001some work to do when it comes to keeping our servicemen and women safe as someone with family members in the military this is something that hits too close to home well it's not in our control the safety of our students is so for this reason I'm asking that obviously once everything resumes I'm asking that we stop allowing military recruiters onto our campuses if a student has a genuine desire to join the military there are more than enough resources to guide them I just don't feel that recruiters need to be on campus as members of the board one of the duties is to the safety of our students so until our military can show us that they can take care of our youth they shouldn't be allowed on our campuses I want to be clear this
002is not and should not be a political issue it's strictly about the safety of our students again because I personally have family in the military I feel this so I feel if they cannot keep our students safe they should not be recruiting them thank you thank you miss Ramos okay and it says Krystal Vargas would like to comment is there a crystal Vargas she already spoke that with CP that's what I thought okay thank you so much just double-checking all right so at this point there are no more hands we will move forward okay we will move to item 4.0 or study session 4.1 okay school update Thank You Norma so this is the part that will will go English and Spanish so I'll take breaks and we'll all take breaks as we as we
003go to make sure we give you ample time to do that thank you absolutely first and foremost I want to apologize for all of the technical difficulties that we experienced tonight technology as uh as a moving target sometimes and so I apologize we couldn't get the streaming up they said it was working they said it's not working just got a text that that we are in live now so I so I see I see some yeses in the room so so hopefully that is that is up and running and it just got a verification right now from somebody that they actually can't see a life in most the school purport la situación con los problemas in YouTube avianna situation que estaba función and o el juego despues no estaba enseñando pero ahora estamos listos para
004hacer la presentación ito esta listo any you don't know so when this board agenda was published last week since then much has happened here in our state in our county and in our Valley governor Newsom since then has come out and ordered indoor services at all restaurants family entertainment centers zoos museums and other places too close again with no end date given additionally our county of los angeles along with I believe it's like 31 others were ordered to close additional businesses and oh say he saw a gente de esta gente de La Mesa directa and occur IDO muchas cosas este tiempo and a widow cambios en el condado a cerca de la cantidad de personas que and Koval 19 entrances see on reflection ro SS process our County of Los Angeles has reported more than
005133,000 600 people have been infected and 3822 people have unfortunately passed away due to Cove in nineteen and those numbers account for the bulk of the State of California's numbers I'll give it a shot Norma and you can help me when I when I assemble okay Edwin Dodd a Los Angeles are reported ok siento Trinitite rest meals I siento gente y in fact a lo conozco b19 tres mil ojos en dos bengi dos the support the support another maintain an pasado and muerto Podesta infección es los números I'm Kissin at Kenan Khandala Los Angeles those numerals cuenta por board casi la mitad los números in el estado two of the largest district in the state Los Angeles Unified School District and San Diego Unified School District have come out to say that they are starting
006in a distance learning setting and others in our San Gabriel Valley have done the same and will continue to do the same those distritos de los más grandes en estado el distrito de los angeles el distrito de san diego yeah report our own Guevara pasar sueño and distance learning Juan : estudiantes no yendo al escuela physica mente e Barrios vetoes a key investor in investor vecindad tambien yah Anansi aaron que es la manera que van a pasar the Los Angeles County Department of Health yesterday evening came out with guidelines on how we are to reopen schools if that's the route that districts were were to go in that short period of time we have had some some time to look at at them and there are guidelines in there that will make it extremely difficult
007to implement or to have ready by August 20th el condado de los angeles and departamento de salud I know che I known Ciaran last geass he las reglas de como un distrito de abrir la escuela cielo que quien hacer and in el momento que salir on anoche estar eater hemos tenido la oportunidad their body as Casas and SS and SS Diaz and SS reglas de cosas sorry que que la vara said moody fishy para implement our eternal listos para painted a ghost on the ghost of desculpa so with the utmost safety and well-being of our students our staff in our community I am recommending that Azusa begin the year in a distance learning setting as well entonces con la seguridad de nuestros estudiantes de niro personal in us ah comunidad y con todo que esta
008pasando Arita esto a recommend and okay Azusa NPSL ano and distance learning tambien doing so will allow us to begin our implementation plans in and it allows us the urgent time to plan and implement the Los Angeles Department of Health guidelines for the eventual return of our students when it is deemed safe everyone wants our students back we we know that that is what that is the best for students I want that the people I believe that we heard today in public comment want that we all we all want that but it has to be in a safe manner and in order to to fall in line with the la la department of public health guidelines it's gonna take some work and those just came out last night to be ready for that for that
009return sienta sampson una manera the distance-learning s.o.s oh no star or ETA as tiempo para implemented los planas para ESO ellos nos da el tiempo or gente que necesitamos para plan er he implement our last year see las reglas del del Departamento de salud para poder regresar but para poder Tanner a las escuelas least espera que estudiantes y el personal Playa del SR en una manera saludable a para todos todos queremos que no soy su Deonte sustained con nosotros todos queremos ESO pero tiene que ser en una manera donde podemos hacer d'arnot's que los estudiantes están Seguros en personal esté seguro que nuestra comunidad esté seguro I recommend that tonight we focus our study session on the distance learning aspect of our plans paying particular attention to the instructional component that is going to be
010very different than the distance learning that we did in the spring I appreciate the comments that came forward tonight and I think that we will all begin to see that now it's going to be different this time around estoy recommend and okay en esta noche no st. ok Mo's and en estos números planas de de aprendizaje a la distancia equipo Nommos attention attention particular en como es que la instruction ba ser muy diferente a local ok Simoes I'll finish del a no Alana Alana school Ark acaba the de pasar I would also like to provide a an update at our board meeting next week on 7:21 with additional details two answers to questions that we know are going to begin to to surface tambien Kiera recommend RK a la siguiente punta de mesa de fête
011de la mesa direct eva el venti uno que viene siendo la semana que entra saga' Mo's dando más detalles de respuesta supreme ulties a nosotros a Ramos kevanna para que todos vamos a tener after our board meeting tonight we would like to send out a communication to our community regarding our plans and we also like to announce that on the 23rd and 24th of this month which are Thursday and Friday of next week I believe that we hold virtual parent meetings live to explain our plans today we were asked questions about what's the difference between a virtual academy distance learning my my mind went blank but those those different programs that we have and what was the difference between those and so we'd like to have a morning meeting and a p.m. meeting to offer
012different times for parents who might have different schedules and we'd like to have those meetings one in English and one in Spanish so that so that again we can communicate in those in those forums instead tambien estamos recommend ando que esta semana nosotros los community Mo's con la comunidad acerca de nuestros plans Yelp NT Tracy Yelp NT cuatro de la semana que entra tener dos juntos en vivo con la comunidad una fintan en la mañana una cuenta en la tarde para poder diferentes or arias y tener una dos juntos and in bless those who Tessera Spaniel para para tener comunicados Affectiva men take on so at this point in time I would like to take a moment to pause before we jump into the presentation and I turn it over to miss Mitchell for any
013board comments questions clarifications yeah I have a question can can you clarify for us or through when you say that there are some of the kind of kind of requirements that you don't believe that we could have in place that are just not feasible to have in place by August 20th can you maybe give some examples of what some of those are sure so just off of the just off of the the get-go I mean from the from the from the beginning districts are going to have to be are going to be required to have a cove in 19 containment response and control plan right this just happened yesterday right yesterday evening and that plan is calling for a Cobra 19 compliance team to be to be put together that's gonna be responsible for establishing
014this plan for enforcing the plan for having the safety protocols to have an education plan for staff and for students around the plan so that is that is literally item number one of this multi-page document and so it goes into more detail but that would be one example of how we'd have to bring a team together we have to create this containment plan there's response plan in this control plan we have to we don't have to but the way we like to do things is we'd like to involve as many stakeholders as possible this group then in order in addition to creating the plan has to create a plan on how we're going to educate our students our staff and our community around this plan and so that that's just one example and then there
015are there are physical things as well in terms of filters and air conditioning and fans things that would take some time to to get up to up to speed Yolanda Yolanda you're muted oh okay I didn't see yourself thank you thank you thank you Adrienne okay good evening everyone I just had several questions first of all I'm really glad that we're all going to go to the remote the distant learning I feel that we are here to protect our students and our staff the numbers are going up they're not going down and I would not also expect someone to do something that I would not be doing I mean I'm not even comfortable going to a meeting I mean see we're having it online so I would not expect students to be going in school
016and staff to be working with students and I also want to thank the superintendent Ortega the administration staff parents students you know for all their hard work and I know this plan it took a while it took a long time took many meetings and took many people and I'm glad that we did include all the stakeholders in our community and I know that this town's gonna work work well and and with all of us working together I think you know we're gonna be good what my questions regarding this plan is I like to know what is the budget for this plan that we're going to be using I haven't heard any dollar figures I was going to ask the budget for all three of them but since we're not going there I'm just like to
017ask that question and also you know special ed I like to know you know how are we gonna give extra help to students especially toriel learners also I know it's been very hard for them to be home learning in a different environment for themselves also and on attendants taking who will be taking the attendance if students do not participate you know what follow-up will we be using are we gonna be having still like a star board the attention you were to follow up if students are not coming to school I'd like to know and you don't answer all this right now this is my questions okay um different in Ortega thank you you know and what are the hours going to be of school and also on employees employees certain employees I know we have
018certain classified employees like the community is on instructional aides cafeteria workers you know how will we be utilizing them and you know will they'll all be getting paid you like their been doing and how do we use them utilizing best and that's it thank you very much okay next Gabriela hello good evening everyone I just want to state that this kovat pandemic has brought a lot of things to the surface such as the inequities in health care housing and especially in education I think it's really important that we also take an account the number of minutes of instruction um when going into distance learning as we heard some of the parents and some of the grandparents and the panelists today that came in and spoke weight this is the equity for students and with that
019being said I think it's important that we also are in collaboration with you know with the internet providers and how they you know it there's there's a lot of factors that we're gonna go into distance learning just like we did in the spring some students did not have access to the Internet so that is my number one priority that I would like to bring forth to the board you has it it's it's really important that we you know we see the inequities happening and when this when this happened another thing to that I would like to bring forth is teacher office hours for students parents I also heard that as well toot for them to be available for you know for questions or for anything that parents may have a struggle with what their student
020with their children and my question and the question that I have is who are we going to task to get our a hundred percent of our students online and learning in order for this to be successful I think it's really important that you know the accountability for this to make this happen and for this to be a successful program for our students our staff one of the things that I concur with my fellow board member Rodriguez Pena is you know our our classified staff at this point right now you know wait are they gonna how are they going to be are they going to be paid are are are they going to come back to work I mean these are a lot of questions that they that they have so it's really important that we
021address those those as well and another thing too I think it's really important that our community I understand too that the the applications for free and reduced lunch that we we are still taking the applications for the free and reduced lunch is that correct mr. doodle take a that we're still take even though the kids are not coming back to school that the applications for or that are still available and one thing that I would like to bring forth as well is that as we enter this fall season with distance learning that we assess each triad you know the numbers keep changing the you know week to week the numbers keep changing that we continue this conversation and that we are also preparing ours Gabriela that we prepare ourselves for for perhaps you know hybrid
022hybrid eventually you know lead to a hybrid and just keep reassessing each triad and just moving forward because again we don't know what the with the what the future looks like but again we can always be prepared and be proactive as a district to be able to serve our students and our community and be successful in this thank you board member or Cruz Gonzales yes I mean I'll be very brief because I think Arthur we're gonna go into a presentation right on some of the learning so so just I mean I think you're asking whether I agree I think that in light of what's happened I mean I would just add to what you just said about LA Unified of San Diego I think Oakland already said that they were gonna go distance learning even
023before the two of them Bakersfield City just that so most of the big districts remote go in that direction um but I would say even regardless obviously we have to make our own local decisions about what's happening in Azusa but when you look at the infection rates and the population that lives here the number of people that continue working or live in like multifamily situations or with multiple generations um we really have to I want to make sure that we're making sure that people are safe so I'm heartened to hear that we're not going to have it's not going to be what we saw in the spring and I look forward to hearing what we're planning and but I agree that this is what we have to do at this point and like Gabriela mentioned
024I think it's really important for us to be really clear about planning in terms of how do we come back to learning I know we received II I received emails around focusing on making sure we focus on young students I mean I've seen examples in other states where the priority is and so for example in Virginia the priority is to bring back special ed kids they said special ed kids English learners and young students right so just I think we need to think about as we come back what does it make sense in terms of staging to be open but my short answer is I agree right if this is the right decision and my question for you is does that require any action on our part or because we took it that we made
