Board Meeting - February 2, 2021 Part 1

001good evening everyone and welcome to the February hard to believe it's February 2nd 2021 meeting of the San Louis Coastal Unified School District Board of Trustees at this time we'd like to ask those in attendance please keep your videos off and your audio muted unless you're presenting information or speaking during public comment we're offering translations services for our Spanish-speaking attendees to access translation please click on the globe at the bottom of your screen and then language at this time we'd like to ask if anyone who needs translation please click on the participants icon at the bottom of your screen and raise your hand s um ESP okay thank you very much so the board met in close session uh we had one uh discussion on anticipated litigation significant exposure to potential litigation and then Personnel

002a personel discussion to review and possible action on employment dismissal or discipline of District employees is there board is is there a consensus on the order of business everybody everybody good with that okay very good let's move on to item number 5.03 approval of minutes of January 19th 2021 Evelyn would you like to make that motion yes I'll move approval of minutes January 19 2021 and looks looks like you seconded that is that correct Mark did you second that yes yes okay so we have a motion by Evelyn and a second by Mark to approve the meeting the meeting minutes of January 19th 2021 is there any further discussion on that item seeing none I'll bring it back to the board and again remember that uh I need to do this as a roll call

003vote please so I'll start with Evelyn yes uh Mark yes okay Eve yes Katherine yes Marilyn yes Ellen yes and I'm a yes as well thank you very much let's move on to item number 6.01 student representatives to the board um and let's see I think we have two student Representatives the board hopefully they're both here tonight um one would be Ben Jackson from San Louis abiso High School Ben are you here I am great thanks then welcome awesome thank you so good evening everyone um at slow high right now we have counselor's appreciation week going on and so this just a week where we encourage all of our students to uh reach out to their counselors and just tell them how appreciative they are and we also have some posters up for them on

004campus and we also have a rally coming up um and obviously it's going to be virtual however we're trying to make it as similar to an in-person rally as possible so we're going to bring students on campus and play some Co sa so they can um win more Spirit points for their class so it's going to be fun that's in the works it should be done within the next uh three to four weeks and we also have fall and winter sports coming on campus to um compete their practices yeah that's that's it so thank you everybody great thank you very much ben we really appreciate it um Jacob roacha is representing Morrow Bay High School this evening Jacob are you here I am welcome Jacob hi there um this uh week we've been working on

005a wellness Wednesday where we're encouraging students to um work on their mental health through activities that uh were providing so last week it was going to be go outside and enjoy the Sun but that obviously didn't happen H so uh this week uh we're encouraging students to compliment each other in class or friends and just uh improve their mental health we're also working on a senior showcase where seniors can showcase something they're good at or love to do and we're really excited to involve every senior in the school and that um just like slow we're also starting up uh sport Sports again this week uh most fall and winter sports are being able to start practice again so yeah thank you great thank you Jacob so for for both Ben and Jacob um just a

006reminder that uh you're invited to stay with us for the meeting and you're invited to participate in it through your comments um if you'd like to do that that's great we welcome that um if not we also understand that you're you're probably pretty busy bus um and we'll understand if you don't want to sit through the rest of the meeting but thank you so much for your rep your representative your representation and your reports uh let's move on to item number 6.02 introduction of bellw Santa Fe administrator and um Dr Prader I believe that's you yes Mr anger thank you I just would like to take a quick moment to introduce the new principal uh lead administrator at bellw Santa Fe charter school as all of you know Belleview Santa Fe Charter is this idic

007small um little school Enclave in the Avala community and um they have um um a very unique brand of education and I just I just think it's a unique partnership that we have with them as a as a charter and um I just want to take a moment and intro have uh Julie Miss Turk introduce herself to you and to the community Julie are you there she hi I am oh I'm sorry the video is so strange I was trying to fix it before we started but the host had locked me out so here I am with a part of the San Francisco bridge behind me I apologize for that um it's very nice to meet all of you I come to all of you with 28 years of experience from elementary teaching High School

008teaching to being the assistant superintendent of educational services but I decided that I really needed to get back to being around students and went to Loke high school or Loke um unified last year and worked with some Elementary School students and now I have chosen to change my demographic entirely and come out to BW Santa Fe which is quite differ for me and I'm excited about it um looking forward to just opening School safy that's primarily been my job for the last uh month is getting things ready to go and in the long term I'm really hoping we can create a community of community service for whole group as our sixth graders have done for quite a while great well Julie thank you thank you so much for coming um are there any questions from

009the board for Julie all right well Julie we'll be in touch thank you for joining us tonight Julie thank you very much and and good luck thank you welcome all right let's move on to let's move on to item number 6.03 the teach elementary program highlights um Dr Prader I think I see that you are listed as the person introducing this or Mr Mayfield might be it yeah this is Mr Mayfield go ahead I get the honor Mr hunger we have two schools tonight we're a little bit backed up in school highlights and we know that this is uh you know a really popular uh thing for all of you to see and I and I know all the community members appreciate it as well we have uh we're going to start off with teach

010elementary school and I'll introduce uh principal darab batistic thank you and thank you board members for inviting us where it's always exciting to um come and meet each of you or see each of you uh each year to share some highlights from our program um it can I share my screen Mandy I'm guessing I can yeah Darla I would ahead and allowed you to share screen okay scen going and a couple things all right um Mandy I'm not seeing that I can share my audio is that part when you yeah so when you go to share your screen there should be a little box the bottom of your screen that says share with audio Yeah if it doesn't work I'll go ahead and share it for you okay and are you seeing my screen now

011no no okay let me try it again again okay there we go yeah I'm not seeing the audio part of it so no problem Darla I'll go ahead and share my screen give me one moment please okay so should I stop yeah there we go thank you Mandy for helping us out well I am very pleased tonight to share um uh something at teach elementary that our sixth grade students have been working on and I have with me here tonight uh Mrs Vicky Worley and Mrs Hannah Dodge the amazing sixth grade team they have brought with them one of the students who will be sharing uh something tonight miss Shelby Taylor and we've invited the entire sixth grade class of 2021 to uh support them they've been working on a kind of a cool project

012next slide uh at teach elementary we have a schoolwide initiative we call it our deeper learning Strand and in each grade level the students focus on some sort of uh science technology engineering um initiative in fourth grade our students Focus uh on coding and Robotics in fifth grade there is a focus on design uh the design engineering process and in sixth grade they are working on Multi media skills and before I um turn this over to Hannah and Vicki I would like to say a huge thank you to the San Louis Coastal Educational Foundation for some of the support that they've given all of our schools um particularly a grant that supported VR technology um in for to support our six-grade multimedia and social emotional learning and also for the updates to The Innovation Labs

013that they've done this past year with some really cool film um equipment that we just can't wait to get school kids back on site to get their hands on it and so with that thank you to the foundation and um let's go to the next slide and I think first up is Miss Vicky Worley hello everyone uh okay so uh we know about TED Talks we've all learned from them in some way um well we we thought this was just a great idea a great opportunity for our students to try something called Next Slide the uh teach talks next slide please yeah thank you all right so when we looked at this we thought how might we engage our students in meaningful research and this was an opportunity for them to really go deep with

014the multimedia strand that we are presenting this year next slide please okay so how we start with this is first the students identify topic of interest we do give them a list uh they develop an essential question a very important part to this whole thing uh they delve into that research they start a concept map looking at their trail of research and then they put it all they cite their evidence in their in their bibliography of eventually presenting live to their peers who then give them feedback now with the covid thing we had to make some adjustments one of them is that we have switched to instead of live we're switching to screencast ify Pres ations which have been really good and the second thing is their concept maps have turned into Jam boards so

015now I'd like to present my uh partner amazing Mrs Dodge next slide well thank you Mrs whle so then as Mrs Worley alluded to they get a choice of topics from um the science uh department or the social studies Department we decide on these subtopics and the kids get to choose anything within these subtopics topics for them and then if you'll go to our next slide from these topics and subtopics they create this essential question and an essential question drives their research now these questions aren't just googleable questions they're a question that drives extensive research so they can develop this deep dive of understanding and then share it with everybody and so um go ahead to the next slide and this is what Shelby did when she created her um hold on don't play it

016just yet we want to introduce her Shelby is an amazing student um she has a passion for space and NASA often times we always see Shelby around campus with a NASA shirt um she was set to go to space camp last year but unfortunately due to co she wasn't able to so that was a bummer but she is everything about space she writes for our student newspaper currently uh she has her own article section all about space she's coded some games for space she's an awesome kid so uh Shelby if you don't mind um turning your video on if you haven't and unmuting yourself and telling us a little bit about yourself hi my name is Shelby Taylor and my central question was why are neutron stars so dense I chose this topic because it

017came up in an astrophysics book and I wanted to learn more about it I hope you enjoy my tach hello my name is Shelby Taylor and today I will be telling you why neutron stars are so dense first off what is density take this problem for example on the left you have a pound of bricks and on the right you have a pound of feathers now you might think the pound of bricks is heavier because it is denser but they are both equal to a pound so practically mass is how much density is how much mass is in a space now just how dense is a neutron star neutron stars are normally 12 miles across but have the density of 1.35 times the mass of the sun with density also comes weight while a teaspoon

018of sugar weighs 4.2 gram a teaspoon of neutron star weighs 4 billion tons they also have a very high gravity field well mountains on Earth can grow very tall on a neutron star they would only be able to grow up to a few millimeters this does not just happen to any Star though only the ones bigger than the Sun but not two times but how does it get this dense it starts in the formation of the neutron star the first step to the formation is when the neutron star stops producing energ the star old star star stops producing energy through nuclear fusion nuclear fusion is when two hydrogen atoms form to make a helium atom creating a burst of energy so when the star's life is over it blows up in a supernova leaving an

019iron core this iron core is then compressed into a small ball that is now a neutron star How does it go from this big Iron core to a small Neutron star though this is what happens inside the neutron star first the space between the molecules gets crushed together leaving no extra space next the electrons the negatively charged particles and the protons the positively charged particles Fus together to make neutrons neutral charged particles now you might not think that this is conserving a lot of space but it is imagine the protons in the center as a basketball the electrons are orbiting two miles away that's how much space is conserved now you might be wondering what is left in the neutrons what does this neutron star now look like it has a solid crust made of

020solid iron and beneath that solid crust there is a fluid core mainly neutrons and some other particles to sum up what just happened take the Crab Nebula formation for example the old star reached the end of its life cycle and blew up in a supernova leaving an iron core behind this iron core was then compressed into a neutron star now you might want to go outside and try to find one but they are so small that even the Hubble Space Telescope cannot see them but that does not mean that they are not full of Wonders thank you Shelby um I'm just wondering if the any of the board members had any questions for Shelby our budding astrophysicist uh Mark you have a question Mark you're muted Mark I'm working on it thanks Chris thanks for

021recognizing me um so Shelby I that was just phenomenal um I had a question so how do we know um what the composition of a neutron star is did jby did you hear the question I'm not quite sure okay well yeah um Ryan Shelby where's the closest neutron star to to Earth not quite certain but I think it's at least a couple thousand light years away wow nice uh Eve now here's an easy question what inspired you to first get in into astrop physics did did did you catch the question Shelby couldn't quite hear it properly I I think what Miss dobler Drew is asking you is what was it that interested you in astrophysics is that correct Eve yes what was your first inspiration like your your what was your first inspiration she's not

022hearing you complet very well Eve so what was your inspiration to look at astrophysics and um neutron stars I think space is interesting and astrophysics kind of has to do with some interesting sciences and how things in space work um so that's how I got introduced to the topic that's great well other questions from board members well I Shelby um I just oh wait I'm sorry is there someone else Dr Prader yeah Shelby I just want to tell you how impressed I am I'm I'm actually a um astronomy nerd so I just really appreciate your presentation and just love your passion keep it going yeah and um I want to I want to add to to what Dr Prader said um I'm I'm sort of I'm interested in astrophysics and um science myself I'm not

023a mathad unfortunately but I try to read articles about things like you've written and and you know specifically The Big Bang Theory and and you know the invisi of space um knowing that it leaves remnants this is great stuff and I'm just so impressed with what you're doing um thank you thank you thank you and um thanks to Darla Hannah Vicky hi Vicki um we really we really appreciate the good hard work that you've done Darla do you have any final words or Vicky or Hannah well one final uh invitation I have for all of you is our last slide which uh Mandy will share with all of you is actually an invitation into the virtual Gallery with all of the teach talks um that the students created this uh it for uh the first

024trimester and it's a virtual Gallery so if you it's a live link so if you click that teach talk virtual Gallery you can go in and see um what other uh essential questions students tried to answer and watch their talks and and um Darla oh I'm sorry Ellen I Darla do we just get that off of the teach website will there be a link yeah we'll share the actual um presentation from tonight with all of you as well and you can just click the present and it will also be on our website okay great thanks okay and just just a reminder to people um the way it an easy way to get to the website is to go to SLC usd.org look up schools and then look up teach school and there'll be a link

025to the teach School website there so thank you all very much um we ready to move on to 6.04 I think we are stronger so next up we have principal Jeff Martin from Simer Elementary and he'll introduce his team Jeff you're out there I am I am hello everyone so first of all thank you for having us here this evening we don't have anything quite as dynamic as neutron stars but uh you know we do want to share with you a peak inside of our uh TK and kindergarten programs here at Simer so uh um what you're going to see tonight is really just evidence of the amazing efforts that uh TK and kindergarten teachers are making throughout our district you know whether they're teaching um in person uh like we are in the pilot

026or they're doing distance learning so I just want to make that that clear so our hope is that uh you'll come away with a better understanding of uh some of the successes that uh we've had at uh in our early grades programs along with uh what we've learned by running our inperson pilot which you'll see by the way in the captions of our presentation tonight and also uh a better sense of uh some of the perspectives of our students and our staff and our families at our school so we hope you enjoy this mini presentation we're going to try to keep it short for you tonight um but our team did put this together and just so you know who our team is we have Joyce Romero who is our instructional Aid in TK and

027Brooke Brooke Brewbaker who's our TK teacher we also have Teresa Smith and Britney Manning is our kindergarten team along with uh Britney tramo who's been uh kind of co-principal or interim principal while I've been working remotely over the last few months and I just got to say she's done an exceptional exceptional job uh leading the school so with that in mind I hope you enjoy our uh presentation okay thank you Jeff um so we're gonna go ahead and start oh sorry we're gonna start with with a peek at our transitional kindergarten program so here's teacher Brooke um explaining what she is thankful for in this school year I am thankful that to have the students in person and watch them grow both academically and socially and have interactions with peers and just see their smiling

028faces every day okay I am thankful that to have the students in person and watch them okay so through everything we know that good teaching is still about making those connections with students now we have a couple parents a couple families sharing their experiences um she's benefited in a lot of ways the social interaction has been huge um just coming here interacting with kids playing with them seeing them face to face has been wonderful and the structure has been really good the routine here just waking up knowing what to expect um kids thrive on routine so just having you know a set schedule every morning for three hours has been really good for her um she's benefited in a lot of ways the social inter we've noticed uh so much enthusiasm for coming to school

029she is thrilled every day and it's easier to engage with her with the innovator boxes now that she has kind of the learning spark is what I'd call it you know the the passion for learning that she's gotten from TK here sure we've noticed all right and now let's hear from one of our transitional kindergarten students I like it when we sit down at the rug and when we play and when we play on the playground okay sorry about that repeating I'm trying to figure out how to make that not happen when I transition slides okay so in our inperson TK program teaching and learning continues we just have modifications for safety and we know that even though we're distance that learning can still really be fun [Music] explain and our small group cohorts we

030have an AM cohort and a PM cohort in each of these programs they allow for stronger compliance with distancing next we'll look forward to our kindergarten pilot creating a strong foundation for our sinsimer Learners um we're going to have Mrs Manning explain what she's grateful for in this school year first this year I'm thankful for the classroom connections our family has built and I really appreciate the emphasis the district plac on building those relationships in the beginning the year I feel like it's helped us create an environment where we want to celebrate our academic successes growing our brains but I think more importantly we're growing our hearts and developing a sense of empathy so that we can support each other during these times okay and up next this year I'm will be Mrs Smith explaining

