001That That we have other targets move ahead. Can you guys hear me? I'm hitting them on a daily basis. So, where do you think the real We do hear you, Margo. We just are about to get started. We haven't unmuted yet. Okay. Thank you. >> Yes, we're good to go. We'll call this meeting of the Governance Committee to order at 11:07 on March 26th. This is Governance Chair Andy Holloman. And go around the room and ask everyone to put themselves on the record. I'm Joe Sweeney, Senior Director of Middle Schools. I'm Kristen Johnson, Deputy Chief of Schools. Jared Grant, Superintendent. Sean Prince, Senior Director of Teaching and Learning. Yeah, Ms. Holloman, Executive Assistant. Kelly Lawson, Board Member. Online, we have We have Member Wilson, Member Bellamy. We have Joanne Osborne. And Ms. Grant. And with
002Ms. Wilson, Member Wilson online, we have a quorum. And we will move to the um section B, discussion policy review of items 5000 5021, 5030, 40, 41 etc. >> Mr. Chair, Yes. >> if we move to items two through five ahead of item one, only because I think there's a time sensitivity. Um okay. With respect to the forthcoming school year. >> And I'm going to say I'm just going to ask if anyone has items they want to bring up that aren't on the agenda as two, three, four, five. As those are ones we'll be taking up. Not hearing anyone or seeing any hands, so we will move to item two. Board policy 5041, health education. And this is brought to us by So, the administration is actually bringing this forward um for consideration um given
003our budget changes this year um particularly at the middle school level um we are moving to the sixth period day and um board policy 5041 and 50 uh 40 both have um aspects of the policy that that don't make it workable. Um like we wouldn't be adhering to our own policy in the sixth period day. Um and so we um Joe LaDue and Sean Prince are here. They have been working really diligently on working through all of the different policies in um 5040 and 5041 to address that and and our intent in looking at it was not to change the heart of the policy and the intent of the policy, but to recognize our budget constraints that we're in and um try to move those into a space that we would be compliant with our
004own board policies. So, um Joe, I don't know if you want to walk us through the details. Um that would be great. Yes, yeah, happy to do that. So, like Kirsten said, we're shifting to a six-period day at middle school. We run into some um some constraints in student schedules as far as what um options are available to them. Um and there are some there are some um student groups that are going to see more of a conflict. Students that have required classes per their IEP, our English language learners, students in immersion, um where we're going to see some real um significant constraints in what they're able to do. By adjusting uh the wording in board policy 5041 and 5040, we'll be able to create some uh flexibility in schedules for students. Um and it
005and it should be noted that the the amendments that we're proposing right now, um they're the way the language is going to be written, um it's going to be dependent largely on budget. And so, um there would be a way to um to create language in policy that would allow for flexibility in schedules dependent on the budget that's before us. So, looking at board policy 5041, um you'll see that under health education, um a lot of the specificity about um what students cover in the health um curriculum was removed. Um and I'm going to ask Shawn to speak to um the strike-throughs under the health education section of that 5041. Yeah. So, the strike-throughs, as you can see right here, basically, it is pretty restricted when it talks about how the health education would be
006delivered in elementary school. And And means that health would be these standalone minutes that would cover uh certain aspects of a curriculum that we will have to go away from, but will be embedded in the rest of our regular classes, and that the elementary teachers will not have a standalone health teacher to teach those parts specifically, but as we have done in years past, teachers will be responsible for teaching the health requirements that are still there, but they're not tied to teaching these specific finite details. They'll still talk about all of those topics, but it won't be as restrictive as it is in the board policy. Nancy, question? Absolutely. So, um maybe I um hearing something new, or maybe I missed something. I My understanding is that PE and health was going to be consolidated
007in the elementary specialist uh changes, not that elementary teachers would be delivering health curriculum. So, it's a little of both. Um and um so to to be honest, it's going to be an integrated health approach. Uh as we've do- done into the details, there are some parts that we can naturally integrate into physical education. Um there are human growth and development um units that are important for students. Um we're going to utilize not only our PE health teacher, our classroom teacher, but also our school counselors now that we have an allocation of counselors at each um elementary school, so that there's a a a good approach to that particular topic with our kids. Um there are some natural segues to health education in our CKLA curriculum in reading, um where we can broaden that that
008make make it essentially multi-disciplinary. Um as we're teaching reading, we can also address the health topics as well. So, it's going to be um embedded in multiple areas, but still covering the scope and sequence of topics as intended. So, I guess number lessons that put another point on it would be traditionally when you have a health teacher in an elementary school, they're teaching these these parts that are all outlined here and they're not giving that But if we were to follow that policy, we can't expect like the PE teacher to to cover the injury prevention and personal safety aspects of the health curriculum. And then we can't use CKLA curriculum to actually talk about other aspects with this language that's existing. And we don't want to break board policy. Does CKLA, the reading curriculum, address
009health down at K-3 5 level or is that just like located within first grade? So, we would still utilize the Great Body Shop curriculum, and we would combine it with specific parts of the CKLA curriculum where those topics come up. And so, essentially, when that topic comes up in CKLA, we would go deeper with that Great Body Shop curriculum. So, that's that's what the team is working on now. It is not the norm for all topics. There are definitely Great Body Shop topics that are part of our health curriculum that will be addressed in PE specifically. So, it's going to be a kind of a a cross-curricular approach based on us not having dedicated certified health teachers next year. Okay. Um I don't know if other board members have questions. Anyone online have questions? Superintendent
010Russell. I'm good. Um did you have follow-up questions? Um I feel like I have follow-up questions. I mean everything question I I recognize that we're in really challenging circumstances and that now that the button has been passed you need to think about how things are implemented. I understand that some language here needs to be changed. I guess I don't feel fundamentally confident that all of that needs to be redacted. And I know that Dr. Johnson reached out and gave me a heads-up and I haven't been able to meet in the data. It's like a big topic. Yeah. And so I'm struggling with a direction here. I mean, there's a So we're not going to be having health education teachers at all next year. That's part of the shift in the specialist model. >> Right. Yeah.