025we took that action in the spring does that cover it and you have the authority to make this decision that is correct that's what that's my assumption yes the second one that you have the authority okay okay Adrian I'm sorry yes so just just one one small point of clarity because you know coming into this meeting it was the expectation that they were going to be three separate kind of presentations that we're making and and now our total year you are asking you know and recommend now recommending and asking that we really focus on one and so I just want to be clear that we have not made it that we have not made that decision and so I so so therefore even though you know we kind of shared out and some people some
026some of my colleagues are you know I've said you know it's good that we're moving here but I'd like to formally ask so that we can formally move into that so because that decision hasn't happened yet so with that being said yes I agree also that in light of all all of the you know the realities of what's of what's going on that an information that that we're seeing and hearing that this does appear to be the option and so yes I understand and would agree that that we focus in on the distance learning option only I mean I think Jerry go ahead so I so III I think that's right for us to have more focus on that but I do want to hear what the other approach is even if it's briefer what
027those other perches are I'm especially the hybrid one because it seems most likely that if we were to move back to in-person it would be hybrid so it's important for for us as a board to hear that and give feedback but it's also important for a community to hear what what could potentially happen right we don't know when but when it but it but it's what we're looking at or what we're thinking about okay thank you okay and I personally I agree with it I have cancelled my second vacation to go see my kids I will not see my grandchildren or my children for a year by the time I can actually feel safe enough that I'm not taking this virus here in California to the Midwest because it may have mutated I'm thinking that
028way I sure as hell don't I'm sorry I sure as heck don't like our students coming because if my children I don't want my children being exposed I don't want our students exposed I don't want her parents exposed I don't want our parents parents exposed our grandparents or great grandparents aunts uncles I think this is the best way to go that's it thank you so so we will we will move forward with plans to open in a distance learning environment but knowing that running parallel with that lots of energy lots of planning lots of investment in working on these guidelines and working in in the safest manner to get us to hybrid or or whatever that may look like to get us to that to that point I am happy to announce that a lot
029of a lot of the comments that took place during public comment and a lot of the questions that were asked right now of our board members you are going to see in practice and and life as we move to the presentation I have taken copious notes and those questions that are unanswered we will make sure to bring with more detail on 7:21 so with that being said I'm going to turn it over to miss Mitchell Thank You superintendent ortega superintendent a are you going to project anything are you going to share your screen or not check oh all right so as we're working on that good evening president Bibles local and board members as we embark on a distance learning model Senate bill 98 states that we are obligated to provide and I quote content
030aligned to grade-level standards that is provided at a level of quality an intellectual challenge substantially equivalent to in-person instruction are we also translating this as well yes le plan de distancia Vassar de alta calidad para todos los estudiantes del distrito [Music] with that in mind in collaboration with teachers AEA administrators the school reimagine ation instructional team which included a high school student on our committee we developed a robust distance learning instructional plan aligned to our board strategic plan that includes learning priorities to provide innovative rigorous relevant standards aligned instruction and collaboration Khan miembros de la comunidad estudiantes maestro's yaw ministry doris el plan de eso e con tiene instruction in anova Dora ricarose a relevant a alameda con los estándares so i'm going to present the plan for remote learning from the instructional focus and
031then we will also have our other leads from school reimagining team committees also present to you their plan in terms of remote learning so one of the pieces that as we begin the instructional focus it is important that that we really have a foundation of learning priorities and again how will we be providing equity right including culturally responsive teaching and learning based on positive relationships develop between teachers and students prior prioritizing our language acquisition of our emergent bilinguals using evidence-based data informed high leverage strategies and of course maximizing student engagement so all of these as those levers to our plan okay we can scroll up a little bit alright and also working with our instructional team we collaboratively develop some best practices as well and so these practices want to make sure and take those
032into account as we develop these plans and so part of that is making sure that when possible prioritizing in-person resources services instructional support when students are on campus and and one other thing to note too is that you know we develop this just prior to the public health office protocol that came out as well as sv-98 it's also another factor that goes into this as well so again how will we best practices how will we bring back small groups of students that have identified needs for example or since the disabilities are younger children are students who are learning an additional language and I think as you see this you'll see this distance learning plan I think you'll be very pleased to note that these are elements that we have considered and we have put into
033this plan as well okay can I please entertain a real quick miss Mitchell would it be okay to translate as this is not in Spanish if it could be translated per page as you're going so that way our spanish-speaking parents can understand would that be okay yes board member Ariana's thank you for that suggestion excellent yes thank you last prioridad is de aprendizaje inclusion instruction in Nova Dora rigorous irrelevant al any other con los estándares case a proposition and Ikeda include even an in-law enseñanza here an en el aprendizaje cultural mental receptive áauspiciados and relaciones positive us and true los maestros e los estudiantes tambien otra prioridad is de casi on the lingual the los alumnos case on apprentices they English a champion all is the CMAs be linguist and magentas tambien attila seress Tijeras
034the alto de alto applica me and Tomas shadows and Valencia información también la parte de pasión del aprendizaje de school a la participation del estudiante en el aprendizaje el plan de hijo and principalis the practicas sorry it's a little hard for me to to read I'm just going to summarize quickly if that's okay with everybody el plan says Davila cerca de estos principalis a er on a cerca de practicas de la importancia the approach puzzle prioridad wrecker sauce and persona tambien servicios yo-yos instruction on the los alumnos is an in squalor champion tener a lament a prayer group uzbek a knows the alumnos que tienen necesidades especiales apprentices English champion Westeros alumnos depress Kohler e alumnos the T ke in there for a trainer loss Pokemon take well uh cuándo es seguro asegurar que los
035alumnos tienen access so equal aprendizaje de distancia y tambien Desiree on the server yonder un plan de en las a con los padres yes yes to the antis para asegurar no stay they then LAN port on Tia the en nuestros alumnos Eston Legrand Oh éxito champion a tenderness loss relaciones entry maestro c estudiantes para asegurarse que los alumnos s10 motive a doze M participar en su aprendizaje utila Sandow L curricular del distrito and various models excellent thank you very much miss carbajal Camacho so I want to talk a little bit in terms of this plan for instruction I want to talk about remote learning and what that looks like in terms of the plans for instructional schedules for professional learning communities and assessment lesson design professional learning and emergent bilinguals and our students with disabilities
036as well so in the remote so en el plan estate plan the instruction vamos a hablar a cerca de como vamos and for Cardinals in el aprendizaje de nuestros apprentices English's tambien nuestros alumnos education especially and mother de distancia a tambien an apprentice are here the combination and as as a line to sv-98 the Senate bill which is the omnibus educational trailer bill that really talks about what those laws are and what we are obligated to provide for students and part of this is providing what we call synchronous and asynchronous virtual instruction and so once we we show you the schedule we're going to talk a little bit about what that looks like and what those instructional modules look like as well also part of Senate bill 98 is making sure that we include and
037outreach to families to ensure that everyone has equitable access to technology and that includes devices and internet access as well so let's go ahead and jump in to take a look at the schedules for lesson delivery that we have created and we'll start let's start with Elementary we will start with TK 6 yes distance-learning please thank you very much and I'm going to enlarge that for everyone and as we're enlarging that there's a couple of highlights that I do want to point out before I go into detail on the schedule and again align to Senate bill 98 our distance learning schedule has built in specific protected time for our emergent bilinguals and our special education students we also have concluded built in time for teachers to collaborate with one another to provide time for our
038professional learning communities staff meetings as well as time for that student family connections those office hours that we were that we were mentioning miss Carbajal Camacho and radio they'll plan the aprendizaje de distancia incluye tiempo protégée doe para nuestros alumnos dedication especial y tambien para nuestros alumnos caisson apprentices inglis butter que you staying on tiempo protégée doe para lenguaje a receivable assistance yak is necesario and before I go into some detailed explanation on this I do want to just take a quick minute hand and and express my gratitude for the work of the teachers of our AEA partners who provided input and feedback to create and just improve models again and again as we went back to take a look at how we improve this instructional model based on that feedback this plan moves away
039from the hold harmless that we had in the spring that's why we call it the distance learning block schedule plan 2.0 and this plan that you're looking at is for T K through sixth graders and so I want to start with the way that we have this laid out for you is each day of the week and so I'm gonna start with the Monday so you'll see you'll notice that there are three different instructional blocks and I will comment on what constitutes an instructional block and how that aligns to making sure that we're compliant with sv-98 on Monday it's a little bit of a shorter day and so virtually students will and teachers are participating in these instructional blocks from 8 to 12 o 5 we have some breaks built in there and then of
040course we have lunch built in there for our teachers as well in the afternoon this is when each Monday the teachers will have their colleague connections and that's very similar to what we had in our spring 1.0 this is important because teachers need to be able to have that time for the professional learning communities meeting with departments any kinds of special you know leadership or committees they would have time to be able to do that one of the reasons why you'll notice that there's a difference on Monday versus the other days of the week in terms of that being just a little bit shorter is that this is an opportunity for teachers to launch their lesson for the week as they are planning their instruction this is an opportunity for them to begin to talk
041to their students and you'll see this also in the secondary model as well so really launched what it is they're going to be doing especially important would be communicating that with parents as well right that was something that I'm a parent several parents had mentioned it's an opportunity for us to plan that instruction and be able to have a nice launch at the beginning and so these instructional blocks on Monday you'll notice 8 to 8:45 and then eight 55 to 10 25 etc Tuesday through Friday you'll notice that there are instructional blocks but now you'll also notice there's an addition of what we are calling that protected time for our students who are learning an additional language and students with disabilities as well so what it looks like on Tuesdays through Friday is a little
042different Monday's all students are participating in those instructional blocks Tuesdays through Fridays we have a schedule where from 8 to 8:45 if you are a TK through three student and you are getting your designated English Learner instruction during that time and if you are a special education student in grades 4 through 6 you would be receiving your related services during that time as well after that block then all of the other students would be jumping into their instructional blocks and you'll see from 855 all the way to the 135 then at the end of the day there's some bricks in there again in lunch time and at the end of the day that model is flipped for again for English learners and for students with disabilities and so students who are in grades 4 through
0436 have their Ald time in the afternoon and again special education student C K through 3 have it in the afternoon as well and then you can see their student family connections again at the very end of the day miss carbajal Camacho l planned a in their transitional hasta sexto grado I'm not on K in el lunes i tiempo mask also the I am located Institute on the las otras hasta las ocho current-i cinco tiempo de Descanso otro blokey the instruction de las ocho cincuenta Y Cinco a las diez banty Cinco Oh through this console yatra located instruction in la tarde I tiempo para los maestros preparers whose elecciones tambien a temple para giunta's con directories y para different s committees and trae el martes Austell viernes say note on AIT m el tiempo Protea
044hero the apprentices the english eat ambien de alumnos education especial okura por la mañana de los alumnos dead in their transitional hasta Grado tres los lunas case on apprentices the english en su tiempo desde los mochis a las ocho parent a Cinco my streusel Uno's de educación a special guest on the cuarto Grado hasta septa Grado a tienen su tiempo the instruction a la misma hora illu a Goan la tarde i intercambio and resources groupís tambien say no turkey i locust instruction durante la da de la semana con tiempo para Descanso y tambien i tiempo en la tarde el martes awareness' de las dos amigas de las Tres para temple the connection sn3 familia y estudiante con el maestro thank you i wanna talk a little bit about the components of what an instructional block
045is what it looks like and what the requirements are the first thing i would like to talk about is that per sv-98 there are requirements that students must have daily live interactions with teachers and peers our method for daily life interactions is using our google meet miss Carbajal Camacho encouraged a blockade instruction i reck'n sito's que necesita no career e durante este tiempo tiene que aware interaction vivo entry maestro alumna e el modo que nosotros vamos a provirus o para los alumnos s for cuoco meet and during these instructional blocks students are provided with rigorous instructional activities that include a blend of synchronous instruction from the teacher using google meets it could be breakout groups it could be a blend of independent work asynchronous instruction what we want to make clear is that although it
046does not require that from you know eight to eight or eight fifty five to ten twenty five for example that a first grader would be required to be on the entire time what it does require is that we have to thoughtfully consider what is the right amount of time to be able to engage in those google meet virtual you know pieces with their teacher and with their peers but it is a block of time in which teachers can really thoughtfully design their instructional activities and have some flexibility as well there there will be a minimum expectation using that virtual google meet because we do again based on the senate bill we want to ensure that students are having that daily life instruction in terms of the instructional block teachers also have that flexibility to be
047able to decide where they want to have their literacy block for mathematics block history social science and science for example so there is some tremendous flexibility there as well for how teachers are planning and instruction durante los roques the instruction talvez puede oku read instruction de todo grupo de grupo pequeño instruction vivo también los maestros inin oportunidad de decidir while local instructions area the lecturer escritura Mathematica historia ciencia durante the the sauce tempos tambien tomando en cuenta que nuestros alumnos Havana's tal vez in an on google meet for there's a las ocho cincuenta synchro's a las diez main t Cinco s mucho tiempo para ellos so s importante Tamara so en cuenta cuando está hablando lanes Ricky on another piece that I want to mention is the difference between the 1.0 and now this 2.0
