and you got to look at it from a point of view where majority of these big corporations most of the employees are vaccinated and they're taking the proper precautions and you know they did decide that they were gonna bring all the employees back either one maybe two days um in office but they're they're extending that to possibly january now and now you know we're talking about kids who don't have any kind of vaccine showing up to school five days a week so it's just kind of a little concerning that you know the school district is not thinking the same as the major corporations are i'm sorry are you are you saying consider coming back in full later on and not in september correct yeah correct like like you know because the you know this goes back to my first question is the decision was made back in june but the delta variant started literally a month maybe max a month and a half ago where it it's it's the numbers are rising and you know most of the parents on this call i'm not speaking for everybody but majority of the parents on this call definitely feel that we should have the remote learning still in place because majority of the corporations already have made that decision that due to the uh the delta variant they don't want employees gathering in the office and even if they do gather they're only offering two days a week so it's just kind of concerning that the school is saying no we're going full full-time in-person remote learning or i mean in person learning five days a week and if anything happens during those five days what is your um you know what is your uh your steps do you shut down school what do you i mean i i just i just feel that we are rushing into this decision without properly looking at what's going on right right so i i will um do my best to try to answer that question but also you know make sure we have this recorded as well to do a good job of responding to it later um we we were i don't right now i don't know if we have a new threshold um given that students now and and families i'm sorry that students families and staff um are eligible to be vaccinated at least 12 and up um but but prior to the school closing there were um kind of varying um kind of barometers for um you know whether we can have full in-person learning hybrid in-person learning or remote learning um and and and currently where the numbers are if we were to use you know the the old uh threshold for full and person learning uh we would be well under that number um where where the current with the current the current um the current cases are in in danbury um you know so soon we will be receiving something from the state and the local health department to help come up with kind of a new threshold for um you know what it would what it would mean for um a trigger a for remote learning again or you know a recommendation for hybrid learning but from right now by using the old um the old kind of threshold that we had to use before we would be well under the um the cases in danbury um and i think we would i think i comfortably say if we were in the same situation last year if the cases were where they are last year we would we would be eligible to return in full so i think just based on where the numbers are right now we feel pretty good about where we are in terms of the decision uh but of course you know mr dt if this if this changes um you know the local health department and certainly the state health department will be making recommendations differently but but right now we we we don't have we don't have any we haven't been given any indication that that's a concern at the moment okay yeah no that's that's fine and um you know i completely respect your decisions um but i do would like you guys to actually look into the whole five day a week full-time that that's what's i guess um concerning a lot of parents if let's say we do two days uh in person and then three days remote learning that would actually make a lot of parents more comfortable saying that hey at least my kid only has to wear his mask two days a week and then three days he's home he's running around he's learning and i i could only speak for my kid but he definitely took on a lot more learning in in a remote learning class than he would have you know when he started kindergarten there so i i i think the remote learning worked out perfectly for my kid i don't know about everyone's kid but definitely it worked out a lot better for him as he was more focused on learning than getting distracted from his friends and everything thank you thank you miss dt for those um those comments um and questions thank you all right thank you so our next person is um so and yeah go ahead before i i just wanted to say because i know we're coming up um on our nine o'clock time and i i want to be respectful of the group's time and i want to take advantage of the time that we have with people because we've already lost almost 100 participants and i i just want to say number one i want to make sure we get as many people in as possible but i also wanted to share that we will share a survey with all of our families that we will be asking you to participate in whether it's now or you can certainly go to our website the survey will be available and before we get off this call i would like to present the survey questions just so our family can see the questions um just so they can have an idea of what we're asking asking them to respond to um but you know let's please see if we can get one or two more in and be able to just kind of close out and you know share with the families what the survey looks like and talk about the next steps great all right i'm going to go to our next two people then um and then we'll wrap it up um so this there this is the mr mrs lisa watt oh hi it's mister actually yeah you're welcome thank you and um thanks for the the q and a's actually i was kind of maybe in agree agreeing with the mr dicty in the way that i work in the hospital so i'm just quite coming into this forum and found out that quite a surprise we are quite rigid to be precise actually because decision was made when the delta variant was not around and then the cdc said okay we're going to uplift the mass mandate and we're all going to be okay right we were going to be like a free from covet well it was good for six weeks now with the delta variant we're now turning the corner upside down in the hospital setting we have weekly assessment in the way that okay here this week we will allow the patient to come in to see us fully and there will be some patients who would say well i'm not comfortable with coming in person can i do a like a distance or telemedicine and we continue to provide that because we know that this is something that i mean it's a virus it doesn't care what we are we are thinking or what are we planning to do but i think that what we also could teach the children al also is that as the educators we should be also flexible and i kind of a little bit disagreeing that distant learning is completely off the question um for this academic year so that's why i i don't know if there's a way to really at least like considering bringing back the remote learning or distance learning that's number one if i have to even call someone like at the capitol something like that or some sort of maybe some like emailing with the parents that's number one number two because this virus is airborne um the risk the risk timing is when the mass is off so that's a lunch time so at the cafeteria what not if that's not enough like i say open space like say like some space for kids to eat outside their windows open and they kind of i mean they're kids right they can't really keep distancing while they are eating how are you going to try to mitigate that that chance of them being socialized because this disease is ultimately caused like a transmission by socialization so those are two questions that i'm having tonight hello i i certainly understand um and again you're not you're certainly not the last um the first parent parent who's expressed a desire to have a remote option um and you know we'll we've certainly continued to re hear a number of those concerns tonight um you know the the the team and i certainly will review all of these requests and um you know certainly as i mentioned earlier um the investments that we have made were actually to support in-person learning um and and that's and that's how the guidance was requesting that we focus our money's monies on um and and we you know we will however we will take this feedback um and begin to review to see what else can be provided um but but as of right now that that is where where we landed i'm kind of given get given the funding uh that that's available for us uh but but i certainly understand the perspective and appreciate the perspective yeah and and what about the the eating time like are they gonna be like putting clothes together or we're gonna have some more space for the lunch time and they can be a little bit more eating outside how does it work for the kids or the whole whole school jammed up at lunch time right right well it depends on what level and it depends on what school you know at the minimum our students will be socially distanced at the minimum three feet apart we will have the barriers on our cafeteria tables you know serving as an additional layer of mitigation strategy if we're at the high school we're going to use the courtyard with tents outside to spread kids out to the greatest extent possible at our middle schools we've actually ordered desk as opposed to keeping our cafeteria tables at two two of our three middle schools the other middle school has decided to come up with a different strategy to spread kids out so we don't have everyone in there at the same time our elementary schools are also have invested in desk and so we've actually i mean again many of our families recall whether when they were in school it hasn't changed much cafeteria tables whether round octagon shape or long rectangles uh where we you know we can maximize the space instead uh we'll move toward you know student desk in the in the cafeteria so we can spread students out and where we don't have student desk in there um you know we've we've gone through great efforts to spread kids out and so we've had additional lunch waves so that we don't have as many kids in the cafeteria as before or again you know we have barriers in between students to try to try to serve as an additional mitigation strategy so you know all of those things are being considered and and and serving as um additional mitigation strategies to um protect to protect our students in school okay thank you and uh just just please yeah just like um just look like what they say just please be flexible as the situation all the time thank you thank you we've certainly won thank you and our last person will be christina oh sorry is can you hear me yes hi guys um hold on one second oh christina oh don't get me yourself i would like to know why are we masking our kids with a 99.87 virus that doesn't even affect our kids yes and if and if we look at the cdc website and follow all of the guidelines all of their information that they post on there it has nothing to do with the kids so why and the other thing is why aren't we following the constitution of our country and our state okay sure i'll be happy i'll be happy to answer um answer the questions the best i can um so so there's the cdc um guidelines and i and i understand the question because we have a lot of families who um you know have varying viewpoints on masking so i certainly understand and appreciate that question um we we are currently our policy states um that masking in school um is required um the cdc right now specifically for schools is recommending that students are wearing masks in school whether or not whether or not them they are they have been vaccinated on the the reopening committee uh we're reviewing and um considering all of that information before uh they make a recommendation to the board um and so you know we'll certainly be looking at those things okay i have one more one one more question actually if we look at the uh uh i forget what the app other people would ask questions too no no no i would like to ask one more question other people have questions to ask no no no no no we are gonna listen to myself now because i have one more question and it's a very valid question if there is an actual authorized uh medication that cures covet 19 which is rem desevere then there is no need for vaccinations so why don't you answer me that question and if you look at the law preach my brother please preach if you look at the law it states it on their website that if there is a cure then the emergency use authorization does not exist so if you look at the law i could cite it for you i just don't have it in front of me at the current moment but i could provide it for you in an email if you'd like yeah remedies will kill more people than curing people you should actually see the ground reality of the ram test no no no why did you cut me off the feed because you don't want me to discuss that with the whole panel no you should appreciate that let's discuss it with the whole panel why did you cut me off the feed because you don't want to hear the actual truth why don't you talk to the parents who whose children are dead because of this disease that's a fake oh you're a liar you are a liar exactly exactly you don't want to hear the truth you are fake phony losers that's okay guys congratulations folks at this time we are going to stop the discussion i'm sorry we just can't have it exactly because you can't handle the truth you can't handle the truth how did we allow this person to speak and they said such bad things about him you can't handle it you can't handle the truth you can't handle the truth okay 99.7 yeah keep keep cutting me off thank you mr walston thank you yeah exactly keep cutting it off keep cutting it off [Music] thank you everyone for coming to tonight's meeting learn the truth and we will go learn the truth learn the truth that you're stupid learn the truth [Music]

you said 20 25 it's 20 20 under under item 10.25 okay got it it's page 19. yeah okay next we will ex exhibit qq we are going to replace page 1 and page 10 to reflect some correct name spellings so exhibit qq page 1 and page 10. okay do i have a motion now to adopt the amended agenda and a second all right i have a motion in a second all in favor aye okay public comments closed session items is there anyone that wishes to address the board of trustees regarding closed session items only at this time seeing none the board of trustees will now hold a closed session to discuss items 4.1 through 4.6 on the agenda it is now 3 50 and we will move to closed session