011Mhm. And so PE teachers are going to be focused on PE, not PE / health. Well, no. >> Well, I mean, so you that's collaborative endeavor. The challenge is that there's multiple topics and they lend themselves differently to the teacher expertise. So why do we have to eliminate this backstop of ensuring that students have all of these elements of the comprehensive health curriculum even if they get doled out three to you, three to you, and four to you. I guess why do we need to delete For example, I know that remember Donley has asked in a couple of meetings about infant care. Mhm. I'm paraphrasing here. Right. And the administration has said, "Well, actually it's right there in, you know, your comprehensive health curriculum. That is something that students get exposed to. Yeah. Um So,
012I feel as though there there are some to be lost for students in in all of the in our future students are going to be suffering. Mhm. Because I'm really uncomfortable with redacting language that establishes the content that students will receive. I'm less concerned with the how. But, I guess I Yeah, I mean, I I'd be open to working with you, Kelly, on um just how that might look. Um I think our intent with the strikeouts was not necessarily change the content that kids receive, but it was the modality. Right. So, um >> in striking out things like they're currently reviewed in accordance with regular schedules, like that seems important to have in a policy. Sure. And >> But, we already have existing policy to review curriculum on a regular cycle. Okay. Well, if this
013is qualitative, then Right. And I think that's like I I feel you. Yeah. Like my when I think about the responsibility we have in teaching and learning, my department was cut in half. Yeah. So, I went from 89 people doing all this work to 47. Right. And none of the work went away. So, everybody's picking up pieces and trying to share that load, and we want to make sure that we have a broad enough breadth that we still hit all of the pieces. But, recognizing that we're going to need a lot more flexibility. When we start to name language instead of overall like governing principles, then it really ties you up. I think the the biggest challenge for us in this strikeout language is the minutes and some of those specifics um because we're going
014to change fundamentally how that's delivered. And so, um I don't think we're changing our intent is not to change the topics that students receive. It's so Some time ago before you were on board, Dr. Bryant, before I was a board member, I remember there was this paper that I got, still have it somewhere, that showed it was like the rollout of um the the Reach for Reading curriculum and how students they didn't break it down. I mean, will elementary teachers be given guidance to give back of you're responsible for 30 minutes of health education every two weeks? I mean Yeah. Is there a way to safeguard because things get very busy? Yeah, our intent is when we So, this is all work that like is either ongoing or future work right now. Um we're quite
015This is kind of one of our first steps so that we can have a direction as we move forward with the teams, but um one of the things that we are planning to do is look at scope and sequences for teachers and embed what those things are and um so like this is a lesson that's coming over from health to you and it's at this point in the school year in the curriculum. Um and you you know, have have some requirements around that. So, that'll be work that we would roll out to teachers um after we do the planning work in August in-services and things of that nature at the beginning of the year. Um the whole specialist model is going to take um quite a bit of communication with our own routines. So. Um
016okay. I feel as though this could occupy more than, you know, the one hour allotted for this um schedule. I think I guess my understanding at a super, you know, high level is that the district is the administration is preparing for next year. >> Yeah. And that explains this last insertion when necessitated by district budgetary constraints, schedule flexibility may be permitted by the school principal to ensure core curriculum health education expectations are satisfied. Could you guys define what exactly schedule flexibility may be permitted? Like what does that mean? That that really refers to like the minutes that were in the in the the language ahead of time. Um, I don't think we're going to be able to guarantee a set amount of minutes in a in a new model given the new structure of specialists.