048distance learning this plan moves away from hold harmless students will be required to participate just as they would in the brick-and-mortar students will be receiving grades report cards to price reports it will that will continue to be the same as it is in a brick-and-mortar environment una cosa importante no tarde este plan con el plan que se hizo en la primavera es que con este plan los alumnos tienen que participar en encased our participant ones with instruction e assistant las clases please do superintendent I guess so just what we are constantly telling ourselves is that as we move to this distance learning block schedule planned 2.0 and even though we know we're moving away from the hold harmless environment we're moving into a support for success environment where it's it's not we don't want to
049give the illusion that we're just moving away from a whole harmless but we're moving into an environment of support for success so if a student happens to not be engaging per SP 98 we are required to outreach and identify how we can assist that participation is it because of Internet is it because of a device is it because extenuating circumstances and so how do we wrap around to support the students to be successful in this environment because as you can tell just by looking at this this is everyday coming to school every day FaceTime with students every day instruction and so this is definitely a departure from 1.0 but but again what we keep telling ourselves is we're leaving one environment but the environment that we're coming into we want to continuously remind ourselves that
050it's a support for success environment and how we're going to support students and families and staff to be successful in this new plan and under the umbrella of SB 98 I ask a question this is Yolanda hitting on thank you will we be seen also a model for the middle school in the high school yeah I was gonna question regarding the credits for high school students and yep yep thank you so much for the question and we will be in just a minute we'll go ahead and transition to to that and so then you'll be able to to see that secondary seven through 12 schedule remember Ariana's has a question yes I think you I'm I have a question about this schedule so it looks like students will start at 8 a.m. on Monday and
051the following days only eld and sped will start at 8 a.m. and and the rest will start at 8:55 is that correct that's correct okay and uh where it says student family connections is that where the teachers will have the office hours yes yes to be able to reach out to families the students if you know again if a student were having trouble or they weren't connecting that's a that is the that time to be able to do that as well and you said that each teacher will so one of the things that you shared that they will have the flexibility of perhaps like every teacher can be different and can have math first or English and then science and so forth so my question with that though is were we're implementing a new new
052science we're good and so when it gets to that point if you could just please you know speak about that una cosa can you start up but I couldn't and hola senorita Dana Mitchel estaba pensando que si todo los estudiantes MPs non las Ocho de la mañana los lunas dijo que si entonces los marques near policy cuevas de vionnet's pregunte que si a las ocho de la mañana MPs are no mass los estudiantes de educación especial o los estudiantes que soon eld maybe hope you see los estudiantes los restos de los estudiantes de empezar analysis in coast Oh Cho cincuenta Cinco yo Casey está Claro ESO y hay que a las dos y media y la pregunta que si es cuando los padres pueden contact era la maestra el maestro en si es tanto para
053que OS seus tiene una pregunta yo se que siguen hasta las llaves las horas de oficina para los maestros pregunta gear la pregunta few reiki Kodama Saqqara maestro baton la la flexibly that they ensign are mathematical in the escritura ciencia como ellos Legos let's go stereo dijo que si que yo savanna communica con los padres como ellos mana and singer so dijo que si muchas gracias thank you and typically in in the brick-and-mortar environment the elementary grade levels will determine you know their their blocks that they want to do so they create those schedules together and so this would likely be you know the same the same situation as well I just before yes go ahead remember always has a question okay I'm sorry thank you thank you okay um thanks yeah so my question
054so I just want to get clarity on the what happens during that instructional boss so are you saying that each of those blocks will be um synchronous learning which means like with a live teacher in person with our lives not in prison but a live teacher student interaction during the entire block not during the entire block there is a requirement that students must receive live interaction during the school day and so the idea would be that students would have so for example I might want to launch my lesson at 8:55 with all of my second graders right and so I might want to do a mini lesson with everyone then in terms of designing that flexible learning I might want to design let's say station rotation for example and I might have a series of
055stations I'm going to now work with a group of students Maul group of students while another group is working on maybe there's an independent or there's another small group activity or something to that effect this is an opportunity for teachers to continue to do what we typically call centers or station rotation so teachers can design a variety of things so whole group small group one of the one of the pieces to this is the benefit of being able to work with small groups of students at a time and again here's this block of time that they have to be able to do that that's one of the feedback pieces that we did hear from teachers is that being able to work with students and having more small group for more individualized instruction right so I
056just want to clear ice oh yes so I mean I I mean I agree that that's probably that's a good way to approach it I mean I I also have an England cut incoming kindergartner so I don't see him sitting for an hour and a half in front of his new meeting so so so I appreciate it but I think what I want clarity about because I think and I had a misunderstanding of this in the spring right is that I assume that the schedules that we put out meant that it was going to be all the hour the block that we put out was going to be synchronous instruction with the teacher working with students and what I found out from Christopher Roberts Adobe you said that no that was the amount of time
057some of it could have been live but some of it could have been asynchronous meaning like it was recorded or assignments given so I think what I want to try out what I would like to understand because I think it's very important is are there going to be expectations of live interaction by teachers during all of these blocks it may not be with all the students at the same time but but are you saying then that during these blocks there will be the teacher will be online with students that is correct yes those teachers will be synchronous and it's a combination of synchronous and asynchronous so during this time students will have an opportunity to be working with their teachers in a live synchronous fashion they'll also have an opportunity to do asynchronous work as
058well but there will be a minimum expectation of that live synchronous time and so we do have to work with teachers in terms of what that would look like because it will look very different for younger children than it will look for older children as well so that's something that we still need to really kind of work on to figure out what we think is the is the right approach for that the Adrian has a question of all questions actually can when I'm looking at this schedule here also the word where it talks about how Monday is different so Mondays at 8 o'clock in the other days are all right 8:55 that that like inconsistent schedule where where there's there's that one you know one day of the week where where school starts an hour
059earlier for for a majority of students kind of like gives me pause for a second and makes me question wonder can you help me understand some of the reasoning behind that and why wouldn't we just make it consistently 8:55 across the board I think the idea really that when we were developing this plan is to be able to give students as much instructional time as possible and when we're looking at providing that specific protected time for designated eld plus for students for special education students to us it made sense to be able to give as much time for instruction on Mondays because we wanted that to be a little bit of a shorter day it is important that teachers have time to be able to work in their professional learning communities especially when you think
060about planning for example formative assessment right addressing learning loss and so having that time built in we really believe that starting the day just a little earlier to maximize that instructional time but also allow for teachers to have that time in the afternoon I just wanted to jump in and I I really I forgot to answer I really appreciate that that you're putting that on the first day of the week right I think I've seen a lot of models out there where they're putting on the last day of the week but if you think about somebody had to teach online for four days straight right and this sort of is either going to be tired right and then to ask them to do quality planning and collaboration on a Friday just so I'm very much
061appreciate the fact that it's there to your question Adrian I ever to your comment I I'm glad to see that we're putting together like it's a big chunk of time for them to collaborate I mean I I mean obviously there's only so many hours in a school day but but I wonder if even that is enough right because I think I mean just a heavy load in terms of how do they plan together for this whole new modality is is a is a concern not that I want to take away I really appreciate that were that were walking out the times for eld and special edit and that's really important but I just I just wanted to put that on there because that is that isn't that it's a factor right to make sure that
062they have that time to quality planning time I'd like to kind of hop in and say one of the reasons Adrian you all haven't gone through the PLC training have you no okay PLC what you go through the training makes so much sense having first grade teachers meet together second grade teachers meet to get you know you know the concept and but it you get a depth of learning from that and that's why we're like oh yes give them time and you might be a little less well so to beat to be clear and I have a couple other questions also but to be clear so my question my question is less about the value of PLC time or collaboration time that's that I see that and recognize that that's valuable as well my question
063is more around the inconsistency of the of the fact that the structure so if school starts at 8:55 every day except on Mondays is at 8 o'clock III wonder if that is going to amount to would we call that true and what do we call it like you know absenteeism during you know during that during that block of time just because there's not the consistent structure of 855 that school starts every day but don't whant have late started similar school right but that's late it's not it's not early so if somebody were to show up early and find out that oh you know I'm here early then they're they're not missing anything there it's it's added to if you will so that that's a concern that there's missed instruction missed missed expected instruction so I
064don't know I still kind of have that that one but also but also the students are used to going to school at 8 a.m. right I mean this is like 55 is that's new to them and in regular school I would say they needed me at school at 8 o'clock don't ya and so again just to be clear it's about if there's whether it's 8 o'clock every day or whether it's at 8:55 every day Mike my concern isn't the time my question is just uh that there is an earlier day not not a later day that there's that there's a day where it where it's action starts earlier in the day and so I wonder what are what what it will look like for you know for students to me and it's I mean I
065see it's a 45-minute block but it but it's still a 45-minute block of instruction so it makes me wonder is there another way to use that block or door to be creative with that with that block so that instruction consistently starts at 8:55 I just think that that structure and consistency may be key going into so many you know things are unknown so another couple other questions so this means that that we won't have centralized lessons like we had in right if I hear you correctly like we had in the spring so there will be teachers that are developing their own lesson plans so my you know first grade you know student will have different you know lessons then then someone else's first grade student because it's the teachers are creating him correct well that's
066a great question and so we for for elementary we have instructional curriculum guides right that help our teachers in terms of their planning the units that take place and that guide them for language arts mathematics science history social science right so we have those and though it's the nuances or the activities and in which teachers choose right to have students progress and meet those grade-level content standards so we use the same curriculum sometimes there's some variants in terms of stories but really what is the same is that those students are are working toward those same content grade-level standards so but what would happen but will it have the specificity I think I mean I think I appreciated the very specificity of what students were learning on a daily basis right and so I'm just wondering
067and some of the research that I was reading in terms of best practices right was really about like offloading all that work around the you know the daily that's a lot of work to decide daily what you're going to do and instead instead focusing that on that content but then how you deliver it so I'm just so are you are we going to have that kind of specific planning it also has parents right they understand exactly what the kid just wants to be seen across the district at this point that is not part of the provide there was very specific lesson plans we did that in the spring semester to provide that continuity as best that we could and had a team working together my my response to that would be that the you know
068again the grade-level teams are working together to plan that instruction right they collaborate and it's one of the reasons why we do have that time in there for them to do together but to your point I do believe right we do believe that being able to communicate with with families in terms of what that instruction looks like what that expectation is and to really bring in our parents as partners and engage them in that in terms of the instruction more than we ever have and that's it that's definitely neat so can I ask a question on that Dana this this schedule we're looking at is in the perfect world which means what accounts have to work we're talking this schedule looks work for parents it or not ever gonna work they're all gonna stay home
069so what are we doing the parents that are did you need to work probably thought about that mm well that is a great question and in terms of those instructional blocks these are set and so I think this is one of the things we have to really think about in terms of again working with parents as our partners and making sure that if if families are working if parents are working what are the best ways that we're going to be able to support kinds of extra support do the students need for example to be able to know how to log on that's why a schedule would be very very helpful so parents are really clear when they're gonna log on how they log on and again professional learning for parents in terms of how students
070actually do log on and giving that support to you know to the families as well but I mean this is this is the this is the instructional block that really is set for this for this model right now we do have other options that you know maybe parents would want to choose as a result of that but for this option this is that time for our students to be able to log in what they're teachers and what their peers as well I'm concerned with the students in the TK's the special ed cos you know those students we need to really take a good look at you know how we're going to assist them it's it's I'm very concerned about that working parents okay Gabriela yeah or Adrian did you still have more yeah I have
071one more question I think ok next will be Gabrielle I'm sorry sure so Dana you had you had mentioned about you know a synchronous and asynchronous teaching and so you talked about there will be times when the teacher could be working with a particular subset of of the class so if that were happening you know during you know at 9 o'clock on Tuesday morning and so some was working with a quarter of their class what are what are the other three quarters of the class doing while that's happening and this is the perfect example of a blended learning model and the expectation would be that as I am working with a small group of my students that the other students have independent activities or maybe they're working in a breakout group maybe they're working on
072a project the station rotation model is an excellent way to say here are different for example the choice board activity right here are the different things that you're going to be doing throughout the week and as I'm working with this small group here are the expectations as the teacher that I'm saying you're going to be working on this or maybe you have a choice between this or this so yes the expectation is is if a teacher is working with a small group that doesn't mean that the other ones are you know just waiting right they're actually engaged in that asynchronous instruction while on the so the the the students are on the Google meet call the entire time or they're locking off and expected AG log back on at a later time that's a good