which we thought was causing our alarm system to block into the low level of water and low pressure so if the pressure blows then the sprinkler system won't work in case of a fire without the fire line working so they did determine that it wasn't likely they are trying to fix it but there's pressure in the water and the sprinkler system will work we will just have to make sure your radials are charged tonight make sure your cell phones are charged because we'll have to kind of be on fire watch with our radios until the timer gets fixed but they're still working on okay so just please make sure you come with your cell phones charged and that you make sure your radios are charged as well the board did pass the lungs for us to order new videos like everybody may have a new radio on campus we know that our radios are old some of them need to be replaced so we're placing the order so everyone will have radios asap okay also in terms of the mass wearing you know the board of supervisors did not vote to mandate that through pima county so when we met with the board on monday we are going to highly encourage mass weary for yourselves if you want kids encourage them we are going to have hand sanitizing done at the gate like we were doing we're just not using the temperature checks but we will have our peripherals [Music] please make sure that you're visiting with your kids with the hand washing and hand sanitizing like you were last year okay we don't want something to get maxed but just please make sure they wash before lunch after lunch and obviously you see kids who don't look well um just send them to the office and we're it's the same thing if they have favorites they go home regardless that's always been our of our routine so just make sure that you're just don't panic and send them to the nurse like if it's a constant continued pop then definitely you want to send them okay i have a question about that because i know some kids that are my students they have left and in last year we had the protocol that we they would go and clean the desks and stuff i know that there are some other students just because they have contact with that but if you're sending them home we should clean the desks well you know i did but you know in the past that we had the students coming and also um thank you i know they were coming so it's just for clarification but um in the past we had the students go to the office and now we have the parents have to test them if they were negative they would come back so now we have to test in the office they test sometimes negative and they still need to so no matter what and this is what our conversation was before me too because whether you're texting on the fifth date you still can't come back until ate the eighth day so even if it's the big day and there's they're negative they can't come back until that eighth day so it doesn't matter that parents agreed rather than get tested probably on the seventh day and know that they're negatives still not but they hate it but some parents just want to know because probably really systematic we still want to know because you can be affecting other kids we're cleaning at the desk please if you need more mics let us know so that we can get them to you and our kids can help wipe down one thing with pima county is they are giving us 24 hours to send them to close contacts then they will contact families but that could be three or four days of the student sitting in your room so we're going to continue to do our own content creation like we were but deanna and remainer and if it gets a little bit out of control we may like say you're this can you please follow the script and call these five parents from your classroom because it takes time and if we can divide and conquer we can nip it faster are we still sending home siblings with another book no no so siblings don't have to go home but it's just the one that has a nest the sydney start to show symptoms then obviously we'll test them and send them home okay but that's why we have to just be more don't sometimes if they test positive the sibling yeah yeah let's clarify yes if if they're positive the sibling will have to go home but if it's a close contact right so like if my daughter chloe was close contact miley would not have to go home but if chloe okay so close contacts are not being sent home good things of positive kids are going home okay okay yes if they've tested they passed a minute with the 90 days they don't have to be important [Music] i'm glad you brought that up because we um our the coping funds to pay stafford first to stay home is no longer in effect so if you have to stay home and quarantine it will be coming out of your sick day or your personal days or your um your time okay so we'll just we're working on just trying to keep everybody healthy so um you got the good work jason you guys are awesome and okay are there any funds to buy microphones if you wear a mask because i i am not apparently understandable when i'm wearing a mask okay we'll let we'll look into that okay we'll look into that because i know we did have the shields for cases but i know some teachers don't like them and you're going to comfortable but so just if you have any other thoughts write them down and give them to deanna and i before the end of the meeting or send us an email if you think of anything but i don't want to waste time with beyond textbooks because we have chelsea here with some great information all that you just introduced and tell them about your stuff okay thank you thank you hi everybody hi thanks for having me out today i'm chelsea coletti with beyond textbooks right up the road in the vale school district i'm going to be excited to be here today i've been out here a few times but it's been a number of years so we're really excited to be back today um sounds like you had a little bit of a bonus uh extra work day this morning hopefully you were able to make the most of that um well kind of a crazy timeline right now between the weather and the covenant and all of all the things so um thanks for coming together and taking a couple of hours with me this afternoon i'll tell you a little bit more about who i am and about bail school district um and who we are does anybody not have a blue packet and a green name all right i'll come around go ahead and hold it for me don't do it distance maybe a little bit more than i was like two years ago but still excited to see your names as possible also if you indicate your grade level your role your content what it is that you do here in continental i appreciate that and then one thing that you know about beyond textbooks you can put that kind of at the bottom of your nintendo on the back side wherever just one thing you know about bt by the way fbt is kind of brand new here you haven't really scratched the surface yet that's okay too but indicate something for me if you would i'll give everybody about a few minutes maybe 90 seconds if you're able to find a spot where i can see that name said it's appreciated and then we'll get rolling here okay so all right i think we're going to go ahead and jump in we have a very short two hours together um this afternoon make sure to make the most of your time um i know sorry it might feel kind of long but it's gonna go by really quickly and i'm gonna again um we're going to start with our blue handout packet we will get to computers shortly so if you're kind of uh organizing your space just know that there are some places to take some notes in here so you'll want to have this kind of near you um again i'm chelsea smithletty um this is our beyond textbooks team on the slide behind me um one thing to know and for some of you this is going to be a little bit of a review of a few of the things that we talked about this morning this afternoon um some of this might be kind of new to some of you as well so i'd just like to point out um as a reminder that the beyond facebook team were employees of the vale school district just right right down the road about 45 minute drive from here we're not a private textbook company or a private company of any sort we're all educators just like you are um my experience comes out of the middle school classroom where are my my middle six seventh and eighth grade teachers all right so i always taught um seventh and eighth grade language arts and social studies i actually taught in the northern california area moved kind of home to tucson where i was born and raised and started teaching in the vail school district um continued teaching for a few more years and then i became a student achievement teacher in our district when we opened up vail academy in high school if you're familiar with it right off the bat and you're cold there um that was a is a k-12 school review it's a little bit of a different model as a student achievement teacher it's kind of a curriculum coordinator position that we have at the school site level so circuit does not rule kindergarten through 12th grade um and then it came over to beyond textbooks uh just over 10 years ago now when it was kind of just shifting or had just shifted from either the things we didn't unveil to oh some other groups are now borrowing this and are using this and you know we probably should do some trainings and that kind of thing so i've been with vt for most of the time that we've been sharing outside of our own district so like i said i've been here to continental a good handful of times but it's been a while so i'm really excited to kind of come back in front of you today and touch base on beyond textbooks so everybody in here i'm sure has kind of different background knowledge in terms of vc so i've designed our time together this afternoon to be again for some of you some review but some new stuff as well and for others of you maybe more of it will be available um i won't spend a lot of time on everybody else there on our team but if you you know get the newsletters you're familiar maybe with justin chesbro's name you've probably you know heard you haven't already over the years if you've been here for a while um if you add your own resources to beyond textbooks you'll hear likely from kristen king but against teachers before coming over to be on textbooks we're still employees of a public school district right down the road so really glad to be here here are uh here is our agenda for the day and you have this on the inside cover of your blue packet on that very front page um so if you'd like to kind of check things off as we go along feel free to check things off on the inside cover here one thing i do want to mention um in addition to the agenda on the inside cover is over on the left hand side of everybody that you saw our pictures up there on the screen our direct email addresses and office phone numbers are here as well so again i'm chelsea i'm just less than halfway down to the row there feel free to one of the things i'll speak about this before we close this out but we are always here for support so after i'm gone today this afternoon if tomorrow it's next week it's next month if you have a question with me on textbooks we really encourage you to reach out and see one of the ways to do so i want you to know that email addresses aren't there for you so what are we gonna do this afternoon um we're doing our introductions and our goals for today right now so soon you'll be able to check that right off the list um i'm going to talk about our beyonce pyramid and our big picture where did it come from and then i'm going to identify the seven key starting points of the textbook so these uh that second and third agenda item are kind of a thirty thousand foot view what is beyond textbooks we're talking about and again for some of you you'll be able to go yeah just checking my prior knowledge maybe i've got that down for some of you that will be new after that we'll spend probably more than half of our two hours um on the youtube website i have that broken down into some pieces that i'll do some modeling of things live on the website and then stop and have you find them on the website yourself and then do some help desk again what do you do what do you do if you have questions about bt uh after today and then we'll close up no later than that three o'clock so that those are our goals for the day um what questions can i answer about our time together okay so i i don't have my login if you have your beyond textbooks login that's what you will use today if you don't or you try to reset for whatever reason i actually have a demo login that you can use today that's connected to your calendar and then what we talked about is make sure that diana knows that you need to login and she can give that to us and just so that everybody knows if that's you you're sitting here going yeah i'm going to use the demo today and then i'll let deanna know what will happen is probably this afternoon maybe tomorrow the latest you'll get an email to your school email but it won't come from beyond textbooks that's what i say i don't i don't want you to think that it's spam or junk in fact you might even need to check in your spam folder it's going to come from a company called one login um so keep your eye out for that that will that email will have a link and you'll click on that link it'll ask you what you want your password to be you'll create whatever password you want and then you'll be good to go all right so glad you brought that up if the police goes by you haven't gotten that email again you have our email just email me directly we'll get you set up with your own and until then you can use the demo log good question i'm glad you asked and i'll make sure you know what that demo login until we get to the website all right so let's go ahead and jump in with who we are in vail i'm going to share just a little bit of background because i think it's important as you're thinking about you know why do we use this beyond textbooks thing or what is this beyond textbooks things i'm being asked to use in my classroom some background is important i'm going to go big picture and i'm going to go kind of quickly but i think there's some value in it um in our school district we're right down the road or 400 square miles um we have some some good success we have uh you know all of our regular schools were a rated the last time that we got that rating see if that continues or when we get that rating again um that's the number one elementary school some number one middle schools were pretty successful out in the vail school district but it hasn't always been that way and this is important so this is 2002 ames assessment back back in the olden days here right um state one the state scores here on the left and then bail on the right this is one grade level one separate area we were not doing one as a state we're even even worse in the bail school district during this time we were really one of the lower performing districts um in arizona and certainly in southern arizona we were really struggling what we realized was before beyond textbooks was a thing right what we realized at that time when leadership came together and said wow we really are happy with less than 20 percent of our students learning what we're spending all of our time and energy teaching and we were and what we realized is that we had teachers working really hard and doing good things and we had leaders who were doing a great job as leaving their sites a good community and good family good facilities we had really good things in place but we didn't have any consistency we had arrows kind of going in every direction so we set out just within our own district to fix this problem and uh we did we put some things into place the state got better we got even better right we got to a point where um all of our regular all the grades and subject areas this is really indicative of all of the tested grades and subject areas our students were scoring in the 80th and 90th percentiles across the board so our demographics didn't change but the way we do things change and and this framework that we put into place is what allowed us to support our students from higher achievement um we also were uh honored to be named the number one school district um in arizona for a couple of consecutive years actually in 2013 we were bumped out of number one which was kind of sad but does anybody know who took over the number one spot from us do you remember from pt lore or i don't know i wish it was continental it was actually the benson school district not too much further south than us huge bummer right because nobody likes to be number two um but they were our first beyond textbooks partners so we were excited for them as well as we could do that for ourselves um and then one of the things that we found just over over time is that this framework because it is a flexible framework of beyond textbooks is successful in large districts and very small districts rural districts city districts a number of the high high achieving districts you'll see these results too for these variety of sizes um are beyond textbooks partners and so we've just found over time through our through our work and through a kind of formal study that a organization did a couple of years ago that an organization regardless of demographics regardless of science if an organization spoke with fidelity and engaged with it then math and reading scores increase the period and it's not just the math and reading piece that's the part that is assessed by the state but all of the content areas contribute to that and supports that so certainly give you that study if you need some light reading before bed one of these evenings but the point being we found it works if it's used with fidelity and if it's used with engagement and the reason that it works is that it does this it takes all of those arrows that were going in every direction and it puts them together and adds some consistency what i'd like to ask and feel free just to shout out what do you notice about the arrows on the screen they're going in the same direction i heard great there go i see and that's intentional and that's important um and i appreciate you sharing that they're all different for a reason and they're different because uh sometimes people will hear about beyond textbooks or if it's brand new and think okay so this is going to be my script i'm going to be given a script i'm going to have to my classroom's going to look just like every other classroom at my grade level um that uses bt it's going to create you know cookie cutter classrooms or robot teachers and it absolutely does absolutely doesn't there's so much room for teacher creativity um and i'll be talking about those things throughout i actually found when i came from california to vail that i was able to be more creative and create better lesson plans because i had this framework to work within and i'll be talking about those things so if that's a concern if it's new to you um and if that's a little bit of a concern you know lower that anxiety and know that that's that's not the intention and that's not the case is not to decrease teacher creativity and what you do with the classroom and your professionalism if you're one of your students it actually increases their thesis so what is this framework that i'm talking about i'm going to speak to these pieces um beyond textbooks used to be like this anybody have a drawer that looks like this at home yeah i definitely do this could be a picture of my drawer in my house it's not but it very easily could be it used to be this and what i mean by that is that everything was just kind of jumping we had all these programs in place we had all these things that they were thrown in and people kind of pick and choose what they wanted to do arrows going in every direction right when we came to improve we wanted to organize this so we use you know look at the image of that silverware organizer we really needed curriculum instruction assessment intervention to have their own lanes but still work together and that's where the beyond textbooks kind of pyramid comes from is all of these pieces all these departments in the vail school district working together in an organized fashion so on page two page one you have an image of the entire pyramid and all four pieces on page two you have a blown up version of the peripheral anxiety here i'd like to point you to at this point and i'm not going to spend time today so each side of the pyramid and you can even see this on page one there each side of the pyramid has five or six different layers right geon textbooks is seven pieces total um for the most part right so i'm not going to spend a lot of time talking about every layer of each side of the pyramid but i am going to start with identifying of everything that we do of everything that you do everything that the collective we do in education what makes up beyond textbooks um i'd like to start on page two and ask you i didn't give you the notes that you have to write notes in for because i wanted to save some time today but i did um i do want you to take a look at page two kind of draw these arrows or check marks indicate that on this curriculum side of the pyramid all five of these pieces make up beyond textbooks of the seven starting points of vp five of them are on the curriculum side of the journey and they're the they're where you see those arrows so the first starting point of beyond textbooks is this idea of essential standards right identifying what students must learn at any given grade level content area so draw an arrow or number one next to it because that's the first starting point of beyond textbook the second starting point of beyond textbooks is an unwrapped document identifying for each essential standard what does mastery mean or what does good enough to look like so that unwrapped document is the second starting point the third starting point against every single one of this particular side of the pyramid the third starting point is the idea of a curriculum calendar so once we know exactly what we want students to learn it at that grade level for that content and exactly what those standards mean with the other documents the calendar identifies how we fit all in over the course of the school year right what order do we teach it in how long do we spend on it so that we get to all of those features so that's the third starting point the fourth starting point is a little bit more of a philosophy than a specific thing and this idea of specific materials so it's again once we know what the standard is that we're teaching exactly what it means to be on our documents what i'm teaching it about how long is spending on it in the calendar specific materials is intentionally seeking out materials and resources that are going to work best for my students you're going to seek out the ones that are going to work best for your students right so today we have intentionally looking for resources and materials to use in your classroom to support those first three starting points and then the fifth starting point is the idea of the bt website that's kind of the electronic um version where all these pieces are housed and i'll be sharing a lot about that today as well the first five starting points are all on the curriculum segment here there's only seven in total so when we're talking about beyond textbook largely a curriculum framework all right if we flip to page three you're going to see the instructional side of the pyramid and there's no arrows on this slide none of this specifically makes up beyond textbooks um these are things that i'm sure look familiar to you they're things that i was trained on before i was in the classroom and was supporting training while i was in the classroom for example classroom management um i knew and i was strongly encouraged hey you've got to have good solid classroom management it's the foundation of what you do if you want to get anything else done you got to have that classroom management in place right but how i was to manage my classroom was left up to me what was going to work best for me i was doing some training some ideas certainly but hey you go and do your classroom management how you know when i pulled in different marzano strategies or when i did cooperative learning and how i did that that was looked up to me as a teacher the instructional pieces are left up to the classroom teacher so five starting points so far all on curriculum instructional pieces look familiar i'm sure we're not going to spend a lot of time on that today because those don't aren't specific to beyond textbooks the sixth starting point is on page four it's a sliver of assessment so one piece of the assessment by the chairman and it's this idea of common formative assessment so this is uh starting point number six quick check in math and reading to see if students are learning what we're teaching the idea of common formative assessment the second glare on the way now as you can see it's certainly not the only thing that we need to assess students in bail we're giving quarterly benchmarks kind of that summative on a quarterly uh level to see if they're retaining pieces we do progress monitoring that's more fluency assessment how to play our students reading you know doing math problems and things of that nature can't do wrong to individual progress monitoring there's other ways that you're assessing in the classroom and there's even a ton of ways that we're assessing even from less formally than beyond this pyramid right we're assessing two things all the time but the part that makes up beyond textbooks is that common formative assessment so that's the sixth starting point you know we're flipping pages quickly uh right off the bat here but the seventh starting point is on page five and it's uh the foundation of the intervention side comparison it's this idea of routine interaction starting point um there's other things that we do to intervene but it's the first thing that we do to intervene it's a response to formative data and it's something that we do school-wide and each of our school sites in vail it's done a little bit differently everywhere but everywhere as a response to formative data students are given either reteach or enrichment to help support and help grow them regardless of where they're they're at on that particular standard so that's the seven starting point again there's other things that we do that you know isn't working or to continue to intervene and support students but that's kind of the first the catch-all and the seventh sorry so again i know i'm going quickly here but i just want to kind of paint the picture big picture what is beyond textbooks it's seven things five of them are curriculum strong curriculum framework a little sliver of assessment little sliver of intervention why these seven if you look at page six you have these questions and that's all the slides that i'll show you today i would almost say this is the most important one so this gentleman is rigged to four you're familiar with professional learning communities you're familiar with ricky ford he literally wrote the book on plc's um when we when our arrows were going in every direction and we're really looking to improve we uh certainly didn't do it online right and these things are brand new fail we went to workshops and read books and did research and tried to you know go to the people who had the experience and we came across richard four in his work and one of the things that he says is that a school or a district or any organization can answer just these four questions consistently being an important term there right same answers in classroom the just classroom four questions then their students are going to be in good shape in terms of their academic achievement when our errors were going in every direction we didn't have a similar answers to these to any of these questions i might have had answers to my classroom and the teacher next door might have had answers but they have the same answer so our arrows are going in different directions the questions are i'm just going to kind of paraphrase a little bit question one exactly what is it we want students to learn question two how will we know when they've learned question three what do we do if they haven't learned it or haven't learned it yet and question four what do we do when they have market one so we set out to answer just these four questions but again you have a consistent answer so that everybody at you know fourth grade would give me the same answers everybody you know you taught algebra one was giving the same answers two to four questions um the seven certain points is what ended up answering these four questions so don't feel like you have to flip back at all but question number one is answered now with the curriculum side of our pyramid right for kindergarten social studies what do we want students to learn every kindergarten social studies is going to have the same essential standards for fourth grade science what do we want students learn it's all going to be the same and we've got some more answers to that now unwrap documents defining what does master what does that standard mean curriculum color how much information are we giving students about each of those materials and the website right so the first five starting points answer that first question exactly what is it we want students for we set out to answer richtofer's second question how will we know if we've learned it well now we have a tried and true common formative assessment in math and reading so we know i can teach creatively try some new materials and different instructional strategies try something new and then i'm not writing my own test or quiz which i always use to second guess just makes that really easy is that why all of my kids passed or then my kids passed they're probably like it was probably too hard i'll just move on i know which students have it and which students don't and then questions three and four what do we do when students haven't learned it yet we have to re-teach a place now we have a support for those students during school day what do we do when students have learned it we have enrichment trying to still continue to push and challenge and grow those students during the school day so that's where the seven key starting points came from is answering like divorce four questions a really big picture kind of all of the things that we do in education and parent it down to what is beyond textbook what is our lane in terms of beyonce what questions do you have about the pyramid itself it takes 30 45 seconds maybe and just with somebody that you're sitting right next to turn it can be a group of two small group of three one thing that maybe isn't there a new learning or maybe a good reminder for you about the information that i shared so far just a new learning or a good reminder find one thing if you would share it with somebody right next to you we're gonna come back together [Music] okay [Music] yes [Music] all right did any questions come up about big picture the things that i share during your conversation okay we talked about the common assessments because that's a big issue is please give them a big full-blown cast in the setting of a failure when you're assessing you need to seek to look at their notebooks and there's just all these other different ways to a comprehensive aspect after a week or so or two weeks a lot of them are going to miss gaps so they're not going to do that sure sure and there and that you bring up a good point in terms of assessing and assessment in general i strongly feel like you want to take a really comprehensive look at what students are doing to identify have they have they learned what i'm taught so if that means you know our formatives are five questions that are pretty quick and we only do those in math and reading so that we're not kind of over assessing students with paper and pencil assessments um but they give they give one good snapshot um i used to also like you said look at notebooks look at class work a little bit less depending on you know who may be doing that homework but i i really think taking a good comprehensive look at what the students are doing is important and so that's why i'm glad you brought that up that's why we show you kind of that whole piece of you know we do a lot of different things with assessment and you're going to do a lot of different things with assessment that the bt formula is one is one piece of that it's not meant to be the only way that you're assessing students good uh what i'd like to do now is actually dive into just those seven pieces in just a little bit more detail i'm really cognizant of our time we have a short period of time together this afternoon so i'm just going to talk briefly but just a little bit more specifically about just those seven stars so in your handout packet on page seven you have a list of the seven starting points you just have space there at least there's something you want to jot down because i don't have a ton of additional notes for you there's a couple of things that i'll refer to so you'll do a little bit of flipping in terms of your paper but if there's something that you want to write down it's here plus even if there's not you have that good list on page seven of what the seven starting points are in just those seconds so i'm going to speak to each of those again just with a little bit of background and a little bit of how they all fit together all right so starting with the first three starting points because these three really work kind of hand in hand together so we're going to start on the curriculum side of the pyramid starting from the bottom kind of that foundation and working our way up with that first starting point is this idea of essential standards um what i want to share about essential standards are that uh vocabulary that they're called essential standards on beyond textbooks now sometimes you might have heard them called power standards or priority standards the idea is the same it's the idea of taking all of the standards that were given by the state and saying which ones are going to be the priority for this grade level and this content area because if we're going to teach them all with the same level of priority we're uncovering both fairly right we're scratching the surface so the idea here for robert marzano and from other great researchers is teach fewer standards teach them better have more time to dive into those standards now keep in mind and i'm going to throw a little bit of vocabulary at you if you want to write down grades if you don't that's okay um we can't just get rid of standards right the state says we have to teach them all we do don't give them the same weight so when we're talking about priority essential standards are the priority standards that we teach to mastery we assess in a variety of ways and we keep trumping on those standards with our students standards that are not essential on bt at least you'll see them called additional standards so again in your vocabulary if you've used other programs that are maybe not beyond textbooks or in schooling or whatever they've been called supplemental they've been called secondary standards there's a variety of other terms for them on bt they're called additional standards so when you see that how do you know what that is and those standards we teach but we introduce them and we move on they're probably that standard that's an additional your grade level is probably an essential at a different grade level so over time students will get that at a mastery level it's not your primary your priority are the essentials um what you see up here on the screen is a group of teachers coming together to do this work whenever there's curriculum work to be done it's not the eight of us and beyond textbooks i was a part of this curriculum work when it came to middle school language arts when i was in the classroom but i wouldn't be the right person to ask for hey come and do this choose the second grade essential standards right so we always call together classroom teachers and we're currently in a classroom kind of the expert of that grade level content area and they're the ones who who do this work and our curriculum department leaves it gives some great attributes they want to make how to go about choosing essential standards but everything within bt is really kind of that that teacher driven grassroots organization okay so teachers are coming together to choose the essentials and to identify from you know which which from the entire group of standard which are essentials and which are additional standards a few of your grade levels will also have a yearly standards if you see something called the yearly standards and those are standards and as soon as you'll see them you'll know exactly why if it's at your grade level where you're you're supporting that standard throughout the entire school year and that's why it's called yearly most of the reading standards will have a yearly reading grades i should say we'll have a standard that's essentially something along the lines of the student will read and comprehend um you know literature at their grade level we're doing that right trying to get to mastery for sure but doing that all year long majority of the standards are going to be essential standards for additional standards so that's the first starting point taking all of the big standard all of the standards that we're given and streamlining what's our priority for our grade level and my content area those are going to be the essential standards from there we're moving to starting point number two which is an unwrapped document and there's an unwrapped document created for every essential standard on bt this work's already done um and you'll have an example on pages eight nine and ten three if you wanna kind of look back and forth feel free if you feel comfortable and you've seen these people and you already use them um but you look at it or not but another document is an explicit description of the essential standard we don't put the edward in and do these for additional standards because we're just introducing them and moving on but now that we're taking now that we're teaching viewer standards at the priority or at that mastery level we really want to make sure that we have same same answers to what does that standard mean and that's where the interrupt document comes in so the example that you have in your packet and that i have on the screen it happens to be a fifth grade mass kind of kind of middle of the road if you will standard itself is at the top the part that's in bold is what we call student friendly language of the standard in our district we always have our standard do you post your standards in your classrooms we do too and we always post the student friendly language because if we're going to post it it might as well be in language that the students understand right so we make sure all the standards are written in that student-friendly language in math reading and writing the state has provided this rubric piece in the middle so we thought it was a really great tool so we added it to the documents in the grade levels that that it's provided by the state these are called the performance level descriptors or pld's and you love acronyms because we're in education everything is abbreviated um and essentially it's a rubric that says here's what a student needs to do to show that they are efficient highly proficient minimally et cetera right so you can kind of identify where my students started and what's it going to take to move up a level or two levels okay if you look at page nine um you see a section this is kind of back to any content area now top left this was always my vocabulary that section that has concepts and nouns it was always my vocabulary list that's the academic vocabulary that i knew i wanted students to have a good working knowledge with by the time i could say yes we've got it on this on this standard i also do the there will be a similar standard at the next grade level and that teacher was going to expect them to come in with knowledge of those particular academic vocabulary terms so how i would teach it totally up to me um and it would vary for sure from you know one standard to the next but i knew i wanted them to be confident in those terms we have skills or verbs what do students need to do to master this standard and then at this particular grade level in this case fifth grade what level of rigor are we trying to take we've got blues levels identified and then webb's dok that depth of knowledge level identified as well you're going to see a section of big ideas this is always where i would start when i was pulling up a new unwrapped document to do my lesson planning to start a new standard i always started with those big ideas because it's just that it's a big idea what does this standard really mean in using the teacher-friendly language you're going to see a section of essential questions this is mastery learning right this document so by the time as an indication of mastery students should be able to answer those questions certainly in their own words articulated in their own way and they may not be able to get there on day one or day two but by the time for you to say yes we've got it we've mastered this standard that's an indication it's an informal way to assess students on are we in fact pretty close to mastery on this standard um these next two sections are true for math only um the common misconception where do students often make mistakes in this standard and the state says hey teach these eight standards for mathematical practices and procedural pieces teach these eight as often as you can throughout all of your academic standards but the ones that go most nicely with this particular essential standard are indicated there as well so that's that standards for mathematical practices last piece of the interrupt document this is a big heavy document there's a lot to it the final piece is on page 10.

so if you would turn to pages 14 and 15 again just a reminder i do have a demo login when i'm done showing you these things i will put the demo login up in case anybody needs it but if you use the demo please let deanna know so we can get you your own login over the next day or two right um so i am going to beyondtextbooks.org i'm on our public facing page right now which means i have not logged in yet um and one thing i just want to point out is that on the public facing page with no login there is a parent portal so if you're if you have parents who are you know active and involved and want to know what standards you're teaching or want some information this is a great place to give them some support so they can support their kids at home so i'll encourage you at some point to jump in and see what's there um but no login is needed so you don't need to like share your information with them or do anything along those lines all right um i'm going to log in under the demo as well so that i'm showing you exactly what you're going to see so i click on that login button and then the demo which i will put back up is this email your own username by the way will always be your entire email address and i will put these pieces back up your password will be whatever you don't want hopefully this password works interesting all right i'll have one of you guys check that out a little bit um and i can always give you a different one but i need a different thank you all right so i'm now on beyond textbooks and for whatever reason that demo wasn't working for me um even though i tried it earlier so we'll see if it doesn't work for you i can give you something um i'm gonna go through the things on page 15 page 15 feel free to take notes on page 15 and then again i'll give you some time before i lay you know overlay some new information as well um top left search function this is just a reminder that there is a search bar here on the top right ironically i feel like the search bar kind of gets lost sometimes so um top right there's a search bar searches within bt and you can filter it down so if you know your your like a keyword of your standard or the name of a teacher who shares things that you really like um our special education teachers love that search bar because they can say okay i know what my different you know students that i'm supporting are learning in their general education classrooms but i'm gonna search by keyword and find things at different grade levels so that search bar is there if you want it um top left that bt logo will always take you back to the home page so just know that as you click through and you're clicking around and you're maybe exploring you get a little bit lost in vt logo takes you back to the home page and let's get breadcrumbs but i'll come back to breadcrumbs i'm going to show you these things on the left um which are not in the calendar so the calendar piece i'll show you next but it takes you for one week at a time what am i teaching next week what am i teaching the week after that these things on the left hand side of page 15 are good for your whole course for all of say fourth grade math or all of you know sixth grade writing so i want to show you where you find your summary pages because these sometimes get a little bit lost as well or we forget about them doing our week-to-week lesson planning to get to your summary page instead of going into calendar you're going to go into the grade level band either pre-k through fifth six through eight specialist teachers who are in the room there's a section of specialist area you can find some resources there as well um i'm gonna go in here once you get to your grade level band it has each grade level and then the five core subject areas indicated so to find summary summaries of standards and standards for posting you're going to go to any grade level any subject area math reading writing science or social studies i'm going to social studies for fun and whatever grade i just went into i'm now at the summary page for all of second grade social studies any grade level math reading writing science and social studies these first two links on the left are going to be the same it's a summary of standards so if you want to know what your essential standards are for the year in order you just want that big like overview of all of the standards you have it here and you can use download pdf if you want it it's there for you sometimes you want that global look right and don't try to click through on the calendar for month to month it just gets kind of messy this is a cleaner way to find them the other thing that you'll have second one down are standards for posting many of you not in your head that you post your standards in your classroom if you don't care about fancy fonts or pretty borders and you just want to hit print and have them ready to post they're there you have every essential standard with the essential questions for the year in one pdf so again you don't have to use this but it was one of those things that many many teachers were kind of all were all creating the same wheel so we posted them for you so that's going to be the same math reading writing science social studies as i scroll down scroll down as i slide down my finger here um the next box i want to show you are daily math and daily grammar reviews does anybody use daily math reviews or daily grammar reviews long term used to all right i see some heads nodding um i'm going to go back to the home page we have bellwork created for math and bellwork created for ela specifically writing to find those go to your grade level band pick any grade level go into either math or writing okay and on the right hand side first of all remember how i promised you the summary standards and standards of posting are going to be there right hand side you're going to see daily math reviews if it's math or daily grammar review if it's grammar what these are for both of the math and grammar you download they're broken down by forwarder so you can get a pdf or powerpoint if you want to edit it download it one time for the quarter put it on your desktop or whatever it's five questions per day for the every day of the school year of a spiraled review so it's not directly connected to the calendar standard it's something students should have already learned that we want to make sure that they're not going to forget that we want to make sure that they are retaining so five questions a day and an answer five questions a day and an answer so again any grade level math page or the writing page you're gonna see that any grade level for reading and by the way i'm going to use the breadcrumbs to go back just a little bit i promise you i'll show you those pieces too i don't want to go all the way back to the homepage we're going to go back to sixth grade for this and this time i'll go into reading any grade level for reading we have readworks.org resources attached as well it's a different website it's a different program it's not us but we think that they're phenomenal if you never use readworks.org it's reading passages there's vocabulary assignments sometimes there's lots of plans sometimes the passages are leveled and it's totally free you do need to create a login for reworks.org but it's totally free i wouldn't tell you to do anything if you had to pay for it and we've outlined which of their reading standard or which of their pages go along best with with our pages both on the standard page and on i'm sorry both on the summary page and on individual standard pages so read works if you see that highly encourage you to utilize a lot of good cross-curricular connections there too for um like science and social studies finally profile and favorites i'm gonna go to a particular and this looks brand new this year i'm on a particular standard here's all my teachers submitted resources maybe i'm looking at this particular lesson plan this is something shared by an individual teacher and i think to myself yes i might want to use this i'm still gathering my resources right now i'm seeing what i have in a textbook and i'm seeing what's available on bt but i don't want to lose this resource right rather than having to remember what the title is or save the entire link in a separate document excuse me you can favorite this and flag it so you can find it again and that's what we mean by profile and favorite to flag it or to favorite it top right you see this heart you're going to click on that you create your own categories that's why everybody needs to have their own login after today because you're going to create your own categories these are all categories i've already created on this account if there's not one i can recreate a new one here it can be specific to a standard it could be as general as stuff i might use next week you create your own category so i'll call this reading resources add it to my reading resources category at any time if i want to see my list of things i have favorited you're going to go to your name in the top right my name today is beyond textbooks because i'm on a demo account when it's your own log and that'll say your name it's a little person the first drop down is your favorites and then you have a list of everything you've favorited so you can put them in or you can drag and drop them in order monday through friday you can delete them from here nope never mind i found something better i'm gonna get rid of it organize this page however you want it's your page to organize all right that was fast but as promised i'm now going to stop talking and give you about five minutes to make sure that you can get logged in i'll put the demo up in case you can't and that definitely doesn't work for you and then find your grade level summary pages and explore these things on page 15.

