June 25, 2020 School Board Meeting

001you're muted uh thank you we're waiting for uh director leon i know he's on vacation i'm not certain if he's going to be able to join us so we can go ahead and move forward like i'm here i've been on thanks okay great uh i'd like to call the order this business meeting for the tacoma school board of directors thursday june 25th 2020. general counsel would you please call the roll yes good evening president hines here vice president cobb here director leon here director bon bright here and director keating she is excused thank you we have a quorum thank you is there a motion to adopt the agenda i move approval of the agenda i second all those in favor say aye aye aye opposed abstention motion carries 4-0 all right are we going to

002post the agenda for our viewing audience we typically have that up oh we don't as we move through it we don't okay i thought i had recalled seeing it as we've been doing these virtual events okay uh moving on in the agenda i think that again it's worth noting we're coming to you virtually we're in the midst of this crazy pandemic if you saw dr chen's uh comments via his blog people have been asking about when do we move to phase three and dr chen said we are barely in phase two and we may not remain in phase two for long we may be reverting back to phase one and i raise that because i think that you know we are the weather is nice school is out and yet we are still in the

003middle of this pandemic and there are several items on the agenda tonight that we are going to discuss uh somewhere we'll be receiving briefings uh some where we will be making decisions but i think the only thing that is certain at this point is we have no idea what the fall is going to look like and i think that that is really important to keep in consideration contextually as we wrestle with these decisions this evening i think we want to make certain that uh the public understands there's been a lot of communication to us on a variety of issues uh and i know that we've been able to to read them all and respond to some as part-time school board members without a staff dedicated to correspondence it's on us and i know in talking

004with my colleagues we've done our very best to try to respond to people um and to those who have not received a direct response from us please know that we very much value your input and also understand we're hearing a variety of perspectives on all of the issues that are on the agenda this evening if you've taken a position we probably have heard the opposite position and we're trying to weigh that to make the decisions that we believe working on your behalf are in the best interest of tacoma public schools with that we'll move on to agenda item number five uh the superintendent's report and carl i believe you have three items under that topic that you're gonna uh discuss with us this evening superintendent thank you uh director heinz i do and the first

005one is uh the head start policy council we have them come and present for us a couple of times a year uh tonight kelly white who is the head start policy council chair is we here with us to provide a year-end update on the 2019 2020 head start program kelly is a parent from the geiger head start classroom and her son will be attending his second year and head start this fall thank you so much kelly for coming to give us this report hi everyone um thank you so much for inviting me to speak tonight my year as chairman of policy council has been an invaluable experience that has opened my eyes to an amazing program that and resource to the families of our communities um and like you said i am a full-time working

006mom i have two beautiful children and my son is starting his second year in head start um i come from a family of educators my mother husband and sister are all educators however i did not get the educator gene i have spent my career in leadership and retail management with a very demanding schedule my involvement in my children's educations has been limited to say the least um we were introduced to the head start program through the office of early learning my husband reached out to them because we suspected some delays with our son the women there eased my anxieties and they really inspired me to get involved with my children's education so here i am um so now i'd like to talk about some successes and challenges um we've experienced in head start this year

007first i am pleased to say uh that all 20 sites are full day i myself see this providing opportunities to working families and their children to acclimate to a full day education model the head start program completed a focus one area review with no negative marks they rolled out ipads and training to all sites and this has made drop-off and pickup procedures more seamless and has provided more accurate attendance tracking for teachers and admin finally as i mentioned earlier i was not blessed with the educator gene however on march 18th coronavirus forced my store to be closed in my children home and i became a full-time stay-at-home mom slash teacher i was so appreciative and impressed with the agility and scrappiness of the head start program they were quick to provide resources and counseling to

008not only continue our children's learning but also to make it more fun for myself and my son and the head start program used funds from the cares act to purchase 400 ipads for the lending library so every student can have access to the technology needed to be successful in this new world our major challenge this year was parent attendance at monthly site meetings and policy council monthly meetings i had a chance to spend many meetings listening to the challenges that our parents are facing however gathering this information from parents not in attendance was the biggest roadblock 90 of our families are employed including two parents both working in single-family households single parent households but i saw that the time commitment was low and the payoff was huge i get to be an ally and an

009advocate for other parents and for head start i'm hoping to send an example next year and work with head start to reach more parents and to gather information and make adjustments to increase parent attendance and on behalf of head start and policy council thank you again to the board for your support this year and for the chance to speak to you tonight and if there are any questions questions i can take them now thank you kelly we appreciate our report uh before i open it up for questions vice president cobb you are the board representative to head start is there anything that you would like to add uh i just appreciate kelly i appreciate you coming and presenting in this way to us i get to hear some of the good updates when i'm able

010to be at the meeting so it's nice for the rest of the board to hear them um something that you said that stood out to me in just listening to um i think it was two meetings ago the conversation about adjusting to distance learning i heard from the conversation then that it seemed like the team was adjusting really quickly and providing you and other parents with support so it's nice to hear you bring that up again because i just think that we can there's a lot to learn from head start as we think about the transition to kindergarten in those early grades so the more that we can bring some of those practices up to k through three and the more and just the approach to family involvement and head start in general i think

011we can learn continue to bridge the gap between head start and early grades so i just appreciate you being here and i'm looking forward to continuing to hear the dialogue and figure out ways that we can keep partnering better together thank you thank you director leon did you have any questions or comments on the head start update run right now thank you for that excellent update though appreciate it dr bombay any questions or comments um well kelly i just wanted to to say thanks again for coming and and um i love your enthusiasm and the lessons learned and you are a teacher do you know that you know very well with a young child that the parents are the very first and best for their kids so you congratulations to you for stepping up and

012getting more engaged i'm sure your son and the rest of your family and the other kids in the classroom really appreciate it um i also a lot of what you said really run true for me i'm a huge head start fan and um early learning aficionados so i understand a lot of what these kids are learning and head start is going to stand them in good stead the whole way of in their their future and as we're grappling with this distance learning component and opening up schools in september one of my biggest fears or concerns is really you know how we um how we we really um reflect on what's best for these youngest children and how they they play to learn and they learn to play so it's really important that we um a

013lot of head start and montessori and many of those um programs that are really focused on youngest learners really focus on interactions the social emotional and the the touching the the intern you know um getting along and being together with young kids and that is so critical uh for their socialization and and um they're empowering them to become good citizens that i'm really struggling with how we're going to do that well uh coming in september so we look to the head start council for your input and hope you will stay engaged and participate on um various when asked to uh to give us input because this is the the most uh really the most of all vulnerable populations is our youngest kids that are just learning to communicate so thank you absolutely thank you thank

014you director bombard uh kell i would just add so appreciative of you giving your time and uh this is exactly the sort of dynamic the board is wanting to create and to really expand to have that true parent perspective and to learn from you and to learn from the other parents and realize how we can help families and i think this connection has been i think it's unfortunate that we've had to uh try and grow it in the covet environment but i appreciative that everybody has stayed engaged and i also want to thank vice president cobb who uh well a couple of things she's done one when we were getting ready to uh to have committee assignments she asked to be the board representative to head start and i think given her background and experience

015um she really knows the the policy and that's been a great advantage to the board and then building that connection with people like you kelly and other families um and secondly then that recommendation that we have we hear directly from uh from the chair rather than from staff i think it just offers a better perspective when we hear from a community member that's involved we get great information from our staff but to hear from you directly i know for me has been really helpful so thank you for taking the time we appreciate you being a part of this uh important group thank you thank you again uh and you're welcome to stay but you also we here are busy mom if you want to log off uh okay thank you item 5.2 safety and security

016next steps uh last week we had a very comprehensive study session focusing on safety and security to better understand a variety of components of our safety and security program to include policy updates we may may need to make and also uh hearing loudly from the community for us to investigate our relationship with tpd and the school resource officer program and we gave the the board gave the superintendent a pretty tight turnaround we wanted her to come back a week later at tonight's business meeting to give us a sense of her recommendations because this is not an issue that can wait it's complicated but we need to begin to take some decisive action and the superintendent is prepared to provide us with her recommendations for next steps superintendent thank you i have uh two slides uh

017the first one's really just a picture that i think the public saw last time when we did our study session and again it's just a picture of some of our staff i think the most important thing is that title there create and maintain a healthy and safe learning environments that promote excellent academic achievement so we know that the heart of our action and what the board asked me to do is to work on a plan or a process that will make sure that we're ensuring that there's school safety within the tacoma public schools you asked me to return with a process designed to engage with the community and to solicit feedback that truly will be the future to our success of moving forward and navigating a complex delicate situation and also uh taking care of

018the gathering getting the gathering of pertinent policy and input from important stakeholders about safety and security so i am so grateful that you are uh remain committed uh to not making any snap decisions in response to what is a national conversation but instead are really invested in listening to our community as we decide what is the best thing to do as we step forward um our primary priority will continue to be making things safe for our children our faculties and our staff in our school so the next slide really is a good is an outline of my recommendation please note that it was uh totally put together by a leadership team a team of um of people and also informed by excuse me informed by our public who has been writing us letters and giving

019us input into this situation already if you see it it's pretty simple i think it takes care of what you ask us to do number one our attorney had talked about how we needed to do we have some policy work to do and so the process will involve revising policies specifically 43 14 which is just a notification of threats and 4310 which is the relationship with law enforcement and basically these policies uh need to be updated and taken care of and make sure they're in compliance with uh our state recommendations so we want to make sure that get completed second is a new policy creation and that is that we need to draft a customized version so customized for tacoma public schools uh of wazda's model policy 4311 which is a policy about school resource

020officers uh we acknowledge that a lot of the feedback that we've gotten um is about our school resource officers presence in our high schools and so we want to make sure that's open i'd say the most important thing is number three and that is that you uh that you asked me for a process and so i'm recommending that we get together a community task force one that is certainly informed by um the groups you see here that we need to hear from our students and our families we also need to talk to some of our community groups and engage and request feedback from uh stakeholders so not just a few but to really have a process this uh where we can go out and get a lot of public feedback and we've had lots of

021ideas about that and uh once you give us the go ahead we will get this task force together and figure out a way to select individuals which will probably be a combination of making sure that we have every group represented and then also having an opportunity to go out with specific groups and and talk to them as a whole and then finally um that we will bring a revised and bring revised and new policies to the school board uh our deadline that we plan to meet is that first reading by august 27 and a second reading by september 10th so those are my recommended next steps thank you superintendent santorno uh questions or comments vice president cop i'll just reiterate some of what i said when we talked about this on the study session partly

022just to say that i think the point of the process of getting community feedback and engaging the community in this conversation is going to be critical and i think in general as we collect feedback this is a this is a point of discussion that i think has come up in prior years that i've been on the board that we don't always collect demographic information from the people who are giving us feedback but i do think that in this context it's important to try the best we can to capture some if we do a survey additional surveys or just as you describe who we're hearing from i think it's important in this context to hear information about the demographics of those who are giving us responses because this is an issue that different communities differently so

023i think i want to be sure that we're hearing from the voices of communities that are most disproportionately impacted um also in the context of the laws and model policy i have seen like a recent example of waza putting out a model policy for student discipline but us taking it even a step further in in a direction that we thought was more equitable and more preventive preventative so i'd like to see us um lead and take that same stance as we review the model policy that wasa puts forward and i think just lastly i said this too in the study session like i i think it is important for us to keep in mind that to me this is kind of a two-pronged decision-making process where we have the decision to make as a board

024whether or not to have an sro program and as we make that decision this feedback from community members about what is non-negotiable from the community's perspective about how we implement such a program if we decide to have one to continue to have one i think that feedback is going to be critical for just shaping our overall decision to have or not to have in our overall approach so just thank you for laying it out like this making it so clear i'm looking forward to her thank you and we will make sure that we make an effort to get out and make sure that we get represented that we get a representative group of tacoma and that we keep those demographics thank you thank you vice president cobb director bombright any questions or comments well um

025i think director cobb really outlined nicely mostly my my concerns um um superintendent thank you thank you again i do also like the way this is laid out i think it's really clear what it is that we need to address and um and then the process for how you're going to do that i know that uh when we say feedback from the community and and those in the students and families we we don't mention in here staff but i know that that's a huge piece of it um and so uh you know we are a whole whole childhood educator and i know that the staff feel strongly also one way or another about whether you know we continue to have a relationship in the high schools with with this um police department um and i'm

026i'm we i think we are also need to keep an eye on what's happening uh what other not because we want to copy it or emulate it but because we want to learn from those that are making decisions ahead of us about what you know what are the pros and cons of doing you know of doing that but it all comes down to really what's important to tacoma and to the students and the families and the staff here in tacoma so it's um it's we want to make sure that the decisions we're making are going to make a difference for the educational and social emotional development of our of our students and this and the mental health of our and staff as well so um i appreciate that and i also want to echo that

