001yeah I just went out now you know your back okay so let's begin at 9:00 a.m. for the Hillsborough City School District Board meeting of Tuesday June 23rd call to order we'll begin with a explicit roll call so just announce that your present Gilbert why risen Marquis power Greg Dennis present and Jen and Don Geddes board president present and Lou and Karl ammonia superintendent president okay that's our roll call let's now do salute to the flag Tracy he could begin a recording and trustees if you could mute your microphones on me I pledge allegiance to the flag you every time with liberty and justice for all you may take your seats please rise place your hand over your heart and I will lead you in the flag salute please follow me I pledge allegiance flag
002of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all you may take your seats thank you item 2.3 approval of the agenda do any trustees have any Corrections or updates of the agenda seeing none I move that we approve the agenda is there a second second by Ann Chen we'll do a roll call vote Gilbert why all right mark E power I Greg Dennis you did what Craig says aye aye yeah and Jen and Don Geddes I the agenda is approved by unanimous vote item 2.4 approval of the minutes do any trustees have any corrections to the minutes in which case I move that we approve the minutes is there a second second second by Gilbert roll call vote Gilbert
003why I Marquis power Rick Dennis all right and Jen aye and Don Geddes i minutes are approved unanimously thank you regular reports 3.1 superintendent report to the way in column on you all righty thank you very much so as we wrap up this very strange school year which really isn't going to be wrapped up for a little bit until we make some decisions about work in the fall I just want to give a couple brief updates I just want to do a shout out to our amazing families and students and staff and trustees for the promotion and graduation events they were amazing and I appreciated having all five of our trustees at every event and just hearing on the students and you know time's really good things come out of very difficult situations and it
004was wonderful for us to see all the families in the wanted to say thank you they were amazing and patient and happy and it was it was lovely and thank you to our Crocker staff who did the little Crocker dance party and Jeremy Slater who created the virtual graduation it was it was amazing so thank you all I also wanted to share that our h TS d diversity equity and inclusion work group met last week we have trustee Chen and trustee Y on our working group and we are small but mighty committee and I just want to do a shout out to the team we have a variety of different folks and our starting place is to make a commitment to begin the work and share out that commitment in the next month so we
005have a lot of work ahead of us but we have some good thinking and we have a lot of really amazing resources so stay tuned for that and I just also want to share thank you to all the parents to a rather large parent meeting last week I apologize for not having all of the technology in the place where it should be we've learned we know how to do it now but I do appreciate the fact that we actually had three different formats for gathering feedback and one of the three didn't work but the other two worked and that was thought exchange and then it was the Google Form to fill out so I just wanted to thank those parents who participated and your comments are very helpful and just appreciated I think that they're
006all productive comments and so thank you for taking the time to do that we also had a second parent survey that went out I sent that on Thursday or excuse me Friday night and I'll talk a little bit about that on the next agenda item but our parents are so responsive and it makes a big difference to us and to the trustees so thank you for taking the time to take on those surveys really and also in terms of protective equipment cleaning protocols for the district and our next board meeting with board president Geddes will hopefully schedule in a certain item down the road here I will do a presentation on against safety and cleaning protocols protective equipment we have a lot in place and so we want to share that with the entire community
007we're just refining some of that information and then we will get it out to our community our assess property values very similar to last year we ended up at five point three two percent last year was five point three three there may be some little adjustments to that but essentially looking good with the assessed property values and you'll hear from Joyce later on so that's it for my brief June 23rd report thank you thank you do any trustees have any questions or comments on the superintendence report do any members of the public wish to have any questions or comments so you should be able to do that by clicking on your participants tab and then you should be able to raise your hand anyone wishes to make a comment and seeing none we will move
008on to item 4 current business 4.1 returning to school in the fall pneumonia all right so I'm going to actually do two presentations here and one of the presentations our parents and trustees have seen when I sent it out in the survey on Friday night so I'm going to go over that again maybe a little bit more slowly and obviously the trustees will have a chance to ask questions as well members of the public but again this was the information that was shared on Friday evening so I'm gonna go ahead and share my screen this right here and here we go all righty so I'm gonna walk through the models that we have discussed and these models what we then did was sent a survey to parents and a staff asking about their feedback on
009the models and also their comfort level and having children return to school or staff in that case so I will share that after this presentation so over here alrighty okay so again just to reiterate the process that we're using here is that our trustees will make the decision on the models that we will move forward with in returning to school in the fall what this agenda item is about is asking for direction from our trustees and what model or models they would like us to pursue and further analyze and then bring back to the trustees for a vote and our next board meeting which we are looking to schedule the last week in June and this just talks a little bit about that the different teams we have in place our core return to school
010team and then our return to school Advisory Committee and the combination of those two groups I think is about 75 people so we have a wide variety of input from different stakeholders and then I think many of you know I meet with staff twice a week for any interested staff members I meet on Monday afternoon and Thursday morning so that's an opportunity for staff to meet and additionally we have some separate meetings with our special education educators and with our classified staff so dr. morrow had a pretty significant statement that came out on June 15 and these are just some highlights of that statement and you know he was pretty clear in sharing that he wants to see kids back to school and it's very important to allow kids to be kids we know that's
011challenging with the framework that's been presented to us with the four pillars and what he is saying about the four pillars then let me just remind you the four pillars are coming from the County Office of Education the pandemic recovery framework and those four pillows pillars focus on health and hygiene face covering physical distancing and limiting gatherings and a key piece of dr. morrow statement here was that again you can see it right here but I think it's worth repeating to the degree concise physical distancing and face coverings interfere with the ability to deliver a somewhat normal school experience they need to be modified and so with that in mind we actually created a new model a back to school for all model when we saw dr. morrow statement so here's some understandings when we
012look at our models we know that we will likely have separate models for our students who are receiving special education support through our learning center or our academic program support and we also know that we are going to consider separate models for Crocker and for our elementary schools and our elementary schools the goal is to have them have the same in person percentage of learning as they do distance learning if we have any distance learning so the models may vary a bit by sight but the intention is to be consistent with time on campus and we know that alternating a be cohorts of students we can't expect our teachers to do in-person distance learning at the same time and I actually had a parent who wrote to me very thoughtfully and just said I'm not
013sure why that's the case and some of the the rationale there is because when a teacher is in the classroom instructing students it was a challenge for teachers to address all the issues that come up with distance learning and if you're trying to do both at the same time it's going to be a challenge but even in addition to that we know that when our teachers are teaching students there's a privacy issue right if we have webcams and everybody can see what's happening in the classroom there's a bit of a privacy issue in seeing all the students in the room does it mean we can't figure out a solution not necessarily but it means that that is a challenge that we we are addressing we're kind of seeing that it's it's limiting us honestly and
014when we have a be cohorts it means approximately 50 percent of the instructional time for students so that's something else to really keep in mind when we look at the models additionally and I stole this from Maria Brady and we're really looking at adaptive change this is bigger than just having you know moving around some parts it means that it's really challenging our beliefs and ways of thinking and it's requiring us to do things differently than we've done in the past that is hard and it requires us to recognize that we are dealing with loss we're not going to be coming back to school in the same way that we started the 2019-20 school year and we have to make decisions for the common good um just for ourselves personally we have to look at
015the common good of the organization and what's best for our students I feel like we do all the time regardless and here are some understandings too we know that once a model is decided upon and we can go in-depth in that model these are all the things that we are looking at right we're looking at the logistics we're looking at procedures and we're looking at protocols and again Leilani bill who is our manager of human resources and also our safety coordinator will be in charge of this work along with Ron Russo and Maureen Sullivan who is our director of Technology and Joyce Chen who is our CEO a lot of their work interacts with one another as we're looking at a safe return to school in the fall this was from thought exchange this came
016out of our parent meeting and I share this just for context we had I think at the time 628 thoughts it was the first time we had ever used this program it was fascinating I think that we definitely got better more intensive information through the Google form that we sent out that night but still it this gives us a little bit of a window into what people were thinking and you could there are five stars for each thought and you could give that whatever stars you wanted or you could not give it any stars and so I won that really resonated with me was reasonable changes to routine to keep kids safe but optimize getting kids back to school so you can just see the different number of stars that were on these when we
017I looked at them the morning after the meeting so I'm suspecting that the survey was open until the evening so data may look a little bit different so first I'm going to talk about models that elementary then I'm going to talk about models at Crocker and you can see the continuum here of the different models and where we have on the far right back to school just a reminder that is back back to school with modifications it is not back to school as normal so please keep that in mind as we look at these models and I'm not going to go into detail on distance learning we know that there is a high probability that we will move into some form of distance learning in the fall and there's different ways that that can happen
018so we know that we have to take some time we need to have some working groups looking at distance learning and Matthew Linder will be giving a presentation on some data from parents and students on distance learning so he'll share that in a further upcoming agenda item but we know we need to look at that so I'm focused on the other four models that I shared in that continuum so mostly distance learning looks like we would have core content in the morning we may have two different periods again this is an elementary and then in the afternoon we would have students come to campus and work with our specialists and we may have some bigger groups of students because we may be able to work outside we may be able to do physical distancing we
019took a look at West Schools since that's our largest elementary to just see how the numbers would work out and there's definitely ways that we can make it work one of the suggestions was how the kids come in the morning and do distance learning in the afternoon right so flipping this schedule so the idea here is that you are it is mostly distance learning but there is some time for kids to come to school to have some social emotional interaction and to work with our specialists so here's the information on that her next model is what we're calling an a/b cohort alternating schedule and this was one of the models that came up kind of in the community other school districts and I don't know where others are with this we as you know in
020Hillsborough have a pretty unique situation that we have very low class sizes and that definitely plays to our advantage in a couple models and I'm going to talk about here so the AP cohort was you separate the kids into two different cohorts and they come to school at different days different times could be alternating weeks alternating days am/pm one of our challenges with am/pm was making sure that the facilities were disinfected between the two different groups and we just didn't know if that was going to be possible and we're still we still have some debate on that we think it could be a significant challenge and teachers will have to repeat the lesson so we know that kids are going to get about 50% in there of the instruction that they would normally receive one
021of the things that Nancy McGee has said our County Superintendent of Schools has said that we should think about this model going through the whole school year we don't know if that's the case but we have to plan like it is so that's a pretty significant detriment having kids only receive 50% might be a little bit more might be a little bit less but that essentially is what it is and then we know that this was kind of the point I brought up previously a single teacher really cannot man in person and distance learning simultaneously and we heard that from our educators is that trying to manage both of those effectively would be really difficult if not impossible and again the instruction isn't synced you're gonna do cohort a and then you're gonna do cohort