031what she's happy about for this school year I am absolutely 100% most thankful to have real children here where I can see them interacting and laughing and talking and having conversations and building and creating and reading and doing all those wonderful things that kindergarten kids do I am okay so next we have a couple parents sharing their experiences enjoy having Jacqueline and and kindergarten is the CH can socialize with other kids that's the important part for me because uh uh she don't have that in the house so she has been like very excited tell me all about the friends the new friends all right and I think really for kids right now was trying to think about this I think having a sense of belonging to something outside of your family is really important and

032I think there's a lot of Pride that I can say that he feels from being part of this classroom um and you know there's just a lot to it the structure all of it we're just there's been a lot of benefit this past year and we're very very grateful my family to to all of you for helping us through it awesome thank you yeah enjoy having Jacqueline and all right we found that um our kids are incredibly responsible when it comes to following rules and um making sure that they are and their friends and their teachers are safe let's hear from some of our kindergarten students I like to learn about writing and reading school and it's fun because I learn a lot of things I like to learn about sorry about that okay we

033know that a safe setup is really important so so we've been really fortunate to work with great staff members to figure out how to keep students and staff as safe as possible and we know that practicing and reinforcing those expectations is important and it takes time so to wrap up we want to thank the community each of you for allowing us to highlight sinsimer this evening and also really just thank you for that thoughtful work that you're doing so thank you to the board for the thoughtful work that you've put into this school year um thank you to our incredible staff our teachers have been phenomenal in working with with the this unique challenge this school year and and being flexible our custodial staff our office staff all of our support staff have also been

034incredible so it's really a pleasure to watch all of these different roles in our community come together to prioritize safety and student learning and Jeff and I are really grateful to be a part of it thank thank you Brittney thank you Jeff um board members do you have any questions for the Simer staff and the Simer folks comments anybody well I just again thank you so much everybody um we really appreciate it and we really appreciate your and your staff's efforts so thanks um let's move on to item number 7.01 which is correspondence and the board did receive several letters um we received this was at the time of the uh that the agenda was posted we received a letter from Dan Clancy regarding essential reading we received a letter from the San Louis abiso

035County Office of Education regarding our first intrum budget for 20 uh the year's 20120 2021 we received a e a letter from Dale garzy on reopening schools wiland Rodriguez a auna middle school student on school reopening Lexi Bell inequitable access to in-person instruction for kindergarten and lower elementary grades and from Barbara Wright open our schools thank you very much we're going to move on now to item number 7.02 public comment so um I'm just going to read this statement to everybody that's out there at this point in the agenda the board welcomes comments on matters of District interest the board will listen but cannot engage in discussion or take it action on items not listed on the agenda generally the section of the agenda is for individuals or a representative of a group to address

036the board on issues not listed on the agenda speakers who wish to discuss items on the agenda are requested to wait until the item comes before the board however comments may be given on agenda items at this time if it is not possible for a speaker to stay until the agenda item is heard by the board um also typically we will not take public comment uh on just um up the update items that we'll have so if you have comments on that now would be the time to do that if you submit a written comment on a topic you will not be also allowed to speak on that on that topic comments or correspondent submitted anonymously will not be accepted you can um access things through the public comment request form prior to the meeting

037or while the meeting is in session if you wish to speak at the meeting click on the participants icon at the bottom of your screen and select raise your hand when your name is called you may restart your video if you wish and unmute your audio if you need assistance with your video please let us know and we'll attempt to fix it if you have problems with your audio please click on the thumbs down icon and we will attempt to assist you all public comments will be list limited to to 3 minutes a limit of approximately 450 words in written comment any portion of your comment extending past the 450w limit may not be read aloud due to time restrictions all written comments that are not read into the record will be made part of

038the meeting minutes provided that such comments are received prior to the end of the meeting Please be aware that written public comments including your name may become public information and a reminder that that we're very strict on the three minute time limit you may not seed your time to another speaker um and and I just want to also remind people when we get into the uh oral part of it that you can always raise your hand if you're in support of the speaker and we make note of that and we will try to report that out as well as if you disagree with them we will make note of that too um but before we start um I need to come back to the board with something if you just give me a second I

039need to find my notes on this so um it looks to me like we have about 10 written public comments right now so at 3 minutes or 450 words a piece that's about 30 minutes without having any uh of the oral public comment our protocols state that our public comment is listed is limited to 20 minutes I need to get a consensus from the board about how you'd like to handle this so I I just want to come up I want to share with you some of the ideas that I've had and uh I'd like you to think about those but also I'm open to other ideas that that you might have and uh we'll act as a board will take consensus on this so the first thing we could do is cut off public

040comment at 20 minutes however I would point out that we already have over 20 minutes worth of written comments and that wouldn't give us the full extent of the written comments nor would it give anybody from the public the opportunity to address the board another option would be we just allow public comment and we allow it to go as long as is necessary for as many people as is necessary another idea that I thought about was we could cut off written public comment to what's been received and then list then limit oral comment to an equal amount of time uh a Time equal to the amount of written public comment that we will read or we could set a limit for all the public comment to a specific amount of time say an hour something

041like that and then we could come back to the board and see if the board has an interest in extending public comment past that point so um what I'm going to do is I'm going to go to each of the board members and ask what your preference is in terms of handling public comment to make sure that we uh that we follow our um our written protocols which is 20 minutes with the understanding that with consensus of the board that we can extend that so Mark I'm going to start with you um Mark what what would you like to see with public comment please so Chris Chris Chris you gave us some options I'm um and and I'm open to other options too Mark I just those are some ones that I just thought about

042yeah but you're you're very good at this um right now I'm leaning towards your last um your last uh suggestions and I like the the possibility of extending it if we need it okay so you would say give it a time and then see if we can extend it yeah that would be it okay and okay um Ellen what's your preference on this I would like to continue with our past practice which is to allow public comment to continue until we have heard everyone who would like to speak okay and I'm just writing these things down um Marilyn what would you prefer to do uh I I agree with Mrs Sheffer I think if people have taken the time to write to us or the time to um attend this meeting with with an interest

043in speaking that we should uh allow the time necessary for that to happen Okay Evelyn um yes I would concur with both Mrs Rogers and Mrs Sheffer um particularly because um we have um in the past had these past past practices and so parents have come to expect this kind of um protocol and standard and so it feels a little um um even though the I know I understand the intent I think it's important we continue with the practices to hear um from parents and whoever is correspond thank you Eve uh Eve you're you're muted I'm sorry I agree that we should allow the speakers to speak since they're here okay and Katherine yes I I agree with um my fellow board members that we our past practice is to hear out anyone who is

044there to speak to us and uh and whatever other um comments we have in writing or that's avilable ailable to us um uh unless that becomes an onerous amount of time I I guess I'll leave that to the rest of you okay Mark you have your hand up yeah Chris I I think I misunderstood and I have to say it I agree with everyone I think our role is is to be here and and our role is to listen thank you so the consensus of the board is that um we will read all of the written public comments and that um we will uh use the three-minute time limit for anyone who wishes to address the board in person so that seems to be the consensus of the board Maryland well Chris I just wonder

045if you would um be comfortable stating that whenever possible uh the people who are commenting we it it's not necessary to reiterate what others have already um spoken that you can just indicate your you know that you agree with them with a show of hands or whatever yes and and again I would just um please um we listen very carefully to all public comment um we know it's important um a lot of times people do want to reinforce what others say and we appreciate that however um if you agree do agree with a speaker you feel free to raise your hand again um we'll make our best effort to report out uh the number of agreements we get by hand raises or if there's someone that disagrees with that we'll report that out as well

046um so uh please feel free to do that that's another way of showing support um if you um don't need if you don't want to speak or if you want to show your support in some other way than speaking do know that we listen very closely to what you have to say Okay uh Dr Eisen drath Rogers will read the public comments and then um if there are oral public comments um I will be handling that so Dr Eisen grath Rogers do you want to go ahead please yes um the first person who wrote in is H Kim Stewart my name is Kim Stewart first I would like to thank all of you for your public service I also want to congratulate and welcome your newest board member Eve dobler Drew I am looking forward

047to hearing your suggestions and input on how we can improve the educational experience and opportunities for our students after serving 25 years as a teacher I know you have useful Insight which would lead to Great decisions from our board members to benefit the futures of our youth on a personal level I have met Eve and found her to be a beautiful godly woman who is wise a great listener and extremely caring she will be an asset to your team I want to comment a bit on what I witnessed at a previous board meeting there were verbal assaults intimidating statements and many untruthful comment comments made and it was very difficult to watch I just hope and pray these types of personal attacks will not occur towards any of our elected board members in the future

048they are unnecessarily and in no way helpful or productive as we strive together to improve our educational system for our children and now for some of our grandchildren I hope we can find that unfortunate circumstance behind us uh and move forward in a positive kind supportive and respectful manner thank you again for your service the second is Jennifer Smith my name is Jennifer Smith I am oh sorry I lost that I am the parent of an slcusd kindergarten I would like first to commend the teachers and staff of the San Louis costal Unified School District it has been a trying academic year due to the pandemic and the work that is being done to support the students and families by so many of our teachers and staff is admirable however I re the the recent

049decisions of the district to reopen some school sites while other sites remain a full distance learning model has been very dismaying uh to have only kindergarteners being denied the opportunity to learn on campus is not Equitable not only does this convey a mixed message about public health and safety and go against the slcusd board voted on but it now creates a great discrepancy in the educational experience that our kindergarteners are receiving all decisions moving forward should provide the kindergarteners of the district the same Social Development and these decisions should have been unified across the district from the very beginning it has created a very divisive uh situation and undue stress on kindergarten families within our district which absolutely would have been avoided had the district had a unified approach all along it is understanding that

050the recent opening of Los Ranchos Elementary just this week is for 10 students those not engaged or struggling the most academically during distance learning this is wonderful and a huge step toward getting all kindergarteners that would like to be in the same classroom just like Simer SE Smith and delmare it is so great that the waiver was issued and the district moves so quickly to implement this pilot program on that campus this uh same opportunity needs to be offered at each Elementary campus within our district that isn't currently allowing kindergarteners on campus gradual reopening at the elementary schools can happen starting with our most vulnerable students like Los Ranchos but reassessing and reassigning grade teachers and grade levels districtwide or like our neighboring District in Templeton hire long-term subs for teachers who don't want to

051go back this will show that the district is truly unified um a district and creates unity and equity which should have been the case at the beginning all or none Equitable opportunities at each campus or wait until it can be had that been the case from the beginning parents wouldn't be in a position to have to struggle to get what other kindergarteners in our same district already have and this letter wouldn't be necessary thank you for your time and consideration this is from Heather my son is six years old and in first grade we are unable to keep up with the current amount of work assigned every assignment is a fight by the day by the way he got an award in kindergarten for always being what he was supposed to be doing the the

052right thing being out of school has severely strained our relationship as you stated your most recent email technically we should reopen but we won't I'm sure you think um I sure you I'm sure you are doing what's best by ensuring their is no spread at school but are you factoring in the depression of staying home and falling behind the other three schools open and slow please be Equitable by opening all first grades across slow we have been staying home all year and being a care as careful as possible my child needs the interaction of peers and needs a trained teacher who isn't mama my master's degree is not in teaching please open schools and have students and teachers mask just like all the essential work workers are doing next is from Ashley dear Schoolboard the

053back and forth changes about reopening are frustrating when the board made the hasty decision to reopen after being in red tier for 21 days who would have thought the time we do see that will be close to a whole year of schooling lost adolescent suicide attempts are on the rise in our country at an alarming fast rate a terrible thing for the once happiest town in America the state is trying to correct their initial Mistake by lowering the positive test numbers to reopen schools now slcusd needs to fix their mistake and reopen elementary schools ASAP since slow County now meets these new requirements parents have been flexible for long enough students have suffered through Zoom long enough this isn't an education these kids are learning we need teachers and students back in the classroom now

054we can't keep crossing our fingers for a red tier now is the time to put fear and teachers union politics aside and be proactive we need to start putting the kids first denain O'Neal our schools need to reopen our children are suffering my son is a kindergartener and does Zoom almost by himself every day because that is our only option we work outside the home his older brother does zoom in another room this is a lot of responsibility for a six-year-old and frankly not his responsibility but we have no other option he has no kids to play with no siblings close to his age he has cried to me more times than I can count because he just wants to play with his friends he tells me he hates school and does not enjoy learning

055Spanish through Zoom I don't think it is normal for a kindergartener to hate school I think the small group are great but I am not happy only a small percent of kindergarteners at our school get to attend and teachers get to play favorites and disguise it as children that are struggling I know for a fact multiple kids that got picked for small groups are not struggling and we're told so by the principal I don't know how you're getting away with giving a small group of kids a head start and leaving the rest to struggle on their own if something is offered to one student it should be offered to all students before the pandemic it took a village now it takes it all it's all put on the parents I am struggling to provide the

056basic needs of socialization and education to my son I am ready to have my Village back thank you next Phyllis and Michael hire we are the grandparents of a kindergarten student we feel he should be back in school as soon as possible if the metrics had have changed and it's now safe there should be no delay we feel the negative consequences that we see have far outweigh the risks of in-person instruction every day you delay opening school for in-person teaching for our children is just wrong William CLA I'm a grandparent of a child in kindergarten at Baywood and have been helping in his distance learning this year every week I have him one day for Zoom School while his parents are at work I'm also a retired High School teach teacher and I have to

057say I've had reservations about Zoom school for the uh oh excuse me um and I have to say that I had reservations about Zoom School the entire year so far as any child let alone a child of his age in a dual Emer program I'm also surprised there hasn't been more support for children in a program like this outside of Zoom I'm writing to say that it is my opinion as a community member retired teacher and grandparent of a child that one of your Elementary School in one of your elementary schools to please re-evaluate your reopening plans and move up the timeline based on the new CDC and cdph recommendations thank you Courtney here year I'm a parent of a child in kindergarten at Baywood and voted to go back in in person as soon

058as possible obviously that isn't going to happen as the window to go back in the fall came and went for most in our community to be honest it was devastating and frustrating that my child wasn't able to be in person uh with the quote pilot schools program in quote really that any child is Left Behind in distance learning when it isn't their parents wishes While others are able to go in person doesn't make sense to me it's not fair and seems discriminatory however these times don't always make sense and I was happy for my child to be able to go back I have called confidence uh that we would indeed open based science and guidelines set by the CDC in the cdph and we've patiently been waiting till we've could meet the metrics once again

059to go back they have now changed and I'm writing you to please please move up our reopening plan for our elementary schools based on the updated recommendations of the cdph and the CDC this has gone on long enough and you have the ability to get these kids back in school in person now please don't delay Becca bfield my name is Becca Banfield I'm the mother of four Elementary schoolage children in the district three of whom attend different schools I strongly urge the district to support efforts to decrease the waiting time from 21 to 10 days in the acceptable Zone before reopening elementary schools the research shows that Elementary schoolage children are not the transmitters of this disease our children are suffering I was very disappointed to have read a district communication that prek and TK

060children have already been back in person school when I know personally that those benefits are not accessible to many people at this time my special needs three-year-old was supposed to attend baywoods peep preschool program in Los Osos but his only option to attend in person now is in slow I cannot leave my other three children home alone twice a day to get him to the location because they are in distant learn distance learning he is not ready to ride the bus he needs the speech therapy offered through Peep and is not getting it I know we are all in a tough spot right now but I feel embarrassed that our district seems to be pandering to unfounded fears rather than sticking to the research that would support openings sooner than later we can be safe

061and reopen let's reject unfounded panic and take counsel from the research that supports reopening elementary schools as soon as possible 10 days is absolutely reasonable I think that we have reached our time there's one more yes I'm sorry I'm sorry hold on Ellen and I are having a sidebar um slow down hang on please lastly we have shaa devet we now have so much data showing us that schools are not spreading covid-19 our local YMCA school program has been able to remain open the whole school year in addition there is a small group in-person instruction happening at several of our local schools how does Equity play into this if my neighbor's kindergartner is now able to go to school two days a week for an hour and a half and my kindergartner isn't getting the

062same opportunity how is this Fair all kids deserve equal access to inperson education and educ ERS should be supported as essential workers please do whatever it takes to get our kids back to school hoping to reopen our schools is not enough he thank you um I believe that's all the written public comment that we have will now go to in-person public comment um I have a couple of people who said they wanted to who earlier in the day indicated a desire to speak so first I'm going to go to Leah bod um Leah if you're here could you please identify yourself and uh you have three minutes hi um my name is Leah bodley oh sorry my video stopped they stopped my video okay oh I'll fix up for you okay hold on one second