027this is i know you referred to it at the beginning but this is a a piece of the bigger puzzle um around safety and health and safety and mental health in our schools and it's it's just the piece regarding um the connection with our uh police force in in the city um we really are committed to uh pushing forward anti-racist policies and um breaking down the you know the the load-bearing wall on um you know kind of white privilege and and the way we built these foundations and really helps support these children families and staff um in being anti-racist in every facet that we can control so um that's i just want the public to know that this is a small piece of a larger puzzle that we're continuing to work on thank you thank

028you well said you're right that is part of the priority thank you thank you director bombard director of the owned did you have any questions or comments yeah thanks um i think it's really important that we are given the such close attention so thanks to your staff uh superintendent for bringing this presentation to us and yourself i think it's important just to also remember the little bit of the background on sros many folks probably know this already but it's uh the spike in increase in the uh resource options in school came after um really the mass shootings that started becoming more uh more prevalent in the mid 90s and beyond so the the risks wow those are very uh very prominent in the news the risk is still one in a million of being shot

029in your school so we need to remember that we know that the resource officers aren't there just to prevent shootings they are also there to help um prevent you know fights or altercations potentially but there's a lot more other good things that they're doing to help folks get along with each other um but i do think it's important as all the directors now have said that we do give probably more weight i would say recognition more weight to those black and brown families that um have been kind of the negative target of some law enforcement areas in the country um we hope that that's not the case here we don't think it happened in our schools but i think that's something that we um vastly are hearing more in favor of removing sros from our

030community that we are against uh but it's also as as the directors have said um not one single decision in or out so i think it's uh that could be one but also stay within our system uh help our students uh in a better way change the policies that we have to improve the safety of our kids is something we're going to be uh exploring so um thank you that's all i have for now ready thank you director leon um and before we move on to the next agenda item 5.3 which is the superintendent giving us some options for reopening schools a couple of things that i think are related to the briefing this evening one is that we have time to be thoughtful and i know uh we heard from the group at the

031tea that small policy group that sent us the petition uh and then in addition to that we heard from another of our collective collective bargaining units in fact two of them our security group and our custodian group or our bus driver group and i think that for us to look at other bargaining groups like custodians and paris to understand you know perspective so that we have a a better understanding of how all of our staff feel certainly understanding from our students how they feel impacted but we have gotten a lot of communication in the last week from district staff in high schools that have sros speaking very favorably to the program so i want to make certain that we honor the sensitivity of the issue with a thoughtful deliberative process and superintendent i think what

032you're hearing from the board this evening is that we're supportive of the recommendations i think the timeline is uh reasonable it's going to allow for enough time to gather the information but this isn't where we're saying come back to us in a year for us to make decisions i think knowing that the fall is going to be different in that i don't see any way i mean you're going to tell us in a few minutes i don't see any way at this point that we're going to be in a full five day back like normal mode and so as we think about what is any changes to the sro and the overall campus security program look like i think that that is one of the advantages of this crazy virus and all the chaos it's

033creating is that we can really be intentional with what we implement i also wanted to note because i asked it and staff got back with an answer about mandatory active shooter drills uh that is an issue where the board has received correspondence from the community expressing concern about those active shooter drills those are mandated by the legislature and in fact the legislation that passed the mandate for those exercises passed unanimously in both the house and the senate so those are things that school districts at this time i don't believe we have an opportunity to opt out i believe we are legally required per state law so those local representatives state representatives and state senators are the ones that pass that unanimously and i think also we started to touch on i don't want us to

034lose sight of the of the impact of the mental health counselors because that's another thing that we hear as we get ready to go back an abundance of need for mental health counselors zero dollars that come from the state for mental health counseling a veto of a bill you know i find it remarkable that a bill that mandates active shooter can pass unanimously but we can't pass a bill in the state legislature that's a high enough priority that is veto proof i think there's some work to do and that's not just us i hear that from our colleagues in other districts as well and so as we anticipate going back to a safe and secure environment and we make important decisions on sros we also have to figure out mental health and these other support

035services because i don't see the legislature moving very quickly very effectively to put those in place and those are real needs that are are present in our schools and in our families and our neighborhoods right now um thank you uh are there any other questions or comments for the good of the order uh if not i think the superintendent has her has her um okay a sign off from the board on this and you'll start moving and you'll keep us updated all right thank you uh we'll move on to the next item on the agenda 5.3 which is the uh 2020 2021 school year structure you have it all figured out we superintendent got a good start a really good start uh we have a slide deck that we want to take you through and

036uh one of the things you'll find out that you know that will express is that there are still so many unknowns um about uh about what school's going to look like and you mentioned them yourself uh director hines that you know we see the account spiking are increasing right now in pierce county and we're looking at that closely because we know it will have an impact on school but this slide deck if you can put up the first slide please uh it really outlines our current thinking regarding the reopening of our schools uh we have had a great team so we have had people throughout the organization and again we've had feedback and input from parents about a very you know impact staff and parents and different folks in the organization with different perspectives that

037have talked about some of the parameters around reopening school so we know that this is very difficult very difficult circumstances uh the guidance from the state thus far has been long coming and it's also been a little tentative so we're looking forward to uh moving forward with the guidance guidance can we see the slide we can actually start with the video we had we've gotten several updates and guidances from um chris wrightdahl our state superintendent and often we're left with um you know some uh contradictions and what we thought the material was part of it is just because it's such a huge complex layered question based on so many different variables and so we totally understood that but last week we had uh uh chris wright dollar state superintendent came out and we felt like

038made a statement that was was a lot more uh clear and uh provided some clarifications about uh what we needed to do so do you have this slide from uh chris reichdoll hey everybody this is state superintendent of public instruction chris raydon thank you for tuning back into our video series last week we talked a lot about school reopening guidance both for summer and fall and wanted to make the commitment then and following through now about questions you have we've received a lot of questions as you can imagine there's a lot that goes into this we've not been through this for 100 years in the state of washington and in our country and so the mechanics of getting school open in a way that is safe and healthy are complicated to say the least so

039let's just get right into the questions because there's four of them that are just absolutely huge that are driving a lot of the conversation around the state and then dozens and dozens of smaller questions that districts need to know and parents and families but today we'll focus on really four of them let's start with the big one right now first question we keep getting from folks is when you say school's opening or has the potential to open this fall do you mean every single student is coming back and this simple answer is very unlikely almost impossible districts are under very strict guidance from the department of health around social distancing and other factors that they have to consider when bringing students and our staff back safety for our students and our staff is the number

040one priority this is a public health crisis first and foremost i've been very grateful to work with the department of health our local leaders in our school level department labor and industries who regulates a lot of the safety and health for our workers in the governor's office and together we're trying to create a framework that creates the possibilities for our buildings to be available for some students to come back and face-to-face instruction it's going to be a great opportunity in a lot of places but it just simply can't happen everywhere for all students our districts need grace they're working through it right now they've got physical distancing to think about they've got to rearrange classrooms they've got to figure out common spaces they've got to make sure that there's separation and we'll talk a little

041bit more about that but the simple answer is you can expect virtually all districts to have some opportunity if the health still is in our favor at the time but in almost every district there'll be some version of remote learning or some kind of blended learning just to simply accommodate all the needs of families and and not necessarily have access to the traditional systems just given the exact health limitations that our districts are under hey everybody this is so that gives you just one of the uh one of the issues if you if you bring up the slide deck um it tells you what we felt we heard from uh superintendent rigdol were the primary considerations and um you see one is definitely space constraints and our ability to actually uh find enough space um

042to you know to bring everybody back um the second thing is safety we want to make sure that our schools are stay safe for our students and for our parents and that we are required to practice um physical physical distancing and um there's there's one more uh say help me josh safety space constraints physical physical distance and uh health components making sure that they're ready so those are all really important um can you bring up can you are you working on a slide deck okay um so the video gave us uh gave us a little bit more clarity about what to do and how to look at it and so then from that we were able to take we've done a great deal of work we've been working on this for uh the entire uh

043time since march and so once we got those things we were able to to uh to go forward with our plans um please know that the plans aren't in their final shape and there are several details that we have to work out and as i gather and talk to my superintendent uh colleagues i find that you know we may have small variations from one thing or another based on and you heard uh superintendent ray doll talk about you know us a small district with more space might have a little bit more leeway than a district that has a lot of students and fewer amount of spaces so we're going to work on that dr garcia is going to um take you through our outline of uh what we're proposing he needs the slice though how's

044it coming kevin we're going to try it a little bit different maybe and maybe i can take us through my computer screen okay there you go um so a little bit i apologize for the formatting but the pdf as superintendent santorno mentioned there are a few things that we've learned it's nearly uh impossible to open up schools in the traditional manner um staff and students uh are going to be required to wear face coverings uh masks unless there is a medical condition that prevents them from wearing one and why that's really important for everyone to know is you know um we're asking for help right now to get used to that practice we know that the governor's put a mandate out that starts tomorrow but we also know that this is new for all of

045us so building stamina in that area families working to help their children practice wearing those now is going to be critical um there and then as the superintendent stan tono mentioned that that we there is a six foot social distancing planning framework for every learning space and what's really critical about that is um we have gotten some guidance even as today from uh ospi um but that is a non-negotiable so as we plan in classrooms we have to have a six-foot plan for every classroom um there is some subtleties uh that plan does not have to be applied uh in hallways and during passing time um it doesn't have to be applied for transportation but for the classes it does um we continue to share uh opportunities to like how will we make these decisions

046and those are really based off of our tps guiding principles for reopening uh the first and foremost all the way through is we will follow the science and the health department guidelines we will learn some lessons from closing schools and we'll talk about some of those tonight we will work to reduce person-to-person contact and that's really critical um as much as we have a desire to bring as many kids back as we physically can we have to balance that out with their own safety and the staff safety by not adding additional uh people into the learning space unless it's uh 100 essential we seek to keep families on similar schedules and you'll see tonight that we're talking about some things and it may not work out to a day for day but our priority is

047is to keep families on similar schedules so as we talk about establishing cohorts of students that is one of our goals we will improve our blended learning elements and requirements we will prioritize content for students we learn very quickly and from both staff and students maybe having six classes or the whole load all at once in a distance learning model may not be the best opportunity and so we'll have to look at different structures for that we will continue to infuse social emotional learning into our models we will continue to adjust and add new staff roles in areas to accommodate hybrid learning as necessary and you know what's really critical for us here is we're going to engage our labor uh uh our labor groups where appropriate to help us define what those roles are

048and how can we adjust um there is a process for doing that that's not just done in isolation and we will honor those cbas and work towards that we will remain functional and financially responsive so here's what we've learned and what we're currently planning for that we do need safety protocols for social distancing base coverings and pp options we know and we're in the middle of uh space constraint analysis and so right there we're taking every physical classroom uh and we're looking at the square footage and then we have maps that we can apply to say how many students can fit in this specific learning space starting with our largest spaces first and then working uh backwards down to smaller spaces we know that we need a learning management system that allows students and teachers

049to work in a dynamic manner including submitting lessons categorizing those posting and submitting homework we know we have to work with community partners to connect students with internet access we know we can't do that alone as a school system uh we're extremely grateful for the foundation for tacoma students for taking the initiative to galvanize the community and that efforts uh we will continue to plan to offer meals for students monday through friday both breakfast and lunch and we will look at creative opportunities to do that we know that we have to continue to examine transportation options both what we can provide and then what is available within the community we have numerous communities but to highlight a few around the learning structure plans we have a a technology group one that's a school structures so

050what's look what does elementary look like what is middle school what is high school well we know we have a team that's working on learning design assessment and engagement partners and then implementation and then we've started our students family and staff surveys and we're going to be rolling another one out here in the next week or two with some more specific feedback where families will be able to tell us which specific school they go to uh the grade level and then what are their plans so that we can start to plan accordingly it's going to be very critical that we hear from families on what their plans are because that's going to have implications on whether or not we can add more days in a hybrid model or add more students on certain days so

051tonight we're going to talk to you and none of these decisions have been made these are the initial thinking of where we are in relation to uh the current guidance the current messaging and what we think the capacity is of the tacoma public schools we are going to offer a complete online option for students students will attend school virtually students and families will also have a support center within the district if they need in-person support we are in the process of examining curriculum options staffing options support models but we do know some families just feel safer by our initial survey and they don't want to come back face to face inside of the school and we will provide them an option so they don't have to we also know that we will offer a hybrid