017Um, and we're just asking for some some kind of flexibility there within the policy language um as we move forward with a new schedule both at elementary with specialists but also at middle school with the sixth period day. Um, for us as an administrative team some wiggle room there will help us immensely as we transition into new systems. I guess I would I would ask a question. Do you see the system we're moving towards for specialists in elementary as permanent or something we're doing under stress of what may be a temporary budget cycle or two? So that's a really tough So it's a layered question. I guess the answer is both honestly. Um, I from a schedule just a not even a content standpoint from a scheduling perspective at elementary as I've come into this
018role the last couple of years and having a a pretty detailed schedule background from my secondary experience um the different um instructional minutes for specialists as they currently are is very difficult to schedule in a master schedule for elementary because they're all different times. So it might be 30 minutes here 45 minutes there and 90 minutes somewhere else or or an hour whatever the minutes are right? Um, and so when you go to build this master schedule what ends up happening with all those different chunks of time is you have you have like 15 minute sections here and like 20 minutes here and it Right. And so that Yeah, so like you might be able to do some quick hitter lessons, but it creates some complications of like just the efficiency of instruction in the
019elementary classroom and then you start having issues with finding reading block times or math block times. How do you schedule WIN time effectively for a whole building? And so it really complicates things quickly. The set 50 minute structure of specialists that is in the new model, um, regardless of the content, cleans a lot of that schedule up for an elementary school and it makes it easier to schedule lunches and recess and, um, you know, have transition times and create those those academic blocks and then potentially a better WIN schedule overall for an entire building. And so from a structure standpoint, um, I think the minutes and the schedule make a lot of sense for us to continue. If we want to look at if we have more budget in the future and we want to
020look at adding back other, you know, elements of the specialist schedule, I think that that would be a a conversation and we would want to hear from our our parents as well about what they value in all of those things. So it but operating on that base schedule really does help us, um, with the instructional minutes. And we have a and hold on. Remember Bellamy? Uh, yes, thank you. So this is, um, I have two comments really. I I think, um, when we did this policy back in 2024, um, that was a time that that that was a different time, but I even then I had concerns regarding how, uh, how this policy is so specific that it ties the hand of staff especially in a climate like we're in right now where we have
021diminishing uh a you know, just challenge it one challenge after another. So, uh my comment is is that when we do policy, we need to not make it so specific that people can't be that they can't be uh that that that the people who are implementing it can't can't move around, can't be flexible, can't um uh uh uh do what they need to do without coming back to change the policy. So, I guess what I'm saying is we we need to really be mindful that we're not so specific with our policies that um that we can't sustain some uh turbulence. And then the other the other comment I would offer, uh and Andy, you would probably remember uh back in the day uh what the staff is recommending now, the flexibility they're recommending, is what
022we had before we had designated health people. Uh we're going back we're using a different model. And so, we've got to while it is so it is not it is not the greatest um we've got to be flexible. And we just got to understand that we cannot do we cannot give every uh everybody what they want in this climate, but we can give them some of what they need. And that sounds awful, but that that's the way it is. Um but I can see I can see that uh why the staff is making the recommendations that they're making. I'm not saying I like them, but I also see where we put some things in our policy that is very restrictive. And they have to come back and and they shouldn't have to come back to
023us every time uh we we make a a a a um an instructional based decision that that requires them to be nimble and pivot. Those are just my comments. I may answer the following out sort of a possible path forward. I guess I would concede to our fiscal reality and staffing reality. That if you look at So, if you go to the next screen, please. Next screen. >> It seems I'm sorry, the That that one. This section here, which seems to be most restrictive, is really at the bottom, right? The elementary students will be provided at least 120 minutes through the last sentence in that paragraph. To me, that's the part that seems to need to be deleted. Although, you rewritten the bottom part sort of on the next The sixth grade health part. Yes.
024Sort of I mean, I appreciate that you're establishing that sixth graders are still going to get health education. The eighth graders are still going to get health education. I think that's really important. I don't see the first section stating that key components of a comprehensive health curriculum include the following. I don't see that as restrictive. I see that as establishing I mean, on a phrase Dr. Bright used, you know, on more stark, if you will, right? We recognize that these things are valid. This And this came from national best practices and models that the wellness committee looked at three years ago. So, I just wonder whether we could, for the time being, retain the language that has been redacted from key components down to district guidelines. Right? Could we offer instead of words as include,
025say, when practical? And should include I'm sorry, which line are you in? So Right here. >> Oh. Key components of comprehensive health curriculum when practical should include the following. When practical, when we say include it means must. Well, no, that does nothing I mean, I think we're just stating a fact. All right, we're stating that in in the world of comprehensive health curriculums, these are the elements that belong to that. There is no should or must in that. I don't think anything here actually says that we have to address Yeah. every element. It's just stating that that is just translating what >> we would want for our kids. That's what we would want. So, I don't think that there's anything in that right now. I mean, that's my interpretation that says you have to have
026all 10 or 12 of those items. Um I mean I don't see any red flags but Sean, but you've been working closely with the team on that part. To me it just states what we would want for our kids. >> Right. And it it's really the the particulars about minutes that really kind of hamstring us a little bit. >> So, for the keeping in mind that we you guys need to do the planning for next year and that you would need a board policy to essentially authorize that movement. Would it be would the administration feel comfortable with amending this proposed edit to restore key components through state statute and district guidelines. Readapt the minutes as you noted we sort of adapt the bottom 1 2 3 4 5 lines. >> Yeah. And then retain on
