Aug 10, 2020 TTSD School Board Meeting

001felt heard and seen by the district and it was it was really neat so thank you to the district for doing that and thank you director un for doing that very good okay well i think it's a quieter evening but not that people aren't busy for sure um so with that i'll close um superintendent and board communication and uh patty are there any public comment there are no public comments tonight then we will close public comment uh and move to report and discussion and really want to echo uh dr ricky smith and thank um ben and abdi and really the whole committee director um emerson for taking time on a sunday um to work on this very important work but thank you um for the two of you for your leadership and for the team

002so with that um director bowman uh abby are you on yeah i'm here okay great so um maureen is it okay if i share my screen it is okay with me but i don't have the right to give you that privilege i have i have the privilege already i think patty already said i just want to make sure that was all good nope that's great okay great so let me do that really quick okay so you should be able to see it now i think i'm seeing nods okay good um so uh i'll start with a brief overview of the process and then we can look at the policy i think uh maureen according to my math on the agenda we've got about 45 minutes for this um so uh background so the the ttsd

003policy advisory committee met on uh sunday yesterday which sounds crazy now that i say it out loud um i think there are 11 total members plus dr sue was present and director un was present as well um that meeting uh was sort of the first convening the way that we're sort of imagining this timeline is that first uh convening informed what you're seeing today uh it was a the starting point for that policy was something that abdi and i worked together to create a starting point for we presented that to the committee we walked through we literally read it all out loud and you'll see on my shared screen all the comments those were available to you in the word doc but you had to click them to see them in the google doc version

004they'll all be present so you can see them um we're presenting it for a first reading today without a recommendation um this is not the final version um looking to get thoughts questions comments concerns ideas from board members today on the current drafting and potentially on current comments if you see a comment where you say i'm not sure i want to go there that would all be welcome today the next steps following today's meeting are um we sent we've already sent out uh for review with comments to the folks who attended our monday listening session and all of the um listening sessions that we did with different um constituency groups we're collecting all that feedback abdi and i will be doing a re-drafting trying to incorporate all of those comments and then we were hoping

005it was going to be this sunday a scheduling snafu on my part we're going to have to reschedule unfortunately but um sometime later this week early next week the advisory committee will be meeting for a second time to review the new version of it and make another set of tweaks at its adjustments and then we will get that to the board uh for the board's review now the board will get it prior at the beginning of next week probably um so you'll have plenty of time to look at it it will be up for a second reading at the august 24th board meeting and at that meeting we would have a couple choices one is we could review make some edits and adopt as is or if the board thinks that more substantial changes are

006necessary before it's ready um you could you could refer it back to the committee and the the the committee could schedule a third meeting to address whatever concerns were raised by the board but the sort of hard cut off date is september 14th that's the first day of school and the last uh and the next board meeting after the 24th um the committee the committee charge ends on the 28th but really i think the absolute latest we would want to move and be able to still hold true to the resolution we adopted would be september 14th um after uh our next iteration where we've incorporated all the guidance that is when and you'll see in the comment that's when we'll send it to osba uh and uh dr sue's recommendation also to our in-house attorney

007for their uh review um and their awareness any back any question on background or timeline abdi any comments that you would like to make about process or how we got here i don't think so okay all right um i will just walk right into it again it's challenging because i can't see everyone's face because of the way the shared screen works but um i will bring it up on my screen you all have this in word doc and it should uh be present uh in the board packet now um the other piece i should say before we dive in is you know obviously we've got all these opportunities for constituencies and folks to to weigh in they're also at the next uh committee meeting will be an opportunity for folks to weigh in if there

008are um public comments and they can just email me directly ben bowman at ttsd.k12.or dot us we really want to do a sort of broad solicitation of comments and feedback because we know this is a big and important policy and we want to make sure that we're hearing from from everyone who has thoughts okay so with that well let's go section by section that's what we did in our um in our committee meeting so we'll start with the sort of preamble these two paragraphs here um were pulled from the osba sample policy that was constructed by osba and sent to us and then here is where we create a definition and you can see the definition that we selected was the bias incident definition that director emerson located for us in state statute and presented

009at the work session on monday we chose this for a couple reasons one because it was recommended to us to anchor our definition in statute so that it has already been sort of established by a legislative body as legitimate um and then also because uh you know what we're trying to address in this policy as uh chair wolf's memo makes clear is it's more than just hate speech it's behavior that could be motivated by a person's perceived identity so just because someone doesn't say something out loud if they're targeting someone for that reason with bullying or harassing behavior that falls under the umbrella of what we're trying to cover so just to read it out loud so everyone can hear it bias incident means a person's hostile expression of animus toward another person relating to

010the other person's perceived race color religion gender identity sexual orientation disability or national origin of which criminal investigation or prosecution is impossible or inappropriate bias incidents may include derogatory language or behavior directed at or about any of the preceding demographic groups and this sentence was an addition from the state statute just to make clear that it doesn't just have to be directed at a person if a comment is made about a race of people or a specific identity of people that would fall under what this policy is trying to govern these are some of the comments you can see on the right hand side about this intro section any questions or comments feedback from the board on the sort of preamble and definition piece i do director roman please yeah just jump in i can't