073question and so that really is up to the teacher and perhaps while the I mean while the teacher I would say I mean for me I would say definitely you know stay on because you're gonna be expected to be and maybe the next group right so but that's really up for the up to the teacher to decide and what they think in terms of okay log off for a few minutes and then come back on if they wanted to do that I think those are some nuances we'd have to work out you know and and how that would and the other piece too is that let's just say for example that I have I'm working with a small group and then one of my station rotation models is maybe I'm having them go on on
074the internet and they're doing their research project or something like that and it requires them they may not have the bandwidth to be able to do that right so so the expectation is is that using it's a combination of synchronous and asynchronous it doesn't mean that they all have to be logged in at the same time but there definitely are activities for students to be doing throughout this instructional block that's a great question okay Gabriela hi my question is some of the students don't do you know very well winning you know to do those as you're speaking about the small group so what is gonna be the accessibility to books for students for them to have their workbooks from you know so for example for them to for you know for for them to be
075able to have this access so when they when the teacher is with a group of students of six then the others can be working on their workbooks well they have access to this yes and we adore that we do provide that access and we actually we we did provide that if students they even in the spring semester if they said you know what I really just need to you know we did send home materials with with the students but maybe they forgot or they didn't bring it yeah so we need to make sure that students have that access I'm sure they need it and so one of the things that I would just like to bring to light is it consist consistency and schedule just because we have to partner you know this is a
076partnership with parents and teachers for the success and the students so a consistency and schedule like one of the things that I just heard right now that the beer that for parents to know in advance you know with ample time of course for them to be able to review the what's going to be presented to their child because right after you know they're they're done with the instruction the parents will be right there to to assist them with the rest do you guys have any plans and I mean I know it's not something that we you know as school districts it's not mandatory but is that something that we would like to implement and ask of what does that look like I think I think what your understanding in terms of having parents being able
077to understand what the work is what the expectations are yeah I think that is that is a best practice right that we are communicating and it's a best practice because if we want our parents to really again be those partners with us with this then we have to communicate those expectations so yeah I would say a thousand percent and I think it's incumbent upon us to be able to communicate those best practices for teachers okay Yolanda I'm sorry no I'm sorry okay sorry Jerri nobody smell reason reason go back up you I'm a superintendent Ortega I think you had a comment no we can we can keep winking boy okay okay great would would we like to go on to the secondary seven through 12 would we like to look at that okay so here
078you will see some some similarities now that you've had a chance to review and ask questions and really think about that elementary schedule here's what a 712 distance learning 2.0 instructional schedule would look like and you'll notice that again there are some similarities beginning with Monday we have that shorter period schedule the nuance the difference one of the differences between this 2.0 and the 1.0 of the spring is that this time we are we have developed the instructional blocks if you will by periods in the 1.0 it was around like math if you had math class or science or language arts or broad course of studies in this case we are doing a block schedule by period and so on Mondays again this is an opportunity for it's a little bit shorter and this is
079a great opportunity for teachers to be able to launch that lesson what's it look like I'm gonna do I might do a mini lesson I might say hey everybody I'm gonna we're gonna go into our Google classroom and I'm gonna show you what the expectations are for the week I might design that again that blended learning your flipped model and I want to front-load those students and so doing that on that Monday that first day is an opportunity to be able to do that and then of course you'll notice that a in that important colleague connection time is also built-in for our secondary teachers as well and so if you take a look now at how we have developed this and this two board member Rodriguez Pena's question around well how does this work with
080like credits and classes well this is this would be a schedule just like it would be in a brick-and-mortar environment in a block schedule environment so on Tuesday all students are going to log in and they're going to join their period one teacher from eight to nine fifty and same idea there is that expectation that there will be all students will experience that synchronous in-person Google made experience with their teacher it doesn't mean that the entire time they are on a Google meet with their teacher it could mean that hey from 8 to 8:40 we're going to launch that we're going to do that mini lesson we're gonna do that direct instruction and then what I'm going to do as a teacher is I'm going to say you know again here are the different modules
081we're gonna work on we might do some group activities we might do some breakouts and then come back together to have that discussion much like we would in a brick-and-mortar situation right so really providing opportunities for students to be able to have collaboration with with one another as well as their teacher there's a time again for a scheduled break time and then we go on to period two and three and then we've got our student family connections again just the same as we had in our elementary model and then you can see again so in a block schedule situation I'm going to attend my period one class on Tuesdays and Thursdays and period two Tuesdays and Thursdays and period three and then four five and six on Wednesdays and Fridays and so it's the same
082kind of a situation but again allowing all the students to be able to have that opportunity to attend all of their scheduled classes when it comes to the designated and integrated eld when we're talking about the other the elementary schedule we had that protected time for our emergent bilinguals in this case our students who are English learners have a period class already that's built into their schedules so they will be receiving that as well Luther planted aprendizaje de distancia de alumnos desiccant area desde el Grado siete austell dos a cenote a que el lunes tambien is dia corto those alumnos assistant are todas sus classes período you know hostel says e tiempo Descanso eat ambien tienen tiempo para su amor so he tambien i tiempo para la maestras prepare elecciones assistir a sus juntas equilibration
083entry Martez hostel viernes los alumnos assistant los period owes you el martes los lunas attempt ariados uno hasta tres y el miércoles cuatro auspices is repet al el miércoles periodo uno ester tres e equal el viernes cuatro hostile seis NL plan the studio the prime area Kavya al tiempo protégée doe para los alumnos dedication especial Iguala los alumnos case on apprentices includes a nest a plan no say no TSO Perez SS classes its instruction existed in una clase que c'est un período de los alumnos que están estudiando and a second area when instabilities instruction and superiorly a pareo Leos los alumnos mana receive ear instruction a synchronic o a champion synchronic o tambien tiempo el martes del viernes de las cosas media hasta las Tres para el maestro connector phone alumnus a familia tambien cetacean
084or as de oficina soy tiempo para para que los padres a familias alumnus with an connect I have several questions this is Yolanda regarding the lunch the lunches will be the schedule for pick up lunches for the parents will be prior to 11:55 so it can be prepared when the child has this lunch break the first question and in the second question wouldn't a a student does not well could this create a grade level does not come back after lunch who monitors that do they call them back I mean you know these questions regarding attendance a little bit about that I could ask you can you hear me okay I can see okay perfect and so that we're discussing 100% distance learning we will continue with the distribution that we currently have right now which
085would be an 8:00 a.m. to 10:00 a.m. Neel distribution Drive Thru curbside pickup so it would be before their actual lunch break what we are doing right now we are actually providing five days worth of meals to the children to the families that pickup furthers their children so essentially on Wednesday they will pick up the meals and have meals already available for students to use Thursday Friday Monday Tuesday of the following week and then they can come through again the lunch line or our drug through distribution on Wednesday to collect don't parents do not necessarily to drive up on a daily basis it would be Wednesdays from 8:00 to 10:00 and they would be able to take home with them meals enough for five school days and will that be at all locations or the
086same three that we've had during the summer we will continue with three that we had in the summer prior to summer we had four locations Lawson Marie Sousa England stones and we found out that that was it helps us balance the additional needs from the department to be able to offer this type of meal distribution and also ensure that we have accessible locations for our family so we will continue with four locations when school begins resumes I have the two o clock or only one one time that is something I will have to further discuss it was buried challenging for our nutrition services staff but it just depends on the resources and staffing that we have available for the upcoming school year and that's definitely something we can discuss and our goal is to support
087our families but we are limited with even employees and just with the challenges that we've had thank you Miss caldron miss Camacho can you just restate the to the parents in Spanish they're on line please thank you in today's Pena era cerca the C barber tiempo para los padres Rico here comida Y wall como si es 1 Tesla senior a Senor Calderon compartir ou Aqaba borough auto radio para recoger comida y cual como CI IDO is a very coherent abase por semana para toda la semana okay anymore Yolanda yes I just have one more question so do we have a model for um the adult transition students and also I haven't heard anything about the adult school what we were doing with the adult school also what what program they're gonna follow if they are
088okay thank you thank you for the question and no once we develop this now the next piece is to work with director Hernandez in terms of what that would look like in terms of distance learning what programs they have and how we might do that so that's our that's our neck peace with that nuclear my home director Hernandez's yes can you please clarify who director Hernandez is dr. Hernandez is director Paul Hernandez who oversees the adult school and the second piece of that question if I'm not mistaken miss Rodriguez Pena is around ma T P the Magnolia program is that what we're asking yeah yes sir uh-huh yes the adult transition yes okay and it will still be this is a distance learning environment and we will come up with a very similar schedule as
089this and really work with Aaron Cramer who is our director of special education services and our program coordinators with that too to really look at you know how we might create a schedule that will serve those students needs and then just a third question on the attendance would you could answer that later I'm just curious to see what are we doing when students do not return or log back key and I should say you know what is the process or who's gonna monitor them I would love to answer that so part of sv-98 includes the learning continuity and attendance plan that's part of the legislation and actually part of that piece is making sure that if students are let's say they're absent right and if they're absent for three consecutive days or 60% of a
090portion of an instructional week that that triggers this plan that we have to create that is part of that reengagement plan and then again you know we we have this time for that student family connection so if for some reason we have the student who you know didn't log back in well that's an absence right we are going to take attendance in areas and so that would trigger you know that automated phone call home and we would do all the things we normally do in terms of students who they didn't come they didn't return to class so okay Adrian thank you so yeah this gets at the consistency piece I was talking about so even though there is inconsistency in what happens today so Monday is kind of a little funkier than the other days
091I I still appreciate the consistency and I think that's that that is helpful couple questions as we're as we're speaking about our our student populations that may need additional support I wonder also what is our thoughts with Dual Immersion and how and how that plays out and are there additional supports that need to be put in place for our dual immersion families and students yes thank you for that question and again that is with with with the elementary distance learning plan these students are with their their grade level teachers and so they will be in we will have our dual immersion it will be the same exact plan and so the other pieces we will have to figure out is in terms of LD and there's some nuances with that with with the Dual Immersion
092but maybe miss carbajal Camacho might have a comment on that one so in terms as dr. Mitchell shared there they will have their live time with their teacher so they will be receiving their same percentages so we will be looking at the schedule and making sure that we maintain the instructional percentages so during those instructional books for example first grade is a 90/10 split we will be ensuring that those instructional blocks reflect those instructional percentages so that our students and Dual Immersion are receiving the appropriate supports and similarly when we have our parent meetings who are interested in dual immersion one of the biggest concerns is how do we support our child at home and our teachers are wonderful resources and they are always able to provide some different apps and those types of things
093but I think we also have to think about how we might be you realizing some of our bilingual personnel to also continue to do some extra support for our Dual Immersion students so that their language additional language development is able to continue and then no that's helpful to hear helpful or no and then same thing as far as does this plan for secondary does this mean that there will not be any zero periods or any seven periods or things things after the outside of the the one to six period structure yeah thank you for that question and actually yes and so we have been talking with different stakeholders and teachers and principals how do we do that and what would that look we will definitely have zero period and there will definitely be that seventh
094period as well it is just a matter of we wanted to get this kind of you know foundational piece and then we know okay wait a minute now we've got some nuances and how do I do that and we really did want to engage our teachers in terms of those who do teach those courses what would be best and how should we look at that and so that's that's definitely a piece that will be there as well thank you Gabriela or a board member Ariana's yes I actually have three questions my first question is I don't see block here for teachers planning periods so so what does that look like sure thank you for that question like I did not buy sorry I did not mention that so typically when for secondary teachers they have
095they do have a planning time period right so I might teach tenth grade language arts and my planning period is always second period so that means that essentially whatever period they have that's on the master schedule for planning they don't have a course during that time so if I have second period planning that means on Tuesdays and Thursdays from 10:05 to 1:55 that is my planning time and how about for elementary teachers sure so part of the part of that plan when you take a look at how the the eld and the special education services we have flipped it and so if I am a a primary teacher for example and I'm going to I'm a TK 3 teacher that means that I actually start my day at 8 o'clock and I have my English
096learners right for my designated LD well then my schedule goes all the way until 1:35 begin there is a planning time block that's right there and then on the flipside if I am if I am a 4 6 teacher I actually don't start my instructional day until 8 55 because my LD is at the end of the day and goes from 1:45 until 2:30 so we've actually put in that planning time at the front end and the back end every day depending on for that flip to give them that time for planning thank you for that and Adrian I'm on my second question oh okay thank you I'm sorry okay and so or member ariana.sea you muted yourself I believe I'm yes yes when would there be a time for speech ot therapy for our