at this time i'd like to call the meeting of the dysart unified school district to order let the record reflect that all members are present and we'll go ahead and rise for the pledge of allegiance i pledge allegiance to the flag of the united states of america and to the republic for which it stands god indivisible with liberty and justice for all our first item is recognitions and celebrations dr kellis thank you madam president members of the board and members of cabinet we are so happy to once again have student performers back in our governing board meetings and dr dean will introduce our presenters for this evening good evening madam president members of the governing board dr kellis and members of cabinet this evening we are pleased to provide the valley vista high school monsoon marching band under the direction of mr andrew torbert and tonight they will play the first movement in their show along with the ever popular valley vista high school marching band fight song so drum major is your band ready you may take the field [Music] so [Music] [Applause] [Music] so [Music] [Applause] [Music] hey [Music] so [Music] well madam president for only being in school for less than two weeks this is extraordinary performance i know they had a very busy summer with lots of hard work as well but uh thank you all we appreciate you and wish you the very best of the year ahead of you [Applause] all right mr torbert if i could just ask you a few questions at least one question um i know that behind every um performance there's a story if you could just share or maybe have one of your students share a little bit about the the story with this music sure absolutely thank you um so the story behind this um or like our show this year carry on um it's about like overcoming the grief of like a lost loved one thank you very much excellent performance [Applause] we have a few more recognitions i'll turn it over to dr kellis thank you madam president members of the board and members of cabinet mr ken hicks will introduce this next item good evening madam president members of the board superintendent dr kellis colleagues and community members i am very happy to be here tonight to present our two financial awards dysarts received from the gfoa the government finance officers association the certificate of achievement for excellence in financial reporting and the asbo international certificate of excellence in financial reporting so first i would like to thank miss meridel spidel um and miss francie well bauman for their efforts and for their teams continued efforts it requires the entity to publish a comprehensive annual financial report to post it on our website as well as additional work that's done during our audit testing and so i appreciate all their hard work and their team's efforts to our continued commitment to our financial transparency so good job to them and thank you very much [Applause] thank you for our third item we are so pleased that not only is his department excelling and receiving numerous awards for their financial prowess but also their leader mr ken hicks assistant superintendent for business services recently received the prestigious bill lovett memorial award at the annual arizona association of school business officials conference the award is given annually to an outstanding member of his for his or her contribution to the organization recipients are nominated in writing by the membership and voted on by the aspaa sbo asbo board of directors the nominee must be a hall of fame quality demonstrating longevity exhibiting dedication and service to asbo over the years so essentially mr hicks is man of the year for all of the business officials throughout arizona and we're so pleased i am no doubt that he could take the national award i don't know if they have a national award but we like to invite mr hicks to come forward like to invite the board to come down and we're going to take a quick picture oh wow yes i understand your life [Applause] next we have audience with individuals we do have three this evening okay i'll go ahead and read the statement this is a time for the public to comment members of the board may not discuss items that are not specifically identified on the agenda pursuant to ars 38-431.01 h action taken as a result of public comment will be limited to directing staff to study the matter responding to any criticism or scheduling the matter for further consideration decision or later date in order to facilitate accomplishing the business of the district in a timely manner a time limit of three minutes will be imposed for each individual group addressing the board when you approach the podium please state your name for the record and first we have gail riggs hi i'm gail riggs i'm a grandparent with children in the dysart district and i'm here representing my grandchildren other families and my daughter she had surgery this morning couldn't make it i have folders right here so i won't have to go into it with you but it has to do with transportation how if you live a certain mileage you guys are going by radio the thing is you need a jet pack and the walk is way too long for the littles to go to el mirage elementary they split the schools up and the boundaries are different so we're trying to find a way to get transportation to our side no crossing guards no buses you're walking by child sex offenders homes or places of residence some pretty shady places it's for the safety of the child all families have different situations we always can't walk our children there or drive them there are 35 children 35 children their families are going through the same thing we are right now so i just have this to hand out and you guys can look at it because i know it's not on your agenda but please please take notice for the safety of the children there's only k through four they're too little to be walking alone the groups are too far so thank you dr kels will you follow up with this place um i'm president miss soy singapore yes would you be able to follow up with the board as well on that just the outcome uh madam president miss pritchard absolutely um thank you can we also have someone follow up with this lady in the audience thank you okay next we have soraya warren my name is sharaya warren um i'm speaking as a concerned parent as well as a worried educator am i supposed to start yeah there's no timer according to npr nearly 94 000 children got coveted just last week children are accounting for 15 percent of all new cases in arizona for the month of july mind you this is prior to schools reopening arizona has the second highest death rate for covet among children in the nation we are now in month 18 of this pandemic yet the dysart unified school district is acting as if the virus has been eradicated and the threat of infection is no longer a concern while i understand the official limitations that the governor and state have placed on the board in regards to mandates it's worth reminding anyone hearing this that it is the legal obligation of the school board as well as all educators to take appropriate action to ensure the safety of students according to medical professionals including the cdc anyone in a k-12 setting should wear a mask wearing a mask is not as dr kellis referred to it in an email exchange today a political or personal opinion it is a proven deterrent to contracting a deadly disease as a supported by data and accepted worldwide as best practice i would also like to remind the board and superintendent that the mass mandate law from the governor does not go into effect until late september my daughter is a kindergartner at one of the k-4 schools in the district and is one of only a few students in her class wearing a mess daily not a single student on her campus is eligible to be vaccinated in addition to this when we've been on campus we've seen a large number of staff unmasked it is day seven of the school year and we have already received our first exposure letter from her school the letter ends with thank you for partnering partnering with us to ensure the health and safety of our campus what exactly are you doing to protect these kids and staff doing what is right and scientifically proven to protect children should be the sole focus of the board and superintendent even if the board is unwilling to stand up to the governor i ask that you at a minimum request your staff request your staff to mask up around students especially those unable to get vaccinated in the end you have to ask yourself if you are doing the right thing for kids and i have the letter that was sent home that says my kid has now been exposed she's five thank you modern president we have one more person that is going to speak to an agenda item so that will be all for okay thank you all right we do not have a student update tonight so we'll move over to superintendent update thank you madam president members of the board and members of cabinet well school has started we are off and running and there's a lot of energy out in the schools and that's exciting to see um a year ago we at this time we didn't have any students in our schools and it's just great to see the the vibrance and the enthusiasm that's happening in the hallways once again there are some things we're still working on we're working out some of the bugs with transportation with phones with staffing some of the air conditioning but those are things that uh that we are working through and we look forward to providing an extraordinary experience for every student and that's all i have to report this evening thank you moving to governing board update any updates i would like to echo dr kellis's comments about school getting started and everybody hustling and bustling to get things moving for a brand new school year for the teachers staff students every single person that is tied in with dysart i also like to say that i attended the new teacher orientation that was over the vista it was great to see teachers that had come in uh brand new to the district that had i think somebody had come all the way from alaska if i'm not mistaken so coming in from across the country um all the way over to dysart and uh yes there's not much snow here but i'm sure she'll miss that so um welcome back thank you i also attended the new teacher orientation and by the way alaska was not the furthest it was italy we had somebody come here to teach and she was prior to that living in italy so that's right she won the award um i just want to say how much fun it was to listen to the valley vista marching band and kudos to the flag throwers i'm not exactly sure what their regard color guard anyway they did a really good job considering they were trying to twirl and throw in very cramped quarters but it was exciting to see students again okay just like to echo the other comments just really happy to welcome everyone back and see so many um old and new faces um i know we've had some some bugs you know we always do what seems like the first week but um very happy that everything has for the most part run really smoothly um considering you know that we weren't in person last year it's a definitely an exciting time so welcome back thank you all right um next we have consent agendas items i'll make a motion to approve the consent agenda items as presented second you got it i didn't get it i had to refresh why does mine say change vote that's weird i don't know okay motion passes okay next we have information item g1 dr kellis thank you madam president members of the board and members of cabinet this evening we are beginning our annual review of board policies and this being our first meeting of the year we will be starting with section one and dr croto will introduce this item thank you dr kellis madam president members of the board cabinet and guests tonight we bring you section one as dr kellis has outlined uh in reviewing section one the policy we have no uh recommendations for any changes in section one just as a reminder madam president that this is um a process that we will go through where there are two readings and this will be brought forward again in two weeks for actual approval this is just the first read if there are any changes or requests by the board on this item then those will be reflected in the next meeting okay i would just um recommend that we i know this is an official motion because we're not taking action but table this and the event and the meaning of not even schedule it for the next upcoming meeting because we are still in the process of developing our goals so perhaps bringing it back once the board workshops are done and we've established the goal since this is a an item specifically approving goals i would agree even though we're not officially voting right just so you don't have to go as far as bringing it back next time for action i don't know that we would have our goals established since we're just meeting next week on it okay any other comments okay moving on to item g2 exceptional student services dr kellis thank you madam president members of the board and members of cabinet this year we will be inviting departments and schools to provide a report to each of at each of our governing board meetings starting off this year is our exceptional student services with dr corey montana and we'll turn the time over to you great thank you good evening uh president densmore dr kellis members of the board and cabinet i am dr cory montano and i have the pleasure of serving dysart as the ex director of exceptional student services i am about to begin or i guess i have begun my second year here uh so new to you guys uh we are going to start talking if it works just a little bit about who we are and what we do just to kind of paint a broad picture so we are a department that serves students who require special education services we also support our sites with 504 plans so students who have a disability and require accommodations we also have preschool that falls under our department and then the health office so it's a rather large department and we are involved in a lot of different things we also [Music] base our count our special education count on one day every year and it's october 1st it's our october 1st census so i just was showing you last year we had about three well we had exactly 3826 students on that date that received special education services this year we're sitting at about 3 600 right now but we do in we anticipate that we should get to a similar number as preschoolers kind of roll in throughout the year and that increases so we are not dropping in students and we do provide a range of services for students so we provide students in the general education setting all the way up to some very restrictive settings depending on their needs but we do it in their least restrictive environment over the past year we had some opportunities or what some might say are challenges so we just thought we'd review a little bit the obvious is covid with kovid everybody had to adapt and adjust and for our students who had special education services it was no different so we had the opportunity to create and then implement some new procedures and processes to ensure that our students were able to access their learning in different learning environments and to provide the most opportunity to have choice for parents so that was one big thing that we were able to work as a team and accomplish another thing that we just had to work with is continue to moving our our students forward so while the world was dealing with the pandemic we wanted to make sure that our learners were getting exactly what they needed so we really had to consider the individual needs and really nothing was put on hold so idea that regulation that really governs us timelines were not put on pause we still need to do evaluations in a 60-day timeline etc so we had the opportunity to continue to move our staff and students forward regardless of what the situation was there another challenge was with new leadership often comes uh kind of turnover and we were uh definitely experienced that so of the five administrators myself included three of us were new to our positions and then our support roles of uh specialists who serve like coaches so kind of like curriculum and instructions teaching and learning specialists 50 of our team was new so we were learning to be a team together we did retain everyone so i'm happy to say we are a hundred percent back together so that was uh definitely a growing opportunity uh also just staffing we all know that arizona has some staffing shortages and special education certainly uh is did not escape that so all of last year we really worked hard to ensure that we had staff that were good for kids that had the right qualifications and we did work with some contract agencies to ensure that the needs of students were met so that classrooms were with the appropriate teachers that we had paraprofessionals that were there to support the students and their needs as well lastly for challenges that we overcame i'd say last year was creating opportunities for all of our staff to receive the professional development opportunities that they needed we are like i said a very large department and we were unable to meet in large groups and so we had to create a different way to ensure that everybody was getting the message getting the information and getting the professional development that they needed to move forward so we adapted and we were able to do lots of webinar-based things on-site and just smaller group professional development over this past year we also had lots of celebrations so we were able to successfully navigate all of the additional processes and and things that we had to put in place for covid including the legal aspects so we as i described our timelines didn't stop we met our timelines we were able to evaluate some um parents chose to kind of press the pause button and restart this year and that was fine um our health office staff stepped up and really took on more responsibility than they ever had to before so the hsas the nurses uh completed and participated in thousands of contact tracing lots of phone calls and um we also successfully had a large pod vaccination event that served the community additionally we had really a i think it was the largest summer school that we've ever had in dysart so there was if not on the only sites that didn't have it it was at a sister site just due to the moves of k-8 and middle schools and we had a record number of students participating in that who received special education services we were also required by the federal and state government to consider what we termed as covid circumstance recovery services so these are services that we provided based on the student's iep what we felt was needed to help the student get to where they would have been had they been in person for the spring of 2020 and then the first couple weeks of the fall semester the following year so it was a great opportunity for us to provide that service to students and families moving forward into this year we have significantly increased our we have decreased the number of related service providers who we have um through a contract agency and increased the number that have become dysart employees so it's always best to have dice our employees and not have them through a contract agency so this was a big win for us that's best for our students we were also able to increase the number of behavior supports that we have available to sites so we increased the number of behavior technicians from 12 to 20.