027the next page the edits, in the first America, can you go scroll down to the next? Retain the edits proposed in the first and second section. And can I add also that there's an error in the redlining and actually that last sentence, such changes and expectations, that is actually added language as well. So, we'll have to amend that. Uh which one? The first paragraph? >> The last part of the second paragraph, such changes and expectations, we added that language. It should be redlined. Oh, okay. Okay, thank you. Yeah. And then, the only thing that I would change about or proposed changing in the very last section that you that were that the administration proposed redacting, I think, especially when you think about the middle school instruction, I think that that first sentence is valuable to
028retain. And it's it's still workable, right? To the extent practicable, all education shall be taught by a certified or endorsed health education teacher. Mhm. I mean, I suppose Is Is that not what we have who we have teaching Yeah. our middle schools? No, we don't have only certified >> Right. But there I remember we had conversations about to the extent practicable. Could we restore that sentence? >> It opens us up to flexibility. >> Right. There's flexibility. And then, where in the second sentence in that last paragraph where it says health education teachers shall receive annual professional development specific to health education, could we change Could we restore that but change health education teachers to certificated educators who instruct students in health education? Because that would encompass the counselors, the classroom teachers. I I guess I
029believe there's value in professional development, especially with a subject that people may not be Yeah. fully There's definitely a PD plan that's going to happen. I just think I mean, there's there's so much value to professional development. >> Just for flexibility's sake, could we take out the annual indication in that sentence because there may be instances if if this becomes a long-standing practice, like I'm not sure we we annually will need to train every teacher that teaches that course. >> Um maybe just new teachers that are coming in. So, Okay. um Which is already part of our regular practice for professional development. Um I guess that's something I can live with understanding again that we lost $90 million. Um so, that's pretty much each of these cuts I see that was the function of state
030and federal funding in education. So, anyways, so for the purposes of today and this limited meeting time, move forward. I'm not a member of the committee. I'm just here. No, it's fine. Um it sounds like we the administration would be able to move forward with some of the changes that have been proposed, restoration of some of the language Yeah. that previously existed. >> Yeah, 50/50. Yeah, I feel comfortable with 50/50. Absolutely. Can you specify the last paragraph again? So, the last paragraph would be Let's say it would be restored >> Okay. with an added so, it would read to the extent practicable, health education shall be taught by a certified endorsed health education teacher. Certificated educators who instruct students in health education shall receive professional development specific to health education content. Instruct students in physical
031education? >> Yeah, sorry, in health education. Yeah, and I can I got it. >> Yeah. >> Thank you. Perfect. Um So, I I understand these are time sensitive. >> Yeah. Yeah, no, I appreciate the expediency of working together cuz um essentially if these policy changes are approved, then it allows the academic team to just really dive in deep to to the Yeah. I I do agree with that. I mean, the thing is we're making such substantial cuts across all these different areas. And and I think there are times where we see a cut and we need to make these changes and then when you folks actually have to do the logistics of making a schedule Mhm. like putting certain kids in a room with a teacher in such a way that they all get the
032classes they need. Then you can run into situations where you have to do this. Um I I do think in the coming year the board ideally could could say we understand policies may have to be violated as we make this transition. In some ways, I hate to see any of this go away. Uh with the idea that it could be temporary. It is the way we want to function, but we can't right now. But it would be what we want to come back to. And and what worries me is once you actually change the policy, then all coming back to it means somebody has to write all this up as a change again. What if you just said What if the board just passed policy saying Suspend the rules. Essentially. And in a way, that's
033what I'm thinking. Although that that is really ambiguous thing to do to staff. Yeah. Can I say Can I speak to No, I don't want What about the long run? Well, like that was the intent of adding that the red line when it's actually like Yeah, but but but And that is the that's the asterisk and you'll see that in the um PE waiver section as well. Right, proposing because at the middle school level, we want all sixth graders to take a full year of PE and a quarter of health. And we don't want and we want students to do that outside of a PE waiver system. Right. We want that to be part of their daily schedule. Right. However, in a six-period day or really Armstrong Middle School of Highland students, not only opportunities
034to engage in electives, but even take all of their core in a six-period day. And so, by by allowing for that that language, it gives us the flexibility. And if for some reason we're able to go back to a seven-period day in the future, then we would re- we would return to the full year of PE and the world of health, yeah, right, and provide the elective rotation that our sixth graders can feel, that gives them that opportunity that we experience a lot of. And with the funding, because the board recently adopted policy. Totally. So, we're we're no longer allowing electives. Yes. You know. You were right to voice that. They're working. Yes. I I I have to admit I am not able to say what the clearest whiteboard is, but I do understand the
035need to include I hope it's Correct. We can have it 50/50 to get to the waivers as well. Um well, I guess the question is, do we need to vote on this? No. As to whether or not we pass this to the board in the coming meeting. Yeah. That would be my preference, um so that we can I just know that the team has a lot of work to do, so the faster we can work through it, the better we can move on. Yeah, all right. Um so I'll I'll ask um believe number Wilson and I are the two voting members, but I'll ask if anyone else has input on this before we vote as to whether to pass these changes as sort of informally amended to the board for their consideration. Are there any
036other comment, input? Um if not, the question to number Wilson and myself, do we put this to the board for their consideration at the next meeting. I vote yes. I I agree with you. Okay. Um so yeah, that is settled. We can move to the next item. Great. So, the next one is um similar in nature um when it comes to the sixth period day um it is um a fairly minor edit on page three of the policy under section C. Um so, it's it's really just creating a little flexibility for us um in terms of physical education. So, instead of at maximum, we're suggesting when possible sixth and seventh grade grade students at middle school will be provided daily PE instruction. And then we um want to change it to eighth and ninth grade