063okay hold on this will not count against your three minutes okay sounds good thank you you should be able to now okay there I am thank you um hi my name is Leah bodley and I'm from Los sosus I'm grateful the opportunity I have to speak with you guys today um I have a 10-year-old son that's um that's at teach elementary school and then I also have two kindergarteners that are at Baywood um to say that this distance learning has been a hardship would probably be an understatement from based on everything that we've heard tonight also from um from various parents um what I wanted to talk to you guys about though today was that um my two twins um they were actually selected to be a part of that cohort group that meets in

064the afternoon uh at Baywood and when I picked them up from school last week after they attended their first meeting I asked them how their day of school went their 90 minutes um in class and they both told me that it was the best day of their lives um and that to me spoke volumes because they have really been struggling we've been really struggling with this and it's my hope that when this is all over that they remember that magical time that they had in school with their amazing teacher um I honestly think that my estra Bay and all other teachers that have chosen to ignore the fear that they have about going and going back in the classroom and actually teaching um teaching these kids that desperately want to learn that want to be

065there with um with fellow classmates that that is going to be hopefully what we um Can cling to that teachers can get over their fear that our community can get over our fear because it's not the children that should be suffering right now and right now it's our children that are suffering um but I'm I feel very fortunate that we were in the group of kids that were allowed to go back um for this small cor cohort group and um I hope that that continues with other schools and other other teachers take that initiative to say I I'm okay with going back I want to have my small groups I want to I want to be there for the kids thank thank you thank you thank you very much Leah um next up is Tyler

066Smith Tyler are you there hello I'm here can you hear me uh yeah Tyler um are you ready yeah I'm trying to start my video but uh your your three minutes is beginning now yeah hold on one second can you speak Tyler so I can just find out which one you are yeah can you hear me now yeah it's roll Ione give me one second rolling yeah okay you should that's my first name it should there we go all right hello uh thank you for uh having uh this time for us to speak I appreciate it I thank you very much um my name is Tyler Smith I'm a father of four kids in the school district I'm also a firefighter in the area I just wanted to take a a a minute and tell

067you guys about some uh you know things that I've seen on the job and also things that I've seen in my home uh I know we're living in you know scary times and difficult times and we're all doing our very best when the pandemic first hit um we were running a lot of calls on you know sick sick people that that um you know had come down with the virus and we didn't know what we had you know a lot of unknown it was kind of a scary time but we got through it we did our best for our community and we stayed the course um but as the lockdown d on we started to see a lot more um calls that are um directly linked to the lockdown in my opinion um we started

068seeing um depression uh through the roof we're starting to see well we were we are still seeing uh mental health issues we've been seeing drug and alcohol abuse uh domestic violence we're seeing suicide attempts and suicides and we're seeing them in demographics that we don't normally see we're see in our young people and I think that a lot of this is connected uh directly to not being in school while not having um their needs met um it's hard to see that my own kids struggle and it's hard to see the kids in our community struggle um and the zoom for my kiddos is just it's not working it's um my nine-year-old is having a hard time learning from Zoom she um misses school deeply she cries every week and ask to go back so I

069know that the CDC and the California Department of Public Health have uh opened up their guidelines and and given us new guidelines to open our schools I think we can do it safely I know that it's now uh 25 and 100,000 um I know that there's a lot of data suggesting that the kids don't pass to teachers I know that that's been stated by other people tonight um and it is imperative that we get our kids back in school uh I know a lot of people are really struggling our community is really struggling with this lockdown it's really hard to see our kids struggle with it and I'm asking you to open our schools and get us kids back into school I'm asking you guys to have the courage to do this um and I

070know these are difficult times and I know that you're all doing your very best and I know that these are uncharted waters that we're in R I'm sorry Tyler your three minutes is up thank you very much for your comments we really appreciate it all right thank you guys I appreciate it yeah next up um I have Becca Russell Becca are you there I am here hi Becca are you ready your three minutes will begin now yeah I'm gonna just go ahead and leave the video off because it's a lot easier that way for me um so I just wanted to say thank you for the opportunity to speak my name is Rebecca Russell and I live in Los Osos my daughter is Rachel and she is a kindergartener at Baywood Elementary with a dual

071immersion program I could use my three minutes to tell you how heartbreaking all the heartbreaking ways that this has been has robbed her and failed her over the year but instead I'm going to use this evening to tell you an incredibly positive experience that we are having Rachel was lucky enough to be included uh to be is lucky enough to have an incredibly gifted and brave teacher Maestra who moved forward with a small group inperson class in order to make a difference for kindergarten students who are struggling Rachel has attended this three times and she has already ready more invested and more engaged with her teacher on January the 26th the CDC released their findings regarding the elementary and secondary school environment and found that as long as the precautions that have been previously agreed

072upon by the board and the district uh the superintendent that there is no increased risk of a so-called super spreader event in the academic setting that does not include Sports um I have always admired the progressive approach of San Louis episo Coastal Unified School District as I am an alumni um that you have taken towards education so I encourage you to continue this approach now so I'm asking that you please pull in all of those temporary buildings that sat in the parking lot of gauna middle school for years and years and years and I myself went to math class in and call up all of those substitute teachers that I know you have plenty on the books and get these in-person instruction available for every student in our district immediately it's time for us to

073move forward and I am really truly a believer that you guys can make it happen that's that's my bit you guys have a great evening thank you great thank you very much Becca um hang I'm not seeing I'm not seeing anyone else at this time so I'm going to close public comment thank you very much to everybody for your comments we really appreciate it and again we do listen closely to what everyone has to say we're going to move on to item 8.01 our business and budget update Mr Pinkerton yeah just a couple things from the board um one is the first interim letter that we received from the county office so for the board you know every time we have an interim budget we always receive a letter and somewhat cautious right when we

074get these in that in the first interim budgets you know first interim second interim you know a lot of times you'll hear the strong language in terms of the budget and Personnel cost and those are things that you know we should always take into account that said um really un audited actuals is kind of the key time I would say for the board of focus on right which is the end of the year revenues expenditures kind of where we land um you know the county has had to kind of really press districts because of you know some of the budget issues that have happened at some of our school sites throughout the county and and definitely uh you know in these kind of times where we don't necessarily know what's going to happen with the

075budget it's always something that we need to focus on um and that is really the Personnel cost aspect of it which was part of that letter so just so the board knows we're on it we have been watching it um we have ktie eckan now who took over from Julie who's fantastic his has been great to work with and we will be you know taking all of those things into account and making sure that we don't have long-term deficits that are going to hurt our reserves so it is a focus of ours always um I've I've started doing some covid prevention plan um visits with Holly War I know Kim's gonna give you you know more of a an input on the co plan but um it was really good to walk our first site

076you with with Holly again these are things that all the you know it seems like every week There's new requirement for something that we have to come up with have in place so this is the latest with Holly is that we have these plans for OSHA um but it was really good to walk with the we walk with the site principal throughout the entire School preparing for opening right um and everything that will be needed any types of issues that might arise and um I can't say enough how how much um Resolute has helped us in terms of moving forward with these things um and being prepared so ionizers are in we have just a handful left of some you know we had a couple of oneoff units here and there that we're getting the

077extra pieces are for so that we can put the ionizers in those but throughout the district they're they're basically in now um after the first month of course we're going to go through and look at all the filters to see what the differences between you know pre- ionizers um is where's where they are now um and so that's that's really it those are my three things for the budget update great thank you very much um any questions from the board for Ryan okay let's move on to 8.02 Educational Services and covid-19 update Mrs McGrath yes I typically give my uh updates just verbally but I had way too much to try to remember this time so I did uh write a few things down um in a little um presentation so I'm gonna just pull

078that up um Mandy if you don't mind giving me rights um I just have some notes there to go over so I have three topics um to cover with you this evening in my update um Co update reopening and testing so I will go over those um points with you um I've gone over this with you before so um I won't read it all to you we went over this uh in the study session Etc but um you'll remember that for grades uh K to six just to be really um open about this this was the kind of controversial piece here is that um the California Department of Health did say that schools may open even if you're in the purple tier if the infection rate for the county has been at or below 25

079per 100,000 um per day with that adjusted case rate for at least five consecutive days so um you know just to be uh really transparent about it um you know as Dr Prader States it they moved the goalpost right they moved the goalpost to say um you know it was at 7 all the way to 25 so that did change dramatic i al um on January 14th prior to that you know we already had um you know the vote from the board full agreement from our labor Partners had surveyed parents to gather their um survey information about when they would be comfortable coming back information from staff and teachers Etc and um this was a you know a big change of information here in that um Public Health outline to it did also void the

080elementary weight program that was in place uh excuse me previously it did emphasize kind of that need for uh labor union collaboration it did say that grades seven through 12 cannot fully open uh you may not open a 7th through 12th grade school if you're in the purple tier and it continued with some of the other guidelines like the small cohorts um the safety plans Etc it did put less of a focus on disinfection I know in March we were really emphasizing that and they're finding less spread through surfaces there was real strong language around face coverings um and it did reinforce you know spacing hygiene ventilation um as we've talked about in the past um here so uh just so you're aware board we have um created a covid dashboard I know I shared

081that link with you before um I'll show you just real quickly um the safety plan that was mentioned we have prepared that uh resolu Associates has been a huge help for us in getting getting these materials prepared uh we have posted them and they are on our website um all of the covid prevention plans so lovingly called the CPP now um we either have underway or is complete so we are where we need to be or we're ahead of where we need to be in each of the areas and just as Ryan just mentioned those Hazard assessments uh they started with so just a quick um piece here just so I can walk you through so you can find that if you go to our main page here and go to the covid-19 updates you'll

082see the dashboard here as this first button so you can go to this dashboard page it shows you as a county we are still in the purple widespread uh tier you'll notice here where the um boards vote here to return in person when we're in the red tier for 21 days for the surveillance testing that we're conducting when you look at it cumulatively from October through January 19th we've admin Ed 755 tests with four positive um cases we did have had additional on since January 19th so um you know just to be aware that goes through the 19th we keep that aligned with the County Public Health Data so when you look here in just this week here you can see how the um numbers are going and then let me show you the second

083piece real quick you'll see the district data by school so notice here that this is a week glance at a time and you can can see number of students and staff on site as well as students and staff cases at the bottom has the week totals and then at the very bottom you'll see the cumulative student cases so we've had 12 student positive cases those are students that we have in person and staff that we have in person 36 positive cases there um here just to um let you know you'll see in the FAQs that's where you'll find the updated plans as well as communication and resources here so just wanted to remind you of that uh resource okay I'll keep going here just our inperson timeline I'm not going to read this to you

084we've gone over this probably every um time since September but we have um you know slowly been working towards bringing back those in person that we able to right here we have our two summary documents for in-person summar so this is the document we keep track of uh we're not allowed to have over 25% capacity of the school so you can that here on the left you'll see all of our schools accounted for here on the left in the highlighted yellow column you can see for each school and how many total students um are on site during the day so you can see down here our total District total is over a th inperson students next is just to clarify there's been some um information and some misinformation so just to clarify here on the

085prek through second grade um the information you'll see here at the top is by grade level and you'll notice that prek we have our two prek classes that are back in person at Baywood and Pacho they're highlighted in this uh Periwinkle kind of color and our transitional Kinder our four transitional Kinder classes are back and have been back in person at Kinder we have six out of 25 total uh that are in person and then some small groups at a couple of the schools at first grade pilot classes at CL Smith we do not have any full classes back at second grade in addition to that uh we we keep track of all the um small groups and what specific students we were bringing back for inperson so just wanted to make sure you had

086the facts related to those inperson offerings okay next just a quick update on vaccinations so as you know the county um prioritized healthcare workers they have completed those vaccinations um those those that are 75 and over are vaccinated next I think they're either just completed or they're completing that group so the next group that will go are those that are 65 and over um when that group is complete are part of that vaccination group this is a really helpful um website link here to the public health supplies so that you can keep track of where the county is when it comes to vaccinations and just last couple things here's just kind of the conclusions and key points you see why I wrote them down a little too much for me to remember this time but

087um we continue to be in the purple tier we have a solid plan in place that has approval and and has been communicated thoroughly um that we would return when we were in the red tier for 21 days the governor's plan remember plan not a l order connected to it but plan was released on December 30th California Department of Public Health's new guidelines were released on January 14th then those vaccinations like I just talked about Educators being in 1B we do have over a thousand students in person during the day and around 650 um in person before and after school for athletics and extracurriculars we do continue to add more small groups even hiring additional um instructional AIDS Etc to continue with additional inperson opportunities there's the hazard assessments that are underway we've completed our

088covid dashboard and the information will be kept up to date there and all of the Cal oer requirements um are either complete or they're underway for example we have our covid prevention plan and Holly's been doing a great job um trained administrators and Paras now it's been pushed out to all District staff so staff is starting to go through that training and um noting that they have participated so just the uh last quick thing I wanted to um update you on is State Testing so State Testing is still taking place we did hear information that the Casp and elpac will be in place and a strong statement the US Department of Education said there's not going to be additional Nationwide waivers like they did last year so that means this will be taking place in

089California we've heard that there's um a reduction of the test itself in half but that yes they will still take place um they're allowing it to be limited in-person opportunities maybe a remote option and there's new tools for monitoring that obviously we have to be careful of the confidentiality around that so training is underway for staff there's no new tech needed um fortunately in order to implement that and parents will be notified in March and thanks to Jennifer o'hagen for doing a great job of keeping us up to date on that information so that is my update on covid reopening and uh testing have a question mark yeah that cim it's just amazing how much work is going on and I know you're at the Forefront of it so I just want to thank you

090so much um I do have two questions I um with the 25% capacity U it's my understanding that we I know whether it counts against us or complicates things by having the child care on campus that those students actually count as part of our capacity is that right um yeah and Mandy I it won't allow me to stop sharing I don't know if your Jeremy can help me out any um yeah thanks um and yes Mark you're right the any student that is there on campus whether um it is for a child care purpose or for you know our um instructional purpose does count part of the 25% capacity so is that so as we bring students back is and I understand how critical Child Care is is that going to make it difficult to

091bring back a full compliment or more cohorts um we do have a a couple of schools that um are reaching close to their capacity um so if we're if we reach those U markers where we're allowed to bring back full then we obviously get rid of the 25% capacity and you're bringing back the um you know the full group it's just whenever your county reaches that marker of your adjusted rate per 100,000 then that opens up your ability to bring back the full group okay and I'm just I don't know if it's possible but it Don I me I think last night and maybe I was falling asleep and I was crazy but um could Some of That Daycare capacity go to other public agencies um within the community and I'm driving through town and

092I'm just knowing there's a ton of commercial space that's available so I'm hoping that maybe we can also or if it's possible reach out to uh some of that empty commercial space to increase capacity I I do have another question Chris can I ask another question um yeah I don't see anybody else raising their hand right now great um you you brought up the um the state testing and I I did have some uh communication with one of the the teachers that they're really feeling like this T the State Testing is going to complicate um and take away a ton of time from the teaching that they're doing and they also said they did some test um tests with it um and so try to do some sampling with it and they did have a

093lot of technical problems so I just that was one thing I heard I just either want to share it or get some kind of feedback on it thanks Kim for everything you're doing okay Eve yeah this is such a follow followed by Evelyn okay such a great presentation and so complete I just want to ask if um we could make the 25 per 100,000 in relevant terms for our St Louis abiso County so so given that the population is around 285,000 close to 300,000 then are we talking about when the positive cases get down to 75 so that would be like three sets of 100,000s right 25 time three then we could bring the open the schools up after you know with a certain amount of days five days whatever it is at the time

094yeah um it's a good point Eva I think of a couple different things one is I think of our unadjusted rate so the true numbers that we have right so the true numbers that we have are usually around double what the adjusted rate is so the the way it works that this is the way I've interpreted my mind is you have your actual numbers and then the state doesn't want to kind of punish counties for testing a lot because obviously you test a lot more positive cases are going to pop up so they give you a multiplier and adjust that rate the multiplier for our county is 05 so you know you get about half of what the actual rate is so um you know yesterday I think you know we've been sitting in the

095150ish 160 you know of course it uh changes dayto day um and so whatever the adjusted rate is I kind of mentally double the numberers to think that's the actual number per 100,000 so 50 saying 50 times and for our our County it would be 150 is that right that's you know a rough a rough number of course it's different dayto day but yes if you hear that the adjusted rate is 25 then you can uh roughly say the unadjusted rate is about 50 and that's per 100,000 so if you want to do that times three for about a population of 300,000 is that gets you to roughly your number so um you know we we are kind of teetering right there and you're right it has to be um five consecutive days so the