022B the next model was one that came up and we were calling this all hands on deck because we did a calculation actually trustee Geddes did a lot of the math on a lot of these models so just an FYI he and I like the math component of this so again we have 11 students to one teacher if we put every one of our credential teachers in a classroom and we know that there's some challenges with that because we have our learning center teachers our academic program support teachers or counselors and maybe even our reading specialists and our resource teachers have their own kind of I want to call it like a caseload or students that they're in charge of and so they would be eliminated from this ratio and maybe the ratio then goes
023to 15 to 1 so there's a little variance in that ratio but the idea here was to get all kids on campus and to use every bit of physical space that made sense and we would our PE teachers we'd pull in our librarians we pull in our music teachers and they would have homeroom classes of students so the students would come to school every day and it may be that we develop a system of Homer in classes and those students all interact as a reminder stable cohorts can be any size it's really in place for us to do contact tracing so we want to try to reduce random mixing as much as possible and that's part of our thinking and any model that we're developing is having these stable cohorts so we know that there
024might be ways to do this we also know that we have teachers who have not been generalists in a long time and they're gonna need some support and they're gonna need some coaching from mentor teachers so we need to think a little bit about that collaboration must be built into the school day so that may mean that students actually leave the campus early earlier than usual so that our teachers have time to collaborate because the models we previously used of collaboration during the school day in Maine very likely not work in this situation so that was all hands on deck it's just like it sounds getting all kids all teachers and getting everybody to school learning and teaching so this back to school model became available to us we thought about this after dr. morrow
025statement on Monday where Monday the 15th where he was pretty emphatic about getting kids back to school parents and educators everybody has the link to his full statement as well as the highlights of those statement I've sent them home a couple of times though again this model here is using the four pillars with possible modifications as needed and that may mean that we're looking at physical distancing of our students maybe four to six feet instead of every single one of them being six feet and so we've talked about that a little bit and we know that there will be no large gathering so no big all school recess events are all school lunch events kids need to stay in their stable cohort and again we know that are stable cohorts there so we're able to
026track and reduce student mixing in this model and we also know that again each elementary school may some variation on this depending on how that works throwing a little bit of the hands on deck maybe not and again just like all hands on deck teachers will need teacher collaboration time and actually that's the truth in every model teachers have to have that collaboration time that's one of the hallmarks of our district that really is what empowers the teaching and learning that we have because I truly feel like our teachers are the best teachers of one another right they bring that experience and information to their colleagues and it's really valuable so we have to build in that time so those are the models for elementary so for Crocker the models are a little bit different
027on only in that well they're different in a lot of ways but Crocker doesn't really have an all-hands-on-deck model that's because teachers at Crocker many of them have single subject credentials where is it that elementary they're multiple subject credential so they can teach all subjects but it's not that way at middle school at least not for all teachers so mostly distance learning at Crocker could look a bit different you can have shorter periods on three periods during the morning time and kind of same model the kids come to school in the afternoon but maybe Cobert a comes on Monday cohort B comes on Tuesday and you know vice versa and then maybe Wednesday is a day for teacher planning and we actually don't have kids coming onto campus but the idea like Elementary is to
028have a chunk of time for distance learning and then some social emotional time for students and how does this look for a student and in this model there's two periods in the morning instead of three but you can see that DL is distance learning and then ITP is in person like coming to the campus and you can see that the student would be receiving math and English and then the next day science and social studies and then Spanish and math and if we kind of alternate all of those subjects and again there's a lot of logistics to work out in any of these models that's why we'll take direction from the board and then work through these depending on what the board decides and then in the afternoon you can see that there's some in-person
029time and it could be in math and English or science and social studies and again that would alternate right you would have a view being Co for eighth or cohort B and then this is a more intense I'm a bee cohort schedule and I'm hoping that most of you have already read kind of the the specifics here but the idea here is that you would take each grade level you would break them into an a/b cohort and then they would come to school for four hours a day and I know that sounds a little scary but there's ways to manage that there's breaks there's all kinds of things to to manage that and again there'd be five classes a week so let me show you how that actually looks for students and for teachers so
030for sample students if you were in cohort a you would come to school for from 8:30 to 12:30 and you would have math on Monday science on Tuesday social studies on Wednesday English on Thursday an elective and PE on Friday and that would be your day it would be from 8:30 to 12:30 and then you would be home and cohort B would then come to school so if you look at how that looks for the teachers you could see that cohort a if you're a teacher who's teaching cohort a then from 8:30 to 12:30 each day you're teaching different groups of 15 students from cohort 8 and then in the afternoon you have prep and planning and office hours and if you're a cohort be really it's just the flip of that so your day
031starts a little bit later you have planning time and office hours and then in the afternoon you actually see groups of students from cohort B so that's how it looks with sample stood for sample for students and then how it would look for teachers and again many more details if this is the model we want to move forward with our last model here is back to school at Crocker and the Crocker staff has met and has had some pretty in-depth conversations on this about how this could possibly work and a bonny Slater who is the counselor and master schedule extraordinaire has really been doing an incredible job of seeing how these models can be put together and so this idea very similar to the elementary program is that possible modifications may need to be made
032but the whole idea here if they had kids in stable cohort and one of the things that they're talking about is two possible stable cohorts and maybe one is six seventh and eighth-graders and the other one is six seventh and eighth-graders or you could think about it differently that maybe one is all eighth graders all seventh graders and sixth graders are split between the two so those are some different models that the Crocker is thinking about and how to actually make that work and so the model is really something that we call like schools within the school and I will tell you just from my own personal experience I've been at middle schools where we've had three entirely different groups of kids Dual Immersion just three different groups of kids with three entirely different schedules
033and so that is possible and you have to work out the details but it is possible and again teacher collaboration needs to be built into the school day so those are really the three models for Crocker and again not including all hands on deck just because of the credentialing issue so our board members are well aware of this but for the public the board will make the decision today they are going to discuss and talk about models that they want us to further investigate and that we will be looking for a date in June where we will actually the end of June beginning of July where I will present an option to the board for their approval so I think that's it trustee Geddes oh thank you one do you want me to take shearing
034off yes please okay trustees any questions or comments about the return to school models marki thank you so much for all this work it's tremendous and obviously super complicated so I'd love to just get a few more details on some of the models so with elementary all hands on deck they're stable cohorts it can be any size with contact tracing so I just was wondering if there were like a co vyd positive student in one of those cohorts would only that cohort be affected yeah so a couple things to is all and obviously I'll answer questions on the models and then I do want to share with the board after I answer questions on the models the presentation I have just on the feedback from parents and staff so just an FYI so Marg II
035one of the things yes that is the idea is that if somebody becomes ill whether it's an adult or a student we'd be able to do contact contact tracing and we actually would defer to Public Health for them to let us know who should be staying home who should be isolated and just as a reminder to participants watching previously the whole idea was if there is a case then whoever has direct contact with that case does isolate for 14 days and then if you are a contact of the contact you are not isolating you're just watching your health and paying attention so if anybody was positive they would go to public health and public health would really decide what we needed to do for next steps so just keep that in mind thank you I
036have a couple more questions if that's okay just clarify I totally understand and hopefully this is beneficial for others as well the difference between the all-hands-on-deck elementary and back to school elementary is really whether they're spreading out all over campus and also if they're having certain teachers in the classroom I just wanted to clarify what the difference was yes so all and then try to get us can also compliment them obviously but he may have some thinking on this too because he's been working pretty intensely on these models and as part of our core return to school team so the idea here is just that Margy so with the all-hands-on-deck you would have our teachers who are specialists taking classes of students to lower the rate show but because we have small class sizes anyway
037the idea for back-to-school for all was literally to lead the specialists in their specialist roles for the most part and have the classroom teachers be teaching the kids with physical distancing in their rooms we think that we're able to fit 24 desks about four to five feet apart and so we're able to slightly modify those pillars but that would mean that the specialist would not have would not have to take groups of kids now it may be that at a given site they say we need the librarian to split our fifth grade class because our fifth grade class is too big so I'm just bringing out that point that that might be a little bit of an in-between the both but to me the most normal is the back school for all great last question
038is the Crocker a B cohort where the students come and have one subject all morning can you explain a little bit what that looks for the student you said that the teachers would have groups of 15 but is the student having math for four hours are they doing different ways of doing math or what does that look like exactly well actually you read it theoretically theoretically the student would be having math for four hours but it doesn't mean that it has to be that way right so it could be that maybe you have an eighth grade social studies teacher zooming in and delivering some lesson and I'm just saying that I'm not sure that that's practical but four hours for any content area for a middle schooler is going to be pretty tough but the
039whole idea when we developed that was to get all of our kids on campus mm-hmm at least for a huge chunk of the day so that was the genesis of that and that was before dr. morrow slit last statement and I'm kind of looking at board president Geddes there is there anything more you were thinking about on that one that I might be missing no I mean so so some of this presentation as well is that the facts on the ground about the health orders have changed over time so for example your original question about back-to-school versus all hands on deck all hands on deck was something we developed three weeks ago prior to dr. murrow's new statement as of last Monday a week ago Monday and so with new health situations we can have
040new opportunities and so sometimes it looks a little confusing but these are all still possible and we have to kind of work them out the the four hours of crocker middle school students I mean what so that would be four hours let's say of math on a Monday morning that's a once a week class so you're trying to squeeze in a week's worth of math instruction in one morning helps and then just on that point of things changing I'm assuming that for any of these models there's an opportunity to throttle a poor throttle back based on the risk because I obviously we'd have to be prepared to go all distance if there was another shelter in place I'm assuming that's all part of it yes it is and one of the conversations we've had with
041RC rst was that should there be shelter in place we need to have some type of distance learning in place or if we had a cohort of students that needed to be isolated for 14 days we have to think about how to serve them as well so that's part of it too Marya we've talked about I don't know what to call it some kind of distance alternative almost in any of it whether it's isolation of a cohort isolation of a school or simply children who are not at school for whatever reasons they you know about them or their parents feelings about coming back to school so almost in any scenario we need to be ready to be able to provide distance alternatives thank you thank you very much Gilbert yeah in terms of the school