037students will be provided one semester of physical education and one semester of health education. So, um essentially what we're what this is proposing is um currently sixth grade has a quarter of health and a full year of PE. We are asking to go to a quarter of health and three quarters of PE. So, I can do it in one schedule block for sixth grade. And then in eighth grade, instead of a full year of PE and a half It's already there. So, yeah. So, it's already a half semester and a half semester. So, we're just um essentially adjusting that sixth grade requirement in the policy so that we can offer it in one course period both health and PE. And then that gives sixth graders the option for an elective. So, they would get one
038So, they would get one less quarter of PE in this policy bill. Okay. Sixth grade So, what does that do? I'm sorry. So, health has been a part of the sixth grade wheel. It has. Yeah. And now you're taking out of the wheel And we're >> putting it with PE to to them to have an elective. Yes. Mhm. So, instead of the wheel, kids will I mean, we may still have a a portion of the wheel at some schools, but we would have like CTE courses, we would have our fine arts offerings, a variety of things. So, in the seventh period day, sixth graders can do those things with band and then the wheel, the sixth grade wheel would help. In the sixth period day, if we continue with the wheel, that's that's the only
039elective we would be able to offer at sixth grade. So, okay, so just help help talk through So, sixth graders, you have to have math, you have to have English language arts, you have to have social studies, >> Yep. you have science. You have there's four of your six periods. Yeah. Five core. And you have to have PE. And then PE >> Yes. is the current fifth full period. And then the wheel was It's So, the wheel was our solution to exploration for sixth graders so they could try a number of things out. Um also had traditional sixth graders in band, orchestra, >> Yeah. which is their seventh period. Which would be their seventh grade. So, really the wheel was the thing that would have been um It's the only quarter-long course that any middle
040school student has to take. And so, it creates a scheduling challenge for a sixth grader to have one quarter of anything. And so, when we were when they brought sixth grade into middle school, we created the elective wheel. We created a digital literacy course to help students understand how to navigate the internet and use their Chromebooks. We provided them a quarter of art, and then we also provided them a quarter of CTE, whatever the school could provide. And that was one elective wheel that students took throughout the year. And then they were also able to take a fine arts in addition to that, band, orchestra, choir. As in a sixth period day, with that So, that order of health sitting out there on its own, students will not be able to take fine arts. Ooh,
041has to go to the arts. Or home ec, or any of those other choice classes. The The other issue comes to immersion students and their schedule because immersion is an elective, um and if they have to participate in the wheel, it essentially diminishes the immersion experience for students at the middle school, too. It drops. Yeah. And it's possible that in sixth grade it may be that our sixth grade immersion students only take immersion social studies, for instance, and aren't able to take the immersion language class. So, they're only receiving one period of immersion as that's per day. Great. And that was the intent of the amendment to add zero period offering in safety and health. The The challenge for that that we see is more than half of our immersion students live in that boundary
042and take the bus. And so, we're we're a little skeptical about how many students will actually be able to take advantage of a zero hour. And anecdotally, we're also as principals are working with their staff, we don't have a lot of staff that are coming forward to teach a zero hour at this time. So, while we have the FTE that's devoted to that zero hour, we're we're getting challenged that people to teach it and students to take it. Have there been formal surveys of staff interest in coming forward to teach a sixth zero period? And have there been formal surveys of parents of who would be interested and able to get their student to school for a zero period? No. Not yet. Not formal. Um again, I said it was anecdotal, so it's just through
043conversation as principals are talking to their PE department. Right? Or and they're not even limiting it to PE, they're saying is there anyone who wants to teach an elective? Right? Cuz if you teach an elective at the beginning of the day, that might be how you get to take a fine arts or for art. Right? The challenge there would be that those classes would be very small potentially. Mhm. Um maybe a handful of students. We also with the PE are running into situations where we do a lot of sports before school, volleyball, basketball, track and field because of limited gym space. And so there's some question as to whether there's even adequate space for those PE, especially in the winter where we can't necessarily be outside for skating or cross country skiing or snowshoeing. So
044our intent is to um still maintain health requirements um and content in that sixth grade band, but try to make health and PE combined into one class period. Um for a year-long course. When necessitated by the Yeah. So again, this policy has that intent that if we have different budget situations, we would go back to potentially if we go back to a seven period day, we would revert back to what we currently do. So that they would have that quarter of health as a stand-alone. I'd like to jump to the question taken at 1:40. Other discussion or questions on Any One question. One question I had um sort of aside from the particular tax waiver we're looking at is the concept of PE waivers. And maybe that's in the AR that we're supposed to be
045voting about. Mhm. But um We have I guess I guess there is So there is a change, right? Um sorry, on page It's page Under section C there is a change that says exemptions from physical education are not permitted for K through 5 students now, but waivers are permissible for middle and high school students. Yes. With with care. So So, that is that is a key change here that would be accompanied by a change in the AR. Correct. So, that's the next part of this this recommendation is that um we stepped away from PE waivers um when we when we adopted new policy in previous years. Um we we're suggesting bringing middle school waivers back so families have options and students have options for building our schedules. Many of and our intent is to um
046not only meet state statute with the um number of movement minutes by counting school sports as a way that they could get that PE requirement um and or an outside sport um that is on a regular ongoing basis. That was one of my questions because high school students can receive credit for participation. You get 0.25 for each sport that you can play up to a limit. Could students who therefore my understanding is there are four different seasons in middle school for students to do sports? Mhm. Sort of fall, early winter which I would call volleyball season. Yep. Um and then sort of cross country ski season and spring track and field season. There are other sports but those are the ones that are in the night. Right. So, there are four opportunities for students to