and um very thankful that we have them i know for a while we are our staff our regular parents that were in the classroom that didn't necessarily have the training we're getting hurt and you know we want to keep our children safe so i'm so thankful that we were able to increase it by that amount um just curious though is there a process for adding those behavior texts into the classrooms or are do we proactively assign one to like the level c classrooms or resource rooms or preschools or what does that look like now that we actually have our specialized people yeah thank you for the question uh president and more dr kellis members of the board and cabinet we the idea behind the behavior text is that it's student specific and so as we understand that there are students have more significant behaviors if it's not able to be managed by the classroom staff whether it be in a specialized program or perhaps even in a general education setting then we're able to deploy them and so that's one of the things that we're looking at as a level of support so we do want to utilize the staff that's on the campus first and then work with the behavior coaches who are on the on the campus to help support it and then we work within um each quad is what we call them so we kind of have different groups and we are able to send them out as needed oftentimes it's to help implement a behavior intervention plan it might be to train a paraprofessional on how to implement it it could be short time to do that or it could be four to six weeks to really understand if the student is getting what they need if the behavior interventional plan will work or if perhaps they need a more restrictive environment and that's what i recall it sometimes it requires like six weeks of data in order to get some movement in that direction so in the meantime are we um are we providing any training to the paris at the school site so while they're waiting to see whether or not a student would benefit from having some extra behavior support those staff members are properly trained in how to intervene with the student who is aggressive or and not just to protect the the staff but the students as well i mean that student whether they're doing this as a matter of trying to communicate and just need to learn new ways or because it's aggressive or it's just behavior issue i mean in the meantime we still have the setting of the kids and the the staff that have to kind of hang in there for four to six weeks while the data is collected so are we providing any any professional development to those paras that aren't necessarily ess pera's or behavior types yes so all of the paraprofessionals are ess paraprofessional site-based or program based they have ongoing kind of tier one training on mondays so that's become more formalized but then we will also do specif specific ones so if we have a student with specific behaviors and a plan then we'll work with that individual our behavior coaches and analysts participate in supporting that do we have our paras nci train do we still do that yes so we have opportunities for them to learn de-escalation strategies as well as physical management techniques if it comes down to the imminent danger and safety of self for others now is that mandatory training for those positions or is that still optional um it depends on the position so we do have it more in our specialized programs it becomes something that is more of a requirement it's it's kind of necessary for their job but then there are some where if they're not necessarily working with students that require that at the beginning it might not be but then we might recommend it as we learn if the student needs the need i see thank you so much for your information you're watching it thank you so dr montano good to see you again my question has to do with professional development so i know you were talking about targeted pd twice monthly and i know we have some teachers that are contracted you do have those teachers attend the professional development correct 100 all teachers staff that work with our students they get the same training so we if they're going to be working with our students we want them to have that knowledge good okay and um regarding summer school how happy are you with summer school and how it went yeah i have nothing to compare it to it was a massive endeavor and i'm quite happy with the services that were provided to students so i was less involved with what it looked like in classrooms for the general content area but we actually did have a large number of providers so special education teachers related service providers who wanted to work this summer and provide this opportunity to students so based on what i saw the data coming in in terms of the progress monitoring that they did over the summer i am actually quite happy these were this was an opportunity for students to come and get more because they did get it even when they weren't in person it just is different for some students and they weren't able to access it in the same way so if you can think of a kindergartener who requires some um especially design instruction and reading it's much different to do that um when they're when you're wrong than when you're in person so this was that opportunity to catch up so i'm quite proud of the work that was done awesome okay thank you thank you very much for the presentation thank you next we have a summer school update dr kellis thank you madam president members of the board and members of cabinet as was just talked about we had a big summer school program happening this year and dr pulling will provide the board with an update good evening madam president members of the board dr kellis cabinet and community um to piggyback off dr montano said in answering missouri sink bills we were very excited and proud of the work done with summer school it was a tremendous undertaking to invite every student to summer school and we knew that students had learning needs that were missed due to kovid and it was exciting that as you see the attachment over 3 300 students took the opportunity to come to summer school and it was awesome it was really neat walking through classrooms we really emphasized direct teaching instruction and learning kids with pencils in their hands so we we wrote curriculum particular k8 with no technology and except for the pre-post test and it was really exciting that there's just some great teaching and learning going on we did have summer school in june and july and this is the first time in my memory that we've done two months of summer school and um and really was a tremendous success we did see a big drop off in july and so next year we're thinking about possibly just doing june because that was the biggest turnout and i would like to thank the board we um were able to staff it and thanks to the board for for approving the staffing and pay structures for summer school we had lots of support and i know that staff appreciated the pay it was a bump compared to normal summer school pay and it was exciting as court as dr montano said we invited every ess student and we knew that and there were some needs there and so it was awesome to see that as well we also gave our growing our aspiring leaders our aspiring principals some leadership opportunities we posted summer school admin jobs and we had lots of applications from like tls's maybe department chairs and i'd say most of our summer schools were run by someone other than an assistant principal and so that was a great leadership opportunity for our staff we are still crunching numbers on achievement data some early information is that some big successes in k3 reading each grade grew and also that students were furthest behind made the most gains and so that's pretty exciting as i'm really trying to catch those students up with reading again we're still compiling data but right now first grade had a nine percent gain second grade 15 percent third grade 17 percent and overall district-wide in math um in k-8 58 average on the exit exam ela 51 average exam we are going to correlate those to benchmark scores so we can really see if there's a close in the learning gap so that information is still forthcoming will be sent to the board as well as the number total number of high school credits earned we had both um in classroom and high school for high school summer school so tremendous success i really appreciate the staff and all their hard work and dedication they really made it happen and it was truly a story of if if you build it they will come and they came this year so much success and look forward to planning for next year so with that i'll take any questions okay um just kidding is there do you know why high school like 10th grade started at 613 and ended at and 9th grade we had 490 sign up and only 279 completed did they did did all 400 like in 9th grade 490 they sign up and then they just never came or did they start and drop out or is it a mix madam president miss grant the answer to your question is it's a mix there were students who enrolled in summer school that did not attend additionally i would remind that um during summer school we were still quarantining students and we did have a few instances where a student may have tested positive in the classroom and then there were some students that were quarantined as well but it's really a mix of students signed up and did not attend or throughout the course of the summer school period they chose not to attend any further we did have a requirement that a student did miss two days of of the 15 day session that they would not be able to receive credit for that course as well and so we may have had some students and i'm theorizing but we may have had some students who fell into that model as well okay thank you just to clarify just do these totals do the does that include high school summer school or is this only in person it includes both um our system compiled the numbers because um just to make a little clear because we also had students who were in in person and taking high school so it was a little tricky to count but this does include both okay it says unduplicated so i appreciate that thank you however i would add one last piece and that is that our initial data indicates that those students who attended face to face had the highest completion rate at the high school level than compared to the high school piece so hopefully you know as we look forward to the future you know we would deem this summer school session as a success as dr montano and dr polling have stated and look forward to continuing opportunities as well thank you okay moving to item g4 dr kellis thank you madam president members of the board members of cabinet last spring administration presented the board with some information about social emotional opportunities and based on board member request we're coming back again to provide an update before dr dean begins his presentation i believe we have a public comment yes we do have one person requesting to speak i'll go ahead and reread the statement this is the time for the public to comment members of the board may not discuss items that are not specifically identified on the agenda pursuant to ars 38-431.01 h action taken as result of public comment will be limited to directing staff to study the matter responding to any criticism or scheduling matter for further consideration and a decision at a later date in order to facilitate accomplishing the business of the district in a timely manner a time limit of three minutes will be imposed for each individual group addressing the board when you approach the podium please state your name for the record and tonight we have miss amy houston i'm usually loud so i don't need a mic but my name's amy houstead i'm a dice art parent been a dysart parent since 2004 have graduated valley vista and now i have a senior at shadow ridge madam president madam members of the board superintendent kellis i'm here this evening to follow up on the emails i've sent regarding the stride advisory period that was attached to all shadow ridge students monday schedules i appreciate the three members of the board as well as principal hawkins that took the time to respond to a voting constituent a taxpayer but more importantly a dysart parent i find it unnerving the district superintendent the two remaining board members couldn't come down from thirty thousand feet to actually see what's happening at your schools or concern yourself with the parent concerns regarding their child's education path my guess is the board was either misinformed or not given all the information regarding this programming within the district in light of the controversy surrounding the curriculum and its framework that ties right into culturally responsible teaching also known as crt i received a prince received from principal hawkins the definition of stride which is stallion time to remediate intervene develop and enrich and that sounds amazing allow the kids to catch up share some important information work on whatever college or career goals they may have with guidance however these advisory periods were also set to include social emotional health support and activities that is a direct quote from a math teacher that would be leading seniors during her period a band teacher said he intends to spend some time on school culture again a quote i asked would you go to a podiatrist for dental work i think not so why are we placing our kids social emotional health in the hands of someone unqualified to tackle that another quote from one of those teachers is overall srhs is supporting student success through high expectations opportunities meaningful relationships and empowerment there are some catchphrases so that leads me to this i i printed up framework for crt and social emotional learning and how it's tied together and some of the catch phrases and the terms used are recognition influence groundedness self-confidence optimism empathy inclusiveness connection those are the exact words used in these emails from the teachers and from mr hawkins those are the exact words used in the social workers videos that they posted up for dysart school district and the sel program that was began six months ago exact words look at the videos i'll give you the the paperwork that shows the exact words so crt and sel overlap each other so i'll give you another quote let's be clear critical race theory is not taught in elementary schools or high schools it's a method of examination taught in law school that helps examine if systemic racism exists randy weingarten the head of the american federation of teachers said that let me be clear randy weingarten is a liar she's a bold-faced liar dysart is teaching sel which is based on the crt framework i have just shown you that i'm going to guess this is why no parent was told with more than 24 hours notice that this advisory period was going to be on our kids schedule if the district is being so blatantly opaque regarding this and assuming parents are simply too dumb to put it together what else are you doing so i'm going to listen closely to this informational session tonight because i can't wait to see how we try to squirm out of this shame on you we look to educate we look to you to educate our kids not mold and construct them to your utopian society when you are so extraordinarily failing according to mcc college readiness data to your first responsibility i'm going to suggest you reassess your goals recognize your own biases and stop forcing them on the kids that are not yours thank you thank you and that's all we have for tonight and with that we'll move on to dr dean good evening madam president members of the governing board dr kellis members of cabinet and members of the community this evening we are pleased to provide the board um an update or information on social emotional opportunities for students as dr kalas mentioned we did provide information in the spring as well and so we bring this forward or bring us back for information this evening and i'm sorry i'm sure that it's user error on my end but i can't let's see if that works i turning it on makes a big difference so the first thing we'd like to make sure that we um explicitly explain is what social emotional support is and what it is not first of all we'd like to indicate that social emotional support in our school system prepares students for success in the school setting and we do that by teaching responsible school problem solving and i apologize for reading the slides but i believe it's important to do so for context teaching how to foster productive relationships we've done this in past decades of social emotional supports for students through programs such as rachel's challenge and character counts additionally it's it's found in some of our discipline structures through pbis emotional support is teaching goal setting and management how to interact in a school environment and it's teaching coping and regulation strategies that allow students to be successful both academically and socially in the school setting we also want to make sure that we highlight what social emotional support in the district is not our social emotional support is not critical race theory we do not teach critical race theory in our school system we stated that multiple times dr kellis has recently written an editorial and surprise independent in that we do not teach critical race theory or cultural relations theory in our school district social more social emotional support does not teach that one race gender or ethnic group is superior it does not teach that one race gender or ethnic group is oppressive it is not moral education it is not sex education in any shape or form including gender education it is not any part of that it is not a vehicle to teach social justice and it is not a vehicle to teach about power and privilege so we just wanted to provide a little bit of context to the governing board and to our community as to what social emotional support in the dysart school district is and what it is not and with that i'm going to ask both ms winterstein and dr assai to assist in the next few slides as well to provide some information to the board in our community as well and we'll start with supporting students with social emotional opportunities and that begins with our social workers mrs winterstein good evening madam president and board members our social workers excuse me support students families and staff in a variety of ways within the context of a school setting and that school environment and always with the goal to support student academic achievement whole group lessons take place to support school-wide expectations such as being respectful responsible and cooperative many of our schools that utilize pbis or just have cultural expectations they explain and have an opportunity to model what it looks and sounds like during the day during different times and in different locations they can reinforce certain skills that may be necessary for the class or a grade level beginning of the year topics might include sharing taking turns how to be a friend and even the differences between mean behavior peer conflict and bullying many whole group lessons vary depending on the needs of the classroom as a whole a social worker recently did a class lesson about the specific health needs of a student in the classroom the parent and student were there and explained some background about the condition and then the social worker was able to help the students process about what they can do and to support a student during specific times and then also what they shouldn't do and then the reasoning why the students were relieved to understand what was going on with that student and felt more comfortable in knowing how to handle future situations that may arise small groups may be formed to address specific needs of course with parent permission such as grief or loss anger management focus and work completion there's a variety of different skills that that may be needed these are usually very short in duration and frequency and often happen during times such as like a lunch bunch it provides students an opportunity to practice those skills in a smaller setting they can also be used as a diversion for risky behaviors in middle school and high school social workers also support students by participating in the threat management team the multi-tiered systems of support they are part of our crisis response team at a district level when there is a student death or loss they also are integral in re-entry plans re-entry plans take place when a student may return from suspension or when they might have had a medical condition where they were absent for school or if they received inpatient treatment at a facility or hospital they also provide weekend meals and provisions uh through our heart pan food pantry at all of our schools and they of course connect our families with necessary outside resources individual supporter check-ins may happen usually based on a recommendation from a teacher or a parent or an administrator and those also take place with parent permission it can be a result of a threat assessment or a suicide self-injury screener they can be for safety plans for either an offender or a victim and there are numerous other reasons why they would there would be those types of quick check-ins these are usually very um they don't take a lot of time they're uh done in transitions uh that happen naturally during the day and of course with the goal to always um help students uh remain successfully uh successful both academically and socially and i'm going to turn it over to dr sai and dr sai is going to talk about the advisory period that currently some of our high schools have nicknames for storm watches used valley vista for the term advisory stride is is the acronym used at shadow ridge i believe willow canyon is calling it advisory and desert high school is calling it advisory um so dr sai will will provide some more information as to what the purpose of advisory is and what happens during that period good evening dr kellis president dinsmore and members of the board um two years ago when we looked at our high school data we realized that we are definitely not where we want to be and we looked at our elementary models that embed intervention enrichment during the school day and we ask that our high schools start to form a plan to do that valley vista was the first last year with our implementation of stormwatch willow canyon quickly got on board and said you know what we looked at our surveys and not every kid is telling us they have connections with somebody on this campus so we want to put in an advisory period if you look at the research from breaking drinks 2 which is older and talks about school improvement in high schools if you look at the cognia framework it recommends that all students have an adult advocate on campus that they meet with some of our high schools have chosen to do this by meeting once a week at valley it's more ingrained during the school day after second period there's a list that you see of activities that should occur during this advisory period whatever the name is definitely academic intervention and enrichment they also use it for class meetings my daughter happens to be a senior at valley she was able to attend a class meeting the other day on a senior checkout when it was placed in at lunchtime not all seniors were on campus to do this it could be used for college career preparations we use a program called major clarity that helps kids identify a pathway and a four-year plan it could be used to teach things about citizenship and being a good student communication skills organization skills and study skills and that is basically the purpose of advisory on any high school campus and although maybe name something different or look different that is our main purpose and as we conclude the presentation this evening i'd like to draw the board's attention back to the previous slide and that is that with our social workers when they work with small group um groups of students and um individual support and check-ins that does require parents to opt in in order for students to participate so they don't just go grab kids out of class and create those small groups or check in with them it does require our parents to opt in for them to be able to be a part of that and the last thing that i would state is i just would reiterate that again the dysart unified school district does not teach critical race theory does not teach cultural race theory does not teach about privilege or bias and we stated that publicly multiple times should parents encounter concerns related to that we would ask them to contact their school administration so that they can look into the concern further and i'll be happy to take any questions dr dean the area that dr assad was talking about major clarity can you give me a little bit more information on that kim madam president member sawyer stingfield major clarity is the program that we use for ecaps for our students um where they plan their high school journey um and we've started that um i believe mr greasable in the audience last year thank you and we we we are pushing that down as far as seventh grade where students plan begin to plan out their course of high school and when i say plan out their course of high school looking at areas in which they may have an interest cte areas specifically and then that puts them on a path and assists with the guidance counselor in scheduling classes for them when they get to high school to move along on that path as well so with all of the areas that you're talking about up here the class meetings the communication skills study skills is it a possibility that because we have labeled it as update on social emotional opportunities that it could be construed as all the other things that are out there it's an excellent question i i would argue that advisory may not fit in the social emotional conversation as it relates to a normal piece for the purpose of this evening we put the two together for this presentation but advisory is is something that's been around for a very long time with high schools specifically it provides opportunities for students to have an adult on campus that they check in with regularly it provides an opportunity for students and that teacher slash advisor to be able to check in on their grades the progress how things are going should there be a school-wide effort on some something such as note-taking that's where that would be taught in terms of how to you know teaching students how to successfully take note note-taking um some of the things that we are doing with seniors with advisory um dr sai mentioned in the senior or in the advisory they had their senior class meetings um they've already gone through what senior checkout will look like students will be taught about how to apply for scholarships how to apply to colleges what the fafsa is and why it's it's very important for them to fill that out because in order to receive any financial aid to a college you have to submit a fafsa so those are pieces that will be shared in advisory graduation activities will be shared in advisory all of those types of things those are advisory pieces that we that we would see in our schools and again should parents have concerns about anything a teacher may post or something that may happen in an advisory period we would ask them to please contact the school administration right away thank you i have a couple questions um pertaining to what was presented and then just um from what miss houstad had articulated tonight in regard to um i guess where there's some concern i actually took the time to watch our social work videos a few of them and the one that stood out and i'm thinking that this might be where some of the concern is coming from and this is an exact quote but with something to the effect of um teaching students to be sensitive to diverse cultures and i think that in and of itself that can sound like just just being sensitive to others but i think in this climate right now um saying that is you know what does that mean really that could sound very much like crt and so i i'm glad you kind of outlined what our social workers roles are because certainly we don't want to be calling something scl knowing full well what we mean by it but then really when it rolls out it's sounding something more like crt or it is crt i mean i unfortunately have a a broken finger and a missed piano recital to prove that we don't play dodgeball and dysart we play football so i don't want this to be a we don't do crt and dysart it's sel but really some of the things that are happening um are more aligned with with crt possibly and even if we know what our curriculum is um or how we're using this particular hour it sounds like through different emails and what's being said out there that um parents are feeling a little uncomfortable with it so so somewhere it's either being just miscommunicated or misinterpreted or something so i think we have to at least acknowledge or be sensitive to that piece of it and so perhaps looking at the videos that are out there on our website go ahead madam president pritchard thank you very much that's an excellent comment that you made and i think as educators we very casually use social emotional learning in a lot of things that we do and now having a greater appreciation for the the um interpretation of what that means in certain populations we need to be more careful in the language that we use just to give an example of the video that you referenced and that that little clip that you you made reference to i go out and i visit student leadership groups at all the high schools about three or four times a year one of the things that i emphasize every time i go is to lead with empathy so i'm not trying to counsel them into being social examples but if they're planning a school dance how do they know what the interest of the population is that they are serving if they don't have some understanding we call it walking in somebody else's shoes but if they're planning a pep assembly they want to be the most successful pep assembly so they need to have their finger on the pulse of their school to know how to best plan those spirit days or those pep assemblies or those dances or homecomings so that they are most successful and appeal to the the greatest population of students so while i'm saying lead with empathy i'm not and i'm not trying to direct them into crt i'm encouraging them to develop leadership skills on developing an understanding of what the needs and interests of the school are yeah i don't think it was so much the empathy comment i think it was more the sensitive to diverse cultures come i think that because i understand what you're saying empathy isn't i don't think a word that could be misinterpreted i think it's when you bring in cultures diversity because of the political climate and because of the crt now those words are sometimes synonymous with the other um the communication piece i know with uh and i just would ask that we were mindful of this i would hate to think that it actually did roll out 24 hours in advance um i know with my experience with valley vista when it first happened was was stormwatch as a parent we received an email a week in advance it was explained what stormwatch was and it was you had time to you just knew what was coming so i would just say in any of our schools however they're labeling this advisory time and it might just be better to call an advisor to be honest with you um my opinion um but just communicate it so people have some time to process it with their administrator that being said again just being able to honor each family and parent where they're coming from can if parents feel like you know what i don't want my child meeting with a social worker i don't want them discussing value-based ideas um or whatever that particular lesson is can they opt out and are we telling them they can opt out so they know that and president miss pritchard by state law a parent can opt out of any instruction okay and are we having any professional development soon or have we already done it to where we've talked to all of our staff members about this topic and being very mindful of you know not talking about crt-ish things in these sel type of the sel framework do they understand the difference and just ask to probably just stay away from those topics madam president miss pritchard yes and yes and yes we it's something that we have to monitor it's a when you talk about cultures there's a culture in education and sometimes when um we talk about um i'm just gonna use the same word again empathy and that as a maybe it's example maybe it's not but if we just take that one as a random term and that becomes part of the culture maybe now we're not calling it empathy anymore we're calling it research so now we need to start stop using the word empathy and start using the word research and i can go tell all the student councils you need to lead with the research but that's a change in in culture of sorts that's something that they've been very accustomed to using that that phraseology and to switch so yes and yes we are needing to make those those changes and yes we are working on that and i think too that to keep in mind that that even this conversation i'm sure there's going to be something about it you know at some point that maybe the board is you know they're not for diversity and and supporting differences in people that has nothing to do with it it has to do with we can't every family should have the opportunity to have these discussions at home with their children or their student and um i just don't feel it's our place not that i think not speaking for the whole board but just that this board is against differences or acknowledging differences in people or cultures um but it's just not we have a lot of academic work to do and i i don't know that we need to be take our focus off of that for something that should really be a value a home family value based discussion madam president miss pritchard again i i agree with you um arizona's a little bit different than the rest of the country dysart's a little bit different than the rest of the country um a large part of the country has bought into some of the things that that we have not bought into and with that we are finding that more of the textbook publishers are starting to just put because ninety percent ninety percent of the country wants that in their curriculum that they are now including elements of some of the things that have been brought up this evening it has been very very concerning to us and it adds to our responsibility to screen that out and we for example had a a book that was provided to teachers that excellent material but there were a couple of units in there that we disagreed with we collected all the books back and we we're not using that book so it is our responsibility to be the screeners the the the watchdogs for any of that type of content we take that job very seriously and if something slips through we know that there are web resources and it's very easy to update a web resource without doing a complete rewrite of a textbook so those are things that we also have to be very vigilant for and we are we're watching for those things as they come up but as dr dean said sometimes a teacher might not use the right word and it upsets a parent and so that's something that we want to know about that the principal of the school can have that conversation with the teacher if that concern is raised thank you i appreciate you talking about things at the national level because i think that a lot of families are hearing those things national news about some school district you know teaching anything from comprehensive sex ed to critical race theory and social emotional learning asking kids what their preferred pronouns are that's a big one right now um and i think that this was important uh tonight to have this conversation just again to and thank you dr dean for putting that together and saying what it is and what it is not um i think that that is very critical right now um one one question that i have i know that we've talked about this before dr kellis um but sometimes even within our own state um the arizona department of education will sometimes put on different webinars or professional development meetings on zoom and things like that where they suggest certain materials and suggest different supplemental reading materials chapter books for preteens that are in my mind personally my opinion very inappropriate um how does that fit in with with what we do and what we don't do i mean at a district level we can say one thing but at a classroom level how does that work madam president members of the board um i think you kind of answered the question that it works in that we have to be vigilant even with our own state department of education right and the state standards are the state standards and we review them regularly they are approved by the state board of education not by the department of education but by the state board of education um there are things i can't even name something i'll just say um in language arts there was something written in there several years ago about recess has nothing to do with recess right and so the district housing at the time we disregarded that recess element because it was not a language arts standard so those are things that yes we will continue to monitor even within our own state and things that come from publishers things that come on the web just as a mother watches what comes into her home we have to watch what comes into the district home and just just a comment um about advisory and thank you miss pritchard for for saying your thoughts on that because as a another valley vista mom um storm watch felt a little bit different last year in that it was in a sense part of lunch it was optional and sometimes mandatory for students depending where they on where they were academically my son was a constant required storm watch and um and my daughter got a long lunch out of it so it was great uh so this here is a little bit different in hearing what some other families are experiencing at shadow ridge for instance so that was kind of a surprise to me and i'm sure obviously just some families um and i don't know if we're really taking into consideration you know seniors that maybe expected to get out a little bit early and maybe was maybe they were hoping to work a second job or work a job after after school was out so really it's extending like their day at school in a sense too um and then coming back to the curriculum piece if you are a parent and you're if you're one of those helicopter moms and you're really looking over your kid's schedule and you know exactly what they have and then all of a sudden there's an advisory period um you start questioning and then but where is the syllabus with that because it's constantly changing you know i'm not sure how that how that works um for families just generically speaking so i appreciate you putting it together and what the advisory period may be but i think it still puts some questions out there for families we could we could definitely request that our high schools they plan for about nine weeks at a time on advisory and we could request some communication on that i also with dr dean's list of what it is and what it isn't right i agree that uh it's great to have that wrapped around because we can come back if something happens and say this clearly defines you know we'll be sharing that with the high schools to make sure you know we all have this information not everybody tunes into the board meeting i know we find it incredible but you know we'll make sure how we'll make sure that that gets out gets out to all of our schools because it clearly defines and then if something is said that's not we can say hey you know let's refer back to this this isn't what it's about but i do agree sharing those agendas maybe at a quarter with the families we'll and clarity to that okay and that can give families an opportunity to allow their child to be in that or opt them out if for some reason they don't want to do it okay thank you i have some questions are you done um so it looks like we're using the castle curriculum for our elementary kids are we using that for high school too madam president miss chaffin um castle is the state framework for social emotional pieces um and so that that would fall under um pieces that the state requires us to utilize those five competency areas okay well because what i'm looking at i'm looking at a from the castle website a powerpoint and slide number four it talks about some of those keywords that miss houston was concerned about it says sel advances educational equity and excellence through authentic school family community partnerships and then it goes on a little bit down i think uh a little bit further it says seo can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe healthy and just communities so i feel like those key words that she was talking about the inequity and the empower are what's kind of sounding the alarm for most people how are we guarding against that crossover because the more i look into it the more sel seems like a back door into crt understand and i understand the concern as well i will tell you that to answer your question directly how are we guarding against ms winterstein meets with the social workers on a regular basis to discuss aspects of how we approach social emotional supports for students and what we do and what we do not expect and so that is a piece that is addressed there additionally we have as dr keller stated and we continue to work or we continue to communicate out to our folks what um we expect and what we do not expect in terms of critical race theory in terms of the pieces that you're concerned about that may interweave as well miss winterstein has a bit more to add with that as well madam president member jaffen um you use the word sel curriculum dysart does not have curriculum we do uh have used the five competencies that are within the castle framework uh to guide what we do um what our social workers do to provide support just like with any resource if you've you've spent some time on the castle website there are literally thousands and thousands of links on that website and multiple multiple resources as educators like dr kellis referenced with a with a textbook um we have to vet those out and so um we have been doing that with our uh social workers and we are really sticking to just what the five competencies are within a school context that is really important because um what we and we've worked since um school left out social workers have the i call it a luxury they may not but um they are on a 222-day calendar so we have a chunk of time at the end after school and they begin july 6th this year they started july 6th so we have all that front loaded time and because i didn't have principals and assistant principals to work with it during that time my time was solely spent with social workers and that was our topic we went through and vetted what is appropriate what's not and so as a group we had an opportunity become aligned on what our district-wide expectations were as a social worker group so that is a very important process as a principal i did that with my teachers in um the the core content as well what our expectations were um to make sure that as a district we were aligned so we do not have a curriculum we do have some supplemental resources but honestly because the needs of the the schools and the classrooms as i mentioned earlier they do vary based on the the needs of the either the school-wide or the classroom or the student that's why it was so important what we agreed what what the support from a social worker could look like and what it doesn't look like so that it it allows for slight variations depending on the the needs of the school classroom or student but the expectations are so solid and in place okay and thank you so much for that would those re are those resources available for parents to view and what would we say to miss houston's concern that some of these words these key words of empowerment influence inclusiveness um equity all of these things being making their way into teachers comments describing this madam president ms chapman let me address the second part of your question um and so i think it's important to note that as dr keller stated earlier there are words that perhaps are being redefined from where they have been in the past uh he you he used the example of empathy um i will use the example of empowerment i teach leadership courses often and i share stories of how it was very important it's very important as a leader to empower others to become leaders as well and so i believe it lies within your definition because as as i speak with future leaders when i talk about providing empowering those on a staff to be leaders it's providing them opportunities of leadership and so that is that has been the definition that i have used for empowerment for decades as words are redefined we'll need to recalculate how they're utilized in our in our system but the one thing that i can tell this board and the dr kels would certainly let the board know as well is that we're very vigilant in in this in this endeavor we vet we have have been and will continue to vet our resources our curriculum very closely to guard against concerns that have been addressed this evening and it's something that we take very seriously we take it tomorrow we every every thursday following a board meeting we put out a a brief newsletter to our staff called the connect um there's information tomorrow in the connect related to um things that are not expected in the district to re to reinforce um you know the fact that we do not teach crt um there are you know there are components that we do not expect and so you know i believe part of this conversation um is um you know has to focus back on on the redefinition of words um and you know how we view and how we utilize them um in the course of what we do within a school setting and every aspect that we've provided this evening relates to the school setting in no way are we trying to work through aspects to provide moral education or to teach values to folks outside of a school setting the intent of our social op emotional opportunities in our setting is how to be successful within the school day you know how to take care of problems as they arise how to be a better student how to study better those are are the pieces that we look to to move forward with so that's the answer to the second part of your question um and i'll turn to dr pulling or miss winderstein for the answer to the first part of the question in terms of where are those resource guides and please note we do not have a binder we don't have a book it's truly the our social workers are very skilled at facilitating conversations that is 99 of what they do is identify a need and they talk through what what that classroom needs what that student needs what that small group needs we don't have a binder or a collection of this is what you do with these skills because when when i hear the word empowerment my internal definition is advocacy when you add teaching a child to advocate for themselves and stand up for uh like if if someone's on the playground um reinforcing that being responsible respectful and kind courteous whatever the school mantras are so and i think as dr dean said is we need to realign and maybe just re whether it's redefined but if you can give us some of those words that are hot buttons right now then the more we know what is out there on the community then we can inform our our employees that hey instead of using this word like i don't i mean to me advocacy when you're advocating for yourself um or someone else that may not be being treated well i see that as empowerment or a close synonym but if there are words that you want um i mean the more information we have um the better equipped we can prepare our staff in in avoiding um certain situations or or questions i don't know if that answers your question i apologize no that's it in a way it does but i also i feel like it's really important for parents to know what's going on in their child's classroom especially with stuff like this i understand that you might not have a set schedule of what you're going to do but anytime a social worker is discussing any of these concepts i mean it might be wise just to go on the website school website later that day and say hey in today's third grade sel this is what we talked about that way parents understand and they're not you know confused with all these different buzzwords because that's a lot of those words are going around talking about empowering as far as one race or one gender is better than the other and a lot of people are going to be concerned about those member chap and i'll add them weekly teachers are expected to send email blasts out about what they're covering for the weekend teaching for the weekend um it's our expectation that would be in there and so we'll follow up to make sure and uh double check that piece and then how how much time are we spending on this in our school days uh madame president remember chapman you mentioned an scl time very few of our classrooms if any they don't have an seo block of time most of what is covered or discussed is woven into let's say um you have an ela in in in your ela course for the day you might have a book that touches on um a loss or a and then that's when you highlight the empathy piece or the compassion piece um and you make those connections well how would that person feel when that happened to this character and you you you weave it into the content that's where we want to be because um we don't have time to have oh we're going to put things down and we're going to teach seo that is not what happens now are there sometimes when it's planned and the teacher asks the social worker to come in and address certain things yes they do it's usually within the context of a different situation like some of the examples that i gave talking about a situation or something that happened and they it's relatable they provide some context um so most of the time it's not a separate chunk of the day or a 15-minute lesson here most of the time it is naturally embedded into the conversations let's say during transitions whether it's a procedure that you want to reinforce or expectations that need to have a reminder okay just a couple more questions thank you how do social workers support that what is the social worker's role in all of that just the everyday classroom are they assisting the teachers and then another question i have is how long do we foresee having the sel programs or the seo framework in our schools is this like a long-term goal that we're thinking or is this just short-term help our students recover from all the mental stresses of kovid remember jeff and what i'd like to do is respond to that what social workers are doing during the day as i mentioned social workers are supporting both the students and the staff because we want it to be a natural conversation we also know that our staff members have varying knowledge some are very very great at teaching content and may not have the skill set to know how to naturally weave it into the conversation so they're supporting staff that way they provide professional development they meet with outside providers they are with parent permission providing those diff more small group services they also meet with outside agencies they coordinate that tier three what we call more intensive services for those students who are in need of those services as far as how long sel will be i'm gonna defer to dr president miss jeffen um that's a an interesting question how long are we going to teach responsibility how long are we going to teach citizenship how long are we going to teach some of these it's going to be longer than i'll be in education longer than probably this board will be seated it's going to be a long long time we've had character counts we used to have dare the police department we used to have well we still have pbis i'm just trying to think of all the other different things that have addressed this very general theme of topics and that generally will continue indefinitely the specific targeted conversations it could be if if the wind changes this way or that we have to adjust to that and make sure that we are sensitive to the needs of the community so there will be those those adjustments along the way but yes generally it'll be for a long time thank you just to touch on what ms winterstein just said for those students that need that tier three i'm going to give an example a student comes in and says that their sister just passed away and they can't quite talk to mom and dad because they are working on funeral arrangements so at that point the student comes in and speaks to the social worker social worker does contact the parent correct in order to get services for that child madam president remember is a big word and i want to preface when i said tier three i meant when the student needs longer term support intensive support what you're talking about is that would be that grief support that our social worker can absolutely provide um of course they would reach out to the the parent first collect any information ask what information that the family member would like to to share maybe there's some some topics or some pieces of that unfortunate story that the parent does not want revealed to the student so there's a lot of dynamics and that's why we ask that our social workers reach out to the parent and ask for permission because each situation is unique and to that family um but yes the social worker that's a perfect example of what we call a school crisis situation there is a student in crisis they've experienced a a tragic loss in their family and it would be detrimental on the student's part for us to just put them in the classroom and expect them to learn they've got to have some processing time and and um the so the social worker is a safe person uh to have that conversation with our students right because um i don't know what was the makeup of everybody's high school years in this room and whoever's watching but i don't remember having a social worker on campus when uh one of your classmates passed away or mom and dad were getting a divorce so if you went to the guidance counselor the guidance counsel says well i can give you a an application for something i mean it it we didn't have those pieces back then i'm glad we do now or have been for the pa for the past several years but even after high school we want the students to be successful and that's why that citizenship that's why the communication skills helping to balance the checkbook there's just so many different pieces whether they're career ready whether they're college ready it's those setting the skills up for after life um whether it is with a death or whether it is with going on during your life but i am back to dr dean's thing i am very glad that we put in what is you said the connect correct on thursdays that uh things that have happened with the district and after the board meeting and i hope that we continue to reiterate that we are not teaching crt that we are not we do not have that piece embedded into any of our classes that's that's a huge issue not only within the state of arizona but across this country madam president member sir sink bell we will continue to make the statements and continue to iterate to our staff over and over and um it is as stated previously this board this cabinet is dedicated to being vigilant in this in this conversation and we will continue to repeat that piece over and over thank you one thing miss winterstein um mentioned that's got me thinking as far as what what might be something to consider is that you would say how skilled your social workers are and um that's a wonderful thing but could also be a concern in that even though it's just been a short hot minute since i left graduate school they teach that they teach all these things we're talking about they teach you know so a good social worker is going to come out of a graduate program knowing about equity equality socialism like all these things and um i think we just have to make sure that where our roles can be different depending on where you're at and in a school setting just knowing like all those great social working things you might learn in school can't necessarily always be incorporated into this particular job just um just like for those who are clinically licensed your social worker and you work in a school but like there's no way i could sit and have a 50-minute session with a student because that's not my role in that in that job frame even though i may as a social worker be licensed or trained to so same type things these wonderful social workers come out of their programs that come to dicer and they do great things but technically a lot of that stuff that they learned in the classroom may not necessarily be able to be transitioned into our programs or our students so i think that piece might help too they might have all these great ideas but depending on how they present them and certain things they just might want to completely omit while they're working here madam president member richard please know that that's why we front loaded with all that information those lines are explicitly and clearly established it was also part of the vetting process for applications we hired eight new social workers this summer so as part of those initial conversations i actually had a script that i read to make sure they clearly understood the expectations of a dysart social worker very different than in a therapeutic or clinical setting or even and i made it very clear because several of them were school social workers either in the state or out of the state but every school district has different job descriptions for their so their school social worker so i was crystal clear in what the expectations were for not only the new ones coming on board but for the existing um i'm sorry we have 24 total so for the existing ones that returned thank you for doing that absolutely i knew it was very important um when we designed this social worker program our roles and responsibilities were different than many other surrounding districts from the very beginning and so we wanted to make sure that that was that remained consistent thank you okay i just want to clarify one last piece i haven't seen anything like this presented i just want to put anybody's anxieties at ease um in some social emotional learning programs they're sneaking in these classroom surveys as far as data collection like so how many of you your parents have firearms in the homes you know i just want to make sure that we're not doing any of those types of surveys or data collection on our students just to clarify and put everybody's mind at ease madam president miss chaffin that is not occurring um that should not occur and um again that that is not a part of any aspect of of what um is happening with our social workers in their work or what is intended in an advisory as well thank you for the question if i could just add to that it's against the law to do that without parent permission and if if it's happening again just like anything please please let us know and we'll stop it thank you i know that we've asked a lot of questions of the social work that we do here in dysart and i just want to make it clear that you know even though we're being very diligent and asking all these questions and and we have a lot of concerns i think that for speaking for myself personally i appreciate that we have social workers i recognize the need for them um i know that i've shared this before but just over five years ago when my children's father passed away um we were in a crisis mode and first first one of the first calls i made um was to the school you know excusing them um from their upcoming absences and explaining you know what had happened and looking for resources and while the teachers and the staff i mean really just they went into crisis mode with us and wrapped their arms around us but there were no resources available so for this to to be available to our students and our families that's it's just incredibly important to me so i want to thank our social workers and everyone involved in that process for making that happen but um to everyone else's points though i just think that we just want to make sure that we're not doing things that would conflict with parental um and family values differing family values that we have out there so thank you so much for all the updates thank you any other questions okay moving on to item h1 dr kellis thank you madam president members of the board and members of cabinet dr croto will introduce this item thank you dr kellis madam president members of the board superintendent kellis cabinet guests tonight i bring before you a motion to uh continue our district plan to cover up to 10 paid leave days for any employee who contracts covet 19 and presents a positive kova 19 test result just a little bit of background beginning in april 1 2020 the federal government put together the ffcra the family's first corona virus response act which provided our employees leave time that ran from february excuse me april 1st 2020 through december 31st this governing board then in january went ahead and improved what we call the dysart cove leave covent leave which is 10 additional days for any employee that contracted kova 19 and had to spend that quarantine period away and not use their own leave days or in fact some of them didn't have leave days so they would be docked and pay that did sunset on june 30th 2021 and tonight we're asking the governing board to approve a plan once again for covid leave from july 1st 2021 through the whole school year we want to go through june 30th 2022 and that will provide again 10 paid leave days for any employee who presents a positive coveted test result you can see in the bullets there it will be up to 10 paid lead days we do have 10 quarantine days should you present us a test not all people need 10 obviously there's weekend involved in that so you're out 10 days there could be holidays in there but we will assure them that they will not have to use their paid leave or their sick days if they get coveted also in bullet two there if the federal government reenacts ffcra that this plan becomes void we will go back to the federal plan the benefit is only available to district employees that bullet says upon their own diagnosis that doesn't mean they're diagnosing the kovid that means that upon themselves it's for theirs so they don't get to diagnose themselves as i have covid they still need a doctor's note um it's but their own it's not for a spouse it's not for a child it's their own diagnosis on that they have to present the coveted positive test and the benefit is eligible i mentioned from july 1st 2021 through june 30th and we will reinstate any personal sick days that they need to use up to 10 for a coven 19 test just some numbers for you so you can tell the scope of this in the ffcra by the federal government we had 275 employees use this program that was up to december 31st uh 2020.