052option um and based off of the super state superintendent's guidance uh this hybrid model as we're calling it is a combination of in-person class time virtual and distance learning time at the elementary based off our initial analysis and we have not completed that in space we believe that we can offer two to three days of in-person time for each student and the remaining time would be distance learning we believe that we can offer additional supports provided for special education mckinney vento english language learner and foster care students we believe that we can work with community partners to continue to offer extended learning opportunities as well and curriculum alignment to support the families with the distance learning model so be working even side elementary schools to say how can we provide focus and better curriculum mapping

053to both support families but also our staff in a consistent manner i'll remind us all that march 13th i believe was the date we were notified the state was showing down none of us knew it was going to be for the rest of school year in fact we all thought optimistically we would be back and as we've continued to learn and the virus has taken a hold of our world and we are in the place where we are now but we will be in a better place starting the fall as we look at middle school options for families and you'll see some repetitiveness here but we will offer a complete online option for middle school students as well and like i said earlier students and families will have a support center within the district if

054they need in support in person support that can be both technological as well as some academic supports as well as we look at the middle school options for families you'll see some different pieces here but i'll remind us typically our middle schools are considerably larger than our our elementary schools um and that is a challenge uh because they oftentimes staff will share spaces as well and so that really may limit our ability to in our hybrid model to offer the same amount of in-person face-to-face time i will say this hopefully on every slide these are not determined number of days yet this is just some initial analysis to start none of these decisions have been made or finalized and we may see flexibilities in different parts of town based off of capacity and opportunities we

055know that we will continue to examine and find ways to offer additional supports to provide it for special education mckinney vento english language learner and our foster care students we will strive to continue to offer athletic and activity opportunities and those will be in guidance with the wia that is providing additional guidance on a weekly basis we will provide curriculum alignment to support families with distance learning model and we are examining the possibility of potentially offering fewer clusters at one time in a set determined um period of time and this would allow students teachers and families to go deeper into a content without having to try to navigate potentially five or six periods a day um this decision has not been made but we're trying to hear the feedback that we heard from families from

056staff and from students that in a hybrid or distance learning model it's very difficult to navigate and manage all the classes when you don't have as much in-class support so we're examining innovative structures to cover the content over the year but maybe segmenting it in different ways as we move to high schools high schools will also have a complete online option for students um some of our high school students have taken online classes at in these past years um we have subcontracted some of that work some of it has been um uh on a case-by-case basis this will be a new opportunity for students uh this will be a 100 virtual uh where students will be able to meet their high school graduation requirements but also will have that uh opportunity to have a support

057center if they need to in option number two as we scroll down here there will be these are not new um but they it's important to know that we are still planning for students to have running start options we will be working with our local community colleges to do so we will still offer students the willie stewart academy and several running are excuse me fresh start options that are facilitated through the willy stewart academy we will still offer the opportunity for students to attend the pierce county skills center our third option that we will be exploring with at the high school is once again a hybrid model this is once again a combination of in-class and virtual distance learning time you'll see it is very similar to our middle school and we will also be

058looking at that one-time segments we've talked about nine weeks we talked about 12 weeks please don't get locked into a specific example because we'll be working with our staffs to examine the possibilities and once again we have to start with that space analysis so what's next in the next couple of weeks we're working closely with the pierce county health department they are putting out guidance we continue to get new guidance and clarifications from ospi on a daily basis we are conducting our space capacity analysis we are building out technology infrastructure um and then we're looking at individual and systematic building implementation plans and then we'll be bringing back to the board final models for approval we didn't get a chance to talk too much about this tonight but we are planning for high school students

059first to have a computer next year in a one-to-one mode we are also planning to be able to and we're planning for that to start in the fall as school begins we are also going to be expediting the opportunity for middle school kids to have computers um due to the supply chain we're not sure if we can get all the computers there for the beginning of school or if that will take place in the month of september and october when those are in the schools and the students each have one we'll be also looking at redistributing computers to developmental levels that are appropriate at the elementary school so that students can have access to these computers so we know we can close that technology access gap in a considerable fashion differently and so in the

060combination of new computers and redistributing the computers we have there will be a checkout process and families will have that opportunity and i believe forgive my poor formatting that is our last screen are there any questions i'll leave the slide deck up before i stop sharing kevin uh and then we can close it down if the board doesn't have any thanks josh thank you dr garcia superintendent santorno before i open it up for questions and comments uh what are you looking for from the board this evening with respect to this presentation um we just wanted you know we wanted you to have a conversation about the direction and if you see you know any fatal flaws or big concerns just identify them tonight and then we'll go back and add it to our consideration board

061okay thank you uh with that vice president cobb do you have any questions or comments you know i do um with all the examples and that include a fully online version when i think of the state's structure around um online school approved online programs and students who have like an um as a specialized learning plan there's always some reference to some amount of face-to-face like either like a synchronous time with the teacher so i'm curious as you um as you uh build out that fully online model i'm assuming that there will still be some face-to-face engagement with a teacher curious to know where where you land on that and what that looks like in the context of a fully online model um as i look through and look at all these examples um my the

062like the curious part of me um really feels like even though there's so much to decide in so many new ways that we're going to have to approach um delivering instruction i really if you if we can all try to find that little bit of space to think about this as a really an opportunity to learn we're like these are like a ton of natural experiments that are going to be going on with all these different models with families and students choosing to do one thing or the other i just hope that we can squeeze out some time to keep talking as we start the fall and move into which talking about what's working and honestly talking about what's working and what's not for students and families and for our staff because some of this

063is going to work and it's going to be like oh even though we were apprehensive about this this is actually working better for some students in some ways and some of it's not going to work so i just hope that as we keep moving forward and test out all these models we can just have open and honest conversations and with input from the community about what is working what's not because it's clear that some of it's going to work and some of it's going to need improvement so i actually look forward to that because as we get back to some kind of prior normal we're going to be able to carry these good lessons into how we do things in the future i know we're going to i'm sorry i'm just going to say we

064we know we're going to need an ongoing feedback loop so uh you know if there's one thing we've learned it's that we've got to constantly be able to get feedback because um it's just like we talk doctor uh director heinz talked about some people it's really gonna work well for and others it's not and so also you know what kind of interventions and what kind of helps do we have for people for whom it's not working yeah subtleties director cobb um just to make sure that there's no mystery as we explore the ale option that will be facilitated by a washington state certificated teacher um this will be there's different models to that what is unclear yet at the state level is is whether schools have to start a separate ale program or that can

065they do it in combination of their school opportunities and so we're still exploring that option and there and i i feel um i've missed an opportunity our intent with these options are to offer these as options for families not as we are only exploring this and going to choose one option but rather we're working towards facilitating all of these options with the intent to save families what works best for you in your schedule yeah and that's thank you for saying that again and that's how i heard it that's why i was saying like because we're going to be engaging in in a variety of different ways with families and students moving forward there's a problem i feel like there's just going to be a lot to learn so thanks for clarifying that and just for

066the viewing public ale is alternative learning experience and that's often what the online programs are referred to at the state level um so my last comment is just about language as we move forward when we when we do highlight in a couple of these examples especially in the middle and high school context additional supports will be provided for students with disabilities mckinney-vento english language learners and foster care students i've seen in a lot of um some of our communications from the public references to our most vulnerable students and we use that term generically a lot but i do think it's important as we think about all these models and how best to support students to start differentiating between students with disabilities who are entitled to especially design instruction and to a educational plan that meets

067their needs and thinking about that in the context of their basic education and thinking about that and those students needs differently than how we try to be preventative and proactive and thinking about our students like who are experiencing homelessness or in the foster care system who just might be um more housing and stable or who might be making more mood so it's more of a potentially a social and kind of i don't like at risk but more of a social um context that we need to be thinking about and our english learners who may not be like who need the support around english development but the context around they might be rocking it and math but it's the english language development need so as we start planning and talking about meeting all the needs of

068our students i just want to get away from and not that you had it on the slide but i want to get away from using like a blanket term of vulnerable because we have limited resources and we do need to be strategic about how we meet and meet with all of our kids but those needs come from different places not all academics some of it's social some of it is triggered on what they need just to access basic ed so i just say that now because i don't in the context of all of our kids i think lumping them under one umbrella um doesn't help us move the conversation forward in ways that are really clear and really specific about how we're going to go about meeting the specific group of students so that's all

069from me thank you thank you vice president cobb dr leon did you have questions or comments thanks yes um so uh i appreciate the great lots of thought that's been going into this and you know it's like a game of chess with lots of pieces moving and then the game gets uh shaken up and the pieces land in different places and you have to kind of potentially move things and restart not not over but this is kind of the discussion around what phase we're going to be in when school starts and the phases change so uh in that light i appreciate that the district staff really is using family choice and having this be a fluid model and we've heard that many times how these are options choices and feedback loops so that is really

070the right way to do a project any kind of work that you want to have to uh really be successful so um i think that uh this blended the i'll go back a little bit to reiterate a couple things not too much um i agree with really everything copy said this online um um full online plan if someone chooses that i think it also would be important to confirm that there's really some um let's say measuring engagement measuring engagement in a deeper uh more fulfilling way than you know more than just a couple logins or interactions a week and we've heard reference to the live teaching sessions and what uh real um evaluation looks like there so and then families get to choose this blended model whether it's a possibility of picking different schools depending

071on kids they have in different age brackets might mean go to school at the same time maybe some parents used to pick alternating um schedules uh that fits their needs better so i think uh as you s as uh dr said getting this survey and information from families way up front to let us know what their ideal choices are will help us plan um and make the best learning environment for them and as as of course you said the the those groups like so the english language learners uh i'm just gonna mention a couple things so them and the special education um students and mckinney-vento students uh yeah they they will have sometimes some different learning needs so um we've heard that um and we know that we're giving those kids as much as we

072can with the in-flight with the um in the um funds that we have from the state like to do more um but that is something that we're going to keep our hands so paralyzed so i'll pause there um but thank you for that presentation thank you director bob wright do you have any questions or comments um yes i've got a few i want to first of all thank um director both director cobb and director leon for um really articulating well a couple of the the issues that that i had as well and to thank the superintendent and uh deputy superintendent and all the staff that have been working so hard on putting these packets together and i too appreciate the family focus um on this for choice um because as we've learned the working at

073home um hasn't changed for families either and come september there'll be many many families that aren't back in their working environment and they it may be helpful to them to have their kids uh in school or it may be uh that they prefer to have them at home so um choice is wonderful i i do have to say well another piece is when we talked about um the teachers and and josh just so i can be clear because this is kind of new to me the um the online teaching you said that the teachers would be a certified you know teacher that's certified in the um alternative learning system um so that it wouldn't be the same teacher as the that they would normally have had if they've been in a in the um hybrid

074format the the all um internet i mean the all distance would be a separate teaching set is that what you're thinking or i'm just curious about yeah it's a great question there's a lot of nuances too and traditionally an online or an ale program is a separate school with a separate school code with separate staff and there's numerous ways to do it and it is not what we were in uh during this last spring that was not an ale program just for those out there that was a what we called some distance learning because of where we were coping it's a very much more structured environment and it has certain rules and regulations for monitoring engagement as director leon said work production in there there's a nuance when we look at our space capacity is

075we need as many teachers as we possibly can to be teaching students in as many spaces in order to get them on campus as much as we socially distancely can and so it is uh we would not plan for you know your third grade teacher in a class to also be facilitating a whole separate different online curriculum okay perfect thank you yeah i just wanted that clarification because as i said it's new to me but i'm sure a lot of families out there aren't quite sure and wouldn't know if they were picking that model what exactly that might entail um and on that again we uh from lessons learned on this last bit of distance learning which um and understanding that teachers uh who who were all of a sudden thrust into this this teaching

076environment that was new to them as well plus they were then at home with their some in many cases their own children that they whom they had to teach um but we did we did notice and we heard from a lot of different families who had um a wide variety of of uh of styles of teachers uh for their children and um in some cases the teachers were highly interactive and moved very fluidly to the team's model and was able to do microsoft teams and do all of that and it worked quite well in others there was very little contact and so i'm i'm wondering what the district's going to be doing in terms of prepping teachers for any kind of a hybrid model where there will be distance learning so that the expectations of

077teacher communication and and the expectations of how teachers what they're going to expect of their kids when they're not in the classroom how that can be more normalized uh both for families and for the teachers themselves so their expectations are clear um so that's that's one uh question i don't know if you want to answer that or you want me to go on and see my other things and then you can come back no i think this is a great opportunity to help folks as long as we have the caveat is it is not a complete final answer right so one of the things that we are doing based off the feedback that you guys uh the board provided hearing from families and staff is we're reorganizing ourselves to provide a support center around how