096the cdph changed to markers they changed the rate per 100,000 and they lowered the number of consecutive days to five days well that's all good news then isn't it I mean because we now we just have to have 150 cases not down to 75 or 25 or anything like that and um I also was wondering if I'm sure you are aware but that the wh came out and said that they wanted to have less Cycles in the positive case testing and that could lead to less positive cases because of the false positives that they have they want to keep the false positives down so we may be getting less false positives which should make the numbers lower also is that what your understanding is I hadn't heard that from the World Health Organization but um

097but you know there's a lot of news that comes out that I'm sure I haven't heard all of it the only thing to keep in mind is that you know even when those numbers are at that rate that we're talking about that still keeps us way into the purple tier right so you know you have to you have to kind of keep in mind those different case numbers right so um it doesn't necessarily mean when we got there we would be in the red tier they changed the marker to say that you could now be 25 for per 100,000 for five consecutive days but that does still keep you registered in the purple tier Oh I thought that that made it flip to the red tier it does not oh okay perhaps we could have

098a separate conversation about that that'd be great thank you um Evelyn and you're muted Evelyn I know sorry about that okay I feel like I feel like I'm bugging you guys all the time about that it's okay that's it's good okay um thanks Kim uh you know with the uh Co positive um you know that's on the dashboard is that that um those stats that's not been um those have just tested positive but it's not um spread at the site how am I to interpret that yeah it's a good point it doesn't necessarily mean that it was contracted from a School site right so if you have um a staff member that tested positive within surveillance testing who who knows right there's where they you know could have had it from um same with students

099that are in person and test positive um you know there's it doesn't necessarily mean that it was contracted while they were at school okay and I just have a couple more questions so I don't have to keep muting and unmuting myself the other thing is I just wanted to clarify because I've gotten some um calls all our TKS are open correct except we do have one remote correct correct okay we have four um TKS in our school district all four open in person and there is one VP okay okay and then so that was because of EV just to kind of confirm so that was based on we set those up based on the parents who wanted to be in person versus the parents who wanted to be virtual gotcha okay so that was set

100up that way so that everyone was accommodated okay okay perfect then um so this is and and maybe it can come up in the update so Canim you tell me so what is the difference between a cohort and a pilot and on that information that you shared and is there a way for parents and I'm really confused about this and um is you know the cohorts when it says cohorts it do all cohort do do all cohorts are they uh staff the same way do they meet the sum same number of of days per week I think you know one of the things that I'm you know hearing just just for my sake is how do how do we communicate that information so that parents really have an understanding and and really for myself because

101I know um you know I I have you know misunderstandings about it and I'm not sure about um you know some of those terms and yeah let me I can give you the short answer is that a cohort means that we're following the public health guidance of what they say you have to do for a cohort which means we have public health approval for a maximum of 16 individuals which means a maximum of 14 or 15 students and one or two adults and that has to stay as a stable grouping um a pilot means that they um took all the students and families that wanted to be person and are offering the full Am Pm class in person um you know as a classroom just as if we were back right just as if we

102were coming back into a plan B the students that were are in Virtual uh chose virtual are over in Virtual so it's it's like a you know Plan B Class that's back in place now of course those groups then are of course small because you think about if you had you know 22 students in your first grade pilot class um if all of them selected to be in person which they didn't it would be 11 and 11 right 11 in the morning and 11: in the afternoon but that is their their full first grade class so it would be like Miss frames first grade class teaching half your kids in the morning half your kids in the afternoon and those that selected virtual are taught by a different teacher in the virtual learning program so

103do we yes but do um and and I appreciate that do we have clarity as to how the determination was made I think well that's what I'm hearing from parents is is Clarity how the decisions were made for pilot and is it is it still a pilot since it's been in session for a while versus cohort and if we if we don't have that is it can it be somehow made available um yeah I'm happy to walk you through kind of that uh prek through second grade document in more detail and and tell you about um you know each group and kind of help you understand a little more deeply happy to do that so but but can parents look when they're looking at that document that you provided will they be able to see

104you know cohort like oh cohorts here are meeting couple of days a week or cohorts here are meeting just because that's what you know I think parents are asking for is what is that is our bar for consistency and you you know don't have to answer that but I think that's I I guess a question that I'm um grappling with and um so I would appreciate if at some point we could um you know provide that for parents and the other I think final thing is um for myself is I know this isn't really the the the place and we're going to um I think Dr Prader is going to be providing a covid update at the um next meeting so um when that next update and you know maybe this is directed to um

105you Mr McGrath or Dr Prader is um will that update include um kind of the clarity and specifics and timelines you know that are including this metric or because this this process is changed and so many things have been you know changed right away when that update will it include some of those changes and timelines or guess that's what I'm asking be happy to talk to you about that more we prepare our next yeah so so I I would like to say k if you don't mind um next please Dr crer yeah our next presentation um we can bring about the um the changes that have been um recently um I want to say uh introduced um you know people are people um um have have good questions I I really do hear their questions

106and I hear their concerns there's been so much work that has gone on uh to try and as we promised the board in July uh and again in November that we're trying to bring back um and reopen our schools the approval that was made in November was based on the best available science the best available information and it took several months to put that recommendation together with thousands and thousands of inputs from various uh groups key stakeholder groups in our community most notably it should be clear that this that when we develop and I bring an um a recommendation to you underneath that recommendation represents thousands of of conversations and um consultations and hearing people from as you well know from a whole variety of backgrounds and feedback and or or perspectives and they're Divergent

107perspectives so putting that recommendation together uh in November um in we felt gave us the best pro progr to restart our schools the pilots that Mrs frame's asking about are a little bit different than the cohorts the cohorts were created in uh September October November as we were trying to bring back our students who were seriously struggling academically that was in addition to the specialed uh population of students that really needed our help in person and that's exactly what I told you we would do and we're doing it the pilot concept came about because we wanted to find out how our plan would actually work in real time because while we were creating these Pilots we were also um this followed the Declaration period where we were asking parents uh do you feel comfortable coming

108back um in person once we hit a certain metrics and or do you feel more inclined to keep your child in distance learning for the year and based on that information we were able to see by way of Staffing by way of um programming um how many students we were actually talking about that we'd want to come back so in talking Miss McGrath did and and Mr Mayfield Miss nulan met with grade level teams and groups of teachers to seek interest in trying out a pilot and so not all not everyone wanted or felt safe to do that so we have created a pilot because there's willing there's a willingness to try it on try the shoes on see if it fits see if it works and what we're seeing is that our model is

109effective what we're seeing is that there's minimal spread and hardly any spread um for that matter um and we have a really good system in place we're carrying out our contact tracing we're we're uh implementing um all the protocols we put in place we're practicing so the pilot has a purpose while it may not seem Equitable and I understand the argument what it has allowed us to do is show that it can be done and and it can be done safely all right so that's a good thing now that doesn't mean we're going to stop there at those Pilots we're continuing to work with our our teams we're continuing to be encouraging uh to come and see these pilots in action to reduce some of the fear that exists among um among parents among uh

110staff so I share that with you because next board meeting what you'll hear is that in January out of nowhere the California Department of Public Health changed the metrics about what is technically safe to come back in person however as the board knows we linked arms with the California blueprint for a safer economy document that guided the tear that guided us through the tear so when you hear about uh cohorts those that information is linked to the blueprint for a safer economy the purple tier it says very clearly that in the purple tier you have these regulations through the County Public Health Department mandated by the county uh by the State Department of Public Health and the CDE guidance so there's lots of requirements that go with each tier tier so when the California Department

111of Public Health modified their uh recommendations what struck me as interesting is where did the 25 come from okay it wasn't explained I know U Miss doer Drew is trying to wrap her mind around it but it wasn't in my mind thoughtfully explained it came on the heels of the governor's reopening plan and um I'm not a scientist so I'm not going to say whether it it's um a realistic number or not but I spent the prior several months engaging a community of stakeholders including our labor Partners in describing what the criteria look like for what I felt was safe to come back to work and um so two things occurred Post New Year the first thing was we realized there's a vaccine that appears to have high levels of efficacy that's a good thing

112but it has problems with distribution okay so I'm holding that out there as a valuable um um piece of information after the board acted on its plan and then the second valuable piece of information post the board's approval was the California Department of Public Health and the Center for Disease Control came together and agreed on a new metric for the safe reop of elementary schools not Secondary Schools elementary so there in lies the difference so on the 16th or at the 16th it would make sense for us to relook not at the bones of our reopening plan because those are solid those are based on lots of conversations and really good science but around the edges I could see us relooking at some things and you know talking about the CDC and the cdph you

113know guidelines why do this change and what might that look like for our plan um I happen to think we have a good plan I look at the trajectory and um I believe that um I believe that we're going to find ourselves as a county in the red tier given the trajectory of the adjusted rate yes so I Envision us as a district entering the red tier within two three weeks now the our plan our plan as it currently stands says says red tier plus 21 days but the science CDC cdph they're saying uh 10 days now not 14 and certainly not 21 however it seems reasonable to me to look at a 14 day instead of a 21 day because that's still conservative we're past the holiday season so it makes sense to me

114to look at that which then allows us to really um have some solid solid um hope um optimism to to reopen in the red plus X number of days if you're willing to go there based on the science and the new metrics and then the second piece would be um prioritizing and getting in line getting our employees in line for vaccinations those are the two things that I'm interested in looking at and I think we can reopen our schools um this spring based on that so um sounds like we we've got a lot to look forward to on at the next meeting and uh I I'm I'm I'm reluctant to have us get into any more discussion on this because this was just listed as an update on this uh on this particular agenda item

115and um it it it's not really listed as a discussion item nor is it an action item so with with the board's permission if there's no one else who would like to add to this to this particular item I think we should move on to 8.03 the measured update and really look forward to the next meeting where we'll have a more robust discussion about this is that okay with everyone good let's move on to item 8.03 measure D update yeah just really quick um you'll see an item on the board on the on the board tonight that we'll be here to ask the board to move forward with the slow track project using design bid build I just want to let the board know that um we're meeting with dakai with dwk in terms of

116all the bid documents that we've used in the past and then Mr hul of course will we have a meeting tomorrow to go through um every page of those documents together to make sure that we're ready to go should the board move in that direction ran yep uh I'm curious why are we doing design bid build as opposed to design build because this is this project was not part of the design build project when we moveed forward so you know we were we always were kind of waiting to see what would happen and um and again it's it's on the agenda so we can discuss it when when it comes forward if that's all right that's fine I was just curious thank you all right um let's move on to uh item 9.01 which is

117a resolution approving and adopting authorization authorized agents to execute for and on behalf of the district for certain financial assistance for emergency or disaster relief and Recovery um and Mr Pinkerton I believe that's you again so we uh last year you know the board and uh kind of made safety a priority for the for the district so we worked you know really well with Resolute and Associates right on our safety plans put together three new District plans reviewed all the site plans um still a lot of work to be done in the area of safety that that'll never end right in terms of being prepared for anything that might happen um and so we got cut off in March before we kind of finalized our plans to we were going to set up kind of

118a three-year plan to to train our staff and work towards that and so um you know our current plans work for our current situation but of course when people are back on campus and we have all of our students back you know we'll we'll begin that kind of three-year plan roll out for for safety but in particular when we were going through that process we realized that we were not part of the local Hazard mitigation plan that the county had put together so our school district was not listed and so um because of that in order to get federal funds should there be a disaster and heaven knows there's been lots of disasters recently right I mean it seems like over the past few years whether it's flooding or fires or you know all types

119of different things um it probably is really smart for us to have our own uh Hazard mitigation plan to put forward so that said um Mr Luen from Resolute Associates helped me put together a Federal Grant to uh help pay for us going through that process so we are fortunate to actually receive the grant um you'll see in the consent agenda is actually some some documents that I'm asking the board to approve as well that go along with this resolution um but basically the federal government is going to award the district $41,000 um we have to do a local match of 13 7 13,750 to go with that but um this will then allow us to kind of go through this kind of pro process it'll be about a year that um we can put

120together our own local Hazard mitigation plan so that should there be any type of disaster we would be able to apply for federal funds so tonight um as part of that process we are asking the board to approve this resolution um and then later on you'll see in the consent agenda there's a couple other signature pages that also need to be approved um resolu Associates cannot apply for this grant so because they helped us obtain the grant they they can't be the ones that complete the workforce so um they have helped me put together an RFQ RFP that um will go out should the board approve this tonight so that we can begin this planning and it's a you know it brings in all the stakeholders Community groups as well and it takes about nine

121months to to put it all together and and get it approved so um that is the basis of this item tonight and asking the board to approve the resolution um that goes along with receiving those Grant funds thank you thank you um I'm going to go to the public is there anyone from the public that would like to address the board on this item if you do wish to address the board would you please use the icon at the bottom of your Zoom screen and raise your hand so we can recognize you uh I'm not seeing anyone so I'm going to bring this back to the board um I just want to just remind everybody how important this is um when you talk about disasters I think back to 2004 when we had the Passa

122Robel earthquake uh and it destroyed one of the buildings at flamson middle school and uh how important it was to get that FEMA money for pass a robbles to re help rebuild that school even though there was some controversy um about that particular transaction but I it's very important and so um you know I I just wanted to add that would someone like to make a motion to for approval of item 9.01 uh motion by Ellen is there a second um Katherine looks like you are this going to be the second I'm going to go through this is a roll call vote as are all of them Ellen yes and I'd also like to thank us Mr Luen is actually in the in attendance tonight yes I want that as part of my motion to

123Mr thank you yeah thanks Rob um Katherine Dr ID and drath Rogers yes I uh Marilyn yes elyn yes absolutely Eve yes Mark yeah I just wanted and I also wanted to thank staff and Resolute this is a great catch okay and I'm a yes on that as well the motion carries 70 um it's 10 minutes to 8:00 we have we're going into the discussion action portion of this um Dr Prader one question I have in item number 10.02 the youth truth survey presentation do we have any students that are presenting or is this being will this be a staff presentation it's a staff and uh Jimmy Simpson from youth truth is waiting so he's going to do the presentation itself okay I I I'd like to with the board's um permission I'd like to

124suggest that we move to item 10.02 the youth truth survey presentation and then do the then go move back to item 10.01 uh elcap three-year engagement plan and item 10.03 the mtss report I think item 10.03 is going to be a longer item and I would like us to be able to take a break uh sometime within the next few minutes um it is 8:00 we have a meting for two hours um but I think if we have somebody waiting for the Youth truth survey I'd like to to do that if that's if the board would would give permission to do that and then it when that's done we'll take a 10-minute break okay I'm seeing consensus from the board so Eric let's move on to item 10.02 and then we'll come back to uh

125we'll take a break and then come back to item 10.01 great thank you Mr anger I appreciate that and I'm sure Jimmy Simpson from youth truth will as well I'd like to um frame this for you or frame this for Jimmy uh youth truth has been with us uh as a district we've partnered with youth Truth uh for the last I want to say four maybe five years and um they've it's really been focused in on our student Senators who then um benefited from the um the student surveys that youth truth created this year Dr PR can I interrupt you for a second yeah I'm I'm sorry I need to find out if anybody needs translation services if you do could you please raise your hand and let us know I'm sorry Dr prer it's

126okay that's okay that's very important okay thank you we're we're fine thank you very much and I apologize for interrupting you not a problem and and so this this year after I should say last summer after much engagement and conversation with Jimmy Simpson um around looking at other sources of data that might inform our lcap and inform our priorities uh we decided to expand the youth Truth uh survey component to staff and parents and so tonight's presentation is is our first sort of attempt at sharing with you um the data from those three groups um from that we gave our our students I think last October and um and so it's important I think when we as as an organization that we always keep our pulse on you know how people are feeling around the

127idea of Engagement um academic rigor um safety drugs and alcohol equity and inclusivity all of those very important indicators are reflected in those questions so uh Jimmy would you like to share with our board um what you've put together sure thank you so much Dr Prader can everyone hear me and see me okay yes okay um so I'm excited to share with you a little bit um of of the results of the survey uh as Dr Prader said this is the first time we've done this survey with our elementary students our families and our staff in St Louis castal we've always we've done it for four years now with our secondary students so I'm going to share my screen go through a little bit of a presentation I apologize if it seems like I'm I'm