good evening we're going to go ahead and call this meeting to order dr foley roll call president members of the board please let the record show that all board members are present thank you we are going to have a moment of silence followed by the pledge of allegiance all right i move that we approve the agenda as it's presented second any questions or comments regarding the agenda all those in favor aye aye that motion carries five zero dr foley's superintendent's report president reese members of the board tonight we're just going to start with a quick little video as you know we've been in school for two and a half weeks and we had thank you to the pr team theresa and what to curtis putting together a quick little video here for us to just capture some beautiful beautiful faces and in their happy places in our schools [Music] there's nothing like a picture a little video that just shows we've got lots of positive things happening and we're happy to be back in school and so as you know this is the time that we do in our in our meetings where we have usually those here to honor which we will have in a few weeks but we want to start with just celebrating back to school as you can see we have some upcoming events we've got several things coming up in the near future so we'll be very busy but that concludes the superintendent's report this evening thank you then with that we will go on to board comments and i'll just go ahead and i just want to give coronado pto a shout out i received the pto calendar and saw that they were having a donuts with grown-ups and i want to acknowledge that this is one of our focus areas on the social emotional and inclusion with the change in this name hopefully statements won't self-select out of attending if they don't feel that they meet the titles such as donuts with dad or muffins with mom that they may have um that they may not have someone attend with them so this way they can choose a grown-up of their choice and no one will feel out of place so um thank you for thinking of all of our families not just the traditional families so i would like to see more of our schools just the inclusive part so thank you the other thing is i want to just make a statement for our public also regarding masks i want to first of all remind everyone to be kind to one another even if their opinion differs we have a lot of our community asking us to break the law that our governor has put into place and put in a mask mandate if we were to implement a mass mandate at this time we have no way to enforce it kids and staff could still show up not wearing a mask and there's nothing we can do because at this time the law supports that decision we cannot choose to break the law because we don't agree with it we also have a lot of our community asking us to follow the law and not implement a mask mandate they feel everyone has the right to choose for their child if they wear a mask or not and this is what the current law supports as board members and administrators we are fully aware of what is going on within our schools in covid our administration and staff are working hard to make decisions and work with our sites on what we can do to keep kids safe and healthy we do not have our heads in the sand and ignoring the number of cases that are happening we are not just ignoring experts in science which has an argument for both sides we know what our jobs are and we are trying to do them the best of our ability within the scope of the authority we have we want to do whatever we can to provide the best possible learning environment that is safe for everyone we are fully aware of the recommendations of both the cdc and american association of pediatrics they do recommend for everyone no matter their vaccination status to wear a mask inside when you cannot socially distance we are asking encouraging highly recommending that everyone wear a mask inside our buildings we know this is only part of medication however it is a strategy that helps please do not send children to school if they are sick even if it only seems like allergies because this new strain is highly highly contagious be safe not sorry please do not send children to school if they are waiting for test results or if someone in your household is waiting for test results tests are coming back much quicker now and it's not like they're missing days and days of school just waiting for test results please be responsible and courteous of others please do not shame those who choose to wear a mask or those who choose not to wear a mask what we saw towards the end of the school year last last year when masks became optional was really sad to me please just be kind we do not have a mask mandate on our agenda tonight so we will not be discussing this tonight as a board we have given all authority to our superintendent to make the decisions and changes in our mitigation plan we did not do this to pass the buck throw her under the bus or get the heat off of us we did this so that she can make immediate changes and change with what is currently happening not having to wait to post a meeting and ensure that she can get at least three board members together to meet quorum changes can happen faster each board member has the opportunity to to discuss with dr foley on what is happening and their concerns dr foley also communicates with all board members before implementing something and gives us an opportunity for feedback this can happen within hours not days with that said we read all the emails we hear all the sides of what our community wants and we know that this is not an easy position for anyone not for parents staff members administration or us as board members we just ask that you be kind in your comments and know we do hear you that is what i have for board comments prisoner reese mrs wilson i hate to follow that that was such a great speech i'm just gonna applaud you on that that was fantastic middle school i went to the middle school last week and got to experience curriculum night it was fantastic i think the teachers over there and the staff over there is doing a great job i also went to two of our elementary schools i could fit two in i went to the morning so both sessions kind of ran back and forth between my two middle my two elementary schools got to see a wider range from sixth grade to down to kindergarten i did a sixth grade at one school in kinder at another so it's good to see uh both sides of that um and see how our kids are gonna what they're gonna learn this year what they're gonna develop and that was amazing to see um i'm excited to see those events happening again um i'm and then now on to um actually gateway also called theirs um some grown-ups something with grown-ups whatever it was called i'm not sorry can't remember they also called it that last year so i thought that was a great thing as well um and the final thing i'll follow mrs reese with i'm not responding to emails on a decision that's already been made last fall or last spring out of respect for our board and the decisions we made i won't be responding i haven't responded and i don't choose to respond moving forward on those emails regarding mass so you won't see a response from me i am reading them i think we all are probably reading them we all care immensely we wouldn't be doing our jobs for free if we didn't care for this district in the way that we do so i really appreciate all the emails i appreciate all the articles i read them all but i won't be responding thank you any other board comments mrs anderson just thank you thank you for what you said and um i agree with everything you said anything else no all right perfect then we will move on to request to speak while we input i'm sorry while we value input from our constituents this is a time that has been set aside for anyone from the audience who wishes to address the board please remember this is not an appropriate venue to evaluate discuss or criticize district personnel policy keb provides a process for complaints about personnel speakers should be aware that false statements about individuals may result in civil liability members of the board may not discuss items that are not specifically identified on the agenda therefore pursuant to ars 38-431.01h action taken as the result of public comment will be limited to directing staff to study the matter responding to any criticism criticism or scheduling the matter for further consideration and decision at a later date we ask that you limit your remarks to three minutes and we will start with rebecca mejia my name is rebecca mejia and my family has been in this district for 15 years now that we are all vaccinated i feel like i can come and speak with less emotions i'm here today to be a voice for those that don't have a voice my children the teens that are unvaccinated because their parents choose not to vaccinate them and those that are simply too young to be vaccinated the fact that we have viral outbreaks at several of our schools and mitigation is not even on tonight's agenda is very telling i choose to believe that this board and dr foley are reading all the emails are listening to all that speak at these meetings are speaking to those in their circle of friends as well as those outside of their circle i hope that they are keeping abreast of all the latest science coming out of reputable sources and ignoring misinformation i hope they are recognizing their own power when the powers that me may not be when the powers that be may not be thinking about the health and safety of our students so i assume the board knows what the majority of the community wants i'm going to assume the majority of the parents and teachers in this district wanted to open school this year with no mitigations or little mitigations but that doesn't mean you can just ignore the students whose parents have a minority opinion or you just ignore medical experts i hope i hear tonight that we are re-implementing mitigations from last year we are putting our heads together to find more ways to keep the school open while also controlling the spread i hope we are thinking of creative ways to encourage face coverings for all students and to entice more to wear them i hope we are supporting the parents who wish for their children to wear face coverings by reminding those students to put it on or pull it up i hope we are supporting the part of the community that has put their child in the online academy i have had a minority opinion in this district many times before but never have i felt so abandoned as i did last year when i quote chose to put my kids online not only were most of their classes not offered or not offered at their level they also had little to no interaction with teachers or other students no one from this district ever checked in on them or made sure they were getting what they needed i heard a lot about mental health when parents were begging for in-person learning but there seemed to be no care for those students whose parents opted to keep them online i am pleased the online academy has a leader this year we asked for that last year we really needed a leader for the online kids last year is that what you want do you want all of the people who are concerned about covid to go online is there no way to be in person with some mitigations in an effort to improve the district's customer service for all of its students i would like to see a concerted effort to show more support for those who have made a choice different than the majority online academy should not be our only choice we don't know how this virus might affect us or our children for years to come it's okay to be cautious i too wish the delta variant could have no hosts i wish delta didn't infect kids i wish everyone felt safe and chose to vaccinate i wish we could get back to normal you have the power to make that happen by keeping our kids safe thank you and i have mindy brocker hi thank you for the chance to speak this evening i've been planning to speak for a while now and i wrote a whole different speech it's full of facts and figures but you all know those they're scary even when it comes to children two of my three children are currently unvaccinated and we are scared but after today i want to tell you a quick story this afternoon my daughter came home and told me she went to the nurse to share a bit of backstory two of my three kids have already been sick going back to school sore throats stuffy noses fevers both of my children were tested for covid and came back negative but i mean the schools had no idea when my daughter went to the nurse today she went because she was coughing so hard she thought she would vomit she was out sick on monday today is wednesday i'm polite my daughter is fever-free she's had a negative copa test she wears a mask both for the little amount of protection it does give her but also to protect others from the spray that her coughing her residual coughing would cause what i find absolutely infuriating is that i never heard from the school my coughing youngest was out sick on monday two days before for symptoms relating to the pandemic disease that has already sickened at least 146 children in the higley school district and again no contact from the health office nothing we've been notified via email of cova cases in her grade her brother's grade and in my oldest actual outbreak from the health department if you're counting that's three for three in 12 days yet they're attending closely packed assemblies the schools are reinstating field trips volunteers are being allowed back into the schools and health office is clearly not concerning themselves with symptomatic children i can't believe i have to say this out loud covet isn't over we owe it to our children to take action now i know you say you care but nothing has changed since the beginning of the year sorry it's hard for me temporary targeted mask mandates better source control intentional cohorts improved ventilation would just be a start i kindly request that you as parents and leaders in this district make the hard choices needed to make our children safe there is a lot of distance between no school pandemic panic panic and a complete disregard for public health and i feel at this time the husd administration is acting with almost a complete disregard for my children's health please listen to the academy american academy of pediatrics arizona department of health centers for disease control and please create a safer environment for my children thank you mrs reach do we have any other speakers okay thank you all right we will now go on to our consent agenda i move that we approve our consent agenda as it is presented second any questions or comments regarding our consent agenda um i just wanted to make a comment um thank you for the hard work to human resources there are a lot of a lot of filled positions and a lot of hard to fill positions phil so thank you so much for probably a lot of after hours and hard work during hours thank you president reese members of the board board member anderson thank you and we really have to owe it to all of the hr team members as well as all of our payroll team so they've really done a great job at working yes all the extra hours and working short staffed to get everything that they can get done so the kudos goes to them thank you any other questions or comments all right all those in favor aye motion carries 5-0 if i may interject just briefly um in tonight's consent agenda you approved the hire of miss wendy garretson one of the hires that mr moore has been waiting for for quite a while anxiously so um she's here in the audience tonight and just wanted to say congratulations for our purchasing manager [Applause] thank you welcome wendy perfect and welcome all right and dr foley we will move on to our information items with our summer school overview president reese members of the board we wanted to share with you some work that happened this summer as you know we've been talking an awful lot about learning loss we've been talking about the utilization of esser funds we talked about summer school and we wanted to share with you about what happened this summer what was offered there was an awful lot that happened across this district and we were kind of very excited about some of the things that we were able to do with students and so we have tonight with us two of the leaders from the summer school program who will be sharing and introducing i'll have miss richards introduced in the audience here who's here but we want to highlight show and share what we did this summer with our students ms richardson president reese members of the board were excited tonight to share updates and highlights and it wouldn't have been possible without this administrative team so when i call your name please stand up and wave at everybody miss felicia molloy felicia actually coordinated everything and then we have site-based administrators here as well so miss kathy kalinke and miss kalinke coordinated and administrated at power ranch elementary we also have mr josh stelnock josh worked really hard at gateway this summer and you're going to see highlights as miss amanda day up here upfront worked at chaparral elementary this summer they've got some exciting updates data and success stories and we're not going to leave secondary out of this never so we have miss tommy bird here and she took care of our secondary kids so i'm going to turn it over to amanda thank you mrs richards so good evening president reese and members of the board this evening i'm going to give you a quick overview of our 2021 elementary summer school program on the next slide before we jump into the snapshot of summer school i do want to just provide some background information in regards to our student invitations that were sent out our student invitations were extended to title 1 students and in addition to it was to students that experience a loss of learning as a result of the pandemic and we were able to do this through our sr funding that was mentioned prior so on this slide it highlights our summer school program across all three campuses chaparral gateway and power ranch at chaparral elementary school i was the site administrator and we had students from centennial chaparral santan and we also had self-contained classes that were at the chaparral location we hired 19 teachers and had 210 enrolled students at that summer school campus the second campus was gateway where josh castelnock was the site administrator gateway students and hta students attended at gateway 17 teachers were hired 175 students enrolled then power ranch where ms kathy kalinke was our site administrator we had students from bridges coronado cortina and power 16 teachers were hired 178 students attended so we had a total of 52 teachers hired for our 2021 summer school program with 563 students enrolled and then i'd like to also just note that we did have six english language development teachers two per site for our el students as well the next slide is going to show some supplemental resources so our focus for our students in the summer school program k-5 was targeted interventions in ela and mathematics and although that was our focus for our students we knew there needed to be a focus to support our teachers that were teaching during the summer school program and so with that being said we did provide our teachers with supplemental resources to help provide that targeted intervention the first being imagine learning which is a computer-based program that is for developed for grades k through six and it's utilized for both ela and math instruction and then we also had a supplemental resource math for love which um was a summer school program that the teachers were able to implement in their classroom as well to support those interventions we did take into consideration that we should provide our teachers with the two-day professional development where they went through a training on how to utilize these programs how to provide that targeted intervention and make the most of that two-week summer school program the next slide is going to highlight and i do want to note actually on that slide that although these these resources were k through 6 we utilize them for our summer school program k through five but they are developed k through six so the next few slides are going to highlight improvements in areas of growth both in ela and math on this slide you're going to see that there were improvements for our primary students for letter sound recognition and then words read per minute we also administered a pre and a post assessment for grades two through five it was a ten question assessment that students took through the galileo program and they were able to show growth and that was for ela instruction this is our math instruction the data here is showing again a pre and post assessment that students were given on the first and the last day of the summer school program again showing growth during that two-week period with the math program we felt that there was a need to look at our student perception in regards to math so we did administer a student survey on the first and the last day of the summer school program as well we did ask students k through five the questions here on the top of this graph here i like math i can do math it's okay to make mistakes in math and math is hard but i keep trying and so students responded based on if they strongly agree disagree and so forth and you'll see here from the pre to the post that students strongly agree showed an increase as they implemented this skill set and play-based math program for those foundations this is my favorite part of the presentation so these images here and some quotes from our teachers and then our students really highlight this program and it pairs well with the data but first and foremost we do want to highlight hear what a teacher said so the teachers were celebrating the success that they were having when implementing the resources and they saw the positive effect that it had on the students they were excited to take these new tools back into their classroom to provide the more intentional intervention for all their students beyond just summer school and this was provided from both a third grade teacher and a fourth grade teacher and some students at our summer school program in action and then of course our older kiddos posed there [Music] this last slide is again just highlighting a response from a student up in the left hand corner there where she shared with me that she felt more confident because of summer school so she's coming into this new school year with math strategies where she feels like she can apply them and i think that goes to speak volumes just that that confidence is back and again highlighting imagine learning which was one of the supplemental resources a first grade teacher feels as though she can come back into this school year she has a resource where it's targeted based on the students needs and can truly provide them that support so that was a quick snapshot of our elementary summer school program here in higley president reece members of the board my name is tommy byrd i'm here to present the secondary summer school information okay so we had two two-week sessions for credit recovery uh in addition to credit recovery we had a a credit earning course a three-week course for pe and then we also had a three-week session for our mathematics boost course for our upcoming freshmen and for our middle school kids uh pre-algebra and then a math boost and overall we had 344 credits recovered which is amazing if you know how long it takes to get a credit so kids did really well i believe it was a 96 97 percent passing rate so they did a really good job and a total of 26 pe credits were earned and the courses that we offered for credit recovery included math courses science english social studies rise lab so three different levels of math algebra one geometry and algebra two three sciences biology chemistry and physical science and then english for ninth tenth and eleventh graders and then we had our world history and geography and our american and arizona history as well as rise lab and rise lab is an online learning um through apex online learning systems teachers are still in the room to assist students as needed but the students are working at their own pace and so that way students were able to make up courses that we didn't have like full classrooms for but they could do electives and things like that earning credit so we had some of our hailey learning center students in there we also had three special education teachers working with students on special ed classes and so we had a wide variety of kids that were that were with us this summer in addition to the credit recovery courses we also like i said had the pe course which was credit earning the middle school boost course and then the pre-algebra boost for the kids who are coming up for middle school and our enrollment in session one which was the first two week session we had 262 total students enrolled 70 of those were special education students 28 were from our higley learning center session two the second two weeks was 231 total students 33 of whom were special ed kids and then 26 higley learning center kids and then our three week session 68 total students were enrolled in the pe course and then we had the math boost and middle school students which had 42 students and this is just a breakdown of the credits that were recovered in math we had session 1 14 credits recovered session 223 for a total of 37.