047take middle school sports next year. How many sports So, by taking a middle school sport or two can you could you essentially receive one quarter PE waiver Yeah. for per middle school sport? Or are middle school sports not So, we don't really count middle school sports as or I mean middle school PE requirements as credits. It's really more did you take them or not? >> Right. Um, the the hang up at middle school or I guess the the requirement we need to meet is really more about a state statute around movement minutes. And so there's a variety ways we can count that um, outside of PE. They've let us count um, you know, activities that we do separately, passing time, all sorts of creative solutions to meet those minute requirements. And so we're just saying
048let's let's expand our creativity in this budget constraint time to say we offer a lot of middle school sports and and I think our community and and the board particularly were really invested in in continuing those opportunities which is great. Um, as a former athlete I really appreciated that. Um, so let's utilize that as an offering that we can leverage for kids so that they can have the flexibility during their day but so they're working out outside of the school day, you know, some of our students who are really competitive athletes are you know, doing two and three hour practices a day, let's give them the opportunity to take a different type of elective during during their school time. So. I'm I'm curious how that does the scheduling. Mhm. Yeah. They always said you could
049never cut music or PE because those classes had 60 kids in them. >> Yeah. I do think it will what it will do I mean I do think we'll see increased enrollment in some of our fine arts programs. I also think it will potentially save us some opportunity to save smaller classes within the CTE realm or unique electives that that kids are generally interested in um, that may be eliminated if we have to switch up PE to a class like PE or music that is a larger seat seat count if that makes sense. Nice. I will say that I mean one of the things that has surfaced periodically since we passed this is interest from middle school students at as recently as a student advisory board meeting two days ago, a student asked me when
050I was speaking on behalf of the board, you know, what are you going to do about middle school waivers? So, I acknowledge the student who asked that as well. We'll be talking about it really soon. Right. Um I guess Um I understand under the constraints, I would pivot my prior 3 years ago position and support a middle school Okay. reinstating the waiver for middle school students who engage in and attend the outside sport. But, I would also want to allow students who take advantage of an ASD middle school sport to be able to take advantage of that waiver process. Absolutely. Because I feel like I mean a family who spends a student It shouldn't be incumbent on the student's family to spend $2,000 Yes. to engage in that particular sport to get a waiver to
051be able to pursue a fine arts or a or CTE class. Mhm. The fact that we've invested our board dollar or our district dollars in middle school sports opens the door to hundreds of students, thousands. I mean, like That's what we would want. Yeah. In In our waiver process, we want to create that equity. Um so, whether it's outside or ASD, that we could create a system where you could apply for that waiver process. Just for the reasons you talked about as well. Oh. I mean I guess my non-administrative sort of perspective is that one middle school sport should equate to a quarter's worth of PE credit. It's kind of a one-to-one ratio. I have a I don't know how that would work. Yeah, the constraint with that is, for instance, second quarter, the only
052sport we have at middle school is volleyball at this time. And we don't permit boys to to prop up your student body. Yes. doesn't get hurt. Can we make boys volleyball a thing? Um We could because we have a Yeah, we have I mean, that's something we could look at down the line or you know, and we have We have had to augment our middle school schedule to um really to fit with what's available for um referees and other sports that don't include high school. Right? So, we only have so many basketball refs or volleyball um officials and if we try to have both seasons at the same time, we run into constraints with people. Um so, we've had to offset those a little bit. We could definitely look at um moving things around again
053if we need to need. Um you know, one of the challenges we had with with uh PE waivers previously and we had a seven-period day, but there were only two or three schools that were really able to utilize those communities were able to utilize those because we were requiring them to participate in organized sports outside of ASD. Right. So, by bringing ASD in, I think we'll see more students utilizing that option and being able to take some of those other electives or or um fine arts during the school day instead. I opening that up to those who are participating in ASD sports. Is there If there was any or having the second half of the split Um You're the government's chair. Number tickets. Um is is is it spring is when volleyball or fall? It's
054in November, December. Is that the only period of time when there's a a sports with the sports are a bunch of them only? Yes. Can you get us an estimate for what it would take to make boys volleyball a thing? Yeah, we can do that. Yeah, we can provide that. And one of the one of the challenges with volleyball is because it's so popular is that it really takes up all of our gym space. So having trying to have two sports going at the same time when you don't have, you know, cross country can happen during basketball because it's an outside >> could you do co-ed? Yeah. I mean it's potential. Yeah. I don't know why we don't consider that. We also could shape check our other boys and sports offerings and when they are
055offered look at some calendar changes. Let's see if there's another potential sport. I think I did co-ed volleyball. Mhm, Grace. I mean they have PE together, right? PE is co-ed. Yeah. Yeah. I I mean for what it's worth I think if I don't know if this is the point of the conversation but hopefully we can fix that while we're talking about it. Either a cost to make boys volleyball thing or if there's any cost to make it co-ed. One of the reasons we've not done that in the past is is A we haven't had a need to because we haven't run into this situation. Of course. We also try to have our middle school sports mirror high school as much as possible because there are regulations in OSAA that permit and don't permit certain things
056and so we haven't we haven't considered co-ed because we just haven't had Yeah. Yeah and I would just say along alongside some of those processes of getting proposals we will want to check OSAA and those things are regulations. Yes, so either either way adding it or making Yeah, I I get ideally how it was OSAA but It would It would help for time. Yeah. That is the main reason why I didn't have boys volleyball. I My guess is that it would be pretty popular if we did offer it. Um We have We do an athletic survey every other year that would speak to the issue. Yeah. I do need to ask for a motion to extend we're coming up on noon which is our schedule to try to make Oh, you don't actually. Just take