0972-meter IEP students needs excellent and so during so in at that elementary block that's where so for example with the the TK 3 that time on let's see TK 3 that time is from 145 to 230 so again we've done the opposite with our language learners because many of our language learners are also students with disabilities as well so there is that block of that block of protected time is actually for those services right and so students who are for example in a special day class they would just they would follow the the instructional blocks with their teacher but those related services would happen either at the beginning or the end of the day on the opposite side of eld to make sure that they have their protected time to and then for for the
098secondary there are if a student in their IEP for example has a period of instruction that's a period of support they would have that as well and if not then it would be the same situation where for example the speech services could be scheduled you know at a different time sometimes it's you know during their instructional time other times it's maybe it would be you know after school I'm not sure but it's this it would be the same situation that it would be in the brick-and-mortar environment miss Mitchell fair to say just to point out that although we have tried really hard to create these carve outs for special ed so that students are getting the related services while not in the instructional blocks that's not gonna cover a hundred percent of the related services
099so there will be times when a student might to your to your question might need speech or ot or whatever that may be and just like they would when we're back when we're in school then you know they get they get pulled out to do that particular service but but the fact that we have created these opportunities is going to lessen that disruption but but I don't but but again I think it's fair to say that it's not gonna completely erase that but it gives us a running start for sure okay no Musketeers administer pretend opera a los servicios de los estudiantes que receiving its ocasion a special case even a severe sous-sous su servicio see marijuana Clara Casey - addressed severe su servicios so it's muy importante que man thinkin like Monica simple -
100track on special allergic MySpace special ID but a both aggressive erasers thank you guys for your answer those are my questions thank you board member Pena mr. Rodriguez Pena uh you are on mute that's what I was wondering sorry okay so um my questions are regarding zero period or seventh period where the students have yes after school program of the mariachi's in the orchestra it's not going to continue as a distant learning or um where does that come in also students the social emotional well-being of the student you know we spoke about this before but you know seeing a counselor or reaching out you know but what time do they do do this in this in this in this block schedule or that's it thank you great question and so yes for for our all
101of our music programs mariachi Orchestra again that all this is all distance learning environment for this schedule and then as it relates to being able to have that time to see their counselors right that is also it would be the same situation as we are in the brick-and-mortar where students would be able to go and have that time for their you know for their counselors so again we'd have to work for the sites in terms of how does that work right how do we make sure that there's communication with the with the teachers and the students and you know the counseling staff and what's the system gonna be and that's a that's a great it's a great question and it's one of those nuances that we need to work with the sites to really develop
102a system to make sure that students are able to to get those supports in and see their counselors absolutely so there is a in this program there is a zero period in the seventh period imaginary in this yes and one of the things we did was just let's create this kind of base plan because we know we've got some nuances and then after speaking with some teachers who actually do teach the you know zero in seventh period what would be the best way to do that and how would we fit that in and so so we will layer that in there to be able to address that as well thank you should we would you like me to continue on with the the plan and take a look at some of the other components now
103in terms of professional learning communities and assessment and lesson design and we'd like to talk about that yes please okay all right very good great you want me to go back to the yeah great thank you can you see that Oh No yeah yes okay yep and if you could scroll down to the second piece which is the assessment and professional learning communities there we go perfect okay so so I just I want to highlight some of these some of the pieces that are also part of this instructional plan and again as you saw with these schedules it's very important that teachers have that time to meet in their professional learning community this carbajal camacho lara cerca de pena nieto tiempo para los maestros oh they're on Thursday and Sue's comunidades de aprendizaje paraprofessional y
104tambien acerca del evaluation and in the same as we and in a brick-and-mortar environment it's really focusing in on the data from formative assessment right to guide that planning and answering those four questions of the PLC what is it that we expect students to learn and be able to do how do we note that they've learned it what do they do when they haven't and then how do we extend and enrich learning opportunities for students who have already demonstrated mastery what is particularly important now with this this piece is addressing learning loss and so having that time for the professional learning community and being able to measure student learning to in formal instructional planning and addressing learning loss is is a pivotal piece so when esta parte del plan say in polka and atilla's our
105evaluation is formative owes yeah you don't know los maestros in for marcia cerca de que tipo de instruction intervention necesitan los alumnos eat ambien SOC coordinate con el tiempo the the collaboration and train maestro's para que ellos pueden contestar las preguntas / InFocus we inform se on que es lo que los alumnos necesitan aprender que tienen que hacer para aprender lo e que vamos a ser cuando ellos no aprender remember cruise controllers mm-hmm thank you I you know I have questions about this piece and I just in the context of like I see this as being a place where maybe we can be more innovative in terms of like that quote-unquote reimagining education and as we think about how do we in de Ville individualized learning and so you know maybe looking at accelerating learning
106on an individual basis I'm just wondering have you thought about in terms of different either programs out there other pieces that we can use to help kids loot learn at their own pace when when it's the when it's the asynchronous or the you know by the you know by themselves or with their parents not with the teacher in front of them so that so that we can it so that we've been try to address some of these some of these learning loss mm-hmm yeah that is a that's a great point and so there there's quite a bit of research around that you know the idea of how we accelerate learning and how we address that learning loss and so with the accelerating learning piece and and part of that is really talking about how do
107we make sure that all students again or getting their grade level standards and at the same time getting that formative assessment at the right time right when they need that so in terms of thinking about innovative practices and being able to personalize an instruction some work that we need to do in terms of what do we have what kinds of models family offer and how might we plan our instruction around that so that's that's definitely some work that that needs to be done and then the other question that I have around this is that is really about sort of how you're planning on developing the formative assessments and how standardized they will be across across the district and I mean I know I mean and really are they really truly going to be formative assessments
108are they going to be like you know for often people default to test prep saying oh this is a formative assessment when it really isn't really assessing where students are in terms of the day to day learning so I just curious in terms of how do we envision ourselves creating or finding a formative assessment and then using them it's a great question in the absence of you know is some of the big data sets right like a spec and whatnot and some of the other pieces like the MD TP we've used for mathematics we don't have that so when you're thinking about that formative assessment piece what is it that we will be using one of the things that that we want to use that standardized for example is reading inventory right so those reading
109assessment so that will be very tremendous for us to use at our grade levels to really understand where kids are with our reading and innovative practice and and I am actually very thankful that this was months ago I'll give you an example our elementary math leadership team that is headed up by julie miguel our elementary math Tosa they began thinking about this looking at the literature in terms of what it means to accelerate learning what it means to be able to give that just right formative assessment that aligns with that grade level standard right at the time that they're teaching that and understanding what the previous grade-level standards are as well so again we're not going back and re teaching you know some of these things that we've missed but really being very intentional about
110what are the most important content standards that those students need to know and if with a focus on on literacy and numeracy is another piece of the literature tells us as well so what they did and again this was weeks ago and looking at some of the documents from achieve the core org and TNTP around the is they created a mind the gap plan and and so they what they did is they took their elementary mathematics curriculum map and then what they did was they focused in on what are some of those key essential standards for mathematics for elementary that students really need to know be able to do and then they inserted these different options for formative assessment so that's the best practice but to answer your question in terms of kind of you
111know standardizing we still have we have our district assessments we need to bring teachers in at the beginning of the year quickly to really take a look at that and determine you know in terms of how effective that you know that will be as well so we will still have our you know district common formative assessments to be able to you know benchmark if you will but also create a foreign of assessment plan and that would be done at the site level to really think about how we will do that to to address that it's a great question okay okay moving on to the next sub area is just lesson design instructional planning what we do know in terms of when we're planning our instruction this is a very different environment right and so we
112this is this is where the innovative instructional thinking comes into play this is where we think about what are some of the blended learning instructional design opportunities do we have you may know that we have been we have about a hundred teachers who signed up this summer to be part of a optional virtual book club and we are digging into a text right now all around blended learning and so that's been a great conversation every week to talk about that and so how do we make sure that we're looking at different kinds of models like board member Cruz Gonzales was talking to know what's out there how might we do this and so there are all kinds of different instructional models and again part of the professional learning that we will offer to teachers will
113be around the different kinds of structures for this we did some test kitchens you know last year before we went into closure around station rotation flipped learning we have lots of examples of teachers who have been trying that out and have found some very very successful you know results as a result of that we're still focused on our three student success drivers as we develop and implement our students plan for success and again around cognitive rigor academic discourse and collaborative practices and of course that focus on our emergent bilinguals student success and we've included a link in there that is has different kinds of models that that people might want to take a look at that as well okay you know and just go back dr. Mitchell thank you en esta parte Olimpica is a
114circa the the el deseo de las elecciones y tambien preparation the instruction en esta parte is investigaciones the police it was the Mo's ellos son massive activist para poder de nuestros alumnos and last Meniere's en que ellos están estudiando the manera de distancia tambien but they're in focus and el desarrollo professional de los maestros ambien otis investor investigaciones a cerca de el aprendizaje calm bernardo como una studios algunos maestro's participant o and include elector apirana hora Swinton Demyan como who police are el aprendizaje condenado tambien otra vez info Cantona's n en el desarrollo de Inglis para apoyar mejor a nuestros algunos Gaston aprendiendo English como segunda Deema I just like to say that I see that there are two people who were attendees who have their hands up to ask questions and I we do
115see that I want you to know that we're acknowledging you but unfortunately in a meeting basically we don't take questions from the audience but if you feel free you email us or call us with your questions and we'll make sure they get answered okay being pretty even or even in put them in the chat box maybe Jerry oh yeah that would be fantastic too yes great idea and so we and just kind of continue on here we did talk about with the with the plan we talked about our integrated and designated LD we alluded I think at our last board meeting and talking about professional learning plan again to focus on the student success drivers but really now thinking about what are those other pieces as as we layer these in with student success drivers
116so instructional technology culturally relevant and responsive pedagogy emergent bilingual integrated designated LD social-emotional learning blended learning strategy student engagement and of course PLC is informative assessment all of these pieces are centrifugal to to the success of of this instruction so how do we make sure that we're providing that those professional learning pieces this year we also noticed in our instructional plan again we've got our our time for our special education students the attendance I touched on that just briefly but again SP 98 and then the learning continuity attendance plan does say that we we are responsible for making sure that we are taking attendance and that we are monitoring the engagement of students and again in terms of progress reporting to families grades and progress reports and using Ares you know the same way that
117we would in terms of that environment in a brick-and-mortar environment and then the last piece would be again PE in athletics and now with in a distance learning environment coming up with you know these there's there are different different instructional modules and things and so some resources from the state that I have seen and so working with our our PE teachers how we will be creating some of those distance learning opportunities as well and then the very last piece was you know activities right we want to make sure that our students are that they that they feel that they are attending their school and that they're connected to their school and so what are the ways in which the you know we can help support the sites and how will they you know have like
118virtual class meetings and celebrations and those kinds of things to make sure that it's still they're still participating in school just come on would you like me to go back up okay can I ask a question please this is Yolanda so so just what you mentioned about the students I'd like to know you know how will we build this morale for the high school students especially you know they're used to having cheerleading and you know they're they're blue and red or what what yellow whatever their colors and their shirts and how are we going to continue that or you know help them build their morale and spirit school spirit that's it that's not one thing their school spirit may be virtual pep rallies I think answer that question I think yeah absolutely we have to
119you know work with the sites to figure out how are we what are the what are the options what we're gonna do and I and I really think one of the best ways to find that out is to ask students right whether what do they think right in terms of maintaining this and morale in school spirit right what or what did they think about that and that's really really important that's where that's where the listening circles come in right to to find out you know again and it's surveys and what kinds of things would they like to see I think that's an important piece and then are you know engaging of course the principals and and sharing ideas and talking with especially at the secondary leadership teams or you know the students were involved in