okay we have like one minute why okay i'm going to call this meeting to order at 6 pm i'm going to make a motion to drop the agenda with the exception of moving 8.8 8.9 and 8.10 after 9.3 a second all in favor do we have do i hear an eye shall he or um lisa hello lisa yes here i am we just need you to vote on the adopting the agenda okay all right all right 5.4 and you guys can thank me because i just moved that you don't have to stay here the whole time all right let's go ahead i and allegiance to the flag of the united states of america and to the republic for which it stands one nation indivisible with liberty and justice for all actually you can thank dr wyman all right um i'll need a approval on the board the meeting minutes i move to approve the meeting minutes as presented from the last meeting second um favor aye aye aye motion carries five to zero superintendent update yeah just a couple things uh to talk about uh just a reminder of some uh of the training that's involved with the superintendent evaluation you remember you approved the pilot program with asba so please just let ms costa know which one of those dates work out i know that they uh meaning asba was trying to get everybody at the same meeting but with everything that's going on i don't think that's gonna be practical so we just need to make sure that the entire board at least signs up for one of the i think it's their two or three hour sessions can she send out an email to each of us like when we're supposed to be taking them then yes okay applied i will send back your specific time okay thank you okay and so they're in the it's in the superintendent report if you need the actual uh dates then also if you're interested in the law conference uh we wednesday is a pre-conference i will not be going to the pre-conference i'm not sure what the agenda is but then thursday and friday the 9th and 10th of september is the conference itself if you're interested in that it's over at i want to say camel back in but i could be wrong on that um and so you're welcome there and then on saturday the 11th is delegate assembly and we'll have an agenda item for that but i also believe mr ray is the delegate for that so that's stuff that's coming up for the board members terms of student enrollment as of last friday you will see that uh compared to last year we're up just short of 400 uh kids compared to two years ago three years ago that number is closer to about 150 so i just put in last year's but in comparison to a couple years ago it's about 150 up again what you'll see uh just do note a couple things the growth is one of the big growths is at ranch and at simmington please note with harman that some of the loss is because we went ahead and moved the preschool program over to um over to simmington so that that dictates some of the loss that's there but we're starting to see the growth come in you will also note if we go down to the second bullet when you look at by the grades almost half of that growth is between preschool and kindergarten which was the majority of what we lost last year so we're seeing that same situation you're seeing some growth in ninth grade but note that uh we're still subject to cohorting and so we had a big cohort of eighth graders come up so your ninth grade is is bigger than then also depending on what we get out of uh legacy and happy valley because we get some of those kids after eighth grade you you tend to see a bigger number in uh in that ninth grade year so that's that's occurring there we did give you some cohorts again uh you will see that a lot of it deals with preschool and kindergarten as you go through little little growth spurts here and there um within it and we continue to track uh these numbers and so we're we're pleased by the numbers and we would anticipate over the course of the year that that we would be able to hang on because you have some of the developments that will start to to get some building going on and we are seeing some cases where families are bringing kids into the system uh even though they have not yet moved into the area because they'd rather not move their kids twice and so they're in the process of building homes homes may not be done do you know done first for uh several months but they just wanted to make one change so they'll go ahead and bring the kids in early do the transportation on their own and then as they move in then they're already here so we anticipate seeing more and more of that there's an agenda item about some of the growth on this month's agenda and then there's probably another one uh in next months and possibly the month after so we're working with some of the developers that are coming into some new developments you also then see the the numbers for uh the different elementary schools do you want to give a shout out to cia dorsey and the instructional coaches and content coaches we did do the back to school professional development starting on the 16th of uh july that's that friday was devoted to illuminate training and we're continuing with training on illuminate through the fall through this first quarter so marcus did a great job with the illuminate training in terms of setting everything up and then on monday and tuesday we did a out of the box moving forward conference and as a general rule very very well received by everybody there a good uh jump start for what we're doing i did include a uh a copy of what the schedule looked like so that you can see how personalized it was and and how it was designed to to uh help all the different staff in our district uh get a little bit better a little bit more a little stronger in in some of the concepts that are in uh hashtag ford so they did an amazing job truly as i've said several times one of the one of the best ones i've seen in in my career in terms of the depth and the differentiation that's that was provided for all this for all the staff we have talked a little bit about essers note we have applied for esters three we've submitted it to ade initial submission was kicked back with some changes uh that's not uncommon so we're working with uh the changes and then we've resubmitted again i believe it was last week and so we'll just wait to see what it does with that uh also let you know uh we are filled with our teaching positions you will see in um in the hr agenda today or consent agenda that we have added some additional positions so we never did necessarily hire the 10 positions we talked about as part of essers we didn't have enough kids that wanted to go online we have about 140 give or take so we do have a position that was hired there but we are seeing larger numbers in different grade levels so we've probably in all total at the middle school and high school we added extra fifths for people but if you add everything up it was probably about five positions five and a half positions that have been brought in if you had the the online position too you're talking about six so we so around about way we have brought in more um more individuals uh into uh uh into the district to help with with class size issues but just not maybe in the way that we had anticipated when at the time we thought we might have more more families interested in online learning than than we actually had so that's where we're at with hr and then i just listed some of the different uh upcoming events uh through september um for you for your approval so that's my report at this time all right thank you do you guys have any questions for him on that okay so i have uh the governing board member if you guys have do is there anybody that has we have some staff recognition oh no okay we'll do that first then staff recognition i'll have uh jessica uh jessica hostetler come up for a one award that she wants to do and then we'll have uh dr dukes come up for the second award so when we have those right there melinda um this is melinda melinda she's the cafeteria manager at combs middle school has been part of the jail combs family for nine years and she started as a cashier and quickly moved her way up to be a manager she has successfully led her cafeteria since 2015 and has overcome many challenges including successfully feeding her students during the pandemic melinda graciously took on the responsibility of preparing breakfast and lunch meals for the online students and so far so far she has been in charge of serving over 18 000 curbside meals yes good job melinda is an amazing team player always willing to do whatever it takes to feed our kids and her pride on in her work is reflected in everything she does thank you melinda for your phenomenal service in good and nutrition department it truly is a pleasure to work with you oops thank you [Applause] and this month was food and food services but also uh student services and so i'll have dr dukes give her award madam president governor board members dr wyman it's a pleasure to recognize yeta thompson um for our department as well as for the district she is the s the district sel specialist which is our social emotional learning specialist which you had approved for that position um earlier last year so we really thank you for that um yet has done this position in a very limited way for the last three years as well as a high school counselor and cta counselor and and both irene has done a fabulous job she is participating with us tonight virtually so just to know that she is um always available and apparently may not be seen in person so just want to be aware of that yet is one of those individuals that make sure the academic and the non-academic needs of students are always met she's continuously looking at how we can reach kids from where they're at not where we would like them to be and then moving them forward so she's always about kids first and then staff bringing them along the way to support students it is an honor to work with ayetta thompson in all my years i've done this she is truly an amazing leader and an amazing counselor and she will do a fabulous job as our sel specialist we are very fortunate so tonight i i it is my pleasure to recognize yeta yes very deserving very deserving and we will make sure she gets the board tomorrow her app okay okay so um now we can go on is any governing board members have any uh updates that they would like to give anything you did no no all right okay uh public comments uh we don't have any at this time okay you guys are welcome okay um any questions on the consent agenda no wait i think so okay um on the on the six fifths a lot of those are queen at combs high school and comes to middle school right correct i'm looking at those now and when i look at the enrollment is it correct that there's i mean overall 18 less at combs high school and 41 unless it comes middle school yes yes i would say that some of our numbers were higher last year uh than probably necessary uh and so when we looked at the numbers this is one of those cases how long do you wait before you go ahead and do the extra fifth and so given what the numbers were when we first started they were higher they've since leveled out a little bit and so we we made the call on that but most of the classes that the middle schools example were running probably or not most of them but the number of classes that those people were in were running in the 38 range and in the case of the high school we had 38 to 40 and that's why we decided to make those adjustments so was this about the same ones we had last year or uh it seems a little bit higher so it seems a little bit higher and i'm not sure within the scheduling i'd have to look at the schedule to see why it was a little bit higher but when you looked at the numbers what i what i did to give you the guide for where we looked at six fifth is we looked at uh the number of sections that were over 36 and the number of the teaching load that was over 170.

if you are an age-restricted community like in quintara it's 225. uh we will probably be having a conversation we'll probably be having a conversation for the growth that takes place north of germain to see if though if that's applicable numbers that we should use or should we change them um but at this point we're staying with with what's been in uh put in place in some of these cases conversations with some of these individuals have been ongoing for for numerous years uh projects were going to start and then they didn't start so we just maintained what the initial conversations were with the developers okay thank you any other questions nope okay i'll take a motion all right i moved to approve the rooftop fees which taylor morrison has presented second all in favor aye aye aye motion carries five to zero discussion and consideration of the approval of the arizona school boards association asba draft 20 2022 a political agenda and direct direct the district's delegate steve to the asba delegate assembly to represent the board's determined position so this is just the annual uh process that you guys need to go through i think probably the easiest way to start with is uh to say if you're if you're accepting of all the changes as presented by asba just to move forward with that and then if there's particular areas of discussion just handle that uh then that way you're just uh directing mr ray to go ahead and move forward with that approval um so it's up to you guys as to what you think of the proposed uh agenda that aspa is moving forward and that's based on if you remember back in june different school districts may have put in requests for changes to the agenda okay do you have any thing to add on that mr ray no i looked at it briefly i mean they go through every single word literally yes at the assembly so i mean i i i did not look at every single what dot on the thing but i looked at several but i i know from the procedure that i'm fine with the way that it is okay i i am bob i was gonna say i did look at it and um the changes made were to either uh clarify things or to address things that have changed so i'm fine with everything in the document okay chad no i'm i'm fine with it too i just some of the some of the ways some of the things they put in are just very interesting to me but i'm fine where it is lisa it was fine just um yeah the clarifications did help okay so if we're going to do that why don't we just motion to prove that he just uh goes supports the yeah supports it is that good well should we just do the motion that's there okay so i move to approve the arizona school board association draft 2022 political agenda and direct our district's delegate stephen ray to the delegate assembly to represent the board's determined position which is in support of this resolution second chad all in favor aye aye okay all in favor five to zero motion carries okay um let's see here discussion consideration approval of the board meeting dates two things with this normally this is brought before you in january i'd like to change that to bring it into july when you go july to june it's easier to set up the calendar especially for principals and stuff so they know when their schools are going to be recognized and those kind of things so i'm making the change here there's also been a discussion about the board retreat and what's the best day i know that's changed a little bit since the initial conversation i'd change it to wednesday the 22nd to meet the needs of the board members that may not be possible please note if we go to the 27th i think is the next monday uh there's a chance that we'll be at the model school number of us will be at the model schools conference next year like we did this year so i don't know that there's a date that we're going to get everybody there so i don't know if we want to just keep it on 20 seconds move it back to the 21st which should be a monday um i think my dates are right on that it could be off i don't have a calendar in front of me but or you want to do something different but this would be for that border treat other than that i'm not aware of any conflicts or issues you had already approved the march 2nd one which is actually the week the first week of march not the second week due to spring break but everything else falls in a normal time frame uh four meetings okay so um i'm the person who requested that the monday the 20th date be changed um a vacation that i had planned this year because of covid got put off and to that time and i have no choice in the in the timing i thought i would be back on the 21st and therefore be able to attend a meeting on wednesday the 22nd turns out i'm not getting back until the 23rd thursday so i could attend a meeting on friday the 24th if that's a possible date or you can continue and meet without me i don't know that our leadership wants to be here all day friday i heard there's a provision in their contract that says all of the duties as assigned i mean we could look at the week after or two well that was the one i think you just said is that the one you're getting yeah that's that's a lot of schools most people will be gone and you go the week before bob uh yeah i'm gone for two two weeks because we all want to be bob when we grow up i do can it be earlier in june or does it need to be towards the end well i think we need to give them time to get their uh items together well yeah i mean you can always roll it into the eighth but but the eighth is a regular board meeting and so therefore right well then you would have to cut it short dude that would be and i was gonna talk about the eighth i will not be here the eight so okay okay we either we'll just keep it as planned and yeah okay and go without us no no you're not gonna you'll be here at the other one right yeah it's bob they can't make it i can't do the 22 the 22nd all right so bob if you won't be offended about the 22nd i won't be offended about the eighth how does that sound okay we have to agree with it all right okay fine just keep it do we have to vote on this yes yes all right i'll take a motion um all right i moved to approve the 2021 2022 accompanying board meeting schedule as presented oh okay channel second motion carries five to zero okay 8.5 discussion and consideration of approval 2122 coaching so that's educational activities support stipends uh this is just our stipends what we're doing this year is a little bit different we're gonna hand out a quote-unquote stipend agreement uh for all coaches and and uh educational activities are sponsors class sponsors and and the different clubs etc uh we just feel it's probably in the district's best interest to have a work agreement uh so that if there's any issues or concerns relative to performance of duty we can move forward with uh violation of the of the agreement and so you don't have the agreement with you but the agreement's been drafted and worked through uh legal counsel and it's good to go then this is we've just tried to put all the names that we know of right now on this list for approval there's obviously you will get some other names throughout the year we may have not hired a position for the spring yet or someone may take a position and quit on the position before the season starts or something like that but this takes the majority of people if you approve it you'll see like we've done the past the dollar amount that's there on legal advice to give that dollar amount if you approve it tonight then the work agreement stipends will go out to the individuals tomorrow uh and then they will be returned so i recommend approval as presented questions no what really it was based on the things we already looked at yeah so it's not sort of any questions okay sorry okay i'll take a motion i'm to adopt the 2021-22 stipends for extracurricular coaches and educational activity positions for district employees as presented second all in favor aye aye aye aye motion carries five to zero 8.6 discussion consideration of approval of damage slash non-return deposit for student computers for 2122.