128pushing through here there's a lot of content but I made sure to uh give you that handout so that you can take a look at this later reach out to me if you have any other questions as well but here is my screen so um my name is Jimmy Simpson I'm your youth truth partner super excited to be here with you all today um before coming to youth truth I was an elementary school teacher in San Francisco Unified so been an educ for a while um and so really quick today I'm going to tell you just a little bit um about who we heard from in our survey we'll go through some of those results I'll talk through some of the trends that we are seeing in the data as well as of course leaving

129some time for questions and Reflections so as a reminder in our student survey these are the core themes that we are asking our students to answer questions about so we've got student engagement uh perceptions of being challenged by student academics relationships with teachers feelings of belonging in peer collaboration culture as well as College and Career Readiness now we also had some additional topics around distance learning as well as diversity equity and inclusion in our staff survey you'll see a few similar topics of C culture engagement and relationships and that's intentional we want to see how folks are feeling across the themes um in in all of our students and stakeholder groups you can see here we also asked staff about their perceptions of PD and support and school safety and then finally we ask our

130parents to respond to questions about culture feelings of safety engagement relationships communication and resources so let's dive in into who we actually heard from this year so we surveyed in October 2020 I believe the survey window was open for about five weeks we had a 90% response rate from students across the district which is amazing especially in a distance learning setting uh we had 78% response rate from our o sorry here we had a 78% response rate from our staff and then we had a 29% response rate from our families which is also a fantastic response rate we tend to say that a successful response rate for families is 30% so we are right there which is great and you can see that there's room for improvement as well uh so next year when we

131take the survey again we can get those numbers even higher across the board now again sorry apologies for the text but I'm going to read through this and again you have this with you so that you can read through it again on your own time but for our staff survey our highest overall rated themes for all of our uh staff for elementary middle and high was relationships and that's relationships with students with each other as well as with administrators and you can see here a quote from a middle school teacher I'm seen for who I am and treated like I matter it's been an insanely tough year in a string of insanely tough years and I feel like a major shift for the good has happened in terms of support it's been tough to be

132listened to only be listened to in the past now I feel like there's some action after our conversation and things are changing for the better now our lowest overall rated themes for staff for our elementary and middle school staff it was professional development and support and then for our high school staff it was engagement and so an elementary school teacher said I feel that many of the professional development sessions that the district provides are very basic and for a teacher with as much experience additional schooling training and passion as me many of the things covered in professional development are not new or helpful to me and my practice now when we look at our staff survey a little closer I've actually pulled out the highest rated questions across the entire survey for your staff members

133as well as the lowest rated so for elementary school teachers the highest rated question was students treat staff with respect for Middle School uh staff it was my school's employees are committed to the success of my school and for High School staff it was the same highest rated question as Elementary School staff students treat staff with respect now the lowest overall rated questions for staff were for elementary my PD over the last year has provided me with teaching strategies to better meet my students needs for Middle School staff it was I have access to meaningful professional development and for High School staff it was my PD over the last year has provided me with content support so obviously the trend there across all three levels is professional development now we're going to jump to our

134family survey results now our highest overall rated theme for our families for elementary schools it was culture which is talking about fairness and respect and for middle school and high school it was school safety now I know we're in distance learning so that one doesn't apply as much so I pulled in build second rate highest rated theme for middle school and high school was relationships a parent of a kindergartener said our teachers and staff are doing everything they can to make the most of distance learning we live by the school and we see that they are working long hours the staff is always friendly and ready to help in any way they can and a parent of an 11th grader said strong leadership by the principal Cascades down to most administrators and teachers creating a

135culture of helpfulness now our lowest overall rated theme for our families was the same across elementary middle and high and that was communication and feedback now a parent of a seventh grader said I and my child have tried to communicate with teachers about grades assignments Etc most of the time we get no communication and the problem is not resolved in some circumstances the teacher was not welcoming and then finally we're going to go oh actually we're going to stick to the family for one more to bring in the highest and lowest rated questions across the survey for families for elementary families it was my school creates a friendly environment for Middle School families was families and teachers care about each other and for high school families it was parent and family members are included in

136planning school activities and now the lowest rated question was the same for elementary and middle school families teachers clearly communicate expectations for my child's progress and for high school it was I believe in my school's Mission which was in our engagement theme all right now let's get to our student survey one super quick thing I want to do again I'm I know I'm flying through this and I apologize for that but one quick thing I want to do is just to show you across the country how our students are feeling about these themes now we've surveyed over 1.6 million students in the United States and so in these themes we're seeing that engagement is trending downward academic challenge is staying about the same relationships and culture are actually improving so students perceptions of their relationships

137with their teachers as well as their P perceptions of fairness and respect are improving during distance learning and learning during covid-19 and then perhaps not surprisingly students uh perception of belonging as well as their perceptions of being ready for college and a career those are really drastically declining across the country now I bring in these National perceptions so that you can just have that in mind as we dive into some of the data from our students in St Louis Coastal so the highest overall rated theme for elementary middle and high school students was culture so those feelings of respect those feelings of fairness as well as those feelings of fairness around discipline a 12th grader said at this school everyone seems to be held to the same standards and people make an effort to be

138kind to one another seventh grader said I like everything that our school is doing they inspire me to do my best saying you got this and you have it in you I know you do and the fifth grader said I like that my teacher is caring and helps me even when I'm really confused or feeling down now the lowest rated themes for our elementary and middle schools was feelings of challenge by in academics and then for high schools it was feelings of uh engagement was the lowest rated we had third graders say challenge me with my math because it's a little boring and then we had an 11th grader say I feel like I have to inspire myself to do my best on assignments and other things I know I have big goals for my

139future so I need to stay on top of my grades and assignments but I feel like my school my teachers aren't helping me to stay motivated all right and for the highest and lowest rated questions across the survey for elementary students it's do students behave well in your class elementary students are feeling like everyone's doing pretty well there in their Zoom classes for Middle School it was students from my school treat adults with respect and for high school it was discipline and this school is fair which obviously looks a little different this year in distance learning now the lowest overall rated questions in the survey for elementary school students it was do you learn a lot in your class for middle school students it was the work that I do for my classes makes me

140really think and for high school it was how often do you work with other students for your classes even when your teacher doesn't ask or tell you to that High School lowest rated question is really interesting to me as well as to your student Senators we we presented some of this data to them and they really latched on to the low ratings in pure collaboration and they came up with ways that they suggested to their principal and to their peers about how that can be improved for the rest of this school year now what were some of the trends again just really quick we're going to fly through some of these since this is year four of our middle school and high school students taking this survey we have a wealth of trend data that

141we can look at here and make those really kind of apples to apples comparison about how our students are feeling again in our middle schools perceptions of our middle school students were really consistent with what we're seeing with students across the country a bit of a decline in engagement academic Challenge and belonging and huge jumps in relationships plus 15% and culture plus 8% High School those were actually a little bit more interesting those ratings to me because they were not exactly the same as what we're seeing across the country High School saw the biggest decline in belonging as well as a slight decline in engagement which those are expected culture and saw a little bit of improvement but what was interesting to me is that we actually saw a rise in uh high school students

142perceptions of feeling ready for college and career as well as being challenged by their academics and then relation ships which we see improving across the country didn't really see any change this year for high school students at St Louis Coastal here's just an example of the data that we got back so for the question I feel like I will be ready for high school when I finished Middle School you can see here on your screen that students this year have that 3.46 out of a five down to the 20th percentile which is a drop from last year and all the way back in 2017 we were up here where we saw Improvement is this question how many of your teachers are willing to give extra help on schoolwork if you need it you can see

143a huge jump from last year's 3.47 to this year all the way up to the 81st percentile meaning that students in the middle schools in Stan Louis Coastal will rated this question better than 81% of other middle schools across the country now for high school students here's that question question that I showed you the lowest one in the survey how many of you work with other students for your classes even when your teacher doesn't ask or tell you to you can see that we're pretty consistent for the last three years up here near that 75th percentile in this year we dropped to the 14th percentile for this question but we saw some improvement like in this question most adults in this school treat students with respect we see a pretty big jump here from last

144year to this year okay a couple more places I want to go to and then I'll be done but one of the other things that's really really powerful in these reports is being able to disaggregate the data and see how students of different backgrounds are feeling about the same questions and the same themes I won't go through all of these but you can see here in the elementary schools we did see some interesting differences when you split it by grade level by race ethnicity as well as by gender identity we're seeing that female students rate notably higher than male students in academic Challenge and you can see this question here do you learn a lot in your class where female students are up here near that 50th percentile and our male students are down here

145at around the 10th in our middle schools again we see some interesting data when we disaggregate specifically by race ethnicity we see that our black or African-American students although a small population they rate significantly lower than their peers in that theme of Engagement actually below the zeroth percentile and for this question what I learn in class helps me outside of school we can see that broken down by race ethnicity you can see here at the very bottom our black or African-American students have that arrow pointing left which is lower than our lowest rated school and then finally when we disaggregate the data by high school again more interesting uh pieces here one in particular are those students who report getting grades of mostly C's D's or below they are also reporting less positive Perceptions in

146every single theme of the survey so those students who are already struggling with academics are also struggling with the culture side of school and you can see here this question how many of your teachers believe that you can get a good grade if you try students who say they get mostly A's really high rating mostly B's pretty typical rating and then those students who get mostly C's D's or below are down here in that bottom cortile so what are some things that we have done so far with this data every single principle has gone through a one and a half hour workshop with me so that they can dive into their data become experts in their reports and start making goals around the data so that they can watch and uh watch for improvement from

147year to year we also finished a workshop with the student Senate already this year our student Senators have D Dove right into the data this is I think you're four with them as well and they've already given many of their suggestions back to their teachers as well as their principles and so we're planning to do a few more workshops with those student Senators so that they can be leaders uh to take action in some of the data that they are seeing as well as working with those principles to make sure that they're making some smart goals around the data that they are seeing so with that I will stop and see if there are any questions uh for me and the data that you uh were able to look at today you know what what

148I'd like to do with the board's permission I'd like to go to the public right now and see if anyone from the public has has any questions or comments about this and then um we'll move to the board is there anyone from the public who would like to address us on this issue and I'm looking to see if there is no I'm not seeing anyone so let's go back to the board um Mrs Sheffer followed by Dr Eisen drath Rogers followed by Mr Buckman okay Ellen first thank you um first thank you Jimmy as always for this work i' I've been fascinated by use truth since we uh since this we started uh using it my question has this has been as we all know such a such an unusual year and I'm wondering how

149the information you've gathered from San Louis Coastal how that um might compare to other schools who have used youth troops during during the year of Co yeah that's a great question so right now we're seeing across the country that these um that these perceptions of relationships as well as perceptions of culture are improving and that wasn't necessarily that different with students in St Louis Coastal one thing that uh students are consistently telling us and I saw this in the comments in St Louis coastal's uh files is that they appreciate that they are able to interact more um on a one-on-one basis with their teachers whether that is through a chat or through email or through Zoom students are feeling less nervous about raising their hand in in you know in the classroom and they're really

150happy with that level of connection that they have with their teachers and then the other that again this is not necessarily different than what we're seeing across the country but that sense of belonging is really diminished with St Louis Coastal students as well as students around the country the only change that was really not typical in this school year was at the high schools we actually saw St Louis Coastal students showing Improvement in their perceptions of College and Career Readiness and academic Challenge and those two being an improvement from last year here is just really striking to me it's not something that I have seen often and I look at hundreds of these reports you know every week um and so that is just one that I think is worth diving a little bit more

151into and and and creating I guess more questions about you know why are students feeling more challenged in a positive way by their academics as well as feeling prepared for uh what's happening After High School yeah and how can we keep that up exactly yeah great thank you thanks again Katherine um you're muted there Katherine see you're gonna get that's okay we're good now um sorry I was I was just saying that I was not able to uh to hear what was going on before with Ellen so I hope I'm not being repetitive here Jimmy but um what I was struck by was it seemed as though the one uh quality that the our students are appreciating now is um a connectedness a kind of empathy um and do you do you attribute that to

152the pandemic or is there some other explanation that you came to yeah I I was saying this a little bit to Ellen before so I'll make this one a little quicker but students are feeling that sense of connection uh really because of the access that they feel that they have to their teachers so their their ability to reach teachers one-on-one via chat or via email or in Zoom it they're less scared to interact with their teachers than when they maybe were in a classroom full of their classmates that that makes sense to me but I also just wonder whether you thought thought there was like a wave of kindness that everyone has like a feeling that they want to connect personally with each other I think so and I think a lot of the credit

153is also due to your teachers and your teachers really putting in just a lot more time potentially that that's that's an assumption but putting in a lot of time to make sure that their students know that they're heard and that their students know that there's someone there who is there to support them we've been seeing that a lot in our comments with uh with our students and with our teachers as well so our teachers have done a great job of reaching out and making everyone feel connected that's fantastic thank you Mark uh followed by Evelyn thanks Chris um Jimmy I've got some questions and I'll check with Chris each time whether I can just continue so first that you referred to the free and reduced lunch program right F frpl there is an ability to

154disaggregate the data by free and reduce price L and so I'm just interested how how we're how we're getting that data is it self-reported it is it's self-reported we are not legally allowed to get that data from you so it's self-reported okay that's what I was and then then when you looked at the percent when we had the the one one question B ethnicity or by subgroup I'm wondering whether the numbers were disaggregated or whether those scores um are a percent of let's just say of the black African-Americans or is that a percent of them compared to the entire student body yes so those those below I can reshare my screen here really quick those uh percentile charts below here that is not taking into account necessarily any of the percentages of that demographic group

155so if you had you know 1% of your black African-American of of the student body is black or African-American that is what is represented here whereas if it's white and you have like 60 60% white students that is represented here in this in this bar as well so those are not represented by the you know number of students in each of those um but one thing we will never show a demographic group unless we have five or more responses so that we can maintain an anonymity for those students um but some of those subgroups then are are a lot smaller than some of the others and and and the size of that subgroup could skew the results yeah so if you only had you know 10 students who are identifying as you know native Hawaiian

156Pacific Islander and you know eight of them rated really low and two rated really High then yeah that that'll make the results look pretty low okay I appreciate that um just have I'm sorry Chris let me check in go ahead Mark why don't you just ask your questions and we'll go forward sure and and Jimmy can you just at one point you referred to something as a big jump and I was looking at it I'm just make the numbers up because I couldn't get it down um a three let's just call it a 2.50 and jump to a 2.80 is so can give me a sort of a understanding of what we should consider as a big jump yeah so it the the whole point of our report is to put this data into a

157comparative context oftentimes when people are giving data and you get that number like okay we got a 3.42 rating out of five is that good is that bad not totally sure so we put it into context and so for us we track percentile rankings and so one of those big jumps was a 3.47 to a 3.88 which you know is only point4 but when you put that into context that 3.47 is only in about the 25th percentile for all high schools across the country whereas the 3.88 is all all the way up at an 81st percentile so that's where we are tracking our sort of jumps and progress is in those percentile rankings thanks Jimmy thanks Chris okay Evelyn um Jimmy yes um this is fascinating information I really appreciate this the one thing that

158you said um one of our biggest jumps or or things that stand out for you in contrast to districts across the um nation is that connectedness am I is is that what you're saying that that it connected with another staff member their teacher yes no so that actually is pretty we we're seeing that across the country is that connectedness with teachers that's not something that's unique to St Louis Coastal the two things are unique to the high school students were College and Career Readiness and academic challenge those were improved from last year whereas that is not what we're seeing across the country okay well that is that is great news indeed that is great news thank you um Mark I forgot to ask this I apologize we have some numbers that are comparative over the

159years and and I missed this probably but the 98% response is where did we start four years ago with this in terms of response in terms of like response rate yes please yeah we've always had really really good response rates you know for I believe the middle schools and high schools we're always at about 80% or more there might have been an off year for for one of our schools but overall we've always had a really representative group that's good thank you and I I don't know if you mentioned this uh at the outset but the the youth truth service survey is administered by students to students at our at our high school and our middle schools I'm not sure how we do it at the elementary school but I I think that's a positive