057us through it and go. As soon as we're sitting up at three. I guess that bird and we Maybe we move on to the middle school I guess I want to Do you want us to walk through the waiver processes before we do a potential vote on 5040? That'd be sure. Okay, is that okay with you? Mhm. Sure. Um okay, so um I think we we covered the middle school PE waiver process unless we want to talk about the specific language um but our intent would be to develop a waiver process that um reflects some of our conversation previous conversation and give that as a a flexibility option for students and families um in the sixth period day. Um so that one um I think we've covered pretty well the high school PE waiver. There
058are some minor changes um on section A um and then under bullet point E. Um we have been working with our high school staff um particularly around our JROTC programs. Um there's a a requirement of physical activity with our JROTC programs um in addition to what they would normally take in a PE course. Um and this is just another way we could help accommodate students in our requirements by offering them PE credit and waivers um through JROTC. Um much of the work that they do in the physical education or activity realm mirrors what you would see in um a PE course or in a sports practice. Um and so uh we would just like to to request the board change the policy so that we could recognize that work that students are doing and um
059to get their PE credit through JROTC. Um and then it also gives them those students flexibility to take other things. They um By taking a JROTC class, they're already going above and beyond by enrolling in that class, and then it allows them to take other elective courses um in in lieu of taking an additional PE class with their JROTC. So, um that's that's essentially the policy change that we're recommending um in this in this waiver process. So, I can pause if there's questions. Any question? Anyone on one? Number one question? Question, although I don't know if it's specifically what lies in the waiver or policy. Mhm. The levy is proposition nine is that for people are voting on it currently. The election is April 7th. >> Yep. We will learn whether it will restore EE
060teaching positions district-wide, which as we learned in the joint meeting with the assembly, it will allocate sort of specific doses um um well, change PTRs at elementary, middle, and high school levels from what we budgeted. So, I guess I'm wondering from a timing standpoint, does the does the with if the levy is successful, Mhm. does that Well, it certainly doesn't restore the middle school model, right? We knew that. So, maybe I didn't answer my question. >> Mhm. I think the question was can we wait to deal with policy changes until after the election in April. in April, but if if we know that we're not restoring the middle school model, which is fundamentally the reason that we're sitting around the table today talking about these things. Yeah. Yeah, I I would say that the levy
061probably isn't going to give us that answer. Yeah. What happens in Juneau may and and that would be the point at which we we might have that conversation. And then that could be a big money at the group. Right. Yeah, and from from my lens, I'd like to be able to give direction at least. We because it's very easy for us to roll this back in a different period. That's like our usual business, right? Um so for our middle school principals and our schools like that that's the operation as normal and so um it would be easy for us to shift and roll that back. Um And and we can feel the policy back. Like a change back essentially. Um right now what we need is is kind of those like direction points in the
062sixth period day so that it can drive the work for planning that sixth period day which is the is the complicated work right now. So And then the one on high school actually is not dependent on budgetary constraints but more about the flexibility for students at high school to take electives. >> Yeah. Instead of having to choose between I want to stay in my four-year process of JROTC but because of this PE requirement I have to make a choice to either not take strings and you know or advanced band or my foreign language at a high level because I have to take basketball to satisfy this requirement. And what we want to do is honor the work they're doing in PE or in JROTC to say that we want them to still have those options
063available. And that helps us maintain those programs as well as as a numbers thing in our schedules for JROTC. Um there are there are enrollment requirements um from the federal government for JROTC. So as schedules get tighter um for our kids um maintaining those enrollment numbers in JROTC are important to Member Wilson, do you have a question? Not a question, just a comment. I I really absolutely support the work that's done in JROTC. I've I've worked with um those programs in many different aspects outside of the school time. Um their commitment, the students' commitment, and all that they learn, not just the the physical education, but the civics, the volunteerism, I mean all of all of what they learn is amazing. So, I would absolutely support this change. Thank you. Member Wilson. I'm looking Sorry,
064I'm still looking at the middle school PE waivers. I I support the change at the high school level. Um but returning to the middle school PE waiver, and as an AR not a board policy, but the administration and not the board is in charge of it, I wonder if in the second paragraph there could be a clarification about a point in time under the updated board policy 5040. Like maybe the AR could be clarified to say under the you know, under 5040 as updated in or 20 Like under the the that date, this is what happened. And then explain you have you language added at the bottom. We are Right. plotting a path forward that is deriving from an updated board policy circa 2026. They're just they're different updated policies. >> Oh, we could write
065something like that. I mean it's wordsmithing. Just to clarify, it is it's your AR, but perhaps it would exist as future guidance 7 years down the road for whoever is here. Sure. Yeah, I mean that would be good historical reference, too. Um And I guess, you know, moving out of moving in to close out the governance committee meeting, it sounds like we would see some sort of language clarifying that middle school students who in a district PE I'm sorry, in a district middle school activity would have access to the PE waiver process. Yep, correct. And then that would be inserted into this AR. >> Yes, so it is. Yes, ma'am. That's the purpose of the last line which is middle school PE waivers will mirror those high school as they are practical because high school
066students are allowed to use that for credit. Okay. >> Whereas middle schools don't have credit, but they are allowed to use that to count for I'm just thinking like how you know we communicate. How explicit do we Yeah. As as students and families hear about this, the more clear the language can be, the better. Yeah. Agreed. Thanks. Any other comments? Seeing none, I'll ask for a vote on item four, AR 4018, middle school PE waivers. Um No, we don't vote on What else? We do need a vote on 5048. On AR 5048, sorry. 5048. >> the wrong paper. Uh Okay, and we did take a vote on four. Mhm. And you did a vote on 5041. Mhm. And then we talked about 3040, we haven't voted on that. You are right. We vote on that.