078to use technology and part of the under the leadership of our chief information officer the need to get computers in kids hands uh will also allow them to have access to online supports to solve technology challenges right through the the computer um staff we're going to reorganize support staff to help staff be in a better place our teachers did a phenomenal job under the conditions they had and you're right there were various experiences and some of that was uh unique to classrooms and some of that was unique to learners and everyone involved was under a tremendous amount of pressure you'll see later on the agenda item there is a learning management system the state very clearly came out and said school districts you need to have a common learning management system as part of your

079plan forward we haven't talked about it tonight but the board will have to adopt a continuous learning 2.0 framework uh in the fall and why that's really important is because the health and science is predicting that we may have a second wave of coronavirus and if we are in face to face but then we have to go back to a complete distance learning model we need to be in a much better place the learning design team is the team that is also structuring recommendations for things like um how much should you be online teaching directly versus non-directly with assignments there will be assessment and a separate team that's measuring um or excuse me bringing specific recommendations on assessment and engagement how often will students have to check in to be engaged in that distance learning

080and so our model will be a lot more structured as we move forward um and we're all different places as learners and some of our best teachers may not be as skilled at teams but they bring other gifts and assets and so we'll use our instructional coaches our tosas on special assignments their colleagues and what we have also saw that um and i'll give great kudos to our teaching staff and our principals and our support teams uh they got better as they went on and so um i feel confident that we'll be in a better place director ombre thank you for thank you for that explanation it's really it really helps clarify i i have two more points one of them is around um and this will be no surprise to any of you is

081my concern for the you know really pk p3 um grades and how we're looking to have them in the classroom maybe two maybe three days a week i don't know if that's full day or if that's part day um but i know even if we give them computers and the like i i just um i am concerned about the uh social emotional learning piece and how how we can keep that um active um and then i'm you know of course this whole thing is fairly is horribly disappointing on many levels having to not be able to go back to school but one of them are um is that the they're two pieces that we were beginning to spread district-wide starting in september that had been sort of piloted uh one of them of course was

082social emotional learning which was in in the elementary schools and we were we're moving it to the secondary in a bigger way in a in a more inclusive um social emotional learning whole child approach and again that's going to be tough when when you know it's kind of there's a lot of distance learning and the other is the restorative justice um approach to to um problem solving and bringing um a more s um self-contained and self-directed and ownership of your actions approach to the discipline and um so i know it's it'll be that much more difficult when peop kids are part-time teachers are part-time in and out but i i just want to keep our eye on the prize that that uh we need to you know keep that all moving in the in forward

083in a direction that's positive because i think it's in the best interest of all the mental health for all of our kids and the tea and the teachers as well um so just gonna make a point on that and kudos to the whole child and the whole educator team that's been working on both of these components for a long time and um this was going to be the year where we were going to you know get them all in place so um we want to not lose sight of that um and then the other the other piece is the mental health component especially of our older kids a lot of stress and if this if um this is turning out to be having two modalities of learning being extra stressful my question leads me to

084my last question which is one about how will we be um kind of embracing and engaging our counselors and our paras and utilizing them um to not only for the traditional um student body that they tend to focus on but you know holistically across across the the band of students to make sure that the teachers are are having that extra support in the classroom when they have it um i know that in our paris in particular are uh if they're assigned one-on-one my understanding is that if if a child is in the classroom the para will be there with them and that's always been the uh if they've been assigned one-on-one that'll that's how it'll continue but um you know how what are the ways that are creative ways we might have to use counselors

085in paris to help with the special ed the mckinney vento the english language learners but also all students who are struggling with this this transition so i'm going to take the first one uh the idea of k123 students and that um why we're not ready to say here's the number of days each group is going to be in is once again that space analysis but we're we're playing around with concepts that you know maybe developmentally um certain grade levels come more than other grade levels when we have to balance that out you see that already at the secondary level and there are no promises there um we it really is uh director leon did a great job of giving us an analogy of a chess board and the chess pieces all getting rattled around and

086i would argue um and then maybe the shift of we're not longer playing chess but we're playing checkers and now we're playing this again and so we're examining those possibilities of there we are still moving forward with our expansion of explicit sel curriculum as we move into next year we know that there is hybrid learning um and we know and um that there is a lot on the plate that's why we may also be focusing in on only certain content and that may be one of them uh as a primary base we may have to let some things go in that opportunity as well and none of those decisions have been made but you'll hear us continue to examine that and that's one of the requests or the the guidance from the state that says

087limit the number of content you are focus your priority content not just with standards but opportunities there are health restrictions where we may not be able to offer certain content and so we'll have to look at things differently in there um and the restorative justice work is is still going to be uh taking place we're still going to build our capacity um restorative justice and you'll you uh director allen did a great job of giving you some background last week um restorative justice is needed virtually as well as and many of you know that sometimes you've seen it or been uh seen some really uh hurtful things said via social media uh the online opportunities um and and even more so we'll have to be looking at those opportunities uh your third bullet and i'm

088not gonna get into the specifics but you've heard us say this time after time is this there will be a roles that need to be adjusted as we move forward to provide supports and there will be new rules but we can't just do that in isolation uh director bond right i can't just say well here's a new role and here's what you're going to go into that there are collective bargaining agreements with timelines and agreements on how that will work will be done and i'm extremely proud of the work of the human resources department to honor those and continue to move forward with saying when those are clear when the framework is there we will engage labor when it's appropriate to help us shape what does that look like under what conditions but the first

089step once again is is to develop that framework so that we know what are the roles that are look like thank you i think that that's my question thanks so much one thing i just wanted to say too uh director von bright is that we know we're going to have mental health needs not only for our children but for you know for lots of adults that have been traumatized through all of this so we just need to do a better job of professional development you've talked about in your listening sessions you know places for students to check in and say whoa i'm overwhelmed or i don't feel great or this is too much and so we know we've got to pay attention to that also i so appreciate that one last clarity is this was

090really important to the school structures team um you'll see certain school districts that may and i'm not being critical but may choose a complete online option for high school kids you know um or middle school kids in there um we really felt it was um really necessary for the mental health of our students to have campuses open for them to have those touchstone experiences and i didn't get a chance to talk with the accounts about counselors but our counselors did some amazing uh work this spring as well and they have embraced this opportunity so they will have office hours they will be there for support you can't stand in the way of those folks trying to help their kids and so we will continue to find ways to help them do that effectively and efficiently

091and in a safe manner right because their safety is is critical as well thank you both appreciate it thanks for your hard work thank you i ask my questions uh dr leon i see you have your hand up did you have a quick question or comment yeah just probably follow up on that uh i mean i think it's we'll be talking about it later in the meeting in more detail but part of the key part of the learning team are the pair educators along with the rest of the staff so uh we know that there's been uh there's a temporary 14 or so of them at this point but then the plan the hope and the plan is still to try to really rehire them back with these new roles that really the key the

092key is really what makes most sense for the learning of the student and what role that takes place uh so a new contract or a new description uh may be necessary and all that goes into the whole labor discussion which uh which doctor already alluded to so uh just that's an important part of our team and we are we're sensitive to that we know we've heard from the public on that topic we may go into that more later thank you superintendent santorno my questions are mostly focused on staffing model so you've showed us some of the programmatic elements i think the board has always been clear to you that program and pedagogy needs to drive staffing and technology and with respect to perez i think that's where we've seen the most of the communication uh

093is some confusion around how peres uh may be used and how the collective bargaining agreement is impacting the timing of some of these decisions where we don't have all of the what the circumstances in the fall will look like uh can you or dr garcia uh give us a little deeper explanation especially around special education students i've heard uh in the emails and voicemails that i've received a lot of concern to make certain that those special education students that have one-to-one paras as part of an individual education plan or a 504 plan this concern that they're not going to receive that support that those students will not have that level of engagement so i think it would be helpful because there does appear to be some misinformation that's circulating i think it's it can be

094confusing and if you could help to clarify what the staffing model looks like with those proposed plans especially related to pera's and then the paris specifically as it relates to the timing and their collective bargaining agreement i think that would be very helpful you know i think that um i will handle the first part which is that uh we definitely will provide the same service to our special education students that's imperative and um it's it's it's a legal obligation also for us to carry that you know to take care of our students with uh to have an adequate pair of support and um you know because the model is changing and because we don't know excuse me with this um with the kind of models that we're building exactly where we will need the paris

095to provide uh support and then also that you know if the role of a parent changes um there are some legal obligations according to the cba where we really have to pay attention uh to job descriptions uh i'm gonna ask lisa just to follow up too she was gonna give a little preamble to our personnel report why don't you do that now lisa i think it will help with the para explanation okay thank you very much happy happy to share um since we're talking about uh timelines and cba requirements um the cba does require that we notify uh the para educator group by june 1st of assignments for the following year and in an effort to partner and really be clear about the uncertainty of what the service delivery model for the fall will look

096like we provided first notification to our para group on may 22nd in order to uh encourage partnership and conversations around what that notification would look like and again to be transparent and open and to follow quite frankly um article 6 section 23 of the collective bargaining agreement so the notification first went out on may 22nd we we sought to have opportunities to meet and come together to discuss that and i i just really want to focus on the fact that at that time while staffing in the springtime to create that staffing need for the fall is typical what is not typical is the pandemic that we are in currently which we knew although we didn't have the guidance available to us that came out from ospi on june 11th we knew at that time that

097learning in the fall would look very different and so as student responsible individuals who really have an interest in ensuring that our resources are used at the most wisest level we went ahead and analyzed the staff very very thoroughly we analyzed every one-on-one iep and on the agenda this evening you will see the end of a temporary assignment that was assigned to an iep and you will see a layoff for a few people who are uh who were responsible for ieps but i assure you that everyone was analyzed by our student services team and the only reason that we're moving forward with a layoff in that category is because either the iep ended or the student has withdrawn so iep needs will be met after thorough analysis programmatic needs that are required through the cba

098will be met as as well as any lawful obligation that we have and we have a great well-defined recall process in that section 23 that i just referenced that will allow us to recall staff once we understand the needs of the fall this evening you heard some potential around what learning could look like and families would have opportunities at this point it's a supposition it's planning for the future it's not even clearly defined so we needed to exercise that right that set forth in the cba um respectfully of course because we truly care about people and we understand this impacts lives we have an obligation however to follow the cba and to plan for what we understand and what we know today and i'm i'm happy to answer any questions but that's sort of a

099a preamble or an overview of why we have on the agenda this evening recommendations for a reduction in force related to our para educators thank you sponsor president hines i would just can i just clarify one piece so what i heard from you is that the the level of service for the student with an iep remains the same and that the opposition elimination is due to that student having graduated no longer requiring the iep or the accommodation uh or maybe they're no longer in the tacoma school district but that is correct that continues in tacoma with an iep you've already done the analysis and those para educators will be back in the fall to meet those needs based on whatever the school model is in the fall absolutely and in accordance with the cba to

100continue the work that they already started with their assigned student so if a student is on campus and their iep indicates that they'll have a one-on-one pair for x number of minutes that will absolutely be the same service that they will receive in the fall and i assure you that the moment that changes if a new student enrolls who has a one-on-one iep requirement related to a para educator then we will respond appropriately and accordingly all right thank you and the cba is the collective bargaining agreement which is the binding contract between that particular labor group in this instance the paris and the tacoma school district yes and i i thank you for recognizing the joint ownership of that it is it is something that we jointly agreed to between the union in this case

101the para educators and the district and are there other bargaining how many bargaining units do we have in the district 11 there's 11. and do and are you using this methodology to determine i mean it seems complicated to me that when you think about a staffing model for circumstances that aren't yet set and where you are where we are legally obligated to follow the contract that has different mutually agreed upon dates in the contract by which to make decisions times 11. seems pretty challenging to me what are we doing to try to address that because i'm wondering as a board member am i going to hear from one of the other 11 bargaining groups because we're going to have to make staffing decisions based on dates in a mutually agreed upon contract that may come

102to us before we have a definite understanding of what the fall model is going to look like to return to school yeah i i think that is a fair assessment we have statutory obligations that are related to certificated staff you may have heard the the date may 15th that's because that is a statutory obligation and our cba is in alignment that all other labor groups who do not hold a certificate have timelines that are represented in their unique and individual collective bargaining agreements that may or may not be the same as our comparator or benchmark district so yes there are complexities our analysis to date tells us in order to meet the june 1 deadline it was imperative that we we brought this forward and made the move with the lack of understanding of what

103the service delivery model will look like in the fall and we will continue to analyze and be aware of potential impacts with other groups but as of this date the focus is certainly on on para educators and will continue to glean the certainty of what the service delivery model looks like we know buildings will still need to be cleaned we know transportation will still need to occur and we know that students will still need to be fed in whatever type of service delivery model we have what we're not unsure of is the role that the para educator will play and we will work hard to define that and when it is appropriate we will re recall at the appropriate time based on the appropriate need and a reduction in force actually gives us more flexibility