042within the school approach how is what are the pros and cons relative to the four pillars let me think about that the pros and cons of the all basic school within a school building this whole approach I think the greatest challenge would likely be how you're just gonna navigate the physical space I think that once we get the kids in and I believe that Bonnie and Maria and Dave and the Crocker team and there may be some public comment on this really we're looking at that I think that the logistics we'll be I don't even think that that's a con but it's the logistics will have to be figured out because you're gonna have that many students on campus but I'll also tell you that that is a small number of students to have on
043campus when you think about how big schools are in general and I believe that they are looking at models where they have maybe 14 to 16 kids in a classroom and so that is what we're aiming for and the other part of that is we have to look at the staff that we have and how that's right it's a complicated puzzle at middle school because of credentialing and subject areas and so we'll need to talk to the Crocker educators or Maria and Bonnie and Dave and figure out what they may need to actually make the model feasible we think we can do it they've been spending a lot of time navigating that but I think the con would just be how to navigate the physical space thank you yeah and maybe I can add on
044another comment - good question which is um you know what is the benefit of the school within the school once you get all the kids on campus you're trying to establish cohorts where you can have groups of kids that are isolated from other groups of kids and so now in the details they're starting to talk about assigning the bathroom these kids only use this bathroom those kids only use that bathroom those are not details we're talking about the board meeting tonight but when you actually implement it those are some of the things that you you'd begin to address and so if you think about Crocker a year or two ago every period a kid would go to some different classrooms somewhere else on campus and the idea is try and get them all grouped together
045so rather than a physical area of Crocker campus being social studies or math where all kids would show up in that physical area at some time you would say maybe the sixth grade math is next to the sixth grade social studies is next to six rate of English and that small physical area of campus has a bathroom and those kids all stayed there and so that's an attempt to stop the interaction of kids with other kids more Trustee questions and I have a couple of questions first in terms of the elementary models it seems to me that it was be a priority to get the K ones back on campus versus you know the two through five could do more distance learning so have we thought of within the models prioritizing the K ones because
046you know they don't do as well with screen time and given Patti Chen's TED talk we shouldn't have them on the screens that much so you know I would say you know that I'm sure you all have thought I was every model in every iteration but can we can we I guess emphasize that he wanted to go back that was yes and so that was actually one of the models that we had first put out there to to see is there is there interest in differentiating so that that more of the early learners are on campus most of the time and when and I can't remember the exact feedback on that but what did come up was if we could get them back on campus and we could get the three through five on campus
047let's try to get them all on campus but we did actually have a model that said would you be interested in prioritizing the k2 experience and I don't know that it got a lot of traction because I think that people just kept thinking we want them all back if that was what their thought was so we did ask about that but I'd have to look at the information in those Pacific numbers okay great and then I'm just astonished at the great thinking around the Crocker models but one thing I was thinking with the Crocker model there they have the four hours well actually now actually I was thinking with the Crocker distance learning and no no what am I thinking okay know with it with it with when they when they stop at 12:30 where
048they have the four hours the one thing that we heard from the parents and in this distance learning feedback is they wanted more structured social time for them you know and and I think that if I were a parent looking oh my gosh my kid's gonna be now home from 12:30 can we use like distance-learning or some way of just structuring a social interaction for them because it would seem that they would need something to support me because they're gonna be so burnt out after four hours what subject today that have we thought of how to kind of augment the social-emotional bring them together I think that when when Matthew does his presentation it will be helpful to see the the feedback and that has come up and actually tomorrow the County Office of Education
049actually has a webcast on supporting social emotional growth in students during distance learning and I think that will be super valuable it's something that we thought about the whole time during distance learning but we were so focused but and we were so focused on delivering content that we were just trying to balance all of that but it definitely came out as something we have to address so if we move forward with that model we will have to look at how we would support students with social emotional and really at elementary too right I mean it's it's across the board but I know those middle schoolers it's tough when they're not with their their peers it's tough and I think also it with the middle schoolers like I think about the directional hallways you know and
050I know with adults at grocery stores the directional aisles are not working so it's almost like we have to put up those donkey thingies you know and like slay I mean it's gonna be hard for them because they see their friends you know I really yes we're we're well aware of that and so the beginning we're gonna have to do a lot of teaching and a lot of training because you're absolutely right and I can tell you right now I when I'm on campus or I'm in yeah there's a lot of kids who are interacting right now so that's the reality of it and and we can't control what happens to kids outside the school day but it you're interacting and so we just need to do the best we can do to keep those
051cohorts um separate and and create healthy environments for them but yes and it's gonna be yeah it'll be tough but if you can isolate physical areas of the campus that's the other thing too if you could say this is the area for cohort 1 and this is the area for covert a and B you'll have less of a problem than if they're you know if they're all together and you're trying to keep them separate forget about it so we're gonna have to have some delineation for sure ok and what just one more question you did mention that the sites could implement the models a little bit differently but the goal was to have consistent time on campus but it's jumping ahead a little bit when you look at the West survey results it seems like
052West is the one who is the most I guess concerned about going back so could we put one site truly beat you know that it'd be quite different from the others so I would say no but of course I take direction from the board so I think that the inconsistency between three Elementary sites would just create a lot of heartburn with the parents and why isn't my child getting this whatever it is and so I think that obviously Crocker will look different but again the board's preference on that but it felt to me like I just wanted to be thoughtful in the same amount of time in person hey thanks Greg you had a question yep great you did good I don't know if this is getting too far ahead of ourselves but LuAnn if
053you could and in any of my colleagues to play devil's advocate for a moment what's the downside if it is safe for everyone and we follow you know the health officer guidelines which as those of us working on this note could change any day for the next two months what's the downside of bringing all our students back if they're safe they receive direct instruction from their educators they have the social-emotional connections and and the other thing I turn about that care about - everybody does is whatever degree of learning loss may have occurred these lasts through month in three months having them back in school with their teachers and their peers would appear to me to be the best way to mitigate that and catch back up so good can you play devil's advocate and
054say well the cons are sure I think that it's hard for me because I yes I absolutely will do that but I I agree with what trustee Danis says I think that having kids with their teachers that has our teachers have they're amazing in that they want to they want to be with their kids and they're figuring out how we can do this in the safest way possible and so I think that the one of the cons of having all kids back is just the logistics of having kids pickup drop-off right because we're looking at at all kids being on campus and so I think the biggest con is just the logistics that we have to figure out but I feel like in terms of their educational experience I think it's the best option for
055them to be with their teachers I think that the safety protocols you know looking at this margin of four feet to 6 feet maybe for some a little bit uncomfortable Nancy McGee talks about the fact that teachers should have their kind of own space in the classroom and you know how realistic is that for a kinder or first grade teacher I don't think it's wholly realistic right I mean it's I don't think that we holistic I go back to one of the first things you said in terms of all your a thousand school districts across the state trying to figure out what to do we have the fortuitous situation of our small class sizes I I couldn't agree with you more I think that if every district had an option to do this I think
056they'd be looking at that seriously they don't so when we see a lot of districts doing a/b cohorts they have no choice there's an option there are districts there are districts with middle schools larger than our district yeah yeah well San Mateo high is bigger than our entire district so I mean that's exactly right and you know when we look at the size of our schools it's it's absolutely practical to make it work because we have so few so we have very small schools even our middle school is small when you look at the size of middle schools so I think we're incredibly fortunate I think we're incredibly fortunate and a lot of that comes from the generosity of our parents in the community who are willing to do funding through hsf to allow us
057to have these options like other schools don't have off they don't have librarians they don't have you know I lab teachers they don't have those types of staff members in their schools and we do so that gives us so much more flexibility to meet the needs of our students sorry there's a little soapbox situation but I just feel like we're so incredibly fortunate we and we I know you as trustees recognize that and I believe our staff recognizes it I think our parents recognize it you need done you need to show a little more passion but that's sorry sorry about that sorry Louanna I didn't hear you answer Greg's question about why we shouldn't do back to school so okay so one of my cons I said it one of my cause is just working
058out the logistics so that to me is something that's gonna take time in detail and it's not impossible by any means but it's it's gonna be we just have to really educate people about where kids should be dropped off and picked up and what's kind of the rules of the road are and we're gonna have to work with our community because drop-off and pickup is going to likely be in different locations and there may be some staggered schedules so we have to work with the town because we may have drop-off at the back side of West or on a side of West right that's gonna look different and this theme for all of our campuses and from my perspective just really quickly as long as Greg brought it up I mean I support the back
059to school option as well but we could we'll talk about that more in a little bit but I have heard from parents I mean if you were in a situation where you're very concerned about the pandemic and the virus in your personal situation there's no question that every being at home in their own homes has to be safer than anyone meeting in person and so it's a reasonable perspective to just want 100% distance-learning as the safest possible way to I don't know whether that means for four years until there's a vaccine but you that's a perspective that someone could have that just don't have kids together at all and that's a reasonable perspective yes yes I mean so yes absolutely at what point do you believe that our students would be mature enough to consistently
060use face coverings and what greater age do you think in other words that's one of the four pillars and so I'm thinking that that's a pretty key thing to the extent that any model we used we can apply that and that's the population I think either special ed students or the lower grades I'm trying to figure out what point will we have so I actually talked to one of the superintendent's in the county who was hosting some child care centers right because that was allowed during this time and I also just want to mention that Tony Joe Kumasi and H rec this summer are they started classes yesterday so they're kind of trying out a lot of the logistics around this too and so that's helpful so in my communicating with superintendent who had child
061care and working with kids with face coverings it actually was more successful than he even anticipated now in our safety protocols and models we talked about starting out with our tenders with wearing face coverings 25% of the time and you know you have to really teach them what it means to be 6 feet apart from their friends or 4 feet apart and that's going to be hard and they're going to interact but we have to just be constant vigilance we have to just be dedicated to getting them to understand what that distance is and wearing those face coverings so it may be first grade is 50% second grade 75 and by the time they're in third grade they are wearing face coverings the entire day and we know that we have some students who will
062have issues with wearing the the masks and if it's a medical issue then we would work with that parent and that child may not wear a face covering so that's part of it too but the expectation is that all adults on campus will have face coverings on and you know there's you only know this but it's social media there are these rumors that if you have face coverings on it could create ya know so we use the Centers for Disease Control right the CDC science-based data that basically is telling us you need to wear face coverings I just thought of another question when you may not know the answer yet until we go deeper but that's just wondering what it looks like for a teacher if we do go with the back-to-school model how do