011see your hands i apologize oh my gosh that's right i forgot so um uh so um first of all i just i i want to thank you both for um and the team just really outstanding work um so uh definitely that's first and foremost so my question i'm actually going to go back to uh the policy title um because given that the focus and the charge in the resolution was specific to hate speech which it should you know cover um all what's defined um in the initial paragraphs but it made me um we have work to do on our equity policy um we definitely do but it struck me when i read it which will lead to questions that i have further in the policy but anyway so um ben if you or abdi could

012talk to how that ended up as this policy yeah that's a great a great question and i will note director emerson raised a similar comment in our committee meeting about you know we have this equity policy that we need to do work on and um it seems clear that there will have to be some sort of connection between this policy and that policy at least in my opinion um i don't think there was a ton of thought put into uh the i you know i'm not i'm not saying that the the title is what it needs to be i think we can adjust it to sort of fit what the rest of the policy outlines um i think one comment that did come up pretty consistently was uh we wanted to be clear that the

013the policy covered um all groups and all behaviors um and wasn't sort of just narrowly defined to verbal uh attacks um so aside from that i think the the title could could certainly be subject to change and would love other thoughts or or recommendations on that because i actually then i love the title as we think about our equity policy right which i mean it it really needs tremendous work but that was my only thinking was to try to get a little bit more specific around the acts that we want this policy uh to address so so thank you yeah i had the exact same thinking was that we have an equity policy and we need to improve it and but we need titles that that keep them clearly uh distinguished and so i would

014love to see like hate speech and bias incidents as the title of this policy because that's what it's gonna focus on um i there was one thing that we have in another policy ac actually the one that we just did the ar on where it talks about discrimination and harassment based on perceived or actual race and i really like that language and i'd like to see it added to the intro paragraph here since it is already in our our policy ac ar it would be appropriate to have it here because it's not just actual race no in the first paragraph oh excuse me is this free from discrimination or harassment based on perceived or actual race and then i like the idea of adding um actual down below too does that make sense to you

015yeah i don't think we need to re i mean one of the i was actually going to say we don't need to repeat it every single time we've got it in that first paragraph um but that personal preference maybe for definitions purposes since this is where we define just to be clear we'll add it here but not later and it's consistent too so i guess i don't have an issue with you adding it um if you have everything else listed right well except if we're going by the state's definition do we need a definition of hate speech i don't think so um and and my reason for that is because uh something that would be considered hate speech should fit under this definition already incident yes so there's no need to create a a separate

016definition um because whatever the behavior that we would be trying to isolate with hate speech would also fall under this umbrella of bias incident can we maybe put in something like at the end hate speech is one example of a bias incident maybe that's a good idea i'm just trying to think of something so that the the average member of the public who's reading this would understand how bias incident and hate speech work together i mean not work together but are related i don't know what are i i think that makes sense i think it would also depend upon whether we change the title or not right speech in the title we probably wouldn't need it um as an example but i like the idea as well um can i just make the com oh

017go ahead go ahead joe finish up i'll shut up oh um so i just wanted to say that um i appreciate um the work of um abby and director bowman um i think this is um an excellent um first draft and i really appreciate um the work of the committee as well um i just wanted to add two i saw in the comment on the right about socioeconomic status is there a way to include them in the language i was just curious what the conversation was around that because i did notice in the osba version they did include social economic status so um would one of you be willing to kind of share what what the conversation was around that yeah that's a great question um abdi do you want to do you want to

018share do you want me to i got this one um so the reason that we we we didn't like person we thought about that but then we also remember that it's not in the actual definition um that that is at the state level so that was the reason that we kept it out because we'd be adding something new into it which wouldn't be this like the exact definition from the state level so that's why we um we chose not to leave it out but if there's a way that we could put it in if anybody has any ideas we would like to know but it's just to keep it like cemented and like actual firm ground and not add something into it they could for like later on take apart i the other piece i

019was going to add is if someone is being bullied or harassed because of their socioeconomic status that should already be covered in our existing bullying harassment intimidation cyber bullying policy um so it wouldn't necessarily qualify for this specific set of um framework but it would still be it's it's not like it would be acceptable behavior yeah that's a really good point it is specifically listed out in policy ac for discrimination i think the point director emerson is that um it's covered under those so it doesn't necessarily pertain to this i maybe if i don't know if people can think of hate speech incidents for socioeconomic would that be as applicable as the other ones i don't know it's a conversa it's a conversation um we did have a conversation about it at the committee meeting

020um i to be honest i don't think that there was broad consensus one way or the other um but i can make sure that we revisit that in our second meeting and try to gauge where folks are at i do appreciate abdi's point about trying to stay tight to a definition um and to and so i don't know there's part of me that feels that is that a good grounding you know place to start right we're staying tight to this and we're going to build and we're going to implement from there um and not to take away from you know the accountability needed for harassment um because of uh socioeconomic status but and i think then the question will be when it gets to that kind of oversight role it you know does that impact