120that so getting everybody's perspective but yeah a thousand percent that's so important yeah and just one more question I'm trying you know I I did ask about the music in high school the music classes so in the middle school also will they have a zero period when they have their yeah same pretty one same on okay right con el enfoque a um an el desarrollo professional de los maestros pass Aguirre el distrito containers and los conductores de éxito s to the until también el plan habla assert the Thomas Vanek continue at los servicios el plan de educación para los alumnos education especial a en como save a cantar la asistencia en la escuela y en como save our reporter el progreso de los alumnos a los padres y tambien como se mira education física en
121modo de aprendizaje de distancia a tambien vas actividades about that so there are four distinct for additional distinct areas to this plan we have Health and Safety we have social emotional well-being we have family community engagement and we have operations if it if it if it is okay I'm gonna recommend only because it's 8:02 I'm gonna recommend that we allow mr. creel and miss Camacho an opportunity to talk about the social emotional and to talk about the founding community engagement and then we could touch for sure on the health and safety and the operations those become ever more important as we're working on the Los Angeles County Department of Public Health guidelines and how we're gonna how we're going to in a safe manner bring students back to school in a distance learning there are
122things again that we can that we can begin to do but but I'm suggesting that we jump over to to this area right here which is the social emotional support for students in a distance learning environment if that if that is okay everybody okay with that okay so social emotional support I'd like to turn over to mr. krill good evening everyone superintendent did you go up to the best practices again please thank you I had a team that was comprised myself and a Sanford Elmo principal at for the middle school and Frank Chang the director of college and career and also two students and so we came up with these best practices our guiding principle was that we would ensure that all students and staff are emotionally healthy and safe at school and home at
123home and the community and the best practices that we came up with that as a group and a lot of this came from the students was to maintain a positive school climate and that goes back to something I was discussed a little bit earlier promote and D stigmatized support for mental health issues build on existing services and better publicize their availability to students parents community and staff provide ongoing training for students and parents and staff on mental health issues and how to access support and how it was excuse me into established maintain proactive positive behavior interventions and supports including peer mediation restorative justice practices and conflict resolution and that goes right back to the positive school climate and her do you want me to pause for yes principalis ILA's practicas mejores is is Montaner Colima
124positive on the squalor from over e destigmatize r la necesidad de apoyo for assistance iya the solute mental eat ambient from oubli sad meh or low suppose ki para los padres estudiantes la comunidad e tambien a tener entrenamiento de manera regular para estudiantes e padres a personal and a cerca de salud mental ecomo pro interests so suppose y tambien mantener comportamiento positiva tenor interventionist a opposed para nuestra nuestros alumnos en como resolver and the good news is that we have a lot of this in place already that Azusa unified in addition to our counselors and school psychologists and firms clinicians the the therapists that we have our teachers our principals we also have partnerships with quite a few organizations and among those organizations would be the apu where we have interns that we have that
125our BSW bachelors in social works and also doctoral students who work with our students we have cougar pals we partner with five acres Foothill family Pacific clinics where we do outside counseling referrals to them we have the wellness centers at our high schools another really extraordinary partnership we have is with McKinley Children's Center where they have clinicians on who's with with a school is basically that constitutes their caseload and for our larger schools a clinician is assigned to that school for an elementary school we might have a clinician who sees a couple of schools and these are at no cost to the family as kirbo much we know noticias que tenemos mucho Sesto servicios yeah I've system and was just asked Willa's tenemos tenemos la universidad de souza Pacific en tenemos la clínica the Pacific
126clinics a champion tenemos un gran socio and McKinley Children's Services and what we're looking what doing theory we have a question boardmember Ariana's hi yes Gary you mentioned the Wellness Center at the high schools during this distance learning how are they going to be available for our students during this this distance learning time in the fall most of the providers are using telehealth that they're finding that they're able to to do or provide services that way while still maintaining their obligation per HIPAA applications and this would be good but how do parents or for example these are you know how do i I'm sorry not parents how do the students have access to to the wealth centers they're you know something on the website where students can email somebody to let them know I'm you
127know what is the process what is the protocol well the process right now is kind of top-down where students are referred to the various counseling agencies but what we're looking at doing and when you get to the the top bullet on the school-based mental health services that's going to be one of the items that we discuss how students are able to better self refer to those organizations we also have this actually I'll get to that but that would be one of the issues that we would be discussing with that group of individuals that I will be getting to in a moment not individuals but organizations thank you okay board member pan yeah yes Gary thank you this is a great you did good you know I really like that you included staff and parents and
128students because I think maybe you could include board members I think we all need help here but just saying you know how would we reach out to staff because seems like their schedules gonna be a very busy schedule you know if they need assistance you know to talk to someone and parents also how does that work for staff this was kind of an HR issue but there's the moms program but there's also something called Carrizales that we have which is a self referral platform for students families staff members whomever and this is on the website and it's it's absolutely confidential nothing you know comes back to the district if if a staff member chose to refer themselves but what it takes into consideration is the the person who is referring or it could even be
129you know a counselor or somebody else can help someone through it takes you know whatever the issues that that person is going through it matches with their insurance or a lack of insurance and then just a radius of how far that person is willing to travel and it matches them up with providers and that happens like in a matter of you know seconds that's great thank you thank you Gary so and getting to a board member ariana.sea point that we have a lot of this in place but what I found out from the students in the group is they really weren't as aware of it as we would like them to be so that gets to the the number or the first bullet that you see and I'm gonna kind of just do a big
130picture I'm not going to go through each subcategory because they're they're interrelated and I'm sorry I missed Camacho go would you like to try to take that I'm sorry I was having some tech issues and you were cutting in and out on that section well then I guess it would make it very difficult to translate so I will just move on so what I'm going to be doing and I've already sent out the email and this is you know starting to happen right now is I'm assembling a team of mental health professionals and that would be from as I said McKinley Children's Center Western Justice Center APU and McKinley Children's Center in the beginning just to talk about what they're doing right now and then the idea is to build that up and take it
131back out to students and staff and to really hone in on what we have how we can offer it and and really improve upon you know what we're offering and so it's like we're getting into the re-imagination of how we're providing services to students regardless of how this Mir plays out this is going to open up more forums for clinicians to meet with their students whether it's in person or virtually and I think that's going to give them even more access students now are probably undergoing different sorts of trauma that they might during the school year and you know not seeing friends and isolation whatnot so this is even more important but I think you know just starting with what we have really looking at it making sure everybody's on the same page and then
132moving forward and the future is going to really allow us to help even more students salud mental as he still and coordinate servicios disponible is para nuestros alumnos es equipo Ventress personal para organizer este tipo assistant iya para nuestros alumnos e los tera pistas tal vez sarin viendo suspenders for modalert wall or talvez and persona another element of what we're going to be doing is doing more outreach to students staff and parents part of that will be through sport to which the the board approved a an MoU with them last year sport to is suicide prevention and ongoing resiliency training and through these modules will be able to train staff for what to look like or look for rather in a student who may be down not necessarily to intervene but just some of the
133signs that they they should be looking for each school site has a crisis response team who will be trained annually and those are the ones who actually intervene when students are in need and they have a risk assessment tool that they use and that helps them to determine the next steps that they take sport to also provides training for parents so they will be able to know what to look for in their children and when they might need some help and then how to access that help so the ongoing training of students teachers staff administrators and parents is also going to help us get to a place where we have you know our better meeting the social emotional needs of our students a question for Gary yes the social-emotional curriculum that the program that that
134we approved is the another one that we have is the to good for drugs you know we spent many dollars on this and I would like to know how we are implementing this in our district with distance learning that I really can't respond to I can't but I believe dr. Mitchell it's more of a curricular yeah so this would be that's a great question and so as we think about our instructional program right so there's there's different pieces it's just you know it's our core program - good for drugs right we have that curriculum and that's implemented you know it's been implemented in our you know brick and mortar and so in terms of continuing on with that piece we have made the masters for example so we do have various programs so we will
135be working with the sites to you know to have that be a part of of those instructional blocks right so again that's a perfect opportunity for you know for teachers to design may be different you know station rotation or models but yeah continuing to use that curriculum yeah right so so so my question I'm I'm glad that we have it but my question is is how are the teachers going to be using this program if we spent you know a lot of money on this and it's something that it we know it's going to be needed in the fall you know is this something that a teacher can use for one other block Pro you know a lot of times can't can we make this you know maybe that's the time that they learn about
136a student that may perhaps may not catch when they're you know in the regular instruction time and perhaps this time through this program as they're teaching this that's when they learn that a student may be in need of mental health services or any other type of resources you know for their family at that time so um do we have any plans and bring in this out at least a week we are continue to use this program we we have been using that and we want to continue to do that and you know what you're absolutely right because especially in the younger years right this is the part where we're learning how about self-esteem it's about friendship it's about inclusivity right all of those pieces so yes absolutely that's what that is part of our curriculum
137are going to continue to use that and the same on getting example the same with our but we have for seventh grade in biology for example we have a sexual health curriculum as well and so all of these pieces are part of the curriculum that we will continue to use I think I think I just want to really just focus on this one that I I'm talking about because of effect again because how you know we're talking about during this time right now this is going to be most needed we're walking in unprecedent waters that we have not been in before and we if we're going to expect our children our parents to collaborate with us and to be in full force we also have to be in consideration that they're meeting another base that
138they have their basic needs and during this time perhaps like I said maybe the time where a child or a parent you know the teacher can see or can you know get a glimpse of what is going on you know with a child so I personally have not have I've asked my kids if they and they actually have not received this program so I I would just like to throw it out there to our school board members what do you guys think I think it's something that should be included in our curriculum this fall um like I said because it's something that you know we're we're gonna go in this together and it's it's it's something new and we have to also take care of our mental health needs of our students I just want
139to clarify Ella are you are you saying that you want us to do this specific program that you referenced or that you want to integrate social emotional learning and into so the training for our teachers and how they're what they're delivering to students know so my understanding is that this program has already been rolled out and the teachers have already had training and they had their three-ring binders and so that that was my so so we have this program is that is that correct Dana that's correct and so then my question is is how can teachers you know use this program the the it's within their curriculum yes so it's a social-emotional curriculum and so you know like you said in the in the younger years yes it's gonna help them you know the coping
140skills and so forth the inclusion and what does that look like because them not being in the classroom as well I mean they're they're not getting there you know with their peers their friendships that literally they're being isolated and so we're talking about coping skills here remember re honest you know it is a very crucial time that we do need this curriculum especially now especially not even more so I totally agree with her and just I just have one one I'm sorry are you done working very honest yes thank you yeah so my next question is hmm ie piece for special ed how and when would this take place with parents so they can keep up with their with their child and how they're progressing and how we can help them it if they're um
141you know not not following their program you or anybody hear me I hear you oh yes sir deciding who's gonna answer it oh okay I don't know who you're asking no I'm just asking a general question regarding students IEP I we can that would be Aaron and Kramer right I'm just called mr. Colton can you move there we go thank you and we have a couple of questions there from some of our parents on the chat screen so I'm sorry I'm just not done just don't know no no no no I'm not saying sir I'm just bringing we have them cuz I think the questions let's so I'm glad you asked okay yeah yeah and also yeah cuz I've been seeing it come up here in front of me well yeah I'm just going I
142know I didn't want to lose track of the social-emotional cuz I know it's really important with this happen this is just in my mind regarding the academic Birdie college medical pathway stem ethnic studies gay habit we haven't discussed any of those programs you know where they fit in and do students will students have an individual schedule that they all have because of course they're all gonna have right so I mean that that detect me for now but what this isn't in my thought nah I just wanted to say it thank you okay I'm with that I'm gonna go ahead and hop on in the sixth grade what are the questions was what is it 6-3 learning going to look like since it's an elementary level I think that really does need to be answered so
143can we can we stick assess emotional first before we start changing it so so yeah so I just wanted it I mean give it go do I know it's not like you throw out a question to the rest of us um I just want to say that I'm allowed to say from the board level to direct what exact specific curriculum in classes but I think that as we learn as we talk about social emotional learning I am really hesitant to trade in people's mind an association between so see emotional learning and a package a package program or package approach because social-emotional learning is really a framework with what within how you how to jurors and students interact how they build relationships how they build mutual respect so that students learn all those the pieces that