104to recall perez because of what's in the contract uh yeah i mean in our partner efforts to come up with section 23 which was bargained way before i ever came here and with the intent that if the layoff ever needed to occur that we would utilize and follow the steps in accordance with section 23 and so we will follow it and there will be some layers of flexibility uh in the sense that if it's a need for an lpn well we'll have to have an lpn credential and that's a paraeducator so we would go straight to those who hold those types of certificates so flexibility where appropriate and quite quite a bit of structure where appropriate as well and what i can assure you of is that we will follow it holistically completely and accurately

105i appreciate that i think part of the challenge in talking with each of my colleagues is that there is a legal process by which the district and the union have these conversations and where when we get lots of communication from constituents people in the community paris that are being directly impacted families that there are legal guidelines as to what board members school district officials can and cannot say to to respect the integrity of the bargaining process and so um i think that's been challenging for us because we hear things that aren't factual that need to be clarified but there is a process by which that occurs and that is to protect both interests in the collective bargaining so i just share that because i know we've received dozens and dozens and dozens of emails and

106we're really limited into how we can reply and there is a lot of misinformation and and i think um and director bob wright is here hand is up i'm just going to ask one more clarifying question that i that we've seen in a lot of our emails and that's a concern that the decision for reduction in force and paraeducators is based on a budget deficit on revenue shortfalls on revenue shortfalls the state is having and that we are only making this to balance our budget and and that we shouldn't be balancing our budget on the backs of our important para educators can you help clarify that because that's one way i think it's been challenging for us as board members to communicate back factual information but that's an important issue i think that needs to

107be addressed yeah absolutely and i'll go back to one of my beginning comments which is uh there was some element about this season that was typical right this the staffing process but wasn't what is not typical is that we are in a pandemic and as a result of that it will drastically change the service delivery model for the fall which means despite any any misinformation related to budget it means that we will have to staff differently remember we have six foot social distancing requirements and for every adult body that is in the building that's one less student that we can have in the building so we need to ensure that we have certificated staff who are able to lawfully instruct as a first instructor and then the support as necessary based on programmatic needs based

108on lawful needs and based on needs that are defined within the collective bargaining agreements so yeah it's really based on the fact that based on information we have today about what we know about opening in the fall and especially with the clarity that we saw previously with superintendent rake dolls information we needed to make a decision with the best information that we had today in order to continue to maintain our mission which is to educate students at the highest level and um that's that's why this decision around paris was made and we would hope for a recall process and plan to recall as appropriate alrighty thank you dr nolan uh superintendent center i see you have the old school hand raise i i just didn't want to forget to mention and we've been i think

109we put this in some of our communication that uh rosalind medina our cfo has put aside a pot of money to show that it's not about if this piece is not about a deficit money has been put aside so that um you know as we find out what our needs are we can bring pears back and we will have the the funds to take care of it so uh that you know that's another indication that the primary consideration was not about budget yeah i appreciate that and i know that um in fact the district has put around seven million dollars in our local levy money into support of special education to pay for some of those services so we're actually using funds to try to to provide the highest level of service possible i know

110our state legislative delegation raised that question and our response back to them we let them know that this is not a budgetary decision and the district has been committed to putting it because the state doesn't fully fund special education the district has committed to using local levy dollars to support those services so i appreciate that clarification i think it's complex it's confusing to me i would imagine it's confusing to others so thank you for that director bomb bright you have your hand up you're muted yes i'm just going to say that it's um it was this question i had was about the economics um and the fact that it wasn't a budget issue but it but one of the pieces of the second part of my question i think is confusing to a lot of

111people and maybe i'm just confused but um the argument that i'm hearing from constituents is uh we're supposed to be getting our full allocation and you know so why is it that that if we're getting all this money why is it that we can't pay for the paris and i know that um you had just mentioned that an extra adult he means one less child in the classroom but is it also an issue because paris unlike um certified teachers are hourly employees and like we have this problem when they when we when we closed schools for this period of time at the end of the school year where we were having peres um you know work with the nutrition services group and hand out meals because that's how the only way we could legally pay

112them was having them actually do the the specific work um that was negotiated so anyway is is it also because um we we actually have to have to have a task that they're doing um and they actually have to do the work unlike a certified teacher who's paid um not hourly is that does that have something to do with it too or is that just me the the real driver is the fact that there's uncertainty in the service delivery model and we're not able to define the work that we need right now okay so so that is truly the impetus it is the driver and it is the first layer of rationale um and and there's definitely different obligations for certificated staff who are contracted versus others who are not um but the complexity lies

113in the fact that we're just not able to define that model holistically at this point in time and the job description today may not be the right job description for the fall okay thank you uh and lastly uh oh did i see director cobb did you have a you went old school too i just want to say um or or clarify also that there have been questions that the board has received or concerns that well how come this isn't happening in other school districts is it an apples to apples comparison or do school districts set this up differently well that's a great question and no while we look to our other districts uh to be able to compare and understand the movement that's taking place it is not an apples to apples in fact we

114discussed the collective bargaining agreements a few minutes ago and each district has their own local authority for what's agreed upon within those collective bargaining agreements so while we have a june 1 deadline there are other districts who have a two-week notification requirement or perhaps a five-day notification requirement with no specified date or a 30-day requirement what i can tell you with our comparator districts and those are the ones that are within a 10-mile range of our school district while they they hope to not have to engage in this work as i listen and hear from my uh partners across these other districts they too have concerns that they will need to exercise their right under their collective bargaining agreement please let me be clear i'm not saying that they will but they have expressed those

115concerns but their cba offers different timing situations that are pertinent to them ready thank you vice president i did have a comment and i want to think i'm trying to think about the right words because i i think we all um this on this call on the board and our leadership team value the role that every member of this team plays like from the bus driver the custodian the para the teacher the prince we all have a role to play in getting to the outcomes that we want to see but i do think that in talking about roles and responsibilities and i think i've brought this up in a prior meeting as we were talking about pairs and the instructional model in particular that i think there is a narrative out there about the role

116that paris play in supporting our most vulnerable students and i think that's accurate to some extent but as we think about what we're going to need to do to ensure that all students who may have missed out on instruction at the end of last year we're able to fill in those learning gaps use assessments and data to diagnose what the needs are to use the curricular materials we have to figure out which parts of the curriculum plug into those specific standards and then monitor how students are doing along the way that kind of really expert problem solving around student learning needs requires skills that i think are more commonly had among our certificated educators so as we think about how our pairs partner with our certificated staff to really diagnose students learning needs and to

117figure out the best plan to meet them moving forward i think it is going to look somewhat different than the traditional models that include using a lot of paraeducator support in the learning assistance program or in title 1 programs to provide that small group instruction when it when that small group instruction really needs to be um supported by that kind of diagnostic review and needs assessment and progress monitoring that we're going to have to do if we're going to get kids where we want them to be i think it does call for a rethinking of the model that i think that this action and pausing and allows us to do thank you vice president cobb uh lastly before we move on uh superintendent center and i think you've heard it uh by every board member

118today but in the collective i know and talking individually with my colleagues we're very interested in the lessons learned some sort of uh uh a capture uh starting back on uh march 16th and what has worked what hasn't worked what are we getting better at and i think the community would be interested in seeing that as well but certainly the board is we're trying to help in our oversight responsibility um to just capture this this is unprecedented none of us have ever been in this situation you know you hear the expression moving an aircraft carrier we've had to move the whole battle group we've had to move all sorts of support staff and others uh in real time in a global pandemic that's killing people so uh and with that we still need to get

119better i think the the expectation of this board individually and collectively is we always have to be striving to continue to improve and if we're not honest with ourselves about what's worked and what hasn't and what we've got to get better at we're just kidding ourselves so i uh i think to bring that back to the board but more importantly then to create something that we're publicly talking about what has worked we've been doing all sorts of surveying of families and students and staff i think to aggregate that and show us what are some of the common themes would be very helpful and to own opportunities to get better and to give credit where things have gone well you know it's not just the looking to hey always get better i know we've got countless

120examples of teachers that have gotten super innovative i've seen it with my own kids and lessons and so we want to be able to publicly recognize and thank those folks as well okay good conversation on an important topic superintendent when do you anticipate coming back to the board with the next update on school reopening uh we should be able to give an update in july okay so we have a july 9th meeting and a july 23rd meeting july 9th i saw dr garcia so we think in two weeks when we come back for our next business meeting i think that'll be very helpful i know that's the question i think all of us get asked most frequently is what's the fall gonna look like uh because families are trying to plan and prepare so i

121think the more conversation we have publicly and people can start to get a sense of where we're going even if definitive decisions have not yet been made people start to understand what it may look like all right thank you very much we'll move on in the agenda agenda item number six members of the public wishing to address the board i will note that this is a new protocol school board members encourage public participation your civil input is appreciated if you would like to address the school board during a virtual meeting held under the proclamation by the governor amending proclamation 2005-2028 open public meetings act and public record act follow these steps prepare a written statement that will be attached to the board agenda and meeting minutes because this will be a public document it is

122recommended that you prepare the statement in a separate document using an application such as microsoft word at the top of the document please identify yourself and the subject matter a title for your statement please do not include your phone number address or email address unless you want that personal identifying information included in the public record submit your written statement via email to the school board secretary 24 hours prior to the start of the meeting statements submitted after the deadline will not be considered at that session statement should be emailed to t b e a t t i at tacoma.k12.wa.us typically the board allows up to three minutes for you to share your verbal comments a three-minute verbal statement converts to approximately three to five hundred words or up to two pages double space please limit

123your written statements to this guideline during the meeting the superintendent will read into the record your name and the subject matter or title of your statement the superintendent will not read your statement aloud during the meeting however your statement will be linked to the agenda so that members of the public will be able to read your statement your statement will also be linked to the meeting minutes for future reference members of the board will also review your written stake the superintendent or her designee will follow up with you if action is needed superintendent i believe we have some public comments submitted this evening would you please read the person's name and the title i will do that first one is chanel marshall her topic is safety and security next steps elizabeth wall para educators the

124tacoma federation of para educators speak topic para educators carrie madden topic parrot educators latasha palmer topic safety and security next steps michelle voderoff i i apologize for the pronunciation para educators susan losner para educators stephanie menifee para educators suzanne scar distance learning and superintendent contract len hughes topic para educators dina alla kobeck budget survey para educators and superintendent contract and liz waller help para educators that concludes the statement submitted thank you move on in the agenda uh under essential matters 7.1 approval of interlocal agreements for the 2025 2020 to 2025 school year the deputy superintendent on behalf of the student support services recommends that the board of directors authorize the superintendent and to enter into interlocal agreements with various school districts as listed in the year end for the 2020 through 2025 school years funding

125source special education is there a motion to approve i move that we approve item 7.1 is there a second a second the item's been moved in second and are there any questions or comments hearing none all those in favor say aye aye opposed abstention motion carries 4-0 item 7.2 approval of minutes of may 14 2020 school board meeting i move the minutes be adopted second [Music] on behalf of the superintendent the deputy superintendent recommends that the board of directors approve the minutes of the may 14 2020 school board meeting are there any questions or comments hearing none all those in favor say hi hi extension motion carries 4-0 item 7.3 approval of minutes of may 21st 2020 school board meeting i move the we adopt the minutes of the meeting is your second okay second

126the deputy superintendent on behalf of the superintendent recommends that the board of directors approve the minutes of may 21st 2020 school board meeting are there any questions or comments hearing not all is in favor say hi hi opposed abstention motion carries 4-0 item 7.4 approval of minutes of may 28 2020 school board meeting i moved the minutes of the may 28 school board meeting dr garcia i apologize i thought it was i missed the second the deputy superintendent on the behalf of the superintendent recommends the board of directors approve the minutes of the may 28 2020 school board meeting thank you are there any questions or comments hearing none all those in favor say aye aye opposed extension motion carries 4-0 item 7.5 approval of resolution number two zero eight three amendment to resolution two

127zero seven five is there a motion to operation i thank you the chief financial officer recommends that the board of directors approve resolution number 2083 which amends resolution number 2075 removing the provision indicating the bonds are subject to optional redemption at a price of par no later than december 1st 2030. thank you and could you translate that into english essentially what this does is allows us to strike one provision and put us in a position to have more [Music] you're back okay yes it puts us in a position to have multiple options to save more money for taxpayers as we refinance our bonds ready thank you for that uh translation from legalese are there any questions or comments hearing none all those approval say aye vote there's a call for a roll call oh thank