063they also juggle the distance learning component especially if it's synchronous just and maybe that's TBD no no so so marki let me just so you say that again how do you put together the distance learning and the in-person learning well yeah so let's say we do the back-to-school model and most of the kids come back but there's still a percentage of kids who opt to stay home 100% of time as a teacher how am i serving those students as well as the ones that are coming to school during the day that's a great question and what I would see is two totally different programs so I would see it maybe an independent study type program that includes serving kids who are at home so I wouldn't necessarily expect the classroom teacher to do that we
064may have other staff members and I will also say that we have some staff members who have some underlying health conditions and so we've communicated that those staff members need to work with human resources and go through a process where a determination is made about what their next steps are so that's that's happening to behind the scenes as well any other questions or comments from trustees well we're going to end this agenda item with some direction from the board to staff but first let's take some public comment and also on board president could I also present the data parents and staff when you're ready to have me do that about the different models the feedback when you're ready okay let's let's do that in the next segment so um I see Maria Brady has a
065comment you should be allowed to talk now go ahead I could morning everyone I was just jumping on to see if Gilbert if I could added to your questions about how the four pillars aligned with the Crocker model I think as LuAnn said it's the logistical details once we have a schedule we're going to go forward with or determination or direction that we would be really closely looking at ingress and egress how staggering start times and end times would decrease the amount of traffic flow and then also the huge amount of time that we would have to spend on rituals and routines in those first couple weeks of school about procedural things such as hand-washing restrooms by cohort directional objections and hallways and then also thinking about things like classroom materials and supplies and making
066sure that those are all individualized and fork rocker thinking about how we could make for example the elective of makerspace work so we could students would be able to have access to our wonderful makerspace but in a safe and healthy manner I think the other piece that I wanted to add on to was the social-emotional I know we've all been following this and it is a huge need and it's something that our parents greatly want for our students as those connect opportunities for connections and when I think about all of the scheduling that we're doing and all of the work we did with distance learning was about how are we to make social emotional connections with our students whether it's in distance learning or in a school within a school model where students are separated
067on different cohorts and so some of the thinking behind that was we really looked at if we went with a staggered cohort model of a school within a school keeping all our eighth graders together in the same cohort because it's their last year at Crocker and wanting them to have those inner social emotional interactions as well as keeping our seventh graders together in a different cohort and then as transitioning new students all of our sixth graders will be new to us making sure that you know 50% are in one cohort and 50% are in another so it gives them an opportunity to transition to a middle school model but also helps them develop that social emotional and that connectedness to our school I think those were kind of the few points Gilbert did you have
068any other questions about how we would implement some of the four pillars no that's fine that is really useful Thank You Maria for jumping on this sure and then the one thing I was gonna add is one con that I feel is working out brunch time or recess time and lunch time and and we were looking if we went in a cohort model we would be staggering so we'd have smaller lunch groups and smaller but that is going to be really hard to take 11 12 13 year old students and provide a safe social distancing way and I think that's something that will be logistically challenging thank you for taking my comments Thank You Maria any other members of the public wish to make a comment on the return of school models a moment I
069don't see any hands raised at the moment though and you wanted to do further presentation yes please so I'm going to go ahead and share my screen so parents and staff have been amazing in getting responding to this and I actually made this presentation at like I don't know 5:30 or 6:00 this morning and we've even gotten of course more survey results instance then and Matthew Linder was looking at the numbers and they're pretty similar to what we see here but I just wanted to give you context that we'll keep updating this and then I will eventually share it with our families and our staff so I'm going to start with each school so I'm gonna start with Crocker and I'm going to talk a little bit about how comfortable first how comfortable people are
070coming back feel about their children coming back and the second is of what model they're they prefer and I'm sure you'll understand there's no surprise when you see if people are uncomfortable then they are choosing models such as distance-learning and so those go hand in hand and so I think it's helpful for you to have that context as you look at these numbers so you can see here for Crocker that this is asking the parents with the information that we now have how comfortable will you be sending your child back to school of health orders allow it and that staff that we're taking these safety protocols into consideration and so we have about sixty seven point four percent of our parents are either extremely comfortable or relatively comfortable and you can also see that we
071have a little bit in the middle we have about twenty percent who are hesitant and then we have seven point six and four point five essentially saying not coming back unless there's a vaccine and this is with about a hundred and thirty two responses um so you know we have some low numbers there I know that in districts like Menlo Park I think Portola Valley they were anywhere between six and eight percent of their families wanted to not have their children come back in the fall or until there was a vaccine develop so this is for Crocker and then asking the parents and I I did a whole um presentation that poor parents have to listen to me so much but I explained all the models and explaining those models you can see the percent
072um that were chosen at Crocker so we had by the you know majority here fifty-three percent we're looking at back-to-school and then you can see how the rest of them kind of you know split up the second most popular one was the a/b cohort the four hours so gotta give that a little love just saying so this is for Crocker and for North Hillsborough this is again I'm going to first talk about comfort level and you can see that 69% of parents were either relatively or extremely comfortable about having their children come back and again a smaller percentage that were either extremely uncomfortable or we're not wanting to send their children back until there's a vaccine that's for north and the models at north so the colors are different than crocker so don't be thrown
073off that's because there's more models in elementary so here you can see back to school with 39% an all-hands-on-deck with about 20% so those were the numbers that were there the top choices for our parents and North had about 77 parent respondents South you can see and it's so interesting it's fascinating to see the difference between the school the parent population so South had about 60 respondents and they had 80 percent were extremely comfortable or relatively comfortable about saying their children back and then again a small percentage as you can see here so that's about four kids who are in the 6.7% and if they're 60 so a small number of students but a vast majority of the families at South feeling extremely are relatively comfortable coming back and you see that played out in
074the number here 56.7% all back to you know back to school for all and about 13 percent for the all-hands-on-deck it's still 18% we're looking at the a/b cohort days and if you remember that's where there's about 50% of the instruction right and then kids would be doing work at home that's the a/b cohort model for elementary and West we see that about fifty six point three percent are either extremely or relatively comfortable so pretty big difference from even South in terms of relative or extreme comfort in coming back to school and we see that played out in this as well we still see that all hands back to school for all and all hands on deck the combined are significant but we also see the a/b cohort getting some attention as well and so
075that is for West and that is the the parent again the parent response so now we asked our educators this is the staff response and I don't have it broken up by this is just overall-- staff in the district so we have about 64% are extremely or relatively comfortable coming back and we have a group that are hesitant and then we have a group that are extremely uncomfortable and some kind of not really sure what they feel about this right now and this is where if people have underlying health conditions maybe we're seeing some of that come out in these numbers and Leilani bill will be working with those teachers individually but again the vast majority extremely are relatively comfortable about coming back and I feel like one of my jobs would be to connect
076with the people who are hesitant are concerned and try to mitigate their concern or address those and part of it is is we have not strongly articulated what the safety protein and it may be that they're waiting to hear about those and in terms of what models would you be interested in again it not unlike the parent a lot of it goes hand in hand so if you're hesitant and concerned you're more interested I believe and I haven't looked at the you know bites person-by-person you're more interested in perhaps the cohort model or the mostly distance learning if you're hesitant concerned or worried about your health we still have you can see here 65% basically saying all hands on deck or back to school and again I didn't separate this by elementary and middle so
077all staff response so any questions on that and I'll go ahead and stop sharing trustees questions or comments on the survey responses I don't see any great yes great just a comment on the last slide yes um less than four percent of our staff want sure distance-learning yes less than four percent nine percent even mostly distance-learning so when you say that our teachers want to see their kids back that supports that so yes a very small percent on the hundred percent distance-learning and just to follow on Greg's comment there we're mostly talking about our own district and our own staff and children and parents but of course all the California districts and solving the same problem and we're getting a lot of information San Mateo County in particular and that is not the situation in
078many other districts in San Mateo County so we're fortunate that things seem to be aligning in this district around the direction do we have a sense of what percentage of our educators are in kind of the extreme like sixty sixty sixty eight sixty class um I know we do I don't have a number with me but I I know we have a handful of educators who are over 60 and you know one of the things that was discussed who was i discussing this with yesterday I can't remember who I was discussing this with but oh I know it was the teachers it was my educators in my informal group when when I meet with folks and I was meeting with classified staff yesterday and we talked about developing a culture of testing so that the
079educators all of us regularly get tested for coronavirus and we cannot require our educators to do that but if we develop a district culture of testing and not being afraid to do that and you know learning moving on it as soon as we get those test results I think that will be really helpful and I think that that developing that culture and just inviting people to get tested regularly I know trustee Geddes has information about the baseline testing that I'm going to send out to all educators I know that some of you have done that so I think that's a really great cultural norm to establish in the district about getting folks tested I think I kind of went off on that sorry I lost the question but I just think the testing is a
080really big deal right I think that having people know their status will help make them feel more comfortable perhaps any other questions or comments Krusty's Gilbert yeah it's probably not so much on a model but it's a philosophical perspective that I have in terms of looking at the different models you know I believe that education both academic learning social-emotional all that stuff is pivotal in terms of the age which our kids are at and so therefore you know everyone else if you're not really grade level by third you know or at fifth grade you know intensive kid in colleges are much lower so therefore we have an obligation to figure out how to make sure that all the things that kids need to progress on at this age are there and so that is the
081other which should I say that is kind of balancing the medical issues in other words people say this person gets sick but if there are other things that happen to them but impair their ability to have a thriving life then that's part of what I think about - I see no more questions I'll turn over public comment again for the second presentation if any members of the public wish to make a comment and raise their hand oh we can take those comments now waiting for a moment I don't see any public comment so LuAnn I believe you would like some I guess if I we set the stage here this was information for discussion to the trustees and what's happening next is that we will try and schedule a board meeting next week for an
082official vote so that the board chooses a plan for the fall that the parents can plan for and that the staff can plan for this was just provide direction the models LuAnn presented a large number of models that have many different pros and cons and the hope is to ask staff to come back in a week with very specific outline of what one of the the most recommended model would look like and the board would then approve that so didn't want to go too far in planning such a large variety of models that worked of interest to the board but but if if the board can give some direction at this time then staff can produce great detail about what that would actually look like and then the board can approve that next week so
083that's the hoped plan it's up to the boards pleasure I guess as you all know I guess Greg and I have been on these planning committees as well so we've spent a good more time exploring the different models I don't know Greg if you want to go first and have an opinion and then and Marga and Gilbert Ken direction as well it's got several components and the general one you already know from me is to get as many kids back to school safely as possible and that's preferable going back to one of Margie's questions it's preferable to the all hands on deck approach because we don't then get into the credentialing issues and you know asking individuals perhaps to teach things they haven't taught before or for years or whatnot and you know we just