144you just talked about in terms of social skills and interacting and all those are internal but but but in a strong social emotional approach those are embedded in how teachers are interacting with students really it's not it's not like a price not like a program that okay we're going to do the SEL lesson today for fifteen minutes and it's going to teach you how to be a good student right and so I really hope that if we're going to as we focus on social-emotional learning in classrooms that really that's the message we're taking to what we're using in our district because it's not really about you can't you can't use the package program to teach those emotional skills it's more about how are those teachers connecting and building relationships with students so I just wanted
145to put that on the table I'm sorry are you saying that correct me if I'm wrong is what I'm hearing from each board member gonzales is that at this packet this program that we purchased for this for the teachers are you seeing that the teachers are not why not to share even 10-15 minutes with students no I'm not I'm not saying not to use it I'm not saying that to use the approach but I'm saying I think that as a district I hope that we realized that that is as that is that those that kind of packaged curriculum is there to help help facilitate um embedding social-emotional learning but that that's just a piece of social-emotional learning right so that's not just still let's not think that if we do a 15-minute activity with students
146that were doing social-emotional learning that's that's not really if you talk to experts that's not really how they frame that kind of learning so so now I'm not saying that that we don't use it especially if we've been trained and using it I'm just saying let's be mindful of context in it can you can you confirm is that the way that this this program is designed is in this program particular is it designed to be standalone activities or is it designed to be integrated into learning throughout the instruction that's a great question so they're too good for drugs program is it is a standalone program it does have activities and each grade level has a different focus and again in the earlier grade levels it is about you know building friendship and it's about you
147know self-identity and making sure that we feel confident and that kind of a thing so there's different stories like for kindergarten for example they have some puppets and they do some different stories and things so it's just that it's a piece of it so yeah they are standalone different activities to engage kids in conversation and you know unto cruise board member Chris Gonzalez's point that is a it's a piece of it right so yeah but definitely thinking about you know again we haven't used that so it's a it's a great point to bring up we haven't used that in a distance learning environment so the question would be what will that look like and how will we do that that's exactly my question what does it look like and since we haven't used it you
148know it's it's it's gonna be you know online how is that going to be different and how you know how are they going to be implementing it and that's it and that's just my question okay so to wrap it up to to board member cruise cans Allah sees point that's what this panel is supposed to do it's it's supposed to be taking in all of these different elements peer mediation and conflict resolution know all of those sorts of things with our partners and you know really go to what the school day looks like whether it's in distance learning or some sort of hybrid or once we get back to school to but a real big feature of this going back to what's been discussed is we need to make parents aware so our partners are
149willing to do you know presentations at virtua coffees with the principal live coffees with the principal's whatever the case may be where we address a lot of these issues and then also as I said working with students directly and then I will take any other questions that anyone might have board member Pena do you have a question you know Jerry thank you I asked my question with my hand down thank you it's okay so okay I do the same thing okay so I have the pleasure of sharing our family and community engagement portion of the plan and I had a wonderful team of parents and other directors who helped to inform this part of the plan so again we kept our frame focused on what our guiding principle was in ensuring mm-hmm sorry my eyes
150are going a little bit ensuring equitable and accessible communication channels that allow for information-sharing and ongoing dialogue so in terms of our best practices our best practices actually informed our subheadings so if you can scroll down to the or section the first sub area that we had was communication and really focusing in on that ongoing deep level of communication with the community and with families and having weekly communication that covers the gamut of just the various aspects of how we are reaching out to families utilizing social media platforms utilizing our blackboard phone text messaging systems and also again thinking about how our parents and families hearing also from their sites from their principals so how might we create perhaps what would we we would call a floor of communication that would come from a template
151that our communications department would develop and principals can then add additional information that is specific to their school sites and that might be a video message it might be a phone message but you know during distance learning it's really important that those connections are maintained with the school site and also a big piece of of where our conversation went in this team was about two-way communication and how will we utilize the various aspects of social media our district tip line the website contact form help lines forums so that parents and families have a means and a way to ask questions get feedback and CERN's those types of things and how we would utilize all of those various platforms to to maintain that two-way communication so again we're not just giving information but how are we
152taking in information and acting on that the next section speaks to outrage and I didn't translate I go back and translate my section I'm so sorry so the esta parte del plan habla cerca de la communication am entry distrito y tambien entre la comunidad de los padres de familia y como vamos a wittily sad Laurette sociale para comunicados tambien utila sad los mensajes los mensajes get receive endless familias the blackboard port media the text message a tambien for mensaje de teléfono pero solamente no del distrito no de información pero tener Meniere's para recibir a communication de los padres CI preguntas preocupaciones i model and que los last familias pueden communica ii también con nosotros y tambien Montaner communication and tre las cuales still conscious directories a los padres de familia yo SE que las familias
153les gusta tenaris a connection conscious direction did directories a poder escuchar mensajes it mensajes de ellos están de la escuela connections to outreach and having systems in place where we would monitor student engagement and I think we spoke a little bit about this earlier when we were looking at the instructional plan so if students aren't attending during their instructional blocks how are we reaching out to families to identify what might be some barriers that are occurring that are maybe prohibiting or are creating a challenge for students engaging in their classwork maybe the family needs resources maybe it's a Wi-Fi issue maybe it's a tech issue with a Chromebook but having a system in place where we aren't just waiting to hear from families but how are we actively reaching out to them and having systems
154in place so that there isn't an extended period of time where where students aren't engaging but that we are implementing these systems to continually monitor that engagement to be able to connect families with whatever resource they need so that students don't experience barriers to be able to connect to their classroom and and not lose learning opportunities in esta parte de estamos hablando they all can say the net Meniere's and escuela the apple Yaron was just estudiantes si los estudiantes no estan connect on to us whose elecciones kimonos vamos a kumanyika con con ustedes padre c familias para ver como Lizbeth podemos are you tired como los podemos asistir CS una manera de Wi-Fi CS una manera de el Chromebooks is that an indoor guna problem pelvis recourses una manera in que nosotros estamos connect ando
155con los padres de familias para saber como es que podemos hablar de nuestros alumnos para que ellos pueden connect our houses classes is a gear swap and decide this next section speaks to our parent and family engagement and training and this is a big one because this captures a lot of those aspects that we've heard from families and meeting that support and being able to support their children specifically in a distance learning situation be at Google classroom be it logging on you know with classroom codes and those types of things we know that some parents experience challenges and there was a time span where there was some loss so how might we proactively create some live training sessions for helping parents through that some recorded sessions that would be posted so you know maybe a
156parent or somebody else's is there and doesn't know how to help them you know quickly be able to log on to the website and access a video that can help them log their child onto Google classroom a way to get their student on to their learning so that they're not experiencing that gap this section also speaks to how we will maintain those committee meetings like our school site councils like our elects like our D locks in the same systematic way those are all requirements that we have to maintain so how will they look in a distance learning format they will occur virtually and we will have to create schedules and maybe post agendas because agendas have to be publicized posting those on social media on websites and utilizing those types of formats so that our
157parents are able to engage and also you know putting out phone numbers so parents who might not have a device available to them can connect by phone as well this section also speaks to parent coffees and having virtual sessions of with principals live sessions but then also may be recording them because maybe we do have some parents who are working during the day and aren't able to attend those parent coffees but want to hear the information that was shares she which would be really critical during these times so how might we able to record some of those parent coffees so that parents are able to access those at a later time so they can participate and gain that kind of information as well they're really thinking beyond just virtual live sessions but how might we
158capture some of those things so that they are accessible at different times to parents so en esta parte es el enfoque a saucer today entrenamiento para familias pero también and como se M Binet involucre the sagir ago Luke Rando in committees and hunters cafes phone directories Concilio says Polaris committees the apprentices inglis del distrito y tambien de la escuela vamos a tener oportunidades Bert Wallace para juntos para seguir este tipo de cuenta pero también investigation maneras the hacer video this Assunta sportsy acaso a lien no se puede connect era el tiempo de l'homme de alva speedin escuchar la información our tiempo para poder seguir inform and o SE and tucumán acondo del escuela or del distrito and um this next section actually wrote what a quick question so these these would be I'm just to
159clarify you said these will be school site based not not district based so so on each school will have their own copies some will be so parent coffees are typically um site based so principals have their principal copy coffee typically they occur once a month then there are also site elect meetings and then there's also district elect meetings where representatives from a site's ela is elected and they come and participate at the district level so having both of those levels continuing to have both of those levels of engagement for families norms will the norms will continue on virtual salutely so going back to if we were brick-and-mortar setting those would be the norms and how will we shift those same norms and expectations in to this virtual format the board member opinion yes so um
160PTAs well they will they each individual school continuing a PTA and also superintendent Ortega will you be having superintendent roundtable at the district level yes so in terms of PTA we actually spoke to PTA s and P tos and those volunteer groups in our volunteer section we kept this section about those real specific norm opportunities for parent engagement at the sites so there will be opportunities for virtual parent PTAs because we want to continue that connection that families have with the school sites to do their volunteer work and and the work that they continually do to support sites so that that will continue for the superintendent and parent table those have already been scheduled sites have already been communicated to in terms of names and when those are due they're already in the calendar so
161yes looking forward to continue with with that group okay so any other questions I'm sorry nope so in this next section this speaks to staff professional learning and this is really about how to get all of our staff on a level playing field so that they are better equipped to support families with the needs that they may have so that this type of professional learning speaks to ensuring that all of our a USD staff is able to support and connect families to the resources they may need be it teacher clerk community liaison principal so that our fan we can be efficient efficiently linked to whatever resource they need so they don't have to be redirected to different people thinking about how do we streamline this information so that parents can quickly be connected with whatever
162resource it is that they need be it you know help with resources to clothing maybe its assistance to mental health and and how do we streamline that in an efficient way so that we aren't sending parents to different people to get those supports that they need so that's what this section will speak to and how we will support staff in really calibrating that in an efficient way I have a question on that so you're saying so this is going to be implemented and the way that it's going to be implemented and protocol is what you guys will be working on my hearing correctly yes so really you know maybe it's utilizing you know I know I believe on the website on the CWA page there is a resource handbook of different resources that are available
163in the district and then the community so how might we utilize some of those resources at the site so that everybody is aware of of those resources so that we can efficiently connect parents with whatever it is that they need and it will be in English and in espanol tambien los recursos para los padres absolutamente porque es importante porque ellos necesitan entender koala servicio sy para ellos y como NOS pueden Montaner gracias gracias I'm sorry any other questions audience okay so um en esta parte is como el distrito apoyar entrainer el personal de de teatro del distrito con recourses based on this Ponyville s para los padres de familias a para the mejor manera connected los on esos record records OSI services and the next section is our community partnerships which we value and speaks
164to how we might work with the many community partners that we have and ensure that we're utilizing the resources that offer us in efficient and effective ways so that we aren't duplicate duplicating those efforts but rather aligning our resources and all of our community partners are very unique in the services they provide and how they work with us so you know that might look different in different ways for example homework house you know offers a service so that might look a little different than somebody who is making donations or something like that so you know that will be that how we continue to connect with those community partners will look different because of the unique identity of all of those different partnerships that we have that I had just spoken to or turtle about the
165San Gabriel Valley even municipal water district and they've been donating to food banks in the area and I know that Thanksgiving dinner with hearts for the hungry so they're looking forward to working with us fantastic so an insta parte del plan habla cerca de los recursos que tenemos en la comunidad y como el distrito de seguir montani endo s trabajo que ellos hacen con ellos a buscar diferentes maneras en trabajar con ellos communica y cuáles son los servicios que ellos tienen tipo como homework house que de bois de guitarra esta here SI esta manera de de trabajo que hacen en la comunidad con nosotros and finally our beloved volunteers we love our volunteers here at the district and school sites and this is really thinking about how we would provide virtual opportunities for our families
166to continue to volunteer in virtual in a virtual space and and being creative about how we do that and and really again as you know we spoke to before maintaining our PTAs our PTO s not losing that connection the parent one of the parent reps on our team spoke about the space the social space that is created for for parents and families at the school site and we know that school sites especially in our community tend to be kind of a social hub so how do we continue to create that space for our parents and families and volunteers to continue to engage in that manner because we know not only is that work that they do so valuable for us but you know it's powerful for them too so hearing that from a parent that