community unit school district 308 special board of education meeting can i get a roll call mrs doyle here mr gatewood president mrs johnson present mrs croner here dr mourinho president mrs simelton president mrs swanson present all present pledge of allegiance pledge allegiance to the flag of the united states of america and to the republic for which it examines one nation but under god the indivisible with liberty and justice [Music] on behalf of the board of education i would like to thank the public for attending tonight's meeting we value the feedback we receive from our residents and encourage everyone to take an active interest in their public school system residents interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board when the secretary calls your name i ask that you come to the microphone state your name for the public record and provide your feedback please note that comments are limited to three minutes per person and three comments per topic there is no discussion of personnel matters or responses to questions we will be reading three emails first with a preference given to children the board does not participate in discussion during public comment follow-up to your questions or concerns will be addressed by administration through the contact information provided on the comment card did you provide me with there's something behind your computer apology okay public comment statement we read that okay madison deitz removing coach lubner from his position as head coach of both the oswego co-op high school team and delta aquatics has hurt the swimmers we are feeling the effects now and i fear that this could also hurt us as we work toward our future swimming goals i have been a swimmer under coach daryl since i was seven years old and i never experienced anything but positive from a selfless coach coach daryl makes sure that his athletes are performing to their highest potential these past few weeks without daryl have been very hard on my team the emotions of having to question as a sophomore when will i get my coach back and receive efficient training have made going to practice difficult when daryl was abruptly taken away from us our team hit a low point as we were preparing for the most important time of the season even though everyone was in shock and full of emotions we were able to come together and lift each other up in the way that daryl has always taught us coach darrell has always demonstrated the importance of being a good teammate he has always told us that no matter the situation we always work to bring each other up and never leave anyone behind please bring our coach back [Applause] this is from caitlin stoddard i normally wouldn't do something like this where i write something in for it to be read when i'm not there but sadly i could not make it tonight and this is not something i could sit back and let happen without doing something about it coach darrell is one of the most hardworking and committed coaches i have ever had in my last 15 years while being tough as a coach should be he has been nothing but supportive to me and my fellow teammates pushing us day in and day out to make us better swimmers than we could ever imagine to become losing such an inspiration would be not only a loss to us as athletes but to the school and district as a competitive team [Applause] hello my name is jackson ustman coach daryl has been my coach for 10 years i have been through thick and thin with him and wouldn't expect anything more he has helped me through many challenges through my career as a swimmer and has made me a better person throughout them all under his coaching i have been able to accomplish many different things from being an age group regional swimmer to now becoming a future swimmer he has pushed me to where i am sometimes we will crack jokes and practic at practice and have a laugh but when it comes down to business we will know he has taught me how to be a more disciplined person and has helped my work ethic tremendously when i first walked onto the pool deck he welcomed me with a smile and saw that i had a future ahead of me he has done nothing but made me a better person in my opinion i believe coach daryl is an amazing coach that realizes we are human and make mistakes but with that he expects us to learn from them if we are having a rough day he will see that and try to approach us at a different angle where we can talk to him i have spoken with him about many things that have happened in my life he has helped and given me advice on many things whether it be swimming related or not i know that i can go to him about anything and he will listen even if he does not agree with me coach daryl is someone that i look up to and i wouldn't want anyone to speak poorly about him because he is a great person sure he will be serious most of the time but that is what is needed if he wants to push us to our limit cultura osman okay hi my name is culture usman my family has been a part of delta aquatics since 2011.

choices have consequences to date over 35 schools have decided to remain mass optional please don't tell me there is no choice because 35 plus school districts would prove there is why are there no considerations being made for our special needs students the data shows they were impacted the most during the shutdowns and you are continuing to ignore this fact what laws are in place giving schools authority to discriminate based on medical inability i'm not aware of any and why would you create a policy that can expel a child for simply not wearing a mask this is unacceptable we have a choice we can get scared and run away or we can stand up and fight isbe does not have the authority because it would be in the school code the law isbe does not have authority to strip a local school district of its discretion to force upon them this guidance it is not expressly delegated by the legislator hb 2789 is conclusive as to what our legislator intended with the current state of the law it's pending in the legislature right now so therefore it can never be inferred that the legislator never delegated that power you can't infer this as part of law while simultaneously the legislative branch of government is considering an amendment to add it don't let fear run our lives and not the rule of law don't wait until our children pass out in gym class because they are forced to wear masks don't wait until our children's education and ability to hear adequately proves more devastating effects than it already has thank you [Applause] ashlynn pearson hello sorry hello my name is ashton pearson i'm 19 and i've been going here since i was in fifth grade i'm speaking in support of the safety plan and following the mass mandate at k through 12 schools i am a part of the class oswego east class of 2020 and my senior year my second semester we had our graduation online in my life in the last two years has been completely destroyed by this pandemic and i've seen the way that it has affected the world i've seen the way it affected my class my friends my family and i can't fathom living in a world where my siblings aren't safe i'm the oldest of five four of my siblings go to district 308 and they between different health problems different things they need to be safe at school they need to be able to go to school and try to go back to some sense of normalcy and we cannot do that without a safety plan we cannot do that without mass and while i understand that there are difficulties on both sides and i understand that it is difficult for some students to wear a mask all day there are laws and we have to follow them the law has been in place for years and while it can be questioned right now is not the time when there are lives at stake and for the greater good you have to protect people you have to protect kids you have to protect teachers it's not it shouldn't be a partisan issue it should be a health and safety issue that everyone cares about and everyone unites on so overall i just am hopeful that the safety plan will go through i think that it will support the teachers it'll support the overall staff and whether or not you agree with it it will help people in the general and as a former student i wish that we were able to see ahead of time and maybe take those safety precautions more ahead of time so that my year was not as destroyed but now we are in this place where we need mass and we need to have safety and cleaning and the different policies so that everyone can be safe so thank you i'm hopeful and i understand that you guys are in a really tough position so i'm grateful for you guys coming here and having these meetings and doing what you can so thank you guys [Applause] kelly harms good evening my name is kelly harms first thank you for letting us all speak our daughters graduated from ohs in 2018 and 2019.

we're on the right one right you and i board of ed members i'm ann mead i'm the director of family school community partnerships for our district and i would like to welcome you to tonight's forum uh we do have a few norms that we'd like to share with you we have a large group and we do want to be able to hear everything that you have to say in your questions that um you may have so we have um designed a couple of different things for you to use one please feel free to use the survey that is going to be dropped in the chat box uh to continue to ask your questions and your give us your thoughts it's important to us tonight that we hear from you that's the that's the focus of tonight's meeting listening to you um mr walston will do a small um foundational setting for us and then we'll open it up into different areas for you to be able to ask questions and we will monitor the chat feature that we're asking you to put your questions into um we certainly honored the very varied positions that our district families have about vaccines mass returning to schools safety protocols and ask that during the form that we're respectful of everybody that's on here's perspective we like you are feeling the stress of the ever-changing guidance please understand that all of the decisions that we made are in the best interest of our students and staff with the guidance that's being issued at that time though we may not totally answer all your questions um please fill out the survey or in the initial email that you receive feel free to send more questions or concerns to the email family learning center at danbury.k12.ct.us and so we do have a large group tonight which we're very excited about having you all here and so as you ask a question you will then be muted and mr walston will answer the question to the best of his ability at that time some of the questions may not be able to be answered and we will follow up on that with having a faq sheet that we will design from tonight's meeting and post on the website we also will continue with our friday communications about the reopening of schools to inform you of all the changes opportunities for families in the community and pre-opening activities so without further ado i'd like to turn the forum over to mr wallston who is going to um start us off thank you again for attending it's really really appreciated thank you dr mead um and good evening everyone um danbury community 300 plus participants on the call i'm really excited to be with you this evening i think this is a pretty good indication of how excited our families are about the upcoming school year i understand that excitement also comes with anxieties about you know any questions and thoughts you might have about the upcoming year um and so one i understand you know we have a lot of a lot of our families that certainly watch board meetings but i also understand a lot of families that do not watch board meetings and so to dr mead's point i i also wanted just wanted to review um some of the things that i shared with the board in the community um at at the previous board meeting and then get to the listening forum where we provided a couple of different opportunities for you to participate um with so many participants this evening we felt like we needed to come up with varying ways for you to participate and so we have a google form um certainly the google chat which will also be recorded and we'll as ann uh mentioned previously we will turn into an faq sheet um and then throughout the evening i will answer as many questions as i can but i also understand we're not going to be able to get to everyone and so i just ask you to use those other means um to to to record your questions um and please know that you will find them either in a faq on the website um actually that's where they will be on the faq on our website i am i'm joining you this evening um and i'm happy to say joining you this evening as your interim superintendent um we have a lot of work ahead of us um two of my colleagues are on the call this evening at least that i can see on the screen anyway and that's dr casimiro our director of curriculum instruction and dr mead director of family community engagement we are happy to be with you this evening um again i understand there are a lot of questions anxieties and and thoughts and positions um our families have um they they feel whether it's about masking social distancing and we want to make sure you have a forum for those things in in a couple of weeks my colleagues and i we will be meeting with varying members of the danbury community with our reopening community reopening committee that committee will be looking at a revised or modified reopening plan and they will be making eventually that group will be charged with making recommendations to the board for the board to consider i'm at the board meeting on august 25th or 26th i believe it is we are excited about where we are right now and when i say that um you know i i can't help but remember where we were last year um in august and as we were talking about returning to school in hybrid um as you know later on we returned to school in hybrid in the fall i'm sorry in the winter in january we had we made some significant progress as the school year ended as we had graduations for our middle school and high school outside we had smaller celebrations indoors we were able to be to begin to bring the community indoors and smaller crowds um and i feel like the community was really charged and quite frankly i think the staff the administration the teachers the students and parents were really excited about things beginning to reopen um as i think all of us were excited going into the summer things have changed a little bit this summer but i i remain optimistic and given where we were last year at this time i think we have a lot to be excited about um just the fact that the conversation has changed um we're talking about masking versus not masking social distancing and what that's going to look like what perhaps this quarantining rules might look like um we we are in a position right now to bring all of our kids back and that is not a position we were in last year so just plea please forgive the optimism on my side but just as one of your district leaders um in danbury um it's it's it's a position that i continue to try to lead from um being optimistic and remaining focused um on our kids and and trying to serve our families um cara i'm going to ask cara pompano i'm going to ask if you can um present the powerpoint as dan mentioned earlier i just wanted to provide kind of a level setting opportunity for this group um and just kind of share with you um where we've what the district has been doing over these last several months and then i want to position us for questions uh questions from you so that we can start the listening forum i'm ready karen and so last year the team and i uh we had to it was important for us to review the space capacity at every school and classroom in the district and so given the social distancing guidelines and the cdc recommendations um at a minimum where feasible we would have three fifty distancing um given the overcrowding challenges that we've had in the district we really needed to reevaluate our space throughout the school district and so many of you might be aware we have since the end of the school year we have opened up at least a new facility um in brookfield i'll speak about that in the subsequent slides um when uh speaking to the board of ed about this plan obviously we had to talk about the impact on budgeting and our esr funding which is the federal fund relief monies education relief fund monies that have been afforded danbury um and we talked about ensuring that 100 of our kids um had access to return to full and personal learning in the fall and in order to do that based on those guidelines we had a couple of we had some decisions to make and so we certainly forecasted and determine what the financial impact would be you'll see that on the subsequent slides and then last but not least um in the in in the spring we reported to the board prior to the final budget adoption um on april 28th we're ready kara and so here were some of the challenges that we were faced with um social distancing guidelines certainly limited our classroom capacity um and and frankly danbury is a popular place and and i think we're going to continue to experience growth um over the next couple of days months and and more than likely years our middle school our secondary schools 6 through 12 did not have space to house students in their cafeteria and then our k5 schools did not have enough teaching sections to accommodate enrollment and social discipline guidelines together and some of the solutions um that we landed on and recommended to the board is that we would add additional staff um furniture um leasing agreements to accommodate the space and challenges um and so some of the things that you'll be seeing and also you'll see in my letter to you i believe it's tomorrow evening is is providing an update is providing an update on uh furniture providing an update we will have new furniture delivered to a lot of our schools to help ensure we can realize the social distancing guidelines we will have tents put up at the high school so we can spread kids out in our cafeterias not only in the cafeteria but also outside in the courtyard of the cafeteria and then we will maintain the least that we have at sacred heart not to mention this new agreement in brookfield we will have a lease there as well and in that arrangement we will be pulling out our kindergarten sections from south street elementary school stanley ruff elementary school and then also ellsworth elementary school staffing leasing and facility upgrades and this is just what i alluded to recommending that we pull kindergarten sections from those three buildings um this gives south street sadly rough and else and else and um ellsworth the space that they need this helps them give them more space in their respective cafeterias in south street and ellsworth there's some of the smaller cafeterias in a district and then also gives us space in their respective classrooms two of these three schools we experience a lot of growth in these schools we would make make sure that we have the room to accommodate that ongoing growth um and then another big number for us was danbury high school moving to a moving from a seven period day to an eight period day this gave us an opportunity to add positions to the school and maximize maximize classroom capacity uh by having more classrooms um having more periods to choose from that that allowed us to reduce class size um cara we can go to the next page and so um some some of the implications of this plan and moving to an eight period day at the high school we have budgeted for 15 additional teachers at the high school and and and 12 i'm sorry and then 14 elementary teachers district wide you'll see it says hire 22 teachers including special ed staff esl teachers and pps staff so that's the 14 plus the 7 to get to the 22.

[Music] so [Music] wow [Music] that's one two three [Music] no no no no [Music] hello [Music] foreign [Music] no [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] you [Music] [Applause] [Music] so [Music] so [Music] so [Music] foreign [Music] [Applause] [Music] [Applause] [Music] [Applause] the anaheim union high school district board of trustees meeting of august 12 2021 is called to order at 3 40 7 pm the following members are present anne-marie randall trejo brian o'neil katherine h smith and myself anna piercy staff has requested the following amendments to the agenda we are going to replace page nine of the agenda to update the language for item 912 h9 okay and we are going to replace page 14 of the agenda to correct the spelling of tools under item 1014. so page 9 and page 14. okay now we will replace page 19 of the agenda to correct the service end date to june 30th of 2024 under item 1025.

this is a performing task model product example it's again that indication of mastery learning i really like this as a classroom teacher there's a quick check you can drill it to this standard but it's not multiple choice so i would sometimes add this to a homework assignment towards the end of my calendar time or put it up on the board and give kids a post it and have it as an exit ticket just to informally even even without their names on it just get that informal and feel like we're pretty close to mastery right and then you can kind of you know test the waters with your students that way before doing any sort of you know written quality type assessment so everything on the unwrap document i like to think of it as you know type in google maps on your phone and you're taking a road trip this is your destination this is where you want to get how you get there how you get students there is up to you right the path that you take is up to you but this is that indication of mastery learning so it's a planning tool it's something i would always print out and have right next to me while i was doing my lesson it is not however a lesson plan but it doesn't tell you how to get there it doesn't say what materials to use which instructional strategies to use in that case that was the second starting point what are the priority standards what do those priority standards really mean on a deeper level third starting point curriculum calendar how do we fit it all in the course of the school year so in terms of the calendar this is what it looks like um i'll show you this kind of live on the website um here shortly a couple of things in terms of the calendar itself number one this is also still created by those teachers sitting around the table in the room this is teacher created they take a look at what all the standards are what they mean and then they put it in order that makes the most sense to them collaboratively shoulder to shoulder with others and teach that same great level and give durations to it there's flexibility within the calendar 100 it's kind of like a budget right that family budget to keep you on track and if you overspend in one area you need to kind of pull back in another area so you finish by the end of the school year in grades three and up in math and reading it the calendar finishes before the assessment the state assessment date because unfortunately we don't assess kids on the last day of the school year you want to make sure they're exposed to everything that they're going to be expected to know on the test so there's great level of content choices you can choose on the left you can look at a variety of different time spans you can look at it it gives you the recommended duration again there's flexibility here the other thing i'll share when i'm driving i've pulled up my google maps i'm driving across the country wherever right i might choose one path different group of teachers might choose different it's all the same pathways there's people who are in the same car as you know right but not as everybody else so what i mean by that is we give you your beyond textbooks calendar if you as an organization not individual teachers any organization you can modify your calendar with a customization piece so we've had different districts say hey we you know really like this this other program we want to match the two together can we reorder right now it comes from your administration and we can work with you on that your calendar doesn't have to look the same as ours but you want to make sure that it looks the same as everybody everybody in your organization the first three starting points flying through the seven starting points um we're still working on our way up the curriculum side of the pyramid i want to touch base on specific materials in the bt website so i said those first three really work hand in hand those are the three pieces that are created already done for you by the teachers in the room this fourth one now really is kind of down to individual classroom teachers this fourth piece is really up to you it's the idea of specific materials now that you know what the essential standard is for this upcoming week for 10 days or whatever the course the case may be you know the unwrapped document defining what mastery looks like calendar told you about how long to spend on it now it's time to seek out materials that are going to work best for your students um there are resources on beyond textbooks i'll show you this today start there please know that's not the only place to look for resources and that's by the way not the vision it's not the hope of beyond textbooks that it'll ever be one-stop shopping or everything that you can possibly need there's really great stuff out there we're still googling things all the time there's some great resources out there popping up that are free and that are good good quality we still use textbooks we're not against textbooks in any way um in our district we don't use the textbook cover to cover let's start on page one and see how far they get um we use our calendar first and then we go to that textbook and see if there's resources in there that will support students there were many times in the classroom teacher but i pulled out that class set of textbooks and we used it but it wasn't the guiding force um other resources that you have that you have used in the past you've created resources can come really from it from anywhere you say make sure it's congruent to the standard the correct level of rigor it's going to help get students from where they are to the loved one that i have documented teachers control the how teaching this is why all those arrows look different on that line because i might teach it very differently than you do very differently than you do that's okay we have different kids in our classes right teachers control the hall of teaching fifth starting point pt website where these pieces are housed so i showed you this calendar before um this is a seventh grade reading example this calendar will become the curriculum guide so the way it works and i'll show you this live in a little bit as well you go to your calendar say okay this is my essential standard that i'm going to be teaching for about 10 days and there's a list on all of it so you click on the bt link and this becomes your curriculum guide so at the top of the page you have the student friendly language of the standard because again that's the one you want to really focus on and then you have all of your curriculum documents whoops i clicked your backside your curriculum document so that planning tool that i talked about that unwrapped document top first thing all right top left there's a there's other curriculum documents going to be a top across the top here as well i'll talk about formatives in a little bit those are going to be there other critical documents that apply to different grade level and subject areas anything in that curriculum document section i encourage you to check out and to and to use the best you can some of them have just that some have rubrics there's analytical mathematics and a variety of things that vary from from grade level to grade level that unwrapped document though it is going to be there for sure for your core content areas as you scroll down the page now you come to that idea of specific materials teacher submitted resources so um you have a page where there's a variety of things that have been shared by teachers around the country who said i use that document to bless the plan this is how i taught this standard i felt like it worked for my students here it is we have it grouped into some different kind of buckets if you will ideas websites worksheets full formal lesson plans any variety of things you can kind of pick and choose what you're going to want what might work for your kids you match this with other things that you have again google textbooks other resources and put together what's going to work best for your students to get them to that unwrapped document when you click on one of these for example right here there's a lesson plan you can see it just kind of highlighted that what happens is you come to us another page that has the title of the resource the teacher and their district who shared it and then a variety of any attachments that that teacher has shared will be in a variety of formats so if you use a pc computer and you want to edit things i highly encourage you to get the editable version for your computer if you run word and powerpoint download those if you're on the mac at home or wherever and you do pages and keynote those we have everything in pdf so that it opens really quickly so you can at least look at it first before downloading anything and then more recently we've been adding everything to google links as well so you can copy it to your google drive and use it that way if that's something that's of interest to you these are all vetted resources that real teachers who use beyond textbooks have shared quick look at the current um partners um we're still largely in arizona because we're arizona born and raised right right down the road and when we were only when we were using arizona state standards it was only in arizona so we currently work with over 100 arizona partners but with the common core standards we're in about 20 other states now as well so you can collaborate with teachers from 143 i think is the most current number of different organizations who are teaching those same standards so it's pretty powerful and collaboration all right that's the curriculum side of the pyramid i know i'm going fast i'm going to pause really quickly before we move into our sliver of assessment and our sliver of intervention what questions can i answer for you on the curriculum side of the pyramid on the calendars of the calendars and essential standards only that are listed on the actual calendar yeah that is a great question um the question is are the on the calendar and only the essential standards um essentially yes it's only the essential standards that we calendar out but about once a month you'll have a time frame that says additional standards and that's going to take you just to a list as a reminder don't forget to hit these and we have those kind of broken down by month so that the additional standards that go most nicely with essential standards for that but really you can teach them whatever you want just that introduction removal but for the most part it's just the essential standards great question thank you somebody in the background i think they figured it out all right if you change your mind you let me know um the standards that are written on there they're the highly proficient so because i know he knows the one for math in first grade is not what the state standard is so are they they're written as yeah a really great point as well we always want to shoot for as high as we cps students so we use a highly proficient language standard our unwrapped documents are written to the highly proficient um but the formative assessments are written to different efficiency so we kind of shoot for high proficiency and we're going to be okay with proficiency and then continue to try to grow kids from there another thought if you have a question somebody feel like an eternity sometimes let's talk about these last two starting points and then we're going to get on the website so this is kind of that sliver of assessment and that sliver of intervention not the only way that we're assessing not the only way that we're intervening um but the pieces that that make up beyond textbook so the first uh is that idea of common formative assessments i showed you this and i really want to show you the or really explain kind of the differences between these common format assessments because it's been a few years and there have been some changes so if you teach math or reading on each essential standard right after your unwrapped document you're going to have these two columns of common formative assessments they're in two different formats right on the left is the pdf version where you can open it print it make copies for your students paper and pencil right one thing i'll mention is that there's always an answer key attached to that so when you print it you grab it take the answer key away before you make complaints for your students and they speak from experience because the answer key kind of looks like it's a regular assessment you don't notice it but i promise you it's there and then all your students get 100 percent you feel great until you know um that's the left-hand side of pdf more recently 2020 we converted them all to google for formatives as well google version so if you um are still can have devices and you want to we're going to leave them up even once we devices right so if you want to use it as a google version and it'll score it for you feel free to grab that it'll ask if you want to make a copy into your google drive you do it's yours and you push out your students however you want they match them they're the same now in terms of all multiple choice versus extended response there are some differences all of our formulas are five questions all my multiple choice means all five questions are multiple choice extended response means three of the questions are multiple choice two of them students are constructing their own response right so and they might be asked to justify or what are the steps involved or compare and contrast so just kind of big picture in terms of pros and cons all multiple choice faster faster for students to take faster if we do grade first forum and then you can do something with that data extend a response it's a good information so you can do number one the opportunity of constructing their own responses and justifying and comparing and contrasting and then you can as a teacher really see where exactly maybe they come from so there's not a right or wrong in our own district we were all multiple choice moved to extended response for a couple of years that was taking a little bit too long so now we're doing all multiple choice i encourage you to at the very least at a grade level using the same so you can compare your your your data apples to apples maybe even as a school so we use that data five questions regardless of what format what version you're given they're all five questions we use that data to run reteach and enrich that first kind of safety net of intervention and here's what that looks like top left essential standards under our documents curriculum calendar these are kind of our planning tools i consider these to be the things that we're doing prior to monday morning right during this during the week when you have students in front of you you're giving that instruction on essential standards at the end of the calendar time frame so whether it says five days or it says 10 days and it says you know whatever the case may be around the last day of that typically you'll give that common formative assessment and i know i'm going to kind of go swing back right now circle back and talk about calendar but i think this is important at this point the calendar time frame ends so that standard won't be on the calendar again that doesn't mean you're done with the standard i used to think only five days to teach that standard there's no way probably no way five days gets me to my initial assessment then the calendar doesn't run the show anymore my data runs the show so now i say okay my data analysis which student scored at least four of those questions correct got four right we got five right those kiddos are ready for enrichment they're they're proficient how can i grow them a little bit more right which dude's got three or fewer of those questions correct it's okay those students need some some reteach i'm gonna try again in a different way maybe they need more time a little bit of a different strategy before i give them a second form of assessment if you'll notice on formulas by the way we always have targeted support too and that just refers to that thing that we all do as teachers and realizing okay still have some students who are struggling with the standards that i taught you know six weeks ago i've got a little bit of extra time today i'm going to pull small group we're going to try it again maybe if you do like an after school tutoring so we keep fully targeted it's just that idea of how we're still struggling i'm going to take a day and do a mini lesson and we're in the standard back but it's all based on data you know where your students are on these standards from that formula i kind of consider it like a scoreboard in a sports game right you go and watch a high school basketball game you know who's winning you know what the score is and that allows the coach to make some changes maybe throughout the game there was a time in education you know 20 years ago where i knew the classroom teacher i knew my score the summer after i let those kids go about that i can't do that much at that point right doing this formative allowed me to know the score throughout the school year and make no mistake i didn't always like the score i wasn't always real happy but i knew where which students needed what from me there's power in that that was a big picture kind of quick overview of each of those seven key starting points i'd like you to have a conversation people that you're sitting around as close as you're comfortable don't people any closer than your comfort level what's the component that you're looking forward to what's the question that you have i'll take you two minutes thank you [Music] it um nice yes [Music] we're going to be releasing some of our special education team to meet with stacey so this week is not we're not meeting with the programmatic assistants but i need case managers and um and counselor to the zen day for our meeting and for our programmatic assistance the reason we all need to be here and the reason we've all why it's important that we're all here you're a part of this what we're moving forward with you need to know you understand i want you to all have these accounts you work with our students you can go in you can utilize these programs you can see what's on our calendar what we're teaching school-wide you're a part of this so that's why you are all here so we're all on the same page okay all right did you do your uh formula on a thursday and then gather the data to plan for the plan for the following week that's great right well did i know i did mine on friday so you all know yeah [Music] multiple choice grades i didn't have to if i was doing the extended response pieces and i needed to dive in a little bit more i would probably end up giving them on a thursday in our district teachers are given a choice um and it's usually that late thursday or you know early friday so that we kind of runs our reteach and enriched groupings for the week after so it's kind of hard for the week okay so if we gave up a district this friday it's not for the next week it's for the weekend we do it for the next week so how did you plan that well we would plan ahead for what the the lessons were going to look like um at least generally okay so you generally knew you just didn't know which group we still know what you know which kid would go with the truth exactly we just didn't always know which and once i knew which kids i would tweak it you know because you know a little bit better but we would at least know ahead of time which teacher was doing re-teach which teacher was doing enrich and we'd start thinking through all the other resources like i almost used this in my class for my initial teaching but i didn't but it might work for a reteach and then those fans would be more solidified okay but if you need to give yourself i mean as a team you can between your grade level team and your administration you can decide again if you do another day to give yourself a week or even if you have that week in between and you run re-teach with a week you know at a week behind that's okay as long as they're getting what they need within a so i was checking like this is sixth grade science and um in the past i used to teach fourth grade science and we had um all the resources and then we had the formative assessment as well so i can't so i can't see him for sixth grade i went to fourth grade and because of the unit now but so do we have i see that at the end you guys have like the lessons like to evaluate informative yeah but i don't see for science we have those unit plans now um there is talk from our curriculum department of doing a formative for science with those standards being so new um okay i don't know yet which direction they're going to go if it's going to be kind of a written or more performance based those things are still kind of in process for science okay so it was the plan last year for lunchtime you're not missing anything you donna myself steve and we could start creating those formatives together that's something you could start working on okay and you'll find some that teachers have created and the teacher submitted resources but it's not their focus and there's yeah i see there's a part that the lesson six from the unit like the last one i guess we'll have that it's the evaluated coordinated monitoring exactly so that's kind of the stop gap okay you guys just wanted to make sure yeah you're not missing anything i'd like to get you on the list so here's what i'm going to do you have some pages in front of you i'll ask you follow along on my screen first i'm not going to go out there and shove your computer lids down stop you but i will tell you this if you're trying to click along with me while i'm clicking up here um you might get lost but if you follow along in your packet with me and up here and then i promise i'll stop talking and i'll do what you type in all right so i'm going to go through these particular things and you have a whole bunch of packets or pages in your packet i'm going to come over here and i'm going to start with logging in and general navigation so what that means i'm going to show you how to log in and then i'm going to show you the general navigation pieces that are on um page 15.