084get our kids back with their regular teachers that's number one number two I think we need to start now whenever we make these decisions on on building a remote alternatives for the people in purple if that was the right color for for if we do toggle back Marty we talked a lot about being nimble that if we all get shut down again shelter in place we need to be able to toggle to pure distance learning yeah and so by by working on a distance alternative for families and parents even if it's minimally used the work is done hopefully transferable to one knee if we all sat down again we're ready to toggle over to that I've heard some interesting options from other districts where let's let's take the k5 grade you group all the k5
085students who are staying home and you just have a school across all schools you know let's say there's there's there's 80 kids across all schools that are home for some reason there they're in remote school right and and it may well be as you alluded to LuAnn that that educators who can't come back they may be the the core cadre of the remote teachers the ones who want you know people aren't actually sick the one thing that I was um and I don't claim to understand the proper models as well as I do that the elementary models but the one thing I was taken aback on and I don't know where to go with it Don and colleagues is there was a lot of support for ad cohorts um or significant support for ad covert
086so I guess I guess we shouldn't dismiss that out of hand you know I could it gets a little more complicated when the kids when a is at home what are they doing you know what about people families with kids in different grades different schools and A's and B's and childcare it makes you know it raises a whole host of other questions but there was around 20% or so I thought from 13 to 20 percent in some of those slides that supported the a B's so I'm taking a look at that again so but back to school safe be ready for remote options that's it yeah Greg I was just excuse me can I say something go ahead sorry in the it's hard when you're not seeing you know when you're not near someone anyway
087um Crocker middle school just as an FYI had about 17% of the a B cohort and 14% with mostly distance learning just an FYI and 53% of back to school for all yeah I guess bottom line here is we're not gonna please everybody yeah I might as well go next I guess give them that I was on that committee as well just a real quick comment on Greg's a B cohort idea I sort of have a pro and con about that um I've talked to that's often a model people come to very quickly but usually their imagination is the kids at home are going along in parallel with what the kids in school are doing so everyone gets a full day of instruction every day some of them happen to be in person and something
088that happened to be at home that's a great idea the more we looked into it the more that didn't actually seem feasible to pull off and off to say I was very eagerly over the last three three or four weeks watching for example the high school district San Mateo High School was imagining that model two three weeks ago and I was really wondering how they were going to implement teachers successfully instructing both simultaneously kids in the classroom and kids at home they abandon that model most school districts seem to have abandoned that model I will say just this morning parents sent me the Menlo School plan for the fall and they do seem to be attempting to do that so they appear to be going all in with technology and trying to have cohorts at
089home and cohorts at school getting the same instruction during the same hour I think what I understand from our teachers that would be extremely challenging in a large number of ways how do you design an instructional unit how do you do a discussion between kids at home and kids in the classroom everybody's wearing mics and headsets it's not impossible but it's a lot harder than just saying hey just have half the kids at school and half the kids at home and somehow they're all progressing in parallel so it's it's not impossible but I think it's a lot harder than most people initially believe it to be and I'm my personal opinion changed with dr. morrow statement a week ago Monday so before that I thought there were big downsides to basically every feasible model and
090that really started with the apparent legal requirement a few weeks ago of six feet distance between all kids when you just look at the physical classrooms the number of kids and what a six foot distance looks like you just can't get all the kids back to school in any reasonable way we tried this all-hands-on-deck approach that might have been interesting but once dr. morrow made it clear that he actually did want kids back in school and was sort of giving a little more leeway to the schools to try to be as safe as possible under those conditions I guess that changed my opinion and and and that which if we really can get all kids on school five days a week most of the day that seems the best instruction we can deliver and so
091the biggest downside there is what Greg also mentioned a number of times not every kid and not every teacher is going to come back to campus and so what is our responsibility and what is our outreach and effort for the distance learning of those kids who and teachers who choose not to come back to campus and I think in the back-to-school model that's gonna be the biggest challenge I think what happens to kids on campus Louanne has mentioned that's a logistical problem it's not an easy problem but we've got people working hard and we'll solve that physically where do we put every kid during every hour of the day that that's not an easy problem but I have confidence by next week we'll get a solution to that III think it's a little harder to
092say what happens to the folks that are at home and who's running that Greg just brought up a interesting brainstorming of maybe it's an entirely separate school there's a there's an online school that Hillsboro runs for you know here's all first-grade across the district run by this teacher something like that might be in the mix there somewhere I don't think we have as careful thinking about that part of the option as the rest of it but at the end of the day I think if we have a chance of getting basically all the kids on school everyday on campus every day I think I would recommend trying to pursue that and choosing that model so that's me Gilbert yeah I think that we have an opportunity to solve two different issues and I think you
093know I think both Greg and Donna spoken very eloquently about you know the need and the value of you know back to school for our kid all our kids safely I think the opportunity with the distance learning is that we now have a cohort of families and a cohort of staff who to distance to basically do distance learning right they're not thrown into it they have a choice in terms of what they prefer and what they want to do and so the opportunity might be how might we structure and organize this it could be Greg's model but this is learning school how might we stretch this so it can work in other words if people are properly motivated and we still can't get it to work then there is something about that model right overall
094and so you know that's that's the way I'm thinking about the distance learning part of it if there are certain subsets families and educators who basically prefer that for whatever reason then you know how might we structure it so that it's an opportunity to be successful so what's the win for everybody at the same time we can move ahead I know that we can't do an equal job in terms of you know satisfying all these on both sides and we have to make some choices but I think there may still be some opportunity to do some good work there thank you I want to say that I really appreciate the process that we've gone through to have a small group of steering committee and then a larger committee and then advisory committee and I think
095it's been a strong process for distilling down the options and weighing the pros and cons of both so I really appreciate that and dawn and Greg I'm extremely grateful that you both have been on at the forefront of this and I I trust a lot of what you're saying in terms of what you're thinking based on all the information you have at your fingertips I do think that the lens of what's best for kids of instruction keeping them basically up to their level during this you know learning loss period and then the social-emotional component is critical I do think that in the beginning of shelter-in-place we were all thinking oh we can do this but it turns out it's really a marathon here and we don't exactly know when the marathon is ending I mean
096it could go on beyond a year and so where I said I feel like how long do you postpone this effort to get the kids back because it could go on for a long time the other component that's secondary but also important is that you've got parents who cannot do their jobs while they're trying to also monitor their kids online and I think that is holding back families from you know economic well-being and getting back to what they need to be doing as well so I do find myself agreeing that I think the more we can move to getting everyone back to campus or at least a majority of the kids that would be ideal we do really want to honor those families that for whatever reason do you want to continue with distance learning
097and respect their wishes especially if their health safety concerns so I echo what's been said about how do we serve them equally well and then the other logistical challenges you may have families that will toggle between both so what does that look like and how does you know a first grader who's at home decide to come to school or vice versa and then at the different grade levels and Donna I was reflecting what you're saying about menlo school and you know having high school is a different group of kids right they're much more self directed and so it's just it's an older population of kids and you can almost move more into a college model for some of those kids whereas middle school it's different needs and elementary school different needs and so anyway I
098applaud the efforts to date I do think we need to figure out how to get them back to school and then be super adaptive and flexible to the degree that we can so thank you thanks mark actually just a quick comment before Anne goes but the I like your bringing up the transition idea the the high school I think has a board meeting Thursday night and they're describing something about staggered phases where they'll begin basically mostly distance learning and then as conditions change they intend to get more and more kids back on campus but I had the same reaction that you just had which is what kind of conditions are you imagining changing that are actually going to lead you to go to another phase and choose to have almost more children back on campus
099and I think that's a really hard question answer and if under these conditions you're not going to have kids mom back on campus now you're probably not going to be willing sort of indefinitely and that's a you just should be upfront about the choices you're making so I agree I'm sorry go ahead I'm just I'm so astounded and appreciative of all the work I know that you and Don and Greg I don't know how it's like you created more hours in the day to to look at all these models while the ground was shifting underneath you so it's kind of like you made the progress and then everything changed so just kudos to you and so much appreciation and I really do think since you you you've taken so much time and looked at the
100models that you know I believe that the back to school model as you are suggesting it serves everyone well we need to get the kids back I think that will also help our educators who have the kids that they need their kids in school so they they can teach but I think also we need to be really sensitive to those educators who are really nervous about coming back and I think it's great that you're gonna reach out to them individually because you know they are probably the ones that have been with us for the most amount of years um I do think Greg is right you know we we have this opportunity where we need to get the distance learning right because you know just like these ground shifted for you all when you're looking
101at the models next week could be a completely different model I mean I'm looking at the college college landscape you know and their colleges that are going 100% for join then others that are pushing that they're all going and no one knows no one knows what's right but I think the you all right we need to do both because we need to be prepared to pivot because the ground will come out from under us again but thank you for everything that you all have done Greg um since we're thanking people dawn has really gone above and beyond on this and his contributions there are missing to this process the modeling and the math and the and thinking and keeping track of what everyone else is doing and LuAnn and I don't want to forget Matthew
102also and there's about 16 20 other people that that we meet what once or twice a week from a PG and Foundation in a cabinet and all kinds of people that have done just a tremendous amount of work so it's it's a more often than not he and I'm just sitting back in awe watching them and listening to them but I did want to Lillian in terms of direction without Tom hopefully getting too much in the weeds and repeating myself no matter what model we decide on it seems to me we can start on the distance alternatives now because that's that's going to happen to some degree in addition to getting ready to toggle back if we need to and I know over the course of our meetings hmm you know just just a little
103bit of brainstorm you know there are products out there we don't need to invent the wheel ourselves Matthew Linder made a very good point about this in several of our meetings the remote school may not look exactly won't look exactly like the physical school maybe there's some preparation that can be done over the summer for for stipends or whatever the other thing I thought of is were not on our own and maybe there's some consortium approach even with other school districts that we could as use as LuAnn has said throughout this process we're fully prepared to beg borrow and steal whatever works for our students and there's also an idea one district I know is is already appointing distance learning specialists and so for coordination between if our kids did you come back and there