167that was something that you know they really missed when schools closed down so you know not only are students missing their peers but our parents missed seen the the French you know continuing with the friendships that they had established at our school sites a board member Pena yes I was gonna ask regarding outside services since you mentioned homework house if they will still be working with our students and also maybe work member Greer can help help me out on the might third place rotary and thing together are you know are we going to partner with them these organizations that are outside our school they work with our students yes and and really thinking about how we will continue those partnerships and that work in a safe virtual virtual setting so that our students are still
168able to to access those important resources that our partnerships provide for them and remember reduce meaning to speak to that directly with another hat yeah we've even begun to look at what are understanding the where we may be heading into you know this this and now we are what our waterways that my third place can shift to be a support and continue to provide you know additional and supplemental services and and even in partnerships that I have with homework house and other organizations I know I know everybody's on the same page with that so this will definitely be a community you know effort and so I love seeing that that you know community partnerships and parents and volunteers that that's all a part of this because it's gonna it's gonna take all of us in
169the season I do know I do know that students and parents really look forward to go to like their place or homework house or think together you know these programs it's great that partnership that we have with community you know I think it's great thank you finalmente and West Rose voluntarios appreciable todo el trabajo que hacen ustedes en nuestras escuelas yok en el distrito y en esta parte vamos a cerca de como vamos a poder Montaner es oportunidad para que ustedes cig an embolic Rondo se en la escuela de una manera Bert wall see it as soon as the PTA say if Susan tells the PTO then el espacio para Montanez oportunidades para para los padres voluntarios sigiriya trabajo que es muy importante para nosotros y el servicio y todo lo que ustedes tan tan
170para nosotros los alamos thank you miss Camacho mr. creel for that we have gone through quite a bit and it's a lot of information a lot of new hopefully you see that distance-learning block schedule plan 2.0 compared to 1.0 is a vast difference so again what what I propose to do is at our next board meeting on 7 21 continue this conversation number one number two some of the questions that came up today some of the ideas that came up today talk about how those how those can take life as we move as we move forward with that and they even though we're moving to a distance learning environment maybe next week again get a preview from the safety and health and the operations in terms of again this parallel track right that we're gonna
171have to begin that we're going to begin as we work diligently to prepare ourselves right for that eventually that eventual return of students I want to kind of close out right there are different I have a couple more questions if you don't mind before you close out yeah just just more broader questions I was waiting for it all to be wrapped up so I'm not that not that I want to go into the specifics of the Virtual Academy any other different pieces right but are we going to build into decision making in the next month for parents around if there are certain parents that know that there were honest a distance learning for the entire year um how are we going to make sure that the parents had the opportunity to sign up for that
172and so that those students are not placed into this this distance learning approach and then it sort of a it creates or creates issues when we pull them out to go to distance on you because we're going back into school so how is that gonna work so the answer is yes we we will have some different options for our parents moving forward we're gonna do that in two ways one way will be messaging through through our normal communications we'll have a for lack of a better word like a registration form to sign up with that that's one way number two we do have a planned saying some live virtual meetings with parents in the community to in English and two in Spanish in the a.m. and the p.m. to allow for different timeframes to dive
173into the nuances between distance learning Virtual Academy independent study right and those and what are those mean and how do they look because to your point board member kruseman's AHS if I sign up for the Virtual Academy versus the distance learning may be originally it looks like the same but eventually when we come back to a hybrid or fool whatever that may be the Virtual Academy continues in a virtual environment and so kind of you know putting out those nuances I also in addition to that there will also be supporting documents like an FAQ document to clarify the different programs and what they mean and what I'm what am i signing up for and how does this work and how does this operate so that is kind of the multi pronged pronged approach to that
174okay thank you and then step two other two other just generalize general questions so in terms of thinking ever since we are going to be full remote or distance learning and so have you put thought in terms of what what kind of instructional some supports and by then I mean like textbooks or other pieces that need to be like that need to be in the hands of families and students in order to work and so you know not just the computer and the huts and in the interactions but also the other so have you put some bottom to that yet yeah we've put some initial thought luckily for for us we have a model that worked really well last year that keeps us socially distance that keeps some safeguards in place with by my appointment
175and so so yes those are initial conversations that we've had around a curriculum be material because if you're taking an art course for instance at the high school you know what kind of material supplies are you going to need to be able to be successful in in that type of course when you're in distance learning and then see technology and then miss Mitchell I don't know if there's anything to add to that absolutely there there will be a plan for again for distributing instructional materials in a socially distanced manner and so we followed that model that we did when we distributed over 5,000 Chromebooks so the same same piece with that so we'll work with the sites to determine what's the best way to do it to make sure that we do that in a
176safe manner to make sure that the students do get those instructional materials that III appreciate that I think this really just even simpler like are we gonna make are we gonna give students like their textbook so they have it with them right are they gonna have a copy of it Vica okay all right all right but I'm glad to hear that and then the last question I have is around the family engagement right in terms of the learning right and so I think we're a couple parents talk about or a connection right so let me talk about it this way so I so I found out recently like that so the practice at the school that my son's going to be going to next year is that generally kids family find out the day before
177school starts to watch classroom their sign to write and so how are we thinking about how are we going to make sure that we have enough time built in so teachers can build relationships with students before we expect everyone to jump on a computer the first day of school and be in classrooms right the biggest difference this year from last year is that teachers had two thirds of the year to build up norms and expectations in classroom you know how could their supposed to act we don't have that coming into this year so how are we going to make sure that teachers are connect of families and students are connecting with that teacher so that on day one we're not spending two weeks relationship building but instead we're trying to start instruction I apologize I
178was writing that down and then I need an answer right now I think these are just things that I want us to tackle right because I think especially as a family I want to make sure that I know the teacher and we know what walking in what's going to happen and I don't want that to happen the day before school starts okay thank you okay um I I'd like to just piggyback on that she moaning because at one of our conferences it was in Texas and one of the things that they did was all of the pair all of the teachers before school went to their students homes knocked on the door introduced themselves to him and talked to them it was cut in then at the end they had like a big picnic so
179it was really a really cool idea but I wanted to ask what's the sixth grade learning going to look like since its back at the elementary level get that answer our Turner or Dena mad miss Mitchell okay mom is metal your are mute the sixth-grade plan is part of the distance learning 2.0 for elementary so it is the same instructional schedule as the elementary and the secondary is 7 through 12 thank you and um next we have board member oh I'd like to say thank you for all the hard work everybody has done this is the last time I'm in talk thank you so much it was a very impressive ok agent you good so look looking at this and another kind of question so I know one I talked about like the consistency of
180scheduled the other thing that I wonder about just when I'm thinking about logistics and so maybe we can speak on that in more detail next next week I know that Maria called her on your you already came on and spoke a little bit but think thinking about food distribution if it's happening during the time throughout instruction just the the how how is that happened it's it's it's already enough if parents are having a juggle instruction and work and now if they're needing to juggle instruction work and also food pickup that's just a lot for one time you know III see that there's the block on Mondays Monday afternoons is that is at a time outside of an instruction time where some food pickup can can happen so just thinking through the logistics it would be
181helpful to have a conversation about that next week oh I'm sorry board member panting okay thank you yes sir I was gonna superintendent take a regarding so when we determine if we go in the future to hybrid or blend mode Oh would that be the determination of the CDC guidelines first question and the second one is will we be giving parents and staff a survey like in December in the middle to see how things are going with them and you know what we can improve on but also what what we're doing that is great so we know where we're at absolutely the first part of the question so so yes right now as of 7:13 which was yesterday we have new guidelines for reopening and so that'll be what we will be using to get
182ready and to prepare for any kind of hybrid staggered blended you know whatever we fall on that working in conjunction with l'école and with DPH but the guidelines the opening paragraph right speaks to these are the guidelines right now and so these guidelines can change next week next month six weeks from now you know whatever so we will continue to navigate you know through that but for right now this will be what we will be using as we do our work the second piece I think that is a great idea to continuously keep our ear to the ground and kind of get a sense and I would push that to not only families but but staff as well as we as we get a sense of how we're doing you know things that need to
183be addressed in addition to of course the things that were we're all we're going to be doing without Reach [Music] family and community engagement I think that's a that's a good way to get a comprehensive look at that okay board member ariana.sea hi I would like to ask since some of the parents had mentioned earlier that they're gonna have kindergarteners come into our district what what is that you know what does that look like for them they're coming you into our district are we you know what is the protocol is it going to be online are they to come in person are they gonna have to go to the district you know are the schools gonna be open for them so just something to think about I don't know if you have the answer right
184now but something that in you know we should be speaking of at the next meeting since these parents are eager for their students to start in our district but their kindergartners I I would like to go ahead and have those answers for them thank you I might get a point of clarification we remember our Deanna's are we talking about registration and those kinds of things yes yes okay thank you thank you okay was there anything else I'm so sorry one more thing that I had written down I forgot which board member had mentioned suddenly I think this board member Yolanda Pena and she had mentioned about the schedules for the students that will be going into different periods in the made up middle school in high school and usually they go to the to the
185school to pick up their textbooks and their schedule and so that's something to think about of how they're going to receive their textbooks and their their schedule so that's another question that we can go ahead and discuss at the next meeting please thank you okay I just want to thank everyone for all oh you're hard-working and all the great questions to my colleagues and from parents and it's gonna work I feel very positive and it's really good that were working together as a team thank you right I forgot to I forgot to say one thing um dr. Tina Mitchell I just wanted to congratulate you this is your first meeting and uni position and you are bombarded with this heavy task and okay thank you very much and miss Norma Camacho thank you so much
186for jumping in and you know and being there to translate this this was a hard one so thank you so much and I concur with my colleague Yolanda Vega Pena and that this is I think a very positive a school board meeting and meeting our students needs because that is what we're here for for our students so thank you thank you all who participated in bringing this to us I appreciate you thank you so I would like to kind of just end on on three notes number one echoing what's happening right now just to show an immense an immense amount of gratitude to the staff the students the parents our partners that had a voice as we were navigating these these decisions absent the Los Angeles Department of Public Health guidelines and so when I
187look at the plan that was created first and foremost the five different areas again I think that that that is crucial that we are looking at not just instruction but the things that that hover around that the social emotion of the family and community engagement and then you look at the work that was created in those areas and we look at those subheadings and again I appreciate the the amount of thoughtfulness that went into all of these different you know areas that that go into this this one area as we talked about again being innovative and imagined and moving forward and then lastly the fact that we had miss Jennifer edik Bryant who you know said let's we have SB 98 and we have these new requirements let's not have that separate right how do
188we how do we meshed this and combine this so that it's one plan not a plan and then these these requirements over here and so when I when we look at the plan as a whole I just want to just show again an immense amount of gratitude for what for what has happened there and this commitment to support for success is evident and we're definitely going to be living by that number two I just want to make sure that that we that we understand that that this is fluid this this can change right from the time that we posted this to now lots of things change and so today we uncovered some nuances right 0-7 should we have a consistent start time what about ECP you know so today we uncovered some nuances and so
189as we start to refine moving forward I just want to remind us that again this is fluid it can change it gets better and as we as we as we talk and and communicate and engage different stakeholders again different inputs will come into place and again new nuances will pop up that that we might not have have thought about and so I just want to just make sure that we understand that that this is a moving thing but we have we have some time to to really kind of those weren't those things out and then number three I want to to our parents and to our community we we are committed to continue frequent and open communication I want to remind us and again we'll make these public here this week that we will have
190two opportunities in English and two opportunities in Spanish I went like this too it's late I apologize two opportunities in English and two opportunities in Spanish to engage in a life life format where where we're going to dive into this more we're gonna dive into the different options and what those means what those mean and give an opportunity for for further dialogue and further engagement in a life manner and we also have again we're going to publicize this better but we also have currently right now already a hotline and a phone one and a forum one we are monitoring that daily and we are we are answering phone calls we're returning phone calls we ran seen answering the forms and answering the those emails and so that's also a great Avenue to ask questions and
191get clarity on things as we move as we move forward so again thank you to all the staff today all of the stakeholder input all of the board member input it really helped us as well as we start thinking about our next steps well anybody have anything else to say okay well with that it's 912 and I am concluding the meeting oh my gosh