128you for bringing that to my attention general counsel would you please call the roll call vote yes president hines hi vice president cobb hi director leon aye director von bright aye the resolution passes 4-0 thank you item 7.6 approval of the superintendent's contract is there a motion to approve i move approval is there a second a second the president of the board of directors recommends ratification of the attached contract with superintendent carla j santorno to reflect a three-year period of employment commencing on july 1st 2020 and expiring june 30th 2023 i know we've received some concerns about the contract and so i have asked assistant superintendent nolan and general counsel trueblood to help us better understand uh what's in the contract and how it compares to neighboring school districts dr lolan i think uh if

129a general counsel could call out the highlights of the differentiation and then i'll talk about the comparators and the benchmarks sure thank you thank you uh just briefly the contract the biggest change is updating the dates so now throughout the contract uh it's deflected from july 1st 2020 through june 30th of 2023 um paragraph two and paragraph three were removed from the contract those two paragraphs explained the situation over the past two years um the superintendent did not take a pay increase over the past two years um and one of the other things the superintendent did was change the um index by which she would receive any pay in pay raises because of the new negotiated increase with the tacoma education association um when the teachers received a 14.4 pay raise the superintendent was entitled

130to receive that same amount she did not believe that was the right thing to do and she went without a pay raise um i'm going to hold off then on the new paragraph two and turn that back over to dr nolan to explain but before i do that the other change is that in paragraph four the superintendent is now asking for the ability to cash out a few more vacation days she works very hard and uh every year there's additional days left on the books and she wants to be able to uh set that aside for other other purposes and so um with that those are all the legal changes to the contract and i'll turn it back to dr noland to explain the pay increase portion thank you and dr nolan just for context

131because i was the only current school board member on the board at the time coming out of the 2011 teacher strike the subsequent contract that the school board engaged in with superintendent santorno because we had heard a lot about superintendent's salary in relation to teacher pay we put we tied the superintendent's raise to teachers raises so that the superintendent only got a raise if the teachers got a raise and her raise was the same amount the same percent as what the teachers received we did that for a few years and then in 2018 we had another teacher strike and coming out of that the board made a decision to evaluate the superintendent's compensation outside of the connection to teacher salaries uh carla at the time i think was very magnanimous in giving up what was

132rightfully contractually a 14 and a half percent raise that she was legally entitled to and she's not taking a raise for the last couple of years and that the board has been pretty clear to you and your position and also that when we heard that during the 2018 labor dispute one of the recurring themes was you need to pay teachers what they're being paid in other school districts and so this district decided to apply that methodology to all of our positions we believe that that was relevant that we were hearing that if you want to attract and retain the top talent you need to pay them well and so when you give us the comparables i want the public to understand that that was the board in response to what we thought was very good

133guidance from the community to say you need to look at what other districts are paying their teachers then we are applying that methodology fairly uh to to all positions to include the superintendent dr nolan yeah absolutely thank you very much for that overview um and i'll i'd like to share quickly what it means to be a comparator or a benchmark district i shared earlier that a comparator district is a district within a 10-mile radius for the purpose of retention we believe that if someone's going to leave the district to go attain work somewhere else they'd likely drive 10 miles so we review those within the 10 mile radius and then for our benchmark districts we review the 10 largest school districts thanks to the sports guidance and us being a data driven district we examine

134those whenever we move into a negotiation and we have made the decision that we'd like to be a lighthouse district it doesn't mean that we have to pay the most but it means that we make the decision to be competitive within our salaries and our our benefit and so just as we do with other groups we analyze and we make sure that we are aware and we calibrate our understanding of what's happening in our benchmarking comparator district well with the superintendent there was no exception uh to that rule as well we analyzed all superintendent contracts and created a matrix of the benefits available to them to see where our superintendent fell within our comparator and benchmark district with the same application of the understanding that we seek to retain extremely high quality talent and therefore

135want to be seen as a lighthouse district when when the when it's able to access that so we analyzed all of those uh contracts for the superintendents and analyzed the different matrix the metrics that were within the contracts and definitely determined that this is the time that our superintendent uh in comparison should in fact receive a raise particularly when we look to those benchmark districts that are in the ten largest and there's a couple of those school districts that are also in the comparator districts um uh general counsel spoke about the fact that she was asking to cash in five extra days well quite honestly when you compare to other school districts and what the superintendents are able to do you can see many more days that other other superintendents are able to cash out

136so within the context that over the last couple of days she or a couple of years excuse me she did not receive a raise it's it's well time for that to happen according to the data that we analyze in true fashion that we use with our other groups and other staff so that's the message i'd like to share today uh we're data driven and there's no exception in this case as well i welcome any questions one thing i would like to point out is ipd occurs for all employees inclusive of the superintendent and she runs a very serious organization i've heard you refer to her as a ceo there are extreme complexities in this district where innovative district we have different programs as recognized by the state of washington that even add to the layer

137of complexities but the data the proof is in the data when we look to our compu comparators and benchmarks thank you dr nolan questions and comments vice president cobb um thanks for the um information about comparators just um as i frame my comments i just want to note for the public i think that um in the context of the superintendent's contract this is a negotiation between the board and the superintendent so i want to emphasize that just following on the heels of lisa's presentation because we rely on the hr team a lot to give us information about our competitors for lots of our other bargaining conversations but and i so appreciate you having the quick handle on getting us that information but i do want to emphasize that it's not the staff's role to make

138recommendations to us about this agreement it really is between the superintendent and the board so i just want to draw that distinction between the the support we get from you and understanding our comparators but the fact that this is not your recommendation coming to us but this is between us and the board so that's right thank you you're welcome just to put that out there um i also just want to the note about the ceo um i think it's important in the context of thinking about the role that the superintendent plays just to be mindful of the various dynamics that she and her team are having to engage around it's everything from food and nutrition and all the negotiations with the department of health right now that the team is having to engage in it's

139managing over many years of nearly half a billion dollar bond and construction projects and then the core of learning and teaching so it is a complex organization and the 30 plus thousand kids plus the 5 000 educators and staff is just a lot of people a lot of infrastructure and just huge significant public assets that superintendents are asked to be the stewards of and to manage so i just want to note that in the context of the role also i think it's important to emphasize that the superintendent's job is not a traditional nine-to-five role five days a week i don't think there's any day of the week that the superintendent is not in email and texting back to us if we have a quick question engaging with their team especially in this point in time

140like those the notion of those vacation days i don't know when you actually take them so the question about being able to cash out a couple of more makes sense to me because i literally thinking even through the summer don't know when you're offline and in addition to that we see you and expect you almost to be at community events everything the foundation for tacoma students does the children's museum the united way the urban league every the chamber we expect you and to be in all those places so i just think it's important to emphasize all of those requirements of the role that are outside of the context of buildings in the classroom and that go um kind of beyond it's not a very narrowly scoped role so i just want and in addition and

141thinking about comparators as i as i'm thinking about where i landed on this negotiation and thinking about comparative districts the other piece is just not about how much those superintendents are making and in the context of where they are and how many students they serve the other consideration i think about is their longevity in the district i know that you've been with us now for 14 years or so and when we look at um superintendents the seattle superintendent's salary in comparison um miss juno janice juno she's only been there two years or maybe she's is she in her second year now or is this the end of her first full school year so i think that's something to take into consideration it's something that we have to consider too this your current um contract reflects

142a longevity in the role and a significant contribution and commitment to the district so um those are some of the things that i weighed as i was making the decision to renew this contract and just generally appreciate the professionalism and the skill and commitment that you bring to the role thank you thank you vice president cobb director leon did you have any questions or comments uh thank you um i think that that was a good explanation for the public as to the process that the board is taking has taken in evaluating the superintendent and the reasons why the salary is what it is in light of obviously the long hours and high level work that she's been doing for all the students and staff in the district so thank you for that discussion that's all

143i have thank you director bombright did you have any questions or comments um no but i did want to i wanted to thank uh well director cub for doing such a a lovely job of describing and putting into um um i think the practical perspective of what it is to be his ceo because in fact um she is of a very large organization and and i think this year in particular uh we have faced the unthinkable and never missed a beat and i think we are just shy of a million meals that have been delivered um since we went into this covid uh closure and those were meals that we were not anticipating i mean some of them of course but we have literally been reaching out to community and feeding any child that came

144and and those are the kinds of um the direction she's got a super strong team that she has developed and i think that that is also part of being a strong leader is having people that um she can trust that are innovative and um inspired in times of of crisis and so this year in particular i mean not only was it time but i think she particularly earned this increase and it is not a is not a huge increase so that's something to to also be considered it's it's um it's more like a cost of living more than anything else so um thank you for for the hard work you do superintendent and also um the leadership that you provide and i i also think we're very lucky to have um superintendent centorno at a

145time when we are trying to push forward on issues around anti-racist um you know structures that we're trying to build those and eliminate that the um you know implicit bias that we we all have in in our system and i think um she's been in the forefront of leadership on that at the national level and others and has been just a few years ago i gathered the superintendent of the year across the nation so we i think we've taken for granted with our social emotional learning and and the restorative justice and all the creative approaches that we use in this this uh district that are the envy of of um and the model for many many others um and that is not an accident it comes with hard work and and strong leadership so um

146she's earned it thank you director dr nolan i have a couple of questions for you all right we have been getting because i'm a layperson and you're a subject matter expert i'm hoping you can help to explain this so we've been getting emails that say she makes way more than the governor and i don't i don't understand the comparison but i'm not a compensation expert so to me can you can you help me better understand like should we be comparing what she makes in relation to the governor or what's the best practice industry standard for how we should determine i mean how all of our employees but especially the superintendent because i have heard that concern that you're paying your superintendent more than the governor makes it seems to me they have different roles and

147responsibilities but i'd like to hear from you as our is our in-house subject matter expert absolutely the comparison of like work to like work is absolutely critical and then the understanding that even in the comparison of like work to like work meaning you know our comparator districts or our benchmark districts comparing a superintendent a salary to a superintendent salary or a teacher salary to a teacher salary even within the different districts there's different anomalies and considerations that are unique to that school community that district and the needs of that community so it is absolutely imperative that you compare first of all the same position and then second of all that you examine the nuances that are unique within the position that's held within the particular in this case school community so a comparison to another

148individual that's completely outside of that field or in a different type of position would not be comparing apples to apples and you would not produce a viable product okay thank you that's helpful and superintendent centorno is in her ninth year as superintendent and it seems to me when i look at neighboring school districts that have had a higher turnover for superintendent i think the data i saw was every three years or so like the the the typical tenure of a superintendent is between three and four years and i think about this eight thousand dollar raise and i understand the context of a global pandemic and a in a recession and i also think about we need somebody to run the district and we've not had to pay tens of thousands of dollars for national searches

149and all of the money that goes into when your superintendent leaves i mean we easily could have been through the hiring process three times by now uh she was entitled to my rough math was a forty thousand dollar raise had we abided by the fourteen and a half percent so she could have easily have taken that forty percent this just seems to me like a fair uh compensation package for somebody that is at uh is at the highest level of her career um we consistently hear from uh colleagues in the profit for-profit non-profit public sector about how great it is to work with carla people within the organization like to work for carla our retention at other positions in the district is pretty high that they want to be around her and learn from her

150and be a part of her team and i also note the number of people that have left our organization to go become superintendents and assistant superintendents in other school districts so the mentorship that's happening um and i also understand the optics that giving somebody a pay raise uh in this time uh where so many people are out of work and so many people are struggling is a challenge um and so i want the public to understand this is not a decision that i believe the board has come to lightly but we do believe uh well we'll find out in a minute when we take a vote but my guess is that we believe that this is the right decision to make at the right time um and i hadn't really thought about it until uh

151this afternoon we we had quite a few emails coming in um that was talking about i think still this um confusion that the the pair educator decision was somehow budget driven and then giving the superintendent um a raise and and it started me thinking and i'm just throwing this out there because it has been on my mind for the last few hours but i don't believe that we've asked i believe that uh like our teachers for instance all have received cost of living adjustments like a three or four percent cost of living adjustment i don't think we've asked that to be given back at this time so i just i just want to be fair and i'm talking out loud because i thought it was a reasonable question to ask why would you give the

152superintendent a raise right now and it occurred to me that there are other employees within tacoma public schools that are giving getting cost of living raises as a part of their compensation um and probably in a greater amount than eight thousand dollars but if that's something that the board believes we need to come back and have a conversation based on those comments perhaps we need to i hadn't really thought about as the organization but when folks were reaching out and applying that to the superintendent it caused me to think about what are we giving in raises across the district knowing that 85 percent of our total budget is compensation um it's probably a significant number i think i'm of the mindset that i'd like that money to be in people's pockets right now if we