104is a remote school there could be a liaison there to try to keep them you know a distance Leon so if you have you know if you have three or four third grade classes in remote there's a third grade teacher who's not teaching remote and those to make sure they're saying you know staying on the same page for the grade level and instruction going on and I don't know in terms of and that could be subject matter - when you get to Crocker um I don't know um on this consortium approach whether she's done a lot already but whether the county office can help coordinate that so just some thoughts morgy just building on Greg's idea not that you need any more new ideas but I wonder if that homeschooling community could be a resource
105for distance learning I you know that's already a population that seems to be doing a lot of distance learning and then also schools where there are individual kind of where they're individually directed like an away but or D Tech or you know schools where they they're mastering kids doing asynchronous learning and then hopping into more synchronous learning whether that's in person or not I just like you said great there are tons of great resources out there and there are amazing online schools well you know higher ed and so I do think that where there's a will there's a way we just need to reach out and figure it out so when I know Matthew will be coming up and talking a little bit about the responses we got from our parents and students and I
106also want to say the County Office of Education is offering some excellent distance learning courses and I know that I got an email from a teacher last night who was thrilled with it and so I will be sending out Matthew and I'll be sending out of communication to educators there are all kinds of opportunities out there and I'm excited about the idea to serve as many of our students as possible and the best way possible I think that we don't have to reinvent the wheel but we have to be strategic on how we want to do this and I just I'm super excited about it I think that offering these different alternatives to our students and Families are it's great it's it's the right thing to do so think so Luanne I guess the objective
107of this agenda item was for you to receive sufficient direction to work out the details for a board meeting next week do you feel like you have received that direction yes can i I'd like to reiterate what I think I'm doing so you can correct me if I'm wrong but what I want to do is for the board meeting that we have hopefully towards the end of next week so we can have a little prep I actually want to do presentations and we may actually have if the board is interested in having our principals share a little bit and actually articulate what a back to school for all model would look like for students and what it would look like for staff and some of the logistics that we can get in place we won't
108have all the logistics ready by next week but what the day in a life of a student at each of our schools would look like and how we would arrange that for back to school for all at the same time in parallel looking at a remote school option and I'm going to put our priority on the back to school for all but I'm going to also look at how we can start getting traction on the remote learning I also know that um in addition I think it kind of a little bit behind the scenes will start working with educators to figure out who falls into which category so that will help us with thinking about the remote school so is that is that appropriate is that what everybody's thinking that sounds like what I heard
109from the trustees Greg I assume all over this but I assume when we talk about the safe return of kids to school in the distancing and the desks and all that you're you're taking into account based on the data we have some number of students who aren't going to be on campus so there's more room yes we are we are but we still don't have that defined and one of the things so we don't know exactly which to drive but we can see a percentage in be some educated guess I mean yeah I'm thinking that we're probably going to be about 10 percent the things nothing these never come in nice little packages right so who knows how that's gonna look but um and I think said something or Margie what was it about coming
110back well we'll have to see which students yes are not going to come back and then we'll work around that and look at our for sure Gilbert yeah at some point we probably should kind of have to submit hard a little bit so the moving situation so what do you what might you anticipate in terms of either decision point or kind of you know the level of commitment the family needs to make I'm not answering I'm not asking for the answer now but I think that's part of what I would like to hear because otherwise with every health order yeah I actually wanted to respond and I couldn't remember it that's what I wanted to respond to so we talked about this yesterday and it may be that we ask families to commit for a
111trimester so we figure out the trimester of time when we say once you commit that's the track you're in and you can't move in and out or that you know we know that if someone gets sick at school and we have to move to remote school that's different but in terms of choice it may be that we do it by trimester so that and then we have a point where we ask parents to you have to commit by this date and we don't have that date solidified right now but we have to know really in the coming week so we can plan we have to know but I'm thinking you commit for a trimester at this point okay that's exactly what I was thinking of thing yeah just before we leave this agenda item I
112see there's a public comment Beth Miller go ahead you can unmute I'm sorry that was an accidental oh all right thank you okay so then I think we've wrapped up for point one we're returning to school thank you very much the read and it sounds like you're you've got to work for the next week let's move on to four point two learning from home survey results this is a Matthew Linder will present all right hello everyone all right so I'm going to share my screen here in a moment and I'll share some results from the cow schools learning from home surveys that we provided so here we go teacher Justin here alright so we gave the learning from home survey both to students and parents this year students received their survey in early and mid
113May and then the students receive Earth's re the parents received a survey in early June and of our distance learning time but learning from home survey is developed by Cal schools that's the same organization Westhead that develops the California Healthy Schools survey that we typically would give every couple of years to fifth and seventh graders this year because of kovat we have postponed giving that survey but we will give it again in the fall if this survey was put out as an option to help districts actually across the country if they opted in to be able to gather some information about what the experience was like for students and from parents there were no items that required parental consent administered completely online we didn't have the option to add additional questions or take out ones
114we didn't like so it was standard across and then it also is anonymous it's math you could I ask you're doing the co-ed operations written report no I'm not that's what's that's what sharing on the screen that's what you see okay so the screen sharing is weird cuz on my screen it is not that so let me reach it tell me if you can see this one and you see learning from home thank you home yeah is this the right one yes okay great my first time doing this with two different monitors so you know here we go all right so on this slide you see all the things that I just said while you were staring at the report that I'll do in a little bit here we go next slide so the elementary
115survey had 36 questions focused around four key indicators which were routines learning from home relation chips and social-emotional health and we'll get into that after this quick overview we'll actually look at what those results were and then again give them submit in mid May third through fifth graders so all third fourth and fifth graders were given this teachers push it through their Google classrooms through students and then you can see down there in the bottom unless my bar which may be covering it up actually so you can see the the response numbers for each of the grades and from the schools secondary because it is it's a six through twelve so for us it's Crocker but it's the secondary survey 55 questions same four key indicators we gave it to all six seventh and eighth
116graders you can see the response from them our physical education teachers at Crocker up Google bathroom so we made sure that all all students and in the parent survey had 48 questions four key indicators barriers to remote learning learning from home relationships and then concerns and this was given an early tune to all parents it was given site-specific so a specific link went up to each individual school site so if you were to have students at two different schools you would have gotten two different links to two different surveys unless you were in elementary and then it would have been 200 and introduced you would have had the same survey about one for one school one for the other but you would have gotten middle school and elementary and then the you were asked to
117respond for your oldest child at that school so if you had an eighth grader and a fifth grader you would do it twice one for an elementary and then one for Crocker because those experiences were likely different and then I will open these up in just a moment I'm just gonna look at the the key indicators for parent elementary and for secondary but underneath that you can see what the actual questions were in the key indicators it doesn't list out what each question is and the responses to that I have access to that but that's a password-protected dashboard so we'll just look at the key indicator for the purpose of this report and should the board have additional questions they'd like to follow up on from that I'm happy to bring that back at another
118meeting and then our next steps so working on sharing this with staff so I have provided some time yesterday today and tomorrow site-specific for educators to join me and then what where I will do a screen share and hopefully of the correct screen to be able to actually go through the dashboard that I have access to and allow them to ask you know detailed questions then we can click around and we can filter in different ways it's just really not practicable to to pull every possible permutation and put it into a you know multi hundred page report that probably won't get read and isn't worth that time so it's a lot better and a useful time to be able to go through and do that together principals do have access to these because they're not
119because we weren't able to get password protections site-by-site that's why I'm not also sharing that out widely but principles have access to it the leadership team does so that we can look into it as well in in those groups also planning to think about how we can use this to help inform the fall so based on prior discussion from the board thinking about some version of planning for remote learning whether that's due to an outbreak of kovat or some other purpose or for a group of students who need to be learning from home what can we learn from the survey to help us think about how we plan for that to take it up to the next level and then any kind of professional learning that we might need to have so we may be
120thinking about how do we provide social emotional support and is that something that we're seeing from students and families that is needed would be supported so I'm going to exit out of this I'm gonna pull over the elementary student score report can you see that the elementary student score report yes just now I'm just checking every time oh those domains that I mentioned over here on the left-hand side and then what the individual measure the actual measure was the student group so I just pulled this for all students but on the dashboard I can filter in different met in different ways so we can do it by gender you can do it by socio-economic disadvantage you can do it I believe by ethnicity so we can look at a few different ways if we would
121like to to see that for any of these different reports but um so in the routines at elementary you'd see generally really high percentages kids going to bed before 10:00 waking up before 11:00 am I don't know why 11:00 a.m. was the benchmark for being up in the morning but it was getting 8 or more hours of sleep after meals so just kind of what we would probably expect nice to see getting physical exercise four more days very high percentages of students 3 through 5 reporting that learning from home so the number of days students were I'm doing schoolwork so very high in the 90s for all grades reported that hours doing schoolwork of 2 or more per day so 80s and high 70s there so students report self reporting that they had high numbers
122and remember this was this was given to students while they were doing distance learning and while they were still doing this it wasn't at the end like the parents was the parent one was academic motivation quite high 90 87 93 and then interest in schoolwork so in the 50s and then the 30 so I think that is probably something for us to be maybe asking a few additional questions about one of the things I can do on the dashboard with individual school sites is we can look at that interest in schoolwork and then see what are the exact questions that are tagged to that so these aren't one question each some of them it's one question but some have two and sometimes three questions that are connected to one of the specific indicators the measures
123so adult and peer relationships high percentages with interactions with a teacher and with other caring school adults low instances of students reporting cyberbullying so 6% 6% 8% and pretty high with parental involvement interactions with peers that's about you know hovering you're on that 50% on four or more days hovering around fifty percent so that may be something that we look at are there are there additional ways given that you know students were also interacting with teachers on those days or maybe that that also makes sense I think it just can bring out some of the questions or things for us to look at and then in social-emotional health for elementary students there were just these four areas so the sadness percent I thought that was interesting to look at the increasing percent reporting being sad
124at this time which you know it's important to be thinking about and be aware and then wellness overall wellness problem-solving and then self-efficacy so that belief that you have the ability to control to take control of situations and to be able to help determine your outcomes and what you can do so that's the Elementary report and so we see that pretty high high 80s so that's also good to see that there's a really strong belief and feeling from our elementary students that they have the opportunity to take control and stuff for us to just continue to look at and to share out more widely as we keep moving I'm gonna pull over here the Crocker indicators now so Crocker students again bad time percentages a little lower 44% of eighth graders reporting that they're going