160um Jimmy if I do have a question if there's no other questions from the board um one of the areas that that I think is um that that was um sort of disheartening to me and I think we'll be talking about this we'll be talk actually our our uh second item after this um was the sense of um of expectation that students had depending on what grades they were getting in school um can you talk a little bit more about that and if that's a n if that's a trend everywhere if that's a if that's an outlier for our district um because you know one of the things that that unfortunately with distance learning we're seeing is um some students grades are going down and uh I I think we'll be talking about that later

161but can you talk a little bit about that please yeah absolutely Chris so that is not something that is unique to St Louis castal we see this in almost every single School across the country where students as they self-report getting lower grades their perceptions of climate culture relationships even even safety are much much lower than students who say they get mostly A's and mostly B's and so that's something where you know especially now in the pandemic and distance learning we know that students who were already struggling are are struggling even more now and that's really evident throughout the reports in both the middle school students as well as the high school students these students who are not a students or B students they're reporting to really really low perceptions uh across the board um in

162the survey and but again that it's not unique to St Louis Coastal that something we see almost everywhere um but is is definitely cause for concern thank you um is there anyone else any other questions from board members well Jimmy thank you very much this is so interesting and as you know um we we definitely use this data in terms of developing our lcap which for the public is is our plan for the fall you know essentially for the following year L listing out our goals and tying our budgetary you know our budget priorities to it um I think it's it's you know I'm I'm proud that our district is using student data in order to help develop our lcap and I'm really happy too that we're using our parent data that we're starting to

163look at that as well because I think this is this is something that that you know we're we're able to use I think the district is able to use it um and uh I'm just I'm I'm thrilled and I'm actually thrilled that we have our student Senators as well and that they're that they're able to have these conversations with the with the site Administration and then try to develop as you say smart goals for their different schools um based on their data so thank you very much I really appreciate it um with that it's about let me see it's 8:30 according to my watch we're going to take a 10minute break and then we'll move to item 10.01 so we'll return back at 8:40 thank you e e e hey Kim what's up for are

164we back yes Evelyn I think I am is anybody I'm here is anybody else hello Eve okay I can see you Eve yeah I'm just answering Evelyn what' you say what well Evelyn was saying anybody else anybody else move it back check it out s hello everybody we're still waiting on a couple of people before we resume the meeting I do uh Eric yes I did want to say uh you know that youth truth um I just remember when the days before we you know when we could go watch those uh student senator in person it's a such a cool Dynamic it is just amazing so it's cool that it's going on still yeah I I miss that th those days are the best days aren't they they the energy with those guys and they

165are so into it and and they feel empowered and they take it seriously their jobs and it's just really yeah and I look forward to having inviting Eve she'll uh she'll enjoy it yes I'll look forward to going yeah when we open up next week Chris are we in our meeting now is everyone I just want to know now meting um can you could I be muted for just a minute please yes sir okay thank you sorry sorry I just needed to get something squared away here okay um let's go to item we're back in session um it is uh 8:41 um Kim I'm assuming we're going to the lcap and threeyear engagement so this would be Kim this is just a dis this is a discussion item you bet happy to share it um

166let me if it's cooperating this time are you seeing my screen nice and bright trying to grab your attention at 8:40 so I want to talk to you about the elcap process that's the local control accountability plan just the process that we're going through and um I'll give you just some information about kind of where we are so just a quick introduction kind of what is the lcap so the lcap stands for the local control and accountability plans so that's a three-year plan um so we are in the year where we are beginning our three-year cycle So within that plan it has goals and then it has what actions we're going to take and what services we're going to provide and then what are we going to spend and order to address State priorities that

167are given to us and then our own local priorities so these funds it's important to understand have to be used to go above and beyond for these three groups the socioeconomically disadvantaged English language Learners and Foster homeless youth oh boy that sorry Kim I stopped your share you were actually showing your email page not your um your presentation it's okay it was just a sunset picture awesome okay are you sharing for me Mandy then or it seems like it's mine's acting up tonight huh yeah give me one moment I'll grab that okay thanks so I'm talking away you're looking at my email screen huh it was pretty it was [Laughter] pretty well you're gonna really think this one's pretty okay so thanks Mandy um so like I was saying um important that the funds are

168used for these three groups right so we're starting um the first year of our threeyear plan and these funds have to be used for these three groups so then if you can go on Mandy right so we are kind of in a unique situation this year right so typically at a a normal year we would be starting the three-year process this year it's going to be a little more complex and we're going to be incorporating a few things so first of all we're going to be incorporating the board's strategic sessions the ideas that come out of those strategic sessions coming up also considering that we have our love a learning recovering plan I think I almost called it loving loving lovingly learning recovery plan so we need to um incorporate these ideas of your strategic

169ideas where the school district is headed the ideas of the things we need to do above and beyond considering the situation that we're in and then our three-year plan of how are we using these funds for those three groups thanks Mandy so just want to try to clarify um you know we've heard this lcap turn a couple of times so if you'll remember we were told that we had to we needed to have for this year a learning recovery um attendance plan that was just this one coming up then we're walking into a new three-year plan that's the typical local control accountability plan so that is upcoming for this uh next three-year cycle so next thing Mandy so I want to tell you it has you know the seven key components so there's summary information

170at the beginning and then you have comprehensive School Improvement then stakeholder engagement that's the process that we're in right now and I'll show you that graphic of How We Gather everyone's um engagement and input then we create the goals and actions we analyze our goals to say how did we do where are we headed and then this is the key part what are we doing to increase and improve service Services we give a solid based foundation for everyone lcap funds are utilized to say what do you do above and beyond for those three groups of students socioeconomically disadvantaged e Foster homeless youth one of the misconceptions just to clarify is that people tend to think of this as our total budget right so if you think about we have close to like a hundred million

171budget lcap funds you only have to spend about 4 and a. half million we tend to spend more like sevenish right so you're talking about sevenish million out of 100 million right but think about this is key funds to say what are you doing above and beyond for those three groups okay next one Mandy so our stakeholder engagement process you think about you you gather input you hear from um advisory committees you you know review school plans um Diane Frost will take it to the Sela then we will bring a public hearing here to the Schoolboard meetings there'll be a public meeting where it's adopted and then you have your final adoption of the lcap so we're in this far leftand side right now beginning that process next one Mandy so you'll see here um

172these are all the different groups and places that we gather feedback from from a variety of stakeholders so just like you saw from youth truth you see there is that example at the top of that's where we hear a student student voice and we hear from them about what are we doing well and what do we need to improve on um you can see I won't read all of these to you but we um gather information from a variety of groups to say what do you see that we need to do in the in our Focus areas then we need to continue to focus on next one there I think that's wrapping it up there at the end um so this is where we are in the feedback that Gathering input uh process so um

173just to give you an update there that's where it stands currently um like I said a little more um complexity this year because of the situation that we're in uh you're going to hear some specific data um from laara storm and her team in the upcoming presentation about what is seen right now about what we're finding so that is part of kind of our data Gathering any questions about um Gathering input from State holders lcap process Rick can you add to it you know excuse me Rick if I may Rick why don't you go ahead and then I'm going to go to the public and then I'll go come back to the board sounds good thank you yeah one of the things I want to mention is we're you know we've had this discussion over

174the last several years about how do we increase the level of input especially from our most affected groups you know as uh Kim mentioned the three groups that this is the l cap is a focus of and so on the 25th Thursday the 25th of February we're having our deac uh Fiesta which we've had for the last couple of years in person and we're doing it uh via Zoom this year and our goal is to have you know all of the El families certainly they'll all be invited but to have all of our eel families across the district participating and we're creating a structure in which we have facilitators who are bilingual who will go into breakout rooms and get some input from parents so rather than just push out a survey and say Here's

175a survey we gave you an opportunity to do the survey uh we're going to you know have specific activities uh that are geared to getting input from affected groups and so we're hoping that that'll be successful and I would certainly um encourage you all to attend the daac Fiesta on the 25th it should be uh a lot of fun and an engaging evening for our El parents thanks Rick and um please make sure that we all get an invitation to that and I know you'll probably remind us of that at the next meeting and during our study session as well um I'm I'm going to go to the public now to see if there any P if there's any public comment on this item and then I'll bring it back to the board uh Becca

176um you have your you have your hand up and I'm assuming you're going to be speaking to this item so Becca you'll have three minutes oh no I'm so sorry that was an accident oh okay all right thanks um let's go back to the I'm seeing that there's no one else who wishes to make a public comment on this item so I'll bring it back to the board anybody have any questions Evelyn I don't have a question I just really want to extend my appreciation to um the staff for coming up with this you know way to really kind of um Target the response um in that creative way that's that's a great um kind of adaptation and it's you know I think it'll be really helpful the only question I have is Rick or

177Kim will those then results will we get those results kind of separate from the other um results but I mean this is really um very creative and thank you so much yeah and we have added to the survey this year um you know a voluntary portion where people can self-proclaim whether or not they partic ipate in the free Ru lunch program we did that in a survey a parent survey in May that Mrs McGrath pushed out and I was amazed at how many responses we had where people identified that they were uh you know either free and reduced lunch program or English learner it was a significant percentage of the survey responses thank you thank you so much other questions from board members okay I'm not seeing anything so so let's move on to item

17810.03 uh this is also a discussion item it's um a review or actually I guess discussion on the multi-tiered system of support this is our second update um I'm assuming Mr Mayfield Mrs storm you'll be presenting this yeah I'll introduce Mrs storm and I just want to say that uh Lara and our two toses Chelsea Smiley and Michelle Cass have been working very hard to kind of analyze the the data and and help us to plan next steps uh for you know what we're going to do in the mtss process now what you'll see tonight as we've talked about before is that you know some kids are doing okay uh and I maybe even venture to say some doing well uh but a a large group of kids are not doing well academically or social

179emotionally uh and those are the kids you know we need to get back in we do have a big increase lately of students who are coming to um pods and uh Lara has worked very hard to make that happen I know sloh High just this past Monday brought back about 95 kids freshman who had D and Fs um and at least one D or F uh you know because of lack of Engagement uh to in-person pod workor uh and it's just you know really important that we that we analyze exactly where these kids are at and help teachers to to meet their needs so with that I'll turn it over to Mrs [Music] storm good evening everybody great to see you um I am here to do our um second update on multi-tiered systems of

180support um before I start I want to introduce um the two mtss tosas so we have Chelsea Smiley with us and Michelle Cass um and they are going to do part of the presentation tonight as well as Diane Frost so we are tag teaming it um so let's talk about mtss I'm going to um share here okay so what is mtss so just a little reminder um that mtss really is multi-tiered systems of support um and not just academic you may have heard response to intervention or RTI um that's kind of what came before mtss and that was very academic focus and now we've moved into this model where we look at academics social emotional Behavior anything that might be um a barrier to Student Success um attendance so it's really whole child focused and

181it's just a framework so tier one is that Baseline um instruction that all students get those Services all students get maybe it's the seal lesson maybe it's you know the math lesson but everyone gets that and then we move into tier two where we're targeting certain students it could be small group um things like that could be Counseling group or that kind of thing they need more support than tier one right and then when we look into tier three that's where we're getting into real individualized interventions and possibly things like IEPs so um we've shifted away from RTI strict academics now to mtss where we're more whole child focused so why mtss for St Louis Coastal and why mtss for the country you other states are doing this effort as well and it's really about

182Equity um and getting students what they need to be successful um we want to close that achievement Gap that we know that we have and just like I said meet all needs so we've kind of had three Focus areas in our how so far this year um the first one is to use the data we have wisely this is very very challenging in distance learning um getting accurate assessment data in the distance learning environment is challenging um you know at some point I'm happy to talk with anyone more in depth about why that is um but you could imagine all the factors that play there so um it's challenging but we're trying to do it because we know it's important um we really are looking at how do we strengthen tier one that basic um

183bottom of the pyramid the things that everyone gets and some of our data has helped us see where we need to work in the tier one space and then targeted tier two and how do we target certain students to get them what they need now and down the road so those are kind of our three Focus areas as we undertake this effort so using data wisely so the data that we're using this year in distance learning um we have been trying out our Universal screener fast bridge I'm going to talk about that more in a minute we've been using our trimester assessments and benchmarks that we have at the elementary level that's feasible now that's a big word that's feas ible we are not assessing writing in Kinder in first grade it's just it's not

184really feasible to do that I see Mrs frame laughing because I'm I'm guessing she can imagine what that would look like right so there's things that we just can't do and that we have to change and adapt and we know that um semester grades at middle school and high school have been a big piece um and we're using these things to guide our next steps and to figure out what are those student needs so even though it's not my favorite data or the best data that we've ever had in San Louis coost so we're still able to use it and it's telling us things so that's important to know okay so I want to back up and talk a little bit about fastbridge because I think this sort of came out of nowhere for for

185you guys as a board but really it was a long effort um on the part of staff so back in the fall of 2019 so before covid um our its Department reached out and said we can no longer support the Scholastic Reading inventory which is an assessment we use 3rd through 8th grade it would give us a Lexile level it's called which is just a reading level just a number for saying where a students at in Reading they said we cannot use this product anymore it doesn't work with our technology and we had heard over and over from third through sixth grade teachers that they didn't really love it any anyway because all it did was spit out a number and they wanted more information so we convened kind of a Kim convene kind of

186a group um to look at this and to talk about mtss and it led us down a road to fastbridge so about a year ago now I was at the illuminate conference learning more about fastbridge um to discover what it had to offer us and we were really impressed because it has Universal screeners in reading and math and seal it has intervention paths it has um intervention lessons it has like specific assessments for comprehension there's a lot to fast Bridge so we were really intrigued so we came back and we ran a third grade pilot of fastbridge across the district so we said third grade do not use the reading inventory for the report card in March use fastbridge and we ran this pilot and it was pretty successful people liked it well early March

187we got together and said let's start piloting at other grade levels at other sites let's see what there is so like for example at Monarch Grove kindergarden was going to try it we had all these little pockets all over the district where we were going to be trying fast brige well you know what happened in March and all of that came to a screeching halt we said no we can't keep these Pilots going but we know we have to purchase something and so far this is really great let's do it so we we purchased fastbridge as our as our RI read inventory replacement okay so this year the toas and I went to some of the virtual fast Bridge conference and we said wait a minute we could be using this K12 in reading math

188andal there's a lot here we need some more data and some more Universal screening for mtss and for sorry about that um for mtss and for our distance learning kind of situation and pandemic and return to school so in the fall in August we said let's do this first through 8th grade for reading and that was all virtual okay but I will tell you we learned something big from that virtual assessment run we learned first of all it's not easy to assess in distance learning we already knew that but it was confirmed but we saw over and over and over that we have a huge need in our district to shore up our tier one in phonics we have major tier one issues with phonics so um so it was good in that regard we

189were like hey we've got some answers here we've got some basine levels of where kids are at we kind of have a feel let's move forward so then in November Elementary used it for their trimester benchmarks as the reading um inventory replacement then in January AR um SE Smith came back to school in first grade it was so exciting and so Michelle and Chelsea went out and gave them the fast Bridge assessment in reading and math in person and oh my gosh it is so much better and so much easier to do it in person so we got an inperson trial run we have a few teachers at sloh high piloting with ninth and 10th graders they came to us and said we want some data we said here's our here's what we can do

190so we're working with them um on that and then it looks like we're going to be going to the in-person kindergarten at delmare and doing some inperson assessing there and then um the My saers which is the social emotional assessment is rolling out this month and Diana will talk more about that so I just wanted you to have kind of an overview of fast Bridge because I know there's been a lot of questions like where did this come from what is this so we were working on it pre-co co gave us a curveball but it's been a good tool for us in this time so with fastbridge data here's what we've learned we saw growth at the trimester we gave that fall Baseline and we gave the trimester we saw growth students are growing they're

191just maybe not growing at the rate that they would you know at inperson school we have major concerns about our first graders um we saw when we did the September Baseline we saw again in November and here is why we have this concern the last trimester of kindergarten is when they take off as readers right that's when we see like the most reading growth I see Mrs frame not in your head again they lost that note I love it because like it's like confirmation for me I can only see about five people in my screen but um so they miss that key time in person of kindergarten for reading and we know first grade is like the year they have to go from a basd to a J in one year and they're not in

192person and so we're very worried about them and their reading um we have a large need for phonological awareness in phonics um in our tier one we have we see some needs for reading fluency um we did do some math assessment there's some number sense gaps there and Upper Elementary with number fluency so kind of having that automaticity with their math facts um in place in the Upper Elementary so I am going to turn it wait Did I skip a no I did not I'm gonna turn it over to Michelle Cass um she's going to talk about um the assessing that we did at CL Smith in person and talk about the first grade reading um benchmark assessments that we did so Michelle you want to take it away here yes thank you Laura and