i'm going to give you five minutes and then i'm going to pull you back and show you some additional things is [Music] um [Music] before you want to sign up [Music] yes i'm not sure [Music] okay is [Music] all right [Music] all right ladies and gentlemen [Music] i apologize for that so for today only i'm actually going to give you a different demo that i used two days ago that worked i promise um the only difference with this one is actually for a different organization um so the calendar might be off just a tiny bit but you're only going to use this demo for a couple of days until we get you on your own so um if you want to take a snapshot of this or write it down we're going to move along from the screen in just a moment again this is only for those folks who don't have your own username and password but for today use hyder at beyond textbooks.org as your username and password hider 2 and i apologize for that i don't know why it stops working so what i want to show you now since i have your attention i'm going to show you from the calendar point of view kind of that normal flow for weekly lesson planning so everything that i just showed you there on page 15 those are kind of those quarter long or whole course long pages don't forget about the summary page for your grade level and your subject area because there's a lot of great resources there by the way there's some that i haven't even shown you so as you go to your grade level pages that are outside of the calendar but you go to your you know grade level and you pick one of your subject areas i always talked about a few of them there's a lot of resources here i encourage you to check out okay but what i want to show you now is the calendar piece and kind of hey i'm less planning for a specific standard i'm going to teach next week what do i do so for that you will start in your calendar i'm going to share with you some calendar navigation tips when you click into your calendar nothing will populate here until you go over to the left and use this separate scroll area and choose your grade level in a subject area once you do that it's going to default to the current week of the school year and yours might look different than mine because we're on different demo accounts okay i want to share this though if you teach more than one subject which many of you do you can pull in multiple subject areas and look at multiple calendars at once you can pull in multiple grade levels special education teachers for example love that saying hey i support kids in third fourth and fifth grade what are they all doing in math i'm gonna look at my third grade math my fourth grade math my fifth grade math calendar at once for example you can look at you could look at every calendar k12 if you wanted to don't do that though it would be incredibly overwhelming but you can choose over here on the left by pinning check marks next to the standards that you want to see and again i'm just going to really encourage you to have your attention up here at the screen for about four more minutes and then you'll get back on your own computer i also want to share with you this this calendar you can click all the way through to the end of the school year all the way back to the beginning of the school year it just defaults to the current week oftentimes you're gonna have to move it a week forward because if we're on wednesday you're probably less planning for next week right so you could say hey i know that today is the 11th but i want to click forward and look at the week of the 16th you can look at a week at a time or a month at a time or a year at a time again though don't go to a year at a time because you want to see that list of all of your standards that's where you want to use that that summary of standards that i shared with you because it's just a cleaner way to look at it you can look at different formats you can pop these calendars over to your ical or your outlook or your google calendar you have a lot of navigation pieces or a lot of choices here once you decide okay i'm looking at this fourth grade math standard i know it's an essential standard because it says it has my standard coding it says my highly proficient student can piece if you want to point out this so this is an example of every now and then there's those additional standard links so for additional standards it's just going to say hey don't forget about these and this is when we suggest you maybe introduce them first month or any month seventh month but how when you introduce those is totally up to you when you get to the essential standards look at your approximate days click on that bt link this is now that page i showed you in screenshots right curriculum documents start there you have unwrapped documents those formative assessments and variety of other things that change from grade level to grade level and subject to subject use those and take some time sometimes to explore what's there then as you scroll down teach your submitted resources one thing to mention anytime at the end of a list you see those three little dots there's actually more there open it up a lot of resources there and then if you're interested hey what are these six worksheets that jessica shared from bullhead city you can click into that and again you have them in a variety of formats these are the same six but in pc and mac in pdf or in google i always open the pdfs first so i can see what they look like but then if i was gonna use it maybe that editable version so i can modify it a little bit if i choose to and then as a reminder if this is something i'm considering i'm going to add it to your favorites here questions about that um take running a little low on time take about four more minutes and explore your calendar if you're in a great level with some area that has a calendar otherwise stick with where you were four more minutes for exploration i'm going to layer on a few more pieces for you you may get at it good night [Music] okay i [Music] crazy there's no resources [Music] just one more minute [Music] what is that and she says much time for you to dive in but hopefully by having the handouts and you're taking notes you'll know where to go and you can explore a little bit later what i'd like to do is now point you to page 21 in these are some additional resources that are there for a variety of great levels and subject areas i'm gonna go big picture and show you what's here i encourage you to jot these things down so that you'll know which ones you really want to explore maybe a little bit later which ones might work best for you um i'm on the home page so i'm going to use the bt logo and go back to the beginning um everything on the left hand side of this page is actually in the bucket or the button that's called additional resources so and i would i would definitely encourage you to maybe indicate that left-hand side is all going to be in additional resources let me explain what these are multiple objective projects choose your grade level and you'll come to teacher-submitted resources that are things that teachers need to teach that aren't congruent to just one standard but to multiple objectives over the course of say a quarter right so you get to the war at the end of the quarter and you're doing a review and you want to you know bring a couple of different standards together those resources will be there under multiple objective projects and again there's this little these three dots so you can choose your grade level urge you to check that out on the right hand side here next one down is professional practices these are things if you interact with students at all during the day for it with any reason for any in any context there are going to be some professional practices that will help you out so these are grouped into grade level bands because they're not academic in nature from there there's resources for the beginning of the year it's not too late to do some fun like get to know you some continued relationship builders there's classroom management resources there's communication things for holidays and special occasions and then lit circle resources and those are grade level bands all right so that's professional practices data collection sheets if you give the formative assessment if you teach math or reading then you'll want to go into data collection sheets and you can download for your grade level an excel spreadsheet that makes it really easy to keep track of your formative so that whole scoreboard on throughout the game piece you'll know exactly it'll really help you pinpoint exactly which students need what in terms of support free teacher enrich for each academic standard yes question after that yeah i'm also looking like where do you find it all right let me show you again but again if we can look up here instead of at your computers i would really appreciate that so all of these five things that are on the left hand side of your page these are all under from the home page the button that says additional resources so from the home page the button that says additional resources okay so we on the left again it's just the left and i'll show you the things on the right but on the left the top one is multiple objective projects that's going to be the first one second one is professional practices so that's going to be here data collection sheets are down just a little bit further and those are going to be right there you're very welcome that's when you click into that and it'll ask you and you'll download the version for your grade level behavior standards also are here behavior standards are also here and these are great for supporting student behaviors right so these are not academics they're not even based by grade level um but we've got professional resources classroom skills interp maybe you have a student or a group of students who have stru who have a hard time getting along with others or working their problems alcohol right any behavior you want to support come here dig in and you'll find teacher submitted resources to support that behavior i'm going to go back to additional resources so those are behavior standards finally social emotional learning i highly encourage you to check that piece out again for any student if you interact with a student during the day for any reason some great social emotional learning pieces and then there's some mindful minute resources as well that's essentially everything that's in this additional resources bucket from the home pages are those things over there i encourage you to check this out on the left hand side i already actually showed you these bottom two the standards for posting and the parent portal there are some project-based learning tasks that you can find on your summary pages and some benchmark reviews that you can find on your summary pages for certain grade levels i'm sorry for certain subject areas so again i'll go into a grade level math is where you're going to find project-based learning it's right underneath those daily math reviews project-based learning takes multiple standards from multiple content areas into a project and there's at least two created for each grade level one for semester one standard one for semester two standards that's where you're gonna find those and then benchmark reviews are more quarterly reviews for a benchmark whether that's an assessment or just over the benchmark time frame that you wanna do review multiple standards you're gonna find those there as well and then finally if you teach science science standards are relatively new as you know but if you go into individual standards while we don't have formative assessments for science there are unit plans that are super helpful and pretty complete big hefty pieces right yeah so this is going to be on an individual science standard unwrapped document check out those unit plans if you teach science i want to show you that's not what i want just a couple more things while i'm here because i know we're getting really close to our time to our end time but from page 21 are there any certain questions that i can clarify for you from what's there before i continue on i want to share with you one other thing should you choose to share your own resources on beyond textbooks page 22 has a one pager that will show you kind of how to do it step by step but then what i'd like to do is actually point you to page 23.

these are folks who are trained at a higher level to help work with students who have more significant behaviors and they're able to be a little bit more itinerant so we kind of deploy them from a district level as needed they go and they assist for four to six weeks and we are able to provide what students need to be successful in the classroom as we move forward this year we're really focusing on instruction most especially especially design instruction what is that is what is unique to special education students who are in special education require specially designed instruction to help the students gain the skills that will help them be successful uh to access their academics in order to do that we're also increasing the amount of time that we're spending in the classroom so doing walk-throughs to make sure that what's what we want to be happening is and providing coaching and support to the teachers we are also looking at increased instructional resources so we are doing a very broad and then detailed look at what strategies tools and curricula do we have to to supplement the curriculum so that we are able to increase our student outcomes particularly those who require additional opportunities to to sorry so alternate curriculum so students get the core content and the curriculum that they need but they also sometimes need the supplemental curriculum so we're really doing an analysis and taking a look at what's in place is it effective is it evidence-based and then moving forward to ensure that we have that another area is that goes kind of hand-in-hand with that okay if we have the things do the teachers know how to utilize them and are we doing it with fidelity so we'll be focusing on targeted professional development we've increased the number of site-based professional developments so we will have the monday afternoons but then also we do short targeted ones twice a month that will be more effective as we are able to cater a little bit to the site needs and lastly is just support in general so one of the things that i know is that all of our classrooms and campuses have different needs and so we're looking at leveraging kind of the other items above the resources the professional develop et cetera to make sure that we're giving our staff and students what they need to be successful so we're not only just looking within ourselves but we're and just the west valley or arizona but we're also looking at nationally what's going on what are the best practices and how can we bring them to dice art to move them forward with that i'll leave an opportunity for questions thank you very much for the press presentation um i i don't have any questions um you were pretty thorough thank you i had a quick question so super excited to hear um that we've increased our behavior texts from 12 to 20.

um the cove would leave that the board reinstated in january 2021 and that was 134 employees that took advantage of the program that you approved from january through june 30th 2021 so again bringing to you a motion ask you to approve the continuation of the plan for this school year for our employees and i'll stand for any questions you don't have to stand you can sit thank you okay um question for you dr croto um how would this uh interweave with uh fmla if the person happens to go need to go into fmla fmla would take if they're out for covid reasons uh they would use the covet days and if they need to use the fmla so this would be on top of that this is not considered part of the fmla it would be on top of that so they could use the 10 days and then still have all of their fmla available okay um do we have a we have a donation bank correct we do have a sick bank sick bank and in the event somebody needs instead of 10 days they need 15 days can they borrow from those extra five days madam president member sawyers think bell they could if they meet the requirements one of it is they have to donate a sick um day in order to get into the bank so if they are not members of the bank obviously they cannot do that but they can use that sick bank um if they meet the requirements um to do that okay thank you are the 10 days per is that just one per year per incident that is 10 days per year so if they get covered twice then we don't cover that second time that is correct under this plan correct and you had mentioned that this is even these are this is for all employees so even those that maybe used up all their sick or had an accrued sick time they would still get the 10 days if they showed a positive coveted correct okay and i think in these hard times it's just reassuring to our employees i know some that are conversations that i've had with employees right now they're very stressed about that they're willing to be back they're glad to be back in the classroom they're excited but it's that anxiety of what happens if i do test positive or and regardless of where you sit with vaccinations or not we know people vaccinations are also contracting it once again so it just gives them that reassurance that we're behind them and we appreciate the efforts they're putting forth for our district are we being um just supportive or mindful of those who let's say get it a second time hopefully that doesn't happen but um if they do and let's say they don't have 10 extra days but they have to be out or they're they have a long recovery time are we doing anything to help preserve their job rather than them looking at possibly losing their job madam president uh member pritchard we are we our objective is not to get employees so absolutely we will work with them in any way like i said before it's up to 10 days so sometimes depending on the timing of when they caught it they may only use two or three days out of this 10 and still have some left over so it's a balance of that and we will definitely work with employees our objective is not to lose employees especially in this climate with needing all the employees we can get so definitely look to help our employees out any way we can with that i will make a motion to approve the district plan to cover up to 10 days paid leave for any employee who contracts covid19 and presents a positive coven 19 test result for the time period of july 1 2021 through june 30th 2022.

we chose 170 because that's in the old days that's what uh north central would use as as their guide for what was what was too many so we looked initially at those that were above 170 and so as an example you may have a situation like band or or pe where they're above 170 but they tend to be that way and then we looked at honors classes and we looked at regular classes that the teacher had too many um and then what would we do part of the issue was there is the the growth of the of the freshmen and so therefore we had algebra 1 classes that were very high we had english 9 classes that were very high and so but you can't move them around because you still had uh sophomore junior and senior classes and so that's kind of skewed a little bit when you're up almost 188 i think is what the number was for um [Music] the ninth graders and so that created some of the issues thank you okay any other questions no all right i'll uh need a motion for approval of the consent agenda i moved that the governing board approved the consent agenda as presented second all in favor aye aye aye was chad the second yeah did she say i yes she did oh it almost sounds like she said i nay it's like what um all right uh so 8.1 discussion and consideration of approval of the combined resolution affecting county treasurer transactions of fiscal year madam president members of the board dr wyman members of the audience action item 8.1 presents the combined resolution affecting county treasurer transactions for the physical 20 year between j.o combs and the pinal county treasurer it's the official document is attached but it basically in summary reaffirms some resolutions that are required by the treasurer it's the investment resolution which allows them to invest and reinvest any surplus funds for the physical year it appoints someone for warrant resolution which would be myself warrant signature resolution which really isn't applicable to joe combs the fund transfer resolution which will only limit dr wyman and myself to any transfer of funds listing our outside banks and then verifying um a verification of agency user and contacts and that would be myself it's a agreement that we have to enter every year for their services any questions so are we to sign are we all to sign this yes at some point i have it with me oh you do okay all right any questions bob any questions bob i'm just wondering like this was your no pressure there kind of your uh forte exactly this is something we do every year so there's no questions okay all right so then um if there's no questions lisa do you have any questions i keep forgetting about them no i don't okay um so go ahead and take a motion i move to approve the combined resolution affecting county treasurer transactions for fiscal year 2021-2022 second all in favor thank you motion carries five to zero okay so then skirt um discussion and consideration or approval of the um acceptance of rooftop fees for taylor morrison yes we're starting to work with developers as they come in with some of the different developments that are taking place uh taylor morrison is the group that's working on the development combs ranch which is basically south of laredo north uh south of the subdivision laredo to the east of uh schneff and north of combs and so this is an agreement we worked out with them it's a standard agreement that we use which is 850 per home uh they will be building that development in three phases um first phase coming up and then i'm not quite sure what the total timeline is for the phases but it is a three-phase build out those students will be attending symington as of right now and so legal councils reviewed this their liquid councils reviewed it so i would recommend acceptance as presented and just know again we will be bringing several of these forward in the next couple months because we have another three developments we're working with uh developers on yeah accept their fees a question uh doctor i have a question the 850 is that standard seems like in the past i remember a different number i could be wrong now that's the number that this districts you use for rooftop if you uh if you uh donate a school site uh it's the donation of the land for the school site plus 550.

as we move forward with the one-to-one initiative and and start to hand out the computers this is really at the 7th to 12th grade level we had adopted back in may what would be deemed an insurance fee as part of our fee structure uh several individuals had concerns and questions about the fee and review and uh statute uh the interpretation of statute has not really changed although there have been some updates with the new legislative piece and then talking and reviewing the statute with legal counsel this is something that's typically been done in every single district around the state but if you read the statute of the way it's written it does create some issues and and in fact there may be some violations that are taking place therefore when you look at statute there's three different statutes that govern registration fees the first one deals primarily with co-curricular extracurricular activities as well as fine arts and cte problematic with that is that they reference computers specifically in that statute that you can't charge for those again it wouldn't apply the computers wouldn't apply to the co-curricular extracurricular activities but they would apply to cte and fine arts if you go to the next section it talks about damage uh deposit which is what this report proposal is and that is seven through 12.