125to bed before 11 p.m. not really a surprise given what we know about child and adolescent development so just a thing to know and yet waking up before 11:00 so that's good to hear so we can see here also getting their physical exercise Matthew I don't sorry sorry I don't see are you showing Crocker yeah it's late it's okay playing with this there you go can you see it now yeah it created its own screen which I just realized when you said that so thank you for uh no worries great thinking all right so there you go you can see that there and again these are all on agenda online as PDFs that you can also download so there's I just shared about that the learning from home piece this again this is Crocker so
126five or more days doing schoolwork in the 90s and high 90s for seventh-grade peer ninety nine academic motivation in the in the fifty mid 50s 60s I think that was similar to before attention on schoolwork 20s and 30s and then interest in schoolwork 20s and 30s I actually just wanted to flip back and see that here two interest in schoolwork 50s and 30s for elementary alright so back to Crocker we look at relationships so having good interactions with teachers identifying caring school adults caring relationships in the 80s and 70s and then meaningful opportunities and I believe this is about like meaningful opportunities around interaction but I can look that up if we wanted to dig into that further and then cyber bullying percentage still relatively low but creeping up and increasing from what we saw
127from elementary so that also would be something for us to be looking into particularly with well vastly increased amount of time being spent on screens and again this is self reporting of suit student self reporting the sadness percentage also higher I'm going to flip back to elementary so you can see that so we had nine twelve seventeen and then it just keeps moving up twenty-five thirty three thirty five so we can also see the the importance of having those social interactions particularly as kids are getting older and their social network with their peers is even more and more important to them and then you can see the rest of this too with social emotional distress in the 20s self-efficacy again good to see that that's high in the 80s as well belief that they students
128have control and can can have impact on their outcomes problem-solving the 50s and then gratitude and optimism good to see gratitude as hi and the optimism percent as the kids are getting older seems to be declining a little bit in their grades so things for us to be thinking about again these also were shared with principals and they're also again public so we all have access to be able to look at this it does bring up some questions for us to dig into and as I mentioned with school staff I'm I have scheduled times yesterday today and tomorrow but then happy to also schedule additional times with school staff that work for them on their schedules throughout the summer and in the fall to be able to dig into this further and think about how
129this impacts our work moving forward I will share the parent one here now just tell me if it's all right I believe you can see that correct says barriers to remote learning Thank You Lynn all right and this is again from parents during the first couple of weeks of June they these questions were answered and there are some things that parallel with students and some things that don't so again barriers when we're looking at this the highest percentages really were around the use of software 11 and 12 still relatively low and then also space so having space for kids to be able to to do this work in the home or the highest areas that were a barrier to being able to do this everything else quite plate look learning from home days doing schoolwork
130that matched pretty closely the hours that parents were reporting so this first column just as you can't see it as I scroll down as elementary percent responding and then middle school responses for parents teacher instructions 69 52 the rating of the remote learning program so the question there was rating on a scale from zero to ten zero being highly unsuccessful and ten being highly successful please rate the overall learning remote learning experience for you and your child and so parents gave a rating that zero to ten scale and says so average for elementary five point nine mmm an average from middle school five point one these I also thought were worth looking at on the parent perceptions around requiring too much from parents around 60% and 40% requiring too much from students of 30% of
131parents are reporting that at the elementary level the that it was requiring too much of students 35% saying that was requiring too much at middle school and then requiring too little 37% at elementary and 59% for middle school and then student motivation 61% across the board so again looking at relationships 90s and 80s for interacting with teachers for more days interacting with friends a bit lower elementary more and higher here with Crocker in responses parent school communication seventy two percent and sixty four percent and with that one actually I was talking with Lena Butte principal at South and we looked and I believe there are actually three individual questions that parents answer that all sort of tie in to that metric and so some of them may be higher than others but that's how they
132they end up getting put together and then finally any concerns so family finances was a low concern for percent that it was a concern but low relative to everything else child supervision was a bit of a concern and then concerns particularly around falling behind academically interactions with teachers interactions with students mental health routine boredom that was a one of the bigger ones and then physical exercise so that was an interesting one to look at 36 and 40% and then just looking at how students had reported that you know they were in the 80s and 90s percent saying you know they were getting physical exercise four times a week so sometimes difference in in perception there and then sleep five and then nineteen with little school I'm also not sure how that would be different if
133that was particularly - now or just particular to middle school all over so that's basically so this is what I have and as I mentioned I have the ability to dig in further so should the board like me to dig in further I'm happy to do that and come back to present another time and staff have opportunities to be able to continue to engage with this but our our steps moving forward or to continue to have this data accessible so that we can be using this and particularly as as was discussed prior as we think about what a remote learning option might look like in the fall and then should we need to shift back how can this help inform us I do not know yet if I'm gonna just do a stop share I
134don't know at this point if Cal Schools is planning to make this kind of a survey available to us again my hope would be that they might allow us to do it again let's say you know in September and then it will periodically are allowed districts to be able to give this same one over time to see if we notice certain areas that we felt like we wanted to do something and try to try to adjust a structure or put in some support and then to see if that actually ended up being reflected in survey results that would be lovely I don't know for sure that they will I'm happy to take questions or comments Thank You Matthew trustees any questions or comments for Matthew great not trying to put you on the spot and
135maybe the data is too preliminary but as you dig through this in you didn't you know a lot more detailed and we have do any general themes or areas of concern or areas of interest jump out at you I mean did you have any you know preliminary generic reactions um so generic reactions that there was a lot of interaction between students and and their teachers that was clear students reported that parents also reported that I think the perceptions around too much and too little we're also just interesting to look at particularly at elementary that it was you know a roughly thirty percent said it was to expecting too much and the same percentage that it was expecting too little and then that discrepancy at middle school where it was around 30 and then 60 saying
136that was expecting too little yeah thirty percent saying was too much and then 60 percent sings too little I think there so is the is a little bit of work to do around like what does teaching and learning in a distance environment what does that look like and what would you expect to see and then to be able to dig into additional questions that that parents and students have around you know how we can support them further those are really the biggest things I think you know seeing those percentages around concerns from the parents and I wouldn't say really were surprises I think maybe some of the percentages were that I would have maybe thought a little more a little less and also this can vary by school too so when we looked at elementary
137we looked at it as all Elementary's Crocker being the only middle school you know it's kind of we were talking about Crocker um Thank You Matthew what's interesting is to my knowledge we don't have like a baseline survey of what it was like before we had the pandemic because we'd be interesting you know I was struck by the responses to academic motivation and interest in school work and my question was just for what the distinction is between those I'm guessing academic motivation is sort of more longitudinal and schoolwork might be Knightly but it's interesting that I don't know if we track that normally because this could be that could be true in person if they're just not that interested in ohm work for example but if you could just comment on any distinguishes distinguishing characteristics
138between those from your standpoint between between motivation and schoolwork and yeah work I mean I think you know it's different when you're being asked questions about you know do you have school work are you doing it do you feel confident you can do it versus do you like doing it do you find that it's assignments engaging or do you want to do them you know those are different questions that could get different answers from the same person right so like yeah I have work to do I'm supposed to do it I do do it do I enjoy it no particularly or maybe you know on a scale of one to five that maybe that's a three but do I have it yeah five absolutely I do right so I think there's a difference there and
139then being able to actually look at what the exact questions were in the grades that were asked so I think that's where you can also see that that difference and then there are some questions that Cal Schools will ask to sort of get to this idea of motivation that aren't directly like are you motivated to do your work one last comment back in normal pre-pandemic times I remember we talked a lot about as a as a school district about student engagement and it'd be interesting I do applaud the state for doing these surveys and identifying areas of weakness for districts but be interesting as a school district if we had a way of monitoring that over the next several years or whatever it is during this time and for both distance learning and in person
140because maybe there are standards we can aspire to no matter what the delivery platform is and be able to track the data ourselves and to build on that that the healthy kids survey is one survey that we could do and we have access to being able to do we've traditionally done that every other year with just fifth graders and seventh graders but there is the ability to do that with every grade third through eighth like we did this one and we could do it every year that is allowed we just haven't done it but I do think given that there are a number of questions that overlap that could be a way of continuing to gather data and information if we just made it a routine to say we do the healthy kids survey all
141grades three through eighth every year in this month or this time that keeps some consistency and then we keep building we had anticipated giving it in the spring the four kovat hit that would have given us some fresh information had we been able to do it let's say in January maybe like we would have been able to compare but many of the questions are very similar and they do have a staff survey and a parent survey as well that's part of healthy kids so Gilbert yes Thank You Matthew that was pretty enlightening both the data and your insights into it I think that it really reminds me of both the academic portion and the social-emotional portion of our students growth and you know we have a lot of questions under both sides and I think
142that it's it's an opportunity for us as we go back and look at remote school what are the things that we can do differently on a more intentional basis to help shore up some of those areas for our students thank you yeah any other trusty questions or comments any members of the public wish to have any comments on Matthews presentation I do see and while we're looking for those two I'll just say you know just as a reminder it's really important to keep in mind too that this is you know parents and students sharing their response and their experience here Cal Schools didn't provide a teacher survey which I wish they would have so that we could get that because I feel like that's sort of the missing piece of this also and then it's
143you know information we have public comment from Grace Leon can you guys hear me yes yes yeah Thank You Matthew I think this is really helpful and interesting I do think as a parent and I had to also respond for my child because he's developmentally disabled I think when I started reading some of the questions about do we have enough food and sleep and Internet access I it automatically put me in the mindset of oh we're in a very fortunate situation and I know that this is a California State survey going to so many households that have it more difficult than us so that's kind of the sort of lens and filter that I think a lot of us were responding up with and maybe even the kids - I don't know so I think
144that while that's important to capture it might not give us enough specific data on how folks feel we should improve distance learning for our specific district so you know maybe a more specifically tailored survey around the needs and improvements we think we need to have for our districts would be more helpful going forward yeah thank you that I think it's one of the things this doesn't do as an anonymous survey is allow us to actually ask open-ended questions either so that's another component absolutely and I yeah agreed yeah and I know we have for example school psychologists on-site and maybe those folks can be part of thinking about a tailored survey for us and you know I don't know that if this is something we're required to do anyway for the state which is fine