193I just wanted to say thank you to the board members um for giving us this opportunity to go over the data with you so um like laara said um the opport opportunity presented itself for us to Pilot the fast Bridge assessments to their first graders in person and I just want to um walk you through the graphic so B is beginning of the year assessments so these were the assessments that were given virtually and F is for this ball screening period and those were the assessments that Chelsea and I gave them in person so um this was for reading so you can see beginning of the year 31% of the students were at high risk this last assessment period it dropped down to 8% of students being at risk if we look over here in

194this purple bar graph the are these are students who are on track so it was originally 44% of those first graders were on track and that grew to 75% of students being on track and we are going to be doing the reading assessments at delmare with their kindergarten students so the next time we see you we'll have additional data for um inperson kindergarten assessments this is what the math data data looks like at sees Smith so again you can see those virtual beginning of the year assessments 18% of the students were at high risk that's dropped down to about 4% of students um at high-risk and again you can see 76% of the first graders at CL Smith are on track to meet end ofe Benchmark goals and we are working with their intervention teacher

195at CL Smith to start using some of those fast Bridge assessments with the those highrisk students and then also to start working on progress monitoring as well soara also touched on um other trimester assessments that we utilize so in kindergarten and first grade we utilize the Bas The Benchmark assessment system and this is um the reading assessment that we give our students each trimester and this information I did present to all first grade teachers within the district and this is looking at the reading assessment of all first graders within the district except um our dual our dual imersion students at Pacho so to kind of set um give some context to our teachers I pulled the Bas data from the previous school year so the blue bar graph represents first graders from the um 1920

196school year and the red graph represents our current group of first graders so you can see that of um last year about 20% of our first graders were not reading at grade level for that first trimester and you can see this year we have about 40% of our first graders not reading on grade level um and we all know why because of distance learning so this is just really given us a lot of information about next steps and how to best support our teachers and what we need to do as a district to um really get that accelerated growth happening um when we bring our kids back so this was trimester 1 and we're getting closer to the end of trimester 2 now we're in February which is our big assessment month so we'll take

197another look at these first graders um and see what happened in the second trimester um for them in reading but but this definitely is is concerning um typically our cohort our not cohort data but like just first grade to first grade year over year it's about the same I mean it might be a little bit different but this is a drastic difference in what we would normally see so I wanted to talk about um semester grades because we have closed up semesters at the middle and the high schools um I broke it out by school so that it was easy for for you to see so this is lagona um the blue is students with D or f um last year at the first trimester and so this is a a student count so D

198could be this could be a student with one D this could be a student with three FS but count as just one so just keep that in mind so you could have a d you could have more than one D but it would be just the student count so you can see that we've had a a definite increase in D's and Fs um that our El and S students are are not doing as well in distance learning as our nonb students um it's very clear here and I'll I'll show you um this is losos Middle School so same Trend there numbers are a little different but the trend is pretty much the same um this is moral Bay High so again we see our our English Learners and economically disadvantaged students are are feeling it

199and this is SLO High um with C's and Fs so almost 80% of English Learners at slow High have at least a d if not more so um this is where the pods really are coming into play I'm working with the administrators um I'm working with Elementary too but at middle and high school to really get them the staff that they need um you know slow high like like Rick said is trying to bring back they they eventually will have probably about 90 freshmen back um I talked with Lesley today they have six pods running with 71 students with ninth graders in English learner recovery and they have three more staff that are coming on to run pods so they are going to be expanding um and then you know the same thing is happening

200at Morrow Bay High and at the middle schools to try to really address this issue and especially um at the high schools with a a lens to credit recovery so um we are being strategic about who's coming in um it's interesting that you know I think the majority are willing but there are some families that have said no thank you um we're not coming in in person um which is hard because when I ask principles what's the biggest thing what would make the biggest difference for these students what can we do if they get them back in person so um so there's a little bit of that but we're we're really trying to recruit and knock down those barriers so working with Transportation um getting creative that way talking about sibling issues right we may

201have some high school students caring for younger ones do we need to address that um so just really thinking almost student by student of what the need is and how we can get them in so um so that's semester grades so I'm going to turn it back over to the tosas and they're going to talk about um tier one and tier two and Diane is this you Chelsea did we lose her did we lose Chelsea okay I'll I will jump in and if she pops on she can take over she's here she's here and she's un she's muted hold on one second Chelsea try now no it's it here's her mic is not working okay if she um she can take over at any time but I'll go ahead and get started and Laura you

202can jump in if I miss anything so strengthening tier one I'm just kind of wanted to give you guys a rundown of what we've been doing to really strengthen this area so we've been doing quite a few professional developments with elementary middle school and high school we started the beginning of the year we're doing a districtwide um PD really focusing on tier one and tier two and Technology platforms since then we've really worked on um making sure our teachers are prepared to give those assessments those fast Bridge assessments that took a lot of planning and preparation so we provided our teachers with a quite a bit of training we've also been looking at the current reading research in K1 and making sure our teachers are aware of the changes that have been taking place in

203regards to um phonics and early literacy and then we did give um some professional development in around virtual parent conferences so trying to keep um our teachers current on the most current trends and how to best support them so again looking at that ongoing teacher support in tier one modified um grades and report cards and distance learning helping out with curriculum planning and I know it started really robustly um over the summer and then as the year has progressed their teachers have just really become um bogged down with their daily duties so we've tried to support them in that regard working on Sample schedules um I know Lara has also been working with an anatomy curriculum pilot and then Chelsea and myself we've also been supporting the ELA ELD pilot and secondary as well and

204I'll just keep on going so continuing that Focus um and tier one again I mentioned some of the changes that have taken place with our reading curriculum in the primary grades so making sure our teachers are aware of that giving them new supports new guidance um we've also implemented a new teacher Academy this year just because we had 20 plus new teachers to the district and the curriculum that we utilize is very robust so we felt a real need um to help support those new teachers and those was just a sampling of some of the trainings that we've done with the new teachers okay and we're going to turn it over to Diane thank you really quickly just um really pleased to see um social emotional learning mental health as a critical part of mtss

205I wanted to talk to you a little bit about um how we've strengthened tier one this year um you guys are aware that we um hired a school counselor on special assignment Shelley Benson has been working in that position since October it was created to support seal and tiered intervention and that's been her Focus this semester and throughout the year um we have our PPS School counselors on all sites and while we've had those counselors in place before this year before we would say strengthening what they have done for our students and families this year is new and different just like our teachers they're doing ual groups with their students some of them are doing in person they are surveying their kids and families to see what kind of needs and supports they need so

206really really a lot of work on that part our seal curriculum this year has really been bolstered from prek through six we have second steps across the district implemented at our elementary schools except for at at monart Grove where we have leader and me which I know you guys have heard an awful lot about um at the middle School level we have advisory lessons counseling Google Classroom lessons and health electives where they've got a really robust mental health um component and then at the high school again a health grad requirement counseling Google Classroom lessons and activities and then we also um did living work Suicide Prevention and intervention for our staff this year and are now beginning to do the same program with select student groups very very powerful training for our staff and feedback

207that we get from our students and what's not on this slide from um a slide several slides back when laara was talking about um the fast Bridge collection there is a social emotional component there called Sabers so it's social and emotional Behavior risk screener there's a teacher component and there's a student component starting in about a week and a half we are going to implement the student component which is my Sabers it's a self assessment it's pretty quick for the kids to take and our counselors and teachers will get um feedback from those students scores that they will analyze and then provide tiered support that's at across all schools in the district and again our scosa Shelley Benson is leading that charge for us working with the counselors and informing our parents about what this

208will look like okay thanks um I'm going to grab tier two it seems like Chelsea's mic isn't working on her end um but we have been working on um intentional groupings talking about the afternoon small group instruction time um digging into fastbridge and the intervention path it gives and the curriculum and lessons that go along with that um and then of course trimester data um we're partnering with the level literacy intervention teachers um you know Michelle was a former reading recovery teacher and she and Jenny Appel who does um a lot of our lli leadership um have really been talking about how to kind of bridge this this fast bridge to lli kind of thing um we are going to look at progress monitoring and then we have Learning Ally going and then looking at

209um small group instructions our secondary sites really felt like um the semester was a good time to kind of do a relaunch around expectations for that time for teachers and students and families um supporting continuous Improvement using semester grades as a data point so there was a lot of conversation around if a student had a d or an F in the first semester they need to start getting invited to that afternoon small group time right away so that we don't that happen again um so getting strategic about that in Credit Recovery um and then you've been hearing tonight about pods so pods are starting to roll out across the district um here's a picture of one of them um today at Simer um so I'm really working hard on recruiting people to be pod leaders

210and getting them out to the sites and getting them started um so I talked already about the transportation and the attendance barriers but but we are rolling with pods so I'm going to throw it back to Diane to kind of wrap us up with some social emotional in tier very good thank you so tier two in the area of social emotional learning and mental health supports we've implemented our care teams I think at the beginning of the year we were calling the mental health Team so that might resonate with you a little bit more than care teams but it is across the district at our schools a um a group of professionals who come together and talk about the needs of the students in terms of social emotional learning mental health supports this group will

211look at our Sab data they will look for each site they will come together with that data and they will determine the tiered supports that these children need we always have our student study team meetings attended by our counselors our school psychologists our administrators again trying to determine tiered support for kids we do have small group counseling and as I said a lot of it is virtual right now but we have counselors doing in-person support as well our family Advocate referrals are impressive we have our family Advocate on the coast and in St Louis abiso and they are out they're helping parents and the students as well um we have therapeutic intervention referrals so we do have mfts and mftis on our campuses um actually providing virtual still not in person but we're with slow

212County behavioral health stand strong Community Counseling Center so again a higher level of therapeutic support smaller group or individual at this tier two level okay so what's next for mtss we're going to keep working on pods um the mys saers screening is coming um we're going to start working on kind of a three-year plan that ties in with the cap and learning recovery and then we've kind of had three words lately up in Isla consistency support and cheerleading so keeping things consistent for teachers I'm not changing up what we're doing all the time but sticking with things um and right now there's a a great need for support and a lot of cheerleading um as we get into almost a year of distance learning so um you have questions for us or things we can

213answer um we're happy to so what I'd like to do is um go to the public and see if there's anyone from the public who would like to comment on this item we're not seeing anyone so I'll bring it back to the board for your comments I think there's a lot of good um but discouraging data here anybody like to comment on this I'm sorry Ellen mark I have a question um I yeah the a lot of the data is is discouraging you're right Chris and so my question is if what we are looking at in terms of um summer school this year what what that may look like whether that sounds like it will be happening and in what way and what will what can we do to you know beat these kids up

214yep we we are looking at a lot of different things Mrs Sheffer in regards to summer school um you know we're working with a consultant right now former superintendent uh and planning we had a meeting this afternoon and we have a follow-up meeting tomorrow uh a lot of that will be kind of long-term planning for summer school but we're also starting the conversation uh for this coming summer uh and and probably this coming summer especially we'll have a different look because it is more you know triaged and we need to get to these students who need uh uh the most help and then we're talking you know outside the box kind of things for extending the day to into the evening and pulling in the kids that really need uh our help and support and

215uh Dr Prader has been you know pushing the longterm view of summer school which I think will really benefit us uh you know in the future as we move forward but we're absolutely in conversation about what summer will look like and getting getting planning on that already thank you and then I have one followup if I may um and that is this year has been so different and our kids so many of our kids are at a different place than we might them to be at this time of year and moving forward to the end of the year are we talking to the next are we talking to our teachers about what they might be looking at for incoming kids next year that they may look a little different than than you know a second

216grader next year may look different than a second grader in normal you know times absolutely yeah and also like what what is best practice for how to deal with you know that student and you know what the research is showing us is you don't you don't go back and say okay you lost a half a year so we're going to start back at a half grade level and start teaching from there that you rather you know incorporate some of the Lost learning and pull out the most important things that uh you know students need to learn but right at the Forefront of of all of this is assessment you know we got we've got to get quality assessment to figure out exactly where students are uh and know you know the next steps that we

217can take and my hats off to Laura and Chelsea and Michelle for the work that they've done and you know work to assessing students one-on-one and trying to push a new assessment uh system you know in these times has just been very difficult and they've been they've been at it and not giving up and we're starting to make Headway and getting some quality data it's certainly not the data we want to see I think we all agree with that uh but we need to see reality in order order to make the proper plan so that we can you know get get the kids the help that they need thank you yeah that's so important I mean I I think we always make an effort to meet kids where they are but this year will be

218a really a real learning experience I think for everyone for teachers and parents and kids to that assessment will indeed be vital to know where they are so thank you okay uh let's see Mark thanks thanks Chris um it it's just it's really exciting to see that we're we're really going to do this real honest data and I really appreciate it um I do have a couple of questions and I know I'm a little bit in the wind weeds and not in big picture but um Laur one of the words is consist consy and and I truly appreciated that but I'm looking at it from where I am and it's I I know we've had um SRI RTI I mean it's almost the whole alphabet since I've been on the board and what I'm what

219I'm wondering about is we seem to be able to go one year to one year or three years to three years but we seem to be just and I don't know how to do it but you know we just don't have the data following a kid from kindergarten to 12th grade um or maybe I'm maybe I'm just not reading that accurately no I think I think that's a pretty accurate observation um you know we were forced into kind of this corner on reading inventory which I think in the long run could be a a good thing because fast Bridge does go K12 so we may get something there I mean we always have the standardized assessments from the state well when we don't when we assess but districtwide yes it's challenging and and I think

220Common Core also threw a wrench in things right we changed all of our assessments when the standards changed and and then you know so no I I feel you I've been trying to do comparisons of you know assess like assessment to like assessment and I I'm over here pulling my hair out some days so so yeah I I definit you know yeah okay um so that's my big one but if we could if we went back to slide 11 or if we looked at where we were comparing um first grade to first grade um and so my question is and I always have this same question you take a first grade Group which could be I don't know all all T kids with the name starting with t and then they go to second grade

221then we bring in another first grade group all names starting with s and we try to compare those two and say this group that first grade is doing better or worse and I'm always interested in and but but how did all the kids with the letter t that first group how are how did they do going going forward and I just I don't know how to is it possible to pull that data you know it is the problem is it becomes a different assessment at second grade so we can track the indivi I know I know I know I'm right there it's also very complicated to pull that data Mr Buckman and we've had you know you've made this point over time and I appreciate it very much no it's a good it's a great

222point because you know that's really how you track students but boy when you get into the conversations with you know our data folks Jamie and Kim roie and you know they'll tell you like okay well you know status change a student can change their status from s to non-ed from one year to the next and back in and then you know you start getting into the accuracy of the data over time but you know um it I think as we make improvements and when you look at a program like fastbridge it gives us much more information than SRI did like Laura said SRI was a number and teachers begin to just write a number on a piece of paper and turn it in because they're asked to do so and fastbridge rather gives us here's

223here's where the child it needs help and here's the next steps to help that that student and I I just if I can I'm just so excited that we're going to be looking at the whole child as opposed to whether a kid can read or whether a kid can do math because there's so much that goes into into a kid's life that that can affect all that so I have to tell you I'm just so excited okay uh Marilyn thank you this was a lot of information at one time and and it was disturbing information on top of it um largely so I'm wondering uh how how can we use the data that you're uh compiling to inform the alap will you because our targeted groups in the lcap I mean are we see them

224again and then now they're struggling even more uh together with other you know other student groups so I guess that's a question you know how how can this be um factored in it's kind of a rhetorical question and then I wondering Mrs storm if I could schedule a little time with you because I would like to to get into this a little deeper and understand it a little better than I was able to get just out of the presentation tonight absolutely Mr Roger we can meet whenever you'd like I can zoom I can zoom or I can do in person later in February okay I I'll get in touch with you because I really am very interested and I'm distressed by the Learning loss and you know the train keeps rolling so how do we

225make up for that loss as we are expecting children to push forward um yeah yeah well just briefly the goal goals and activities in the l cap that we present to you as the spring rolls out will reflect you know strategies to deal with that uh M Roger you'll you'll see that in the lcap and one of the things we talked about is we're doing all this work to get pods going what happens when kids come back you know do we just get rid of the pods and the answer is probably no no we keep the pods and the kids are in session half the day and then they're in the Pod the other half of the day uh and you'll see other things that are specifically designed design to to deal with this uh