067We started with the health education. >> Oh, right, right, right, right, right. I'm sorry. Yes. Um So, vote on board policy 3041 as discussed in the this day. I vote that we do pass this to the full board for their consideration. Member Wilson. I would support that as well. Thank you. Um and of course the ARs as amended will get passed to the board so that they are fully aware of them. That would bring us to the student advisory board resolutions. Um Does anyone have comments, questions? Otherwise, I'm going to close. As usual, stuff that comes from our students seems extremely well thought out and documented. Yep. I don't see any problem with either. Um Can I comment on the the second one, which is credit by choice for foreign language? Yes. Um the only
068caution with this one that I wanted to bring up is that um when students take 2 years of a foreign language at elementary school and then potentially skip ninth grade year, there's a lot of learning loss there. And so academically, skipping a year and then going into a level two foreign language class, I would just um wonder about how much learning loss is there and if it makes sense. It doesn't necessarily mean they can't bring up that first um that first level of credit if they wanted to. Um but I just wanted before we endorse something, I just wanted to give some thought to that as a discussion item. I guess my question would be, does it mandate that a student can move to that level or will it there still be discretion by the
069teacher to say that we don't feel that we know that the student is fully ready for this. Yeah, I don't think it mandates it. What I would love to see in addition, potentially if we were to support it, is um working with our director of world languages, Brandon Locke, on a process to make sure kids are academically ready for level two after having a year off. Um I don't want to put a sit a student in a situation where they're just really underprepared and then we're setting them up for failure. And as an example, I I hope that wouldn't be where we land, but um world languages are easier for some students than others. And so I just want to try to set them up for the best scenario possible. Would Would it make sense
070to table this and ask Mr. Watt to be at our next meeting? I think I would >> have a comment on it? I would love to see that um cuz I think he would have a lot of guidance for us. Okay. Uh without objection, we'll hold this over for the next governance meeting and ask the administration to invite Mr. Watt to come. We'll do. Go on. And And we'll discuss it then. Thank you. Mr. Chair, Yes. Could we potentially hold the parent activity pass over until your next meeting as well? Only to get a little bit of information maybe from the CFO. Part of our budget for sports relies on Yeah. revenue. Mhm. Yeah, no, I was going to >> I'd like to see some analysis. I mean, there's a lot of good attention, but
071we I think have a very narrow margin for ensuring that we have middle and high school sports. Yeah. Mhm. I agree. Um that was that was a big thing I was going to bring up as well. Um schools use gate money to pay all sorts of bills for officials and, you know, paying staff to be at events um for security and things of that nature. So, um when I saw this, I I actually loved the idea as a convenience for parents. If you're a volleyball parent and you go to every volleyball game, like it's so much easier to just have a pass than pay every time you go. Um but I want to make sure that financially we're doing okay financially for our district. Yeah. My My first thought was that the people that are
072really using it, they want they'd probably wind up going to more games. Mhm. Um but the people that Well, if they're just up the number of people in the stands at a certain point, but um it does raise the question of how these their money would be apportioned. Mhm. So, that that would be something to get back from the CFO on. Typically, gate money stays at the local level. Um, so if they were charging for their own volleyball game, it would go in their volleyball account, whatever high school is. >> But the sticker money, we take that and so the question is I think we want trying to get some of that a portion somehow to compensate that lost gate money. But I'm not sure what the mechanics of that would be. I'm sure we
073could figure that out. Okay, so both of these will be delayed um, for further information at our next meeting. Any other business come before the committee? Andrea Watson. I would just say that um, I would like the board to take up article at the legislative review that is House Bill 57, which is a target average class size policy and I am aware through conversations with the administration that that the AASB has brought forward as a possible policy. Um, I suppose that's kind of grappling with something needing to be done at the time we have to put that in the next month's agenda in some way, shape or form. Yeah, that's that's we're tracking that as well and I'd be prepared to have something ready for the next government meeting. Right, thank you. Yeah, we can
074add that to the agenda next meeting. Any other comments, questions from the public anyone? Seeing hearing none, we are adjourned.