153can afford it um i'd like that money to be in people's pockets but if there's a will of the community for us to examine it throughout the organization then that may be something that the board needs to undertake in the future elizabeth did i see director bomb right did i see your hand go up that's okay you addressed it okay uh are there any additional questions or comments regarding the superintendent's contract vice president copp just a quick comment you've made reference to reference to timing i just i don't think we talked at all about the timing and why right now do you mind offering that present heights yes thank you uh and i'll also uh look to general counsel bomb right or i'm sorry i'm looking at elizabeth and i'm seeing you on my screen

154general counsel true blood that per board policy and per state law the school board needs to evaluate the superintendent annually and and also then renew the contract if the contract's going to be renewed and the board has met its obligation of evaluating the superintendent that's been formally delivered to her and the date of renewal of the contract her current contract the terms expire uh june 30th of 2020 so we are typically in this position every year where we evaluate the superintendent in the first part of june and then uh and then renew our contract at that last business meeting in june did i uh general counsel did i summarize our obligations did i leave anything out that was perfect and thank you vice president cobb that's important because people have also asked why now and

155why now because per board policy and per state law we have to take these actions right now the superintendent's current contract expires on june 30th and if we did not renew it we would not have a superintendent so that's the reason that we have to take action at this evening's business meeting uh general counsel i'd like to call a roll call vote for the approval of the contract absolutely president hines hi vice president cobb aye director leon hi and director bob wright aye the contract is approved for xero all righty thank you thank you everybody for this really important and difficult decision uh to be made uh superintendent santorno you've got the full faith and confidence of the board in these tough times um there's a lot of work you know you're uh i think

15640 plus years in your education career and i would argue that you've never had a challenge that you're undertaking right now so i think the board feels confident in your leadership and we look forward to working with you to try to figure out what education looks like in the covet environment and what a 21st education that's equitable that roots out systemic racism and some of these injustices i think you're the absolute perfect person to leave this work on behalf of the school district so thank you for your continued commitment to the district thank you and i'll just say briefly that um the the accomplishments of tacoma public schools is due to support from a board that really cares about children and uh puts all their emphasis toward policy and really looking at what's good for

157kids and uh i know that i wouldn't be here without an incredible team you're right uh if there's one thing i feel good about is i hire well and i've got incredible people with whom i work and it's because of them that were we're making it for making these gains so thank you very much all right thank you superintendent uh we'll move on with the agenda uh the next item is 7.7 approval of the personnel recommendations to the superintendent [Music] is there a motion to approve i move approval is there a second second it's been moved in second and doctor nolan [Music] i believe you're muted yes the assistant superintendent of human resources recommends that the board of directors approve the personnel recommendations to the superintendent for the june 25th 2020 board meeting [Music] thank

158you and i know we you provided us with some context earlier um i know none of us are are looking forward to having to take this vote and yet we do i know we've spent a lot of time uh talking to one another and working through it um this is without a doubt you know the budget cuts uh reduction in force that's the hardest part of our jobs um is there any additional contextual information uh that you'd like to provide us uh i know i kind of pulled it out because i was curious how it connected to the reopening of schools um but i think you know we all value our paras and and we know that they are incredibly important in the work of our students and we have to abide by the collective

159bargaining agreement i think that's what makes this so so challenging so if there's any other contacts that you'd like to provide the board i think we definitely would be interested in hearing it i definitely covered the the technical aspects uh related to the fact that the service delivery model for the fall is yet to be determined and we need to have the flexibility to build our staff based on the need for our primary mission of educating our students i would like to share something a little more personal this we are a team who who absolutely cares about people our superintendent absolutely cares about people and yet we find ourselves faced with making critical decisions that are for the benefit of this entire organization i have served as a classroom teacher i have served as a

160special education teacher and i've worked alongside some very amazing terrors in the school who were highly skilled and did great things for students as a principal i supervised outstanding perez who made a great difference and i hear testimonies regularly about the impact of educators and so i really would like to send the message that there is extreme care and this decision was not taken lightly it was it was taken into consideration the need for the fall that we have yet to understand completely and the need to be prudent and to fulfill the obligations that are set forth within the collective bargaining agreement our employees are valued the concept of the whole educator is a pure effort to support the adults who are supporting students in our district and i just wanted to share that human

161aspect this was not taken lightly it's taken based on the need to provide a service delivery model that we yet have not identified and in an effort and an attempt to ensure that we can appropriately staff in the fall based on the needs and demands that we will see at that point in time ready thank you vice president cobb did you have a question or comment i do i just have a clarifying question because i know what we intend and we've talked a lot about that with figuring out the instructional program and bringing back as many people as we can but that's our intention and then but my question is more about actual impact can you clarify for me like in a context or a para educator has what i assume i think are mostly

16210 month contracts if they were continuing on without a layoff into the next year he said tell me how benefits work if the health benefits if the person was eligible for health benefits and they're an apparel role and we're coming back for the fall do they continue to have access to health care over the summer and if if and in this context of a layoff if someone is laid off at this point in time can you tell me what the implications are on their health care benefits an individual who is laid off at this point in time will have health care through the end of august if we have a if we enter into a recall process if there's an anticipated 630 hours that the individual will work then they will immediately qualify for health

163care under the health care authority as recognized by staff thank you that's helpful thank you director bombard do you have any questions or comments just just to reiterate that this has been a very difficult decision and and the only reason i'm at all comfortable with it is because i have a strong belief that once we set up a model that uh for for september that there will be room to bring more pera's back on uh because i can only hope that this will get a handle on this uh pandemic and that um sooner rather than later and maybe i'm overly optimistic but that um you know we will be able to to get kids back into schools um and so i'm hopeful um and that that's the case and so just appreciate i appreciate that

164what all the pairs do and and i know this is a tough it's really a tough time for them and their families and for the kids that that they've worked with thank you director leon did you have any questions or comments [Music] thanks i made my comments earlier on this but i'm pretty very confident that we're going to be able to bring back the vast majority of the pairs in a in a way to help our students um and and uh but i know it's difficult at this point with uncertainty so thank you for everyone's hard work analyzing this thank you superintendent santorno it is your personnel recommendations is there anything that you would like to add uh to the conversation [Music] um i would just reiterate uh what dr nolan said uh number one

165um that we do care about our paras it's hard to take the criticism that we don't care because we do and um that we put all of our energy and we always have this balancing act between taking care of the organization and our children and all of our each one of our uh personnel groups and um you know it is important to us that you know that we make people whole we want them to have their benefits we want them to be able to raise a family we want them to be able to take care so we do not take this um you know we do not take this lightly and we will work hard to see what we can do and um i i just want people to know that it is not something

166that uh we're being cavalier about we we are not thank you are there any additional questions or comments hearing down all those in favor say aye hi hi opposed abstention motion carries 4-0 item 7.8 approval of washington inter-galactic activities association membership renewal for 2020 2021 school year is there a motion to approve i iso move is there a second second dr pace the assistant superintendent of k-12 support recommends that the board of directors approve the renewal of the wiaa membership for the 2020-21 school year thank you are there any questions or comments hearing none all those in favor say aye hi opposed abstention motion carries 4-0 and before we move on to the next item vice president cobb you have been the board's representative to the wiaa would you be willing to continue in that

167role i'm willing to continue alrighty thank you very much item 7.9 review and discussion of operating protocol general counsel true blood thank you president and uh kevin if you can help me with the slides i'm going to go through these very quickly tonight but uh the slides are are kind of like my three by five uh note cards back from high school debate uh so to keep me on track um earlier this year the board adopted um operating protocol and um it was protocol that had been out there for a while the board took a fresh look at it during your retreat um updated it and it's out there on um on the district website um and i think what's really important about the board for protocol is it's your commitment to each other and

168from a legal perspective there's a name for that and that's called governance um so governance is basically if you wanna i'm just gonna go with the slides aren't up i'm just going to start rolling through this um governance is do you share your screen i can do it if you allow me to share my screen kevin i can help you renee okay there you go whoa you tell me when to turn renee thank you so much josh go ahead and go to the next slide there we go so governor is basically the rules of engagement like if you were playing monopoly or risk it tells you how you're supposed to get through the game in this case it's not a game it's the future of our society it's our children and so uh how the

169board gets work done is governance and if you go to the next slide um one of the important things i think for folks to remember about what the board can and can't do under its rules of engagement is that the board has to work as a group so i know that sometimes constituents get frustrated when they email the board and they may not get a response back and part of that is due to governance because the board has to work as a group one individual board member can't make a commitment there has to be an agenda item the board has to agree on it and has to be in compliance with the open public meetings act so that's another reason why uh the board works in public and also works under the law like the

170open public meetings act like the public records act and other uh all of the rcw chapter 28a that governs the operation of school districts and the next slide just shows you that even wasda which is the washington state school director's association they're kind of an advisory board to school districts and this is a model that they put out there and you'll see that the best way to reach a board's goal of student achievement has different parts to it and at the top responsible governance is one of those pillars so um just wanted to show as well that this is a best practice among school boards and the next slide just outlines how there's a difference between what the work of the board is and what the work of the superintendent or the ceo of the

171organization is so the board is at that policy level they hire evaluate which they just did um the superintendent they establish policies they have a responsibility to make sure there's a balanced budget to adopt legal um make sure that the district's in compliance legally um instructional materials have to be adopted by the board and then also the board is out there in community relations when it gets down to actually who does the work that's the superintendent and her team and it's also the superintendent who's responsible for responding to complaints from staff and that's why oftentimes if constituents send a complaint into board members the board forwards it on to the super superintendent for follow-up if you go to the next slide thank you josh um this is just another visual kind of looking at where

172you see the different actions and where you've got the board spending more time and strategy and you've got the superintendent with more time on the actual execution of day-to-day operations of the school district and the next slide goes on to explain that board members your elected officials um but i i am in awe of the amount of time and commitment that you put into this responsibility um it's uh a lot of personal commitments that you make to each other and to your uh elected constituents um part of what you commit to um in the operating protocol is that you're gonna you're going to support the district's mission you're going to educate yourself about these complex issues you're going to attend meetings prepared attend the annual retreat prepared attend community meetings and events improve your board

173governance skills and also lead by example and respectful discourse i think is one of the things that i'm proud of this board um that there can be differing opinions and it's worth having that conversation and the decision gets better because of those differing viewpoints paying attention to both sides of an issue and then once a vote is taken though then the board member must abide by that majority vote and supports the decision of the board going on to the next uh slide this is that operating protocol some of the key points from that operating protocol that was refreshed in the recent board retreat that school board members have to consider a lot of research before making a decision this board does not advocate making major decisions but having research decisions that board members really have

174to be careful about not speaking for the rest of the board individual board members do not have authority only the board as a whole and also to not have surprises at meetings there's a process to put items on the agenda the next slide goes over a little bit of what the president's role is and that's why you'll see the president of the board oftentimes speaking on behalf of the board is because since the board has to work as a whole oftentimes the president will respond to a constituent and explain um that this is the position of the board you see he's the board spoke spokesperson will uh confer with the superintendent on sensitive issues and the vice president uh steps in if the board president isn't available another important thing to consider in the next

175slide is conflict of interest we have a district policy on that we also have state law concerning conflict of interest and we have a process here in the district where um any conflict of interest i hope to vet those if there is a possibility that there's a conflict of interest for a board member and disclosure is the key the next slide is that it's important to remember that there are different types of meetings and there are sometimes meetings that are not held in public those are very strictly defined by law either by um for an executive session or for a closed session and if if you ask a board member about what happened in executive session or what was the topic of the closed session that's confidential and it's not uh the board member is

176not at liberty to disclose either the topic or the substance of what was discussed in those meetings and that's also reinforced in the next slide the confidentiality is really important on the next slide or no it's coming up i'll get there i want to go over to other district policies that are really important as well and uh those are on our websites um that policy 1220 also reinforces that the authority of an individual board member is limited to participating in actions taken by the board legally in session as a whole and then also policy 1420 covers that no surprises part of the operating protocol if a board member wants to put something on the pro on the agenda that's how to do it as i mentioned before confidential confidentiality is very important as a board

177member for those closed sessions and also those executive sessions and also student privacy is an important issue as well um so on the next slide um we all make mistakes i want to give a big shout out though to this board especially um i've had an opportunity to work a lot with our new board members um director bomb bright and director keating who have really uh go out of their way to say hey i'm new on the board and i want to seek first to understand and help us understand uh how to be good board members and how to stay within the rules and um and prevent the district from having any liability um and i think what's also great about this board is that if they're this is what my team and i talk