145but maybe also having a subset of questions that's a bit more tailored for us because we just hear so many parent comments and feedback about how we can improve the distance learning format if we need to stick with that or revert to that at some point so I think there's just a lot of more specific ideas that people have for our district thank you great thanks for the comment great thank you very much Matthew that ends 4.2 we will move on to item 4.3 the November 20 2011 I see that Luanne made me the resource for this even though that I'm not especially an expert at this topic so we have an election in November for the school board of Hillsborough we have two seats that are up for election those are Margay seats and
146great marques seat and Greg's seat Margie has announced she is not running for re-election and Greg has announced that he is running for reelection but we have an agenda item in front of us to provide guidance to the county election officer to run this election for us and so we have I guess three choices to make about how long the each candidate can write something in the ballot and how long that written material will be who will pay for the publishing of that and then what happens if there's a tie in the election are the three choices we usually make and this district this board usually chooses the smaller 200 word statement usually chooses the candidates themselves to pay for it and usually chooses in the case of a tie to decide by lot rather
147than a runoff election but we can provide whatever direction we wish to the county so anyone care to comment on what the board wishes in this case Greg has an idea let's do the same thing any other comments that that's fine with me as well would you care to make a motion Greg we make motion that we do the same thing regarding these three items I'll second that let's do a roll call vote Gilbert hi marki Hey and Greg I and Don I say I as well so passes unanimously thank you very much the win I think we can take it you staff can take it from here I assume to add one thing here and thank you trustee get us four I'm running this item since it was new to me there's also a
148resolution so were you voting on the yes the whole thing so it's good to go resolution resolution 20 2011 okay just making sure thank you so we will move on from 4.3 now successfully concluded to four point four the cove at 19 reports from Matthew Linder Matt your pie all right I'm back and do you would you like me to share my screen so you can see the report sure we'd love to see the report thank you Matt great okay I will share my screen on see if I can do this correctly this time how does that look yep excellent all right so this is our kovat 19 operations written report it is the report for the El Cap that we are adopting in lieu of the El Cap as I've talked about had multiple
149prior meetings this was presented at our last meeting as draft for public comment and input and having received none we haven't made any changes so this is still the same there may be one or two minor changes in grammatical pieces that I caught in doing a yet another look through so those are the only things that would have changed it was we're sort of should have said were and so on like that but that I think was maybe one spot maybe two and so is here for your approval and adoption and then will be posted assuming it's adopted it will be posted on our website our district website on the homepage trustees any questions or company you can stop sharing Thank You Matthew questions or comments for Matthew on the I guess this is the
150second or third time we've we've seen this report in that case any members of the public have any comments on the kovat 19 operations report I don't any comments I will make a motion that we adopt the code 19 operations report is there a second second by Anne Chen roll call vote Gilbert wife all right market power I great Dennis I and Jen and Don Geddes I passes unanimously Thank You Matthew thank you and now we'll move on to four point five 2020 2021 EPA and budget adoption by Joyce Shen good morning morning Joyce hi so this item this is exactly same budget that I proposed to the board on June chance and the previous four meeting its exact budget in substance at that time the budget was developed based on may revise the governor's
151budget of may revise and at this point the budget has been enacted do you want me to share a screen really the budget packet is very big it was a presentation that was it's not even in this stuff but I can share my powerpoint presentation unless you want me to I mean great how about just the multi-year projection what are you sure the mm wiki okay okay most was may revise one at this point it has been enacted in the agreement however some details have not availed yet located no specifics available and that's the only part that probably impacted districts like ours specifically the $1,900 per especially at a student account so and there's no detail about attendance flexibility how that looks like and no details about hold homeless and how they impact us so
152that's why nothing has changed in substance from the previous version at the same time the district is also required to adopt the EPA education Protection Act of spending plan for 2020 21 we receive little over two hundred sixty one thousand dollars per year we have always been spending it strictly on teachers salaries and benefits so this plan that's also included in this a budget however I do want to announce another plan since another change since I allowed to present a budget that's funny County after the April 50s 2020 a CBO meeting at the county level that two people from the accounting controller's office came to the meeting and told us that the teal plan phase and distribution allocation is probably the School District will remain the same however on May 6 the governor had a
153new excuse executing order not a suspended penalty to um you know to a penalty on penalty any interest on late profit tax payments is suspended until May 6 2021 so they kind of realized that it's gonna impact their cash collection so therefore only it was the two tallest and the late afternoon I received the email funny County bad day it's gonna change and they asked me likely that on that major caster distribution time so we are supposed to get a 50% of total and I fifties and by 90 percent be impacted by reduction of ten to twenty percent depending on a cash collection a county level so that was kind of I was completely off I wrote the email bag and had a conversation with assistant a controller and in the end we the courtesies
154that we adopted the Board adopted resolution 2000 2005 trends so I originally decided not to do trends because we have enough money to cover this year with all the other funds of under 17 fund 20 however that was based on the promise for an accounting controller's office that every sees the flow as usual so with this surprise so I decide to purchase trends and not purchase trans to us continue to go with trends but it's a very small amount of smallest borrowed it's a $750,000 because we do still have a lot of cash in the other funds so that's the only change and with that unless de Bourgh and I probably have any questions I would recommend the Board adopted a EPA spending plan for 2020 21 and also adoption of the proposed 2021 budget
155Thank You Joyce you can stop sharing your screen trustees any questions or comments for choice Greg Donna I don't want to waste time but but I do have like two three minutes there are some details on the budget on stuff that Joyce mentioned there's gonna be an ad a hold harmless provision for attendance this year use 1920 attendance figures they do say you can meet great span instructional minutes requirements through a combination of in-person and distance learning and then they don't know the details of this but certain safeguards must be in place one says distance learning is substantially equivalent to the quality and rigor of classroom based instruction another one guaranteed special ed services and another one requires you to re-engage with students who are absent for more than three days pardon me there's no
156local there's no L cap report for next year instead it'll be along the lines of what Matthew presented with a bunch of requirements I'm not going to read new funding formula for special ed no CalSTRS increases and they're suspending the the ability to layoff certificated personnel except for administrators yeah thank you Greg and I I saw that too I just I thought maybe it does not apply to all school districts I did I mention that the suspended the window francha lifers - August 15th that districts usually have to layoff or certificated employees on top of that actually they are also prohibit laying off of certain a classified employees the positions like custodians facility maintenance student transportation vehicle maintenance of food service workers so the governor is really determining protect personnel in the school settings so
157that's another part in the budget now whatever that little minor part of our budget was six seven percent state homeless homeless we have one two seventy thousand for four dollars temp sent of that but there's no details on that so yeah what I was gonna say is whatever part of our little part of our budget did get the cola the call is zero now so yeah that's right there are trustees comments per choice any members of the public have any comments on the budget I don't see any hands raised so I'll be happy to make a joint motion for a and B so I I will move that the board approved the 2021 EPA account funds and also adopt the 2021 h CS d budget is there a second second second by Gilbert any discussion
158we'll do a roll call vote Gilbert all right mark ii i greg i and and don i passes unanimously thank you twice thank you we've approved both epa and the overall budget so we'll move on to four point six which is still you joyce the resolution 20 2009 year-end transfers yeah this is a petticoat 14600 at the end of the year are where we close books if needed we would make budget transfers to make sure that within its fund major categories like supplies services a personnel the budget stays positive or zero there's no negative budget negative balance but when we close the books and so this resolution 2020 - own i will authorize me to make those budget transfers when we close books so I recommend a board approve this resolution trustees any questions or
159comments on the resolution members of the public any questions or comments on the transfer resolution seeing none I will move to authorized resolution 20 2009 is there a second I'll second second by Gilbert roll call vote Gobert all right Marquis aye Greg aye aye and Don I resolution pass thank you very much choice thank you That Ends 4.6 we're on to item 5 public hearing for items not on the agenda do any members of the public have any topics that are not on today's agenda that they wish to raise and comment on for the board take a moment to raise hands I see no no erased hands so we'll move on item 6 consent agenda does any trustee wish to pull any item off the consent agenda and I'd like to pull 6.3 Cle 6.3
160okay any other items no and would you like to make a motion for the remaining items I know that we approve I'll second that we'll do a roll call vote Gilbert aye marki aye Greg aye and I think you were muted for a second just thank you and Don I so six point one two four and five have passed will return to six point three and yeah I just wanted to thank all the parents on tier who sat on the site Council this year it was tough as you moved to the virtual setting and I know how much work goes into putting together the the goals at the beginning of the year and then the reports at the end of the year so thank you to everyone for their hard work and Louie and I
161thought that maybe for next year with sight council that maybe we could get some of the Dei folks to sit down on some of the site council meetings I think that would be kind of nice yeah and we do mention this every year but a number of our trustees on this board have served off the site councils at various schools in West so Gilbert and myself and would you kind of make a motion yes I move that we approve the consent agenda and the 6.3 with 6.3 back in yeah so a motion to pass 6.3 I'll second the motion for 6.3 roll call vote Gilbert hi marki hi Greg aye and uh and Don I 6.3 passes we're now on to item 7 communications and board item discussions for the governance of the board I
162can actually start one item is we'd like to schedule a special board meeting for next week to formally a vote and approve on our return to school model as well as a few other things I think a little doodle poll might have gone around earlier today or yesterday I think people were looking at Thursday morning next week not every trustee responded without without naming names Greg can you make Thursday morning see the date is 2nd King Joe July 2nd I've cleared my calendar for July 2nd wonderful so we'll have a special board meeting 9:00 a.m. July 2nd Thursday July 2nd sent right away ok please along sorry Greg pabu probably 90 minutes maybe less than that maybe 60 minutes I don't know so the main item will be as LuAnn discussed I think in item
1634.1 that you're gonna ask the principal's to go through the details at each site about what it would look like from a student and staff perspective of a day in the life of under these models as well as some presentation about what distance learner you might look like and you're intending to present that next Thursday morning yes I'm I'm thinking as many details as we can prepare in four days right five days so I think that if each site had 15 minutes that would be adequate I believe okay and then you might as long as we having a board meeting throw in a couple other items yeah you know I've got I have all five of you captive yes wants to give it two hours that I mean okay two hours is great okay so
164we'll schedule 9:00 to 11:00 on Thursday July 2nd in the morning great thank you well the other trustees have any other communication discussions Morgan I just wanna announce for all the people on the zoomcar that we are having a candidate information session tomorrow Wednesday June 24th from 2 p.m. to 3 p.m. and the zoom link was sent out I believe in our communications it also went out in the town communications and the goal of that meeting is for 4 of us I'll be rolling off so I'm part of it I'm sharing a little bit about what it's like to be on the school board why you might want to run and what the goals and expectations are of being on the school board and then it's really an opportunity for people to ask questions and
165we'll share a little bit of information about where to get information from the Elections Office and it's just an hour so it's brief but I want to make sure everybody has that who's interested in attending and thank you for organizing that marking any other trustees have any items I don't see any so we'll move on to item agenda item 8 public address concerning items on the closed session agenda we have a closed session after this meeting and the primary topic is our annual superintendent evaluation if any members of the public have any comments they wish to make on that closed session item and now is the time to raise your head and speak and I don't see any public hands raised so we will move on and item 9 adjourn our regular meeting at 11:20
166a.m. and thank you all for coming trustees you should as we wrap this up move over to our closed session zoom a different zoom link and Traci would you mind stopping the recording please