226you know to deal with kids you know where they're at and and build them up well I think that that you guys are going to have to be Wizards to create um a a summer program that we want to be full and Rich and interesting and and so that students will want to participate when at the same time we can see that it it needs to have a really strong academic component as well because students are struggling so badly agreed well I I just you know before I go to Dr Prader you know Marilyn and Rick what you're saying is you know essentially we're not in Kansas anymore and and I think that that that the old ways of doing business um will not hold water and and we're going to need to look at

227new ways to to do things you know what um Evelyn Dr Prader had a comment and then I'll go to you yeah so my comment is really to reaffirm the board's commitment to doing strategic sessions over the next six months and I applaud you for doing that and so what's going to happen Mrs Roger to your point your question is it is that we're designing um these mini sessions over the next six months where we're going to take a deep dive into um um um so now that we know this what do we do all right and the board's purview is defining the what staff's perview is defining the how and so what we plan to introduce to you is a framework of looking at preschool through third grade in one session and really diving

228into that and looking at the data looking at the assessments looking at the students and what we think generally speaking what is it the board wants to see us do um with regard to that age group effective effective immediately and so we're working with lots of different groups right now to gather that data gather feedback and a lot of it is anecdotal a lot of it is qualitative data but as you can see tonight there's also quantitative data so we're going to have an opportunity unlike at NE like never before for the board to roll up their sleeves and hear the what is really happening and you will have a full opportunity to then say Okay given that information with this specific subgroup of kids or this specific targeted grade span here's what we want

229to see and then my team will take that information and we're going to create goals to operationalize those things within the lcap within the general fund as we fold into next year so you're going to see lots of spinning plates that are all going to get woven together you mentioned Wizardry there is a little bit of Wizardry going on here um and we're g to come out of this in June with the board really having a strong handle on what's happening at each of these grade spans uh K pre3 46 Middle School and High school and you're going to really begin to look at these things and um and out of that will come understanding a sobering understanding of what is actually going on and and you'll have you'll have your hand on the rudder

230which is steering that boat that ship the way it should be done and so you're going to be a very well informed board um with a team of people of Educators that are willing uh carry out that very difficult task of um and and that's what we're prepared to do um Evelyn I think you're up next uh thank you Dr crater and whoops am I okay I'm not on mute two uh questions really quick um Mrs storm one is um is speaking to what Mark was saying um you know that that drop um and it's between um um two different cohort reps but when I was thinking about it as you were explaining and when Mark was talking um there's kind of a a is there a way to kind of look at you know

231that that data you know over years past between those two corts because it looks like a significant drop just I'm thinking about in Year's past so you could almost compare in years's past just the two different um cohorts and even though it's not a cohort across grade levels you care look at that and and see that is there's more of a significant drop am I yes absolutely typically when you do um the Bas can you hear me my airpods just died okay sorry about that um so when you when you do the you know all of the first graders in the district for Bas right right year over-year it doesn't change that much right um with how there I mean it might be you know a few percentage points different but it's not this drastic

232right so I that's something that when we do the prek to third session that that's definitely something we're going to want to look at is what were they doing what does it usually look like and then what does it look like now kind of a comparison so thank you and the the other thing I was wondering is there a way to I can't hear I can't hear you one second oh Swit okay this assign my Lang is there a way to oh no no go ahead and we can we can answer your question okay is there a way to um you know look at because this is great information and and we're looking at distance learning is there a way to track acceleration of growth you know we have this what's happening distance learning and

233when we do return that change and acceleration so that could inform and modify some of those um is that's kind of a really deep dive I couldn't totally get it Mr Mayfield did you get it and can you answer yeah sure of course a lot of a lot of that uh work happens at sites so sites look specifically at what individual kids are doing over time so if I'm a second grade teacher you know I pull up my data from end of the previous year you know at the very start of the year I assess my students I look to see what growth they've made you know and I'm aware of you know it sites it sites they disaggregate data in a whole different way than you know than we generally present it you know

234at the board meeting and I would say it's much more along those lines where they're breaking it down by individual student and seeing what they're doing over time okay okay thank you so it looks like there's no one else I'm just going to I have a couple of comments um I appreciate the transparency of the data although I as as I think we've all said that I think the data is is very distressing um it it pretty much reinforces what I read about what's happening Nationwide especially with our most atrisk students and it tells me that we have a lot of work to do and how important it is that we get kids back to school as soon as it's safely possible um I don't think that's going to be a Panacea but I know

235that a concern I have and a concern I read about is that are we we're we're almost losing a Year's worth of education for this generation of students and it could last them their whole lives and I think everybody knows that but I just this data reminds me of that and I think I'll just close with I think the importance of social emotional learning as we get back to school I think um as important as the academics are and we see the loss and academic skills and some of our students which is again just distressing to me um we're going to really need to focus on our social emotional learning just to get kids back to school to be with their friends to to prepare them to learn the things that we're going that they're

236going to need to learn to be successful and if we look back at the youth truth data I think you know that plus the fastbridge data you're talking about pretty much reinforces all of that so you know thank you for what you've done um obviously we we all have our work cut out for us and um you know we're going to need some money I I hope that the feds come through with the money that we're going to need um I hope that we get some clear um some some clear guidance from the state um and I hope we get some clear guidance from the feds you know um I I I appreciate the president saying that he's going to open up schools in a 100 days I'd love to see that and and you

237know 100 days seems like a awfully long time to me um but but it's going to come down I think a lot of it to show me the money so thanks you guys and thank you for everything um you know look forward to hearing more and hearing what the lcap is what you're going to do to present it to us with the lcap so um on behalf you know I I can't speak for the board I speak for myself so thank you I don't see anybody else from the board who hasn't anything to say okay let's move on to item uh 10.04 this is an action item it's a board approval of measure d project plans and authorization to formally bid for the San louiso High School traction field um believe that would be Mr

238Pinkerton and I see Mr hulin is here Ron's here as well so you know to go back to Chris's original question earlier in the meeting about um why this isn't part of the designed build this actually wasn't one of the projects in design build that we initially had gone out in the contract we had half the projects were lease leaseback projects and half the projects were under the design build category this was actually um kind of put forth to be a leas lease back back in the day when we you know 20156 when we were moving forward with this we at the time held off on the track project because we didn't we wanted to see where the budgets were we wanted to make sure that you know we had the money to move forward

239all those things right um that that we felt were were critical at the point now since that time since 2016 looking at least Le back to today I think um in talking with Ron and talking with our team with Chris bonnin who's on the uh the meeting as well we feel like at this point um we're best served as a district to use the delivery model of designed bid build we feel like uh we'll get better competition it doesn't have the skilled and trained Workforce requirements like the new design build has or that lease leaseback has currently those are things that have changed since we initially um discussed you know the delivery models we were fortunate with our design build um in that we kind of beat that requirement right we got we got ours

240past before some of those new regulations came forward um you know there are pros and cons of of each of the delivery models um which we've reviewed in the past but I I think at this point in time looking at the labor market Market looking where we're at I feel like design bid build for the track project is the way to go so Mr hul can chime in if you'd like to or if the board has any questions I would agree we can't legally add it to design bill now and we didn't start out in a lease leaseback mode so it's really uh not tenable to go to lease leaseback either okay um you know what I'm going to go to the public if there if you had guys have nothing else right now let's

241go to the public and see if the public has any comment this is an action item seeing no one from the public Mark I see you have your you had your hand up yeah thanks Chris thanks Ryan uh thanks Ron um so you guys sparked a quick question for me so when we started me and started doing the contracts it was a horrible I mean it was just this is what I remember you telling us it was really hard to find labor people to do the work are we still in that type of a situation for my part yes we are okay although we we have uh garnered a lot of attention from the valley and and points South and Points North so we're in a better exposure position for getting bids so we're pretty

242confident we'll have good biders and acne is in place they'll they'll likely also bed the project right and so so my only concern is and thanks for mentioning the valley and down south my only concern is that we do everything if possible if there's a way to do it do everything we can to make sure we hire a local labor force um and so I I don't know if that's can we give points for that Ryan it's actually been probably 90% of our work whether it's design bid Bild lease Le back or or whatever design delivery model we've used has been local labor to be honest with you um you know almost across the board and I I would expect the same thing I think um this just opens up our ability to have some

243of you know some of the contractors in the area that you know a lot of schools are done with their projects templeton's done atascadero's done Luc Mar's got some but not big so this is you know Questa doesn't have a lot of work now so we're kind of at this point where you know this may be a nice project for somebody to take on um you know one of the contractors that that hasn't or it may great for one of the contractors we're currently working on that will uh will bid it and competitively and hopefully we'll see the best price okay so and that was to my point about things locally are a little less competitive for people to work so we actually also to the most of the work at sandless mpal high school

244has moved up the hill now so we're kind of that whole bottom section is now um you know basically completed right except for the track project and uh and so you know bringing in a separate contractor they're not going to have to step over each other as much um you know in terms of the location of the project itself again that said we'll we'll see if there you know if Acme bids if they're the lowest bid but um you know again there's pros and cons right because whoever the lowest bid is is the one that we're going to have to take and so that's one of the reasons why we're specifically going through all the paperwork again with Ron um with our attorney right to make sure that we have everything you know in writing

245all the different Clauses that we need to make sure that we can hold people accountable um you know depending on who who uh who is the little bit in this project Eve um Eve you're muted yeah thank you ran I just have a question about why since the budget is looking pretty good do we have to take the lowest bidder it's probably something I just don't know about yet it's just by law we have to by law you have to take the lowest bid you know that if they meet all the criteria if they have come forward Ron you can share kind of your your thoughts on it as well but yeah it's just by law you have to it it is strictly public contract code government code Ed code um it's the law thank

246you we have ways in our documents to guide that a little bit right that's what I was going to say I think I think what's really important is that we have the conditions spelled out pretty exactly what we want so um everybody's in understanding of of our needs and can fulfill their contracts right and I also feel like our I mean from having Ron on board um our project Managers from 2014 to now you know Chris bonnin has done many designed bid build projects our team um is in a much better place to handle a design bid bu project at this time than probably ever before so I you know I I just feel like it's we're going to get the best bang for our buck using that delivery project um in in moving forward

247and we probably have another 40 hours of just reading those documents yeah over and over and over again so that's what I've been doing for the last week and we probably have at least another week to to go on them so we're asking the board to to approve us moving forward with this project Catherine you had your hand up um Catherine you're muted get you unmuted hang on please 's coming to the rescue I will say mark back to your question about local Force I mean it it really I mean top to bottom our contractors have been local so it's been a real Plus for the community real positive um Catherine and then Mark I just I I just wanted to ask um the with the project that we've moved up the hill now to

248to claim that Hill how much longer do you think we have Ron to completion for the the classrooms on the top of the hill the original part of the the uh the library and the cafeteria and the classrooms up there I think realistically probably 22 months Ryan is that about right it's 223 yeah sometime 2023 right we're a year and a half probably to two years Max absolute mop up ab everything is it three years but it'll be fabulous it's getting there thank you and and in another word we have many local contractors who will bid our work before anyone else's we we we pay fast we give clear instruction we have a great reputation in the community for our contractors and that's a good absolutely yeah thank you for that okay is there anybody

249else uh Mark you had your hand up followed by Barn if there's nothing else I'd like to make move a motion to approve it okay hold on just a second um and then Marilyn were you gonna second that or did you have a comment or both you're muted there you go oh you you were unmuted now muted again oh dear there you go wow I get this thing right in the middle of my screen some bossy person saying the host would like you to unmute and so I can't who is that host person um I just my question is um when you're doing school district work can you work with a select bid list Gord answer is no go everyone so you open it up to everybody but um for Miss dobler Drew kind of

250responding to her question we we have to take the lowest bidder but we have we only have to take the lowest responsible bidder which means that point you know somebody is markedly low and you think gee they just there's something they missed and then we have to look through the bids and see and and if their bids not responsible we don't have to take them though they be a little bitter does that make sense yeah okay does all right I'm a second let's let's go let me just Mark that down is there any other are there any other discussion from the board okay Mark hi Marilyn yes Eve yes Katherine yes Ellen I'm sorry Ellen was that a yes yes I'm sorry Evelyn yes yes oh dear and and I'm a yes motion passes uh

25170 um the DSA plan are approved so we will move forward and we should we we hope to get started very soon thank you so we have let's move on to item 10.05 we have a whole lot of first readings um 10.05 this would be you Mrs McGrath um this is proposed revisions to board policy charter schools first reading you bet so I have in front of you board policy 042 0.4 you can see that this has gone through our typical process the red indicates that uh gamuts uh legal um advisers removed a big chunk of information and put in new information around Charter Schools you can see that the um subcommittee and the um directors which in this um I had advice for myself and from Holly as well um in just clarifying some

252information as well as some of the specific information being suggested to be moved to the AR so this is the first reading I would suggest bringing it back for a second reading okay any everybody good with that okay let's move on to item 10.06 lactation accommodations um back to you Mrs McGrath yeah this one's pretty straightforward board policy 433 basically it talks about accommodations um requests for accommodations and how that can be handled any of the specifics again we're moved to the AR um so this one I think is pretty straightforward but I would recommend second reading for the as well everybody good with that okay uh 10.07 proposed new board policy mobile communication devices yeah interestingly enough this is a brand new um board policy you can see board policy 513 1.8 the um

253adjustments you'll see are I think wise adjustments from your subcommittee that instead of naming smartphones and you know things that you know who knows in two weeks we won't have they just made a more Global state statements of mobile communication devices and then suggesting moving the specific information to ARS again this is the first reading I would recommend sorry Chris okay so it it was pointed out to me that I failed to go to the public on these items um even though we won't be taking action on them so I'm going to go to the public to see if first of all anyone wants to address the board on item 10.05 proposed revisions to board policy uh 0 42.4 Charter Schools seeing no one I'll see I'll go back to the public for item 10.06

254is there anyone from the public who would like to address the board on proposed revisions to board policy 4033 lactation accommodations and finally um is there anyone who would like to address the board on item 10.07 proposed new board policy 513 1.8 mobile communication devices okay um Kim now we can go back to 10.08 um so if you review that for us please yeah you this is the um student policy Bo policy um oh wait 5132 correct yes yes okay thanks so this is um dress and grooming so you will see here lots of um gamut suggestions about rules pertaining to student attire um about that information being gathered in the handbook um and how it's spelled out to students and things like gang apparel not being appropriate Etc so again this is a first

255reading I would um recommend bringing it back is there anyone from the public that would like to address the board on 10.08 proposed revisions to board policy 5132 dress and grooming seeing no one let's move on to item 10.09 proposed revisions to board policy 6 174 education for English Learners first reading yeah thank you you'll see some um great adjustments and additions from your subcommittee about um how the board encourages staff to collaborate and exchange information with a variety of professional organizations um you'll see gamut suggestions um on the second page that talks about denying enrollment and um specific criteria as well as some information that just seemed repetitive so lots of clean up language there you can see where things were moved and Consolidated again a first reading I would um recommend it coming

256back first a second um Mrs frame hey Evelyn can I go to the public first is there anyone from the public that would like to address the board on uh item 10.09 seeing no one Mrs frame yes um Mrs McGrath just a quick question and it could be um something that's addressed in the AR when it talks about the superintendent or design shall encourage parent guardian and Community involvement is there um I guess I was looking for stronger language like um shall develop you know but that could be a AR so I don't it it it's it I guess in this um um is is there a way uh to kind of make it stronger a little oomph behind it that we you know ourselves more accountable or is that really addressed in kind of

257an AR way um I would have to analyze the AR I think it could be you could add more oomph as you said to this wanted stronger uh verbs um in there I do think you know notice that it's about evaluating English language development programs right it's about implementing English language development programs which parents wouldn't um develop they wouldn't do um I could see your point on you would want them to be um you know you would want us to help develop um well I guess what I was looking at is that you know shall encourage parent and and it's sort of like what Rick was talking about the those really strategizing that you know that intentionality to really not just encourage if they don't but so I'll leave it to you but that was

258the only kind of comment I was really thinking about so that's it but thank you I'll I'll put a note to um analyze the AR okay thank you okay so is everybody good to bring this back for a second reading okay very good uh let's move on to our action consent agenda please let me know if you'd like me to pull one of the items item 11.0