178about um don't let me step out in front of traffic if i'm making a mistake let me know um and i think that's important for board members as well to say uh if you see another board member who might be making a mistake bring it to their attention we have lots of resources available to help support board members um so that we stay in that operating protocol and good governance um but there are remedies that can also happen it can be escalated to a conversation with the president we can always provide for additional training their resources from wasda um to help board members make sure they fully understand good governance and their responsibilities but there if there is a more serious breach some of the remedies could be a public admonition or a reprimand a

179statement voted on by the board there can also be a board resolution to censure um some of the more serious ones that would actually hit a board member's pocketbook would be a breach of confidentiality uh that could be an ethics code violation up to a 500 fine and the very significant one as well as the open public meetings act violation uh there can be a 500 fine for the first violation and it goes up subsequently we also try to be very careful as a board um the board members to not engage in public meetings violations in email um in order to make sure that there is not a quorum uh going on in email again that we're doing everything in public so those are just some of the highlights on the next slide of um

180what good governance is um and i'm always available as a resource for board members to help make sure that this board is using good governance in order to achieve its goals of reaching student achievement and i'm open for any questions ready thank you are there questions or comments on the presentation vice president cobb i just want to clue into something that renee said early on about the board acting as a whole and in relation to some of the emails and correspondence that we get in the responses and how they come i find that a lot of our email um doesn't necessarily raise questions but offers demands in many cases so that is difficult to engage in with that context of us needing to act as a group so often times when we are presented with

181a demand via email the best we can do is to say that we'll take that up we'll raise it to the board and ask that we take it up as a group as a point of conversation because we really don't have the authority to act individuals or to make promises that we can comply with the demand so as members of the community reach out i'd love to be in like dialogue about why and the mechanics of how certain things work and we all hear that phrase of local control but there really are lots of laws and policies above us that govern how we do and how we approach certain things so to have opportunities to continue to be in conversation with members of the community about those structures that constrain sometimes or frame the decisions

182that we make would be a great opportunity but i also again just want to acknowledge that when we are asked to do something and to take action it does have to be a collective action so please keep that in mind um folks as you reach out to us thanks thank you director leon did you have any questions or comments am i on muted now okay uh no no further comments so it was very clear thank you for the rediscussion i think it's important that the public know um but uh director cobb just talked about that um yeah we are often um given emails that are yeah um not just uh thoughts or ideas but fans that can't act on individually so we do talk everything over as a group thank you thank you director bombay

183did you have any questions or comments um no i think that that this has been quite a learning experience uh for me coming on i've been worked in government my whole life and this is the most constrained i've ever felt about you know moving forward i'm a i'm a doer i'm a let's get this handled and it's frustrating but i know it is part of where we need to be and i just want to say to those folks who do write the board to um to understand that if you only you know generally almost always you will only hear back from the president who happens to be currently um director hines um on our behalf and not to feel like the rest of us are um unconcerned and interested or uninvolved in that response because

184uh we we all um you know come to the conclusion of what is to be said so uh i didn't want people to think that were uninterested and only you know president hines does all the work of the board which he does an awful lot it's a tough role being president but um i just want everyone to know that that uh when you write all of us and you only hear back from one this is what so right thank you vice president cop you have an additional question or comment yeah i just want to say this i'm not trying to say that i know i want to put more work to carl and team but this is a thought that has occurred to me a few times in the last two years given the amount

185of correspondence that we get it all just comes in as email for the most part we don't use a form system so we don't have a great way to turn the email correspondence into good data so i don't know if we already use some form system or some system that would allow in the same way that we are restructuring the public comments that folks are submitting for people to say their name the topic and then what the message is so then at least we can start to gather data on the number of comments or forms that we get that are on the topic of family engagement or um or bargaining or just think that what are the themes and it that won't still help us know unless we ask demographic information and how people are

186connected to the district too um it doesn't without that it doesn't give us insight into who's commenting or who's reaching out but i do think with the volume of correspondence we're getting and the way that people are are engaged and lots of the business of the school district these days would be great to think about if there's an existing tool that we already use that we could repurpose to turn again a little bit more of our email correspondence into usable data that's cool no idea yeah that's a great uh suggestion i know when i worked for congressman smith and governor gregoire that there are constituent management systems out there that help you to collect that data uh and uh it is challenging i know in my nine years on the board uh that correspondence has

187been one of the greatest challenges because it's just us and we're not sitting at the central administration building eight or ten hours a day on our computer we are out living our lives in the workforce taking care of our families then we try to be as responsive as we can and when we have a lot of outpouring of input on a particular item it becomes almost impossible to answer all of them when we get um dozens if not hundreds it becomes really challenging and so i think you hopefully you hear uh those questions asked in public forums i think that's one of the ways the board has figured out that we want to take that input and we want to have a public conversation collectively so that we are doing it in a in a

188professional manner that we're doing it in a legal manner then also to honor what we're hearing from people in the community to take the time to reach out to us renee i appreciate you putting this presentation together i know one of the board's goals for the year was our continued professional development and i think these sorts of trainings while they're quick just help us to continue to be evolve as a more effective board and and i would note that the operating protocol is based when we did the work in the retreat and leading up to the retreat it's all was the best practice the washington state school directors association best practice other professional associations so that we're not making it up but we're trying to implement things that others have vetted and validated as the

189best way of conducting business and thank you is our you're in that kind of weird position where you're the general counsel to the school district but you're also the board's attorney and you do a great job of keeping us in compliance and i think we all greatly appreciate your job generally but what you've done during the covet 19 where we get a prop an emergency proclamation from the governor and then the attorney general's office weighs in and then ospi weighs in and all of those subtleties where we need to be compliant then you and your team have done a really terrific job so thank you for your individual work and for your leadership with your team on that um it's been noticeable we know that there's a lot going on behind the scenes thank you

190it's an honor to work for you and thank you for tonight's presentation uh we'll move on uh as we nudge towards the three-hour mark again um to the last item on the agenda item 7.1 approval to negotiate and award a contract with power school llc for the purchase of schoology lms is there a motion to approve i still know is there a second second thank you dr garcia the deputy superintendent recommends the board of directors approve the superintendent to negotiate an award a contract to powerschool llc for the purchase of schoology in the amount of 650 000 including sale tax funding source technology levy funds this was a direct response to lessons learned for what we needed in order to level the playing field and provide equitable access for families and staff to have an

191online platform to [Music] access lessons submit homework a variety of other things manage calendar there's a number of features that we won't go into tonight because that will all be part of the negotiation process one subtlety that i would like to mention that these are technology level levy funds and technology levy funds cannot be used generically to apply to staff they have to be used either for staff that are implementing or excuse me implementing the actual product of technology or assigned to a project for a short period of time and so the idea of technology funds are to buy technology for students and staff to access ready thank you director bombard i see your hand up questions or comments uh yes just supported clarification josh i if i remember correctly the 600 000 is a

192three-year contract it's over a three-year period it's not 650 a year that is correct thank you vice president cobb um just in light of um building off of the conversation that we just had about how we do read emails i read a comment some in one of our streams that acknowledged that a question about lms was included on the survey the budget survey that went out and so the sentiment was that we're not actually seeking input when we've already made decisions can you tell us you said what you how you entered this um gives me a little bit of insight into the thinking about the critical nature of this product but can you say a little bit how the thinking evolved and what triggered your like the decision that this is a critical um item

193that we need rather than an option yeah so um when we were going through the covet process we heard from a variety of constituents the survey was not the is not a decision making tool um and so we we survey folks to uh check assumptions is there a priority that is that um the survey closed before we even went into um to uh analysis of different products and so we had that data as well during that time i'd like to give a tremendous amount of credit to the dart team led by zeke edmond project management office by ryan holland they led last friday uh is why this has been even on the board agenda led over 70 educators and staff members to examine different products well into the afternoon via teams meetings to look at

194this so it's an ongoing piece guidance from the state the state of washington heard from communities all over the place saying you need to have a a learning management system and you need to have a universal one in your district that you can't have individual schools doing that for what it means to families and so families were talking to us all the way through coven and to say look this is really chaotic for me i can't have 15 emails and try to filter them through and so this is in a direct response to our constituents and trying to provide a level of consistency and a one-stop shopping to that um we have a long ways to go before we get to that implementation um and the survey reinforced that um that there were sitting there

195but that wasn't the only thing that the survey did uh for families and that wasn't their only concern to be honest with us as well thank you thank you thank you are there any additional questions or comments hearing none all those in favor say i i opposed abstention motion carries 4-0 thank you thank you dr garcia that brings us to uh the final agenda item item number eight the announcement of future board meetings i think it's important to note that our budget webinars began this week i was able to be a part of one on tuesday they are aligned with our five strategic plan goals so i was a part of the academic excellence we have one for early learning one for partnerships one for health and safety we have one for operations and then

196we have a sixth that's going to be focused on equity i know we learned from mine we had a couple of technical glitches but i think what we have found the board is very interested to be in dialogue and i think at times i think at times both sides both the board and the district and the community uh we get caught in monologue we do we do more telling than we do asking and listening and so i think this is an attempt by the board one of a variety of ways where we want to be in dialogue we want to try to do more listening we want to try to hear from families and students and get their input and i think the important takeaway from that is then we make decisions on your behalf

197and in a way that we think are in the best interest of everybody that we've heard from and i know part of the challenge is when we hear from people that tell us you work for me and do this that i can almost guarantee you that we've heard from somebody else that's expressed an opposing viewpoint and so i think the challenge for us then is how do i value both viewpoints and ultimately make a decision and so we're looking for ways to hear from you we want to better understand what's on your mind and how things are impacting you as a parent as a teacher as a community member if you've got a question if you're concerned or confused on these budget webinars is a way where we think we're using it now for the

198budget but we think that it could be a valuable tool going forward for us to be in smaller group dialogue with members and different community groups going forward so i would encourage you to tune in they're pretty short and sweet start at six uh over between 6 45 and 7. and then uh director keating did one last night june 24th director cobb is doing one june 29th uh i will be doing another one on june 30th and director bombright will be a part of the team on july 2nd upcoming board meetings thursday july 9th we'll be back for a regular business meeting we'll be having a public hearing on the budget at that meeting so we're going to try to get documents out in advance of that so that board so that the community has

199something to react to during public comment i know we've heard from the community in years past that those documents don't come out until maybe even the day of the board meeting where we're having the public hearing and it's just not enough lead time for people to make thoughtful commentary on it so we're hoping to preview the budget uh through the webinars to have materials out to get meaningful input at that thursday july 9th board meeting and then we'll be back on thursday july 23rd to formally adopt the budget again legally the school district has to have adopted a budget by august first i believe so that's the director cobb you immediate no uh so that's what's driving the timeline on that i will put on my colleagues radar and on the community's radar that as

200we think about goal setting for 2021 and we think about a meaningful way to include the comments that we heard from students during student listening sessions that we may want to schedule a study session on uh july 16th as a way to hear some draft goals from the superintendent things she's thinking about for the upcoming school year and also for us to honor and discuss those really important and candid comments that we heard from the students right before kovid shut everything down so it's a placeholder right now director cobb and i think we'll flush this out as part of agenda review with the superintendent but trying to figure out where logically we put this on the calendar in a way for that student input to be used in a meaningful way for decisions in the

2012021 school year and going forward director bomb brad i see your hand is up yes i just thought two things um our cfo rosslyn has has added a couple of comments that might be helpful one is that um i guess we'll be taking comments for one week after the budget meeting um so people don't get it in on time first and also the budget is available online now on the website and i think in answer to your question it's august 31st we have to prove to budget by august 31st she said um and so the other um my other point was on the list of uh budget meetings we're having these sort of short topical ones it would be helpful i'm sure it's on the website but on the list here it doesn't say what

202the topic is for the the ones that listen and it would be i think awesome to because some people may be interested in one particular thing or another so um i know if you just want if you wanted to go over them now for people listening or if you wanted to just make sure it's on the website where people can find out the topic for each of these upcoming ones thanks thank you the so mine was academic excellence i believe director keating uh she did partnerships 6 29 is early learning that's with director von bright uh june 30th director oh director cops sorry 6 30 is health and safety that's with director heinz um and 7-1 is operations i'm not sure who's doing that one which director uh vice president bob has offered to be

203the board member for that okay they're all posted on the website tanya is telling us as well okay all right good 7-2 is focused on equity alrighty thank you okay um a very important meeting a lot of tough decisions made this evening thank you all for your thoughtful input we'll continue to do the work on the reopening of schools and i look forward superintendent i think we all do to july 9th having maybe an even clearer vision of what the fall is going to look like so that people can start to plan accordingly thank you all for joining us have a good evening good night you