021that do i mean you know how do we you know track the kind of comments that people make so that that might be a sticking on the execution side but anyway just a side point so i agree with abdi's point too but keeping it tight is better okay all right well uh let's continue our journey here and move into the reporting section um much of this section you will notice is familiar language to the board this was lifted from uh other must much of it was lifted from other sections let me do a quick read over and see if i can point out uh oh there was so in the first paragraph here about um whether it's required or suggested to report there was a conversation about this a pretty in-depth conversation actually um and

022uh there was there was a debate within the committee about whether or not a we all agree that a staff member who has knowledge of a violation of this policy should be required to report it there was a debate about whether a student should be required to report um an incident and i think we left in we basically the way it's formatted now is if you are a victim of of hate speech or a bias incident as outlined in the first sentence of this paragraph then you would not be of course not be required to engage in any process but uh if you are a student who witnessed the behavior then you would be required this is in line with our other policy where a student is required to report if they have knowledge of

023a violation of policy but uh the alternative perspective that abdi could um speak to better than i could it was essentially about um you know whether or not it's actually helpful to require that abdi do you want to kind of give the the case yeah um i was just i was just thinking about for example let's say it was it would make a situation happen with like someone said something to me and one of my friends heard it um it just makes it way difficult for that friend that hurt to actually go out and report that because um in high school it's it's still about it's still about friendships that you really care about who your friends are you're not trying to ruin these relationships that are pretty hard to build and i just didn't

024want to put the pressure on the student to have to report that and then eventually you know lose some friends and then even further like like later on not want to report it even further because um they have this fear of just losing all their friends so that was the reason that i was thinking behind that so audrey let me ask you a question and rowan and emily feel free to share your thinking as well um so how do we solve this problem though because your comments will be forever you know in my mind um in terms of your experiences going down the hallway and feeling that things don't change so if things aren't reported i i mean so just kind of help me how do we ultimately truly solve this i mean that's getting

025to culture hearts and minds but there's also kind of an operational side that help us solve this problem and and peer-to-peer is going to be i think a huge piece of that so i'll open up to all three of you so um it's going to be really difficult you know there's not a really clear answer and you said that culture is a really big thing the culture behind reporting you have to make people comfortable with having these conversations you know that's the best way i think just to go about it is that if you want someone to report something you have to make them comfortable enough to at first even say something about it so we have to we have to like normalize this culture of confronting people and being uh being an ally and

026being an upstander and going out of your way and being like hey that's not cool to then be able to later on is that you have to report these things um it's like we need to be honest ourselves and not everyone is comfortable enough to have these conversations so forcing students like requiring the students to have these conversations right now makes it way harder way harder in the future when you're trying to actually make them comfortable because you already have this in place so you have to make them comfortable and then later on put this in place i think that would be the best way to go about it oh go ahead yeah so i was just gonna say like in addition to what obvi was saying i think um as at the end of

027the paragraph it says that they could have anonymous reporting i think that would be a good thing to have on a it's really accessible to students so that they don't necessarily have to like go through the process of everybody else knowing that they made that report but they can still do the right thing and maybe keep those friendships um so i think that would be a big part of it but it still would be tough to get students to go through that a great point rowan and that was brought up in the meeting as well and i think the other part of this that made i think most of the committee want to keep it as required was because um like principal bailey for example said like even i gave this scenario about like what

028if what if like it's a group of friends um and uh you know hate speech is used but there's there's an intervention by a friend uh in the group saying hey don't say that that's not cool here's why and it's sort of handled amongst the friends um you would still you'd be in violation of the policy if you didn't still report that to an adult which seems weird but principal bailly's point was like even if the administration doesn't actually engage in a sort of discipline process or even a restorative justice process it's helpful for them to know that um that the incident occurred as context for their work in applying it more applying this policy more broadly in the school so that was the other dynamic at play there and we don't of course have

029to land on any final answers tonight we're going to bring we're going to bring this to the committee and we're going to bring it back to the board so we'll have time to actually make decisions i just wanted you all to be aware of the context of the debate so because ultimately it will be this board i should have mentioned at the outset who makes the choice based on recommendations and advice and input from others but it's up to up to the board um some questions still about the reporting anonymously because i totally get why it needs to be anonymous but i also i do worry about the flip side is if it's anonymous then the administration has only one side of the story um and is there a possibility for abuse of the system

030a and b if later on in the policy we've got rules that say that the person who reported will be followed up with if they're anonymous how do we do that good question um i will note that the anonymous reporting is lifted from existing policy we do have an anonymous report option and i cannot remember if it's non-discrimination or harassment intimidation but it does exist already i my assumption would be that if you report anonymously you sort of are waving your right to a follow-up um because you can make that explicit then so if you report anonymously you will not receive uh you know we will not close the loop with you whatever the language you want to be using on that is it's good good thought and then i'm wondering if okay yeah that's

031good thank you i think someone else tried to jump in about the same time did someone else have a comment yeah i did um and it's it's kind of back to the the scope i feel like we need to take out discrimination and harassment out of the first sentence it's it's in ac and ac has a reporting mechanism i um i i don't know if this kind of talks about what the mechanism is going to be but um i i just there shouldn't be two things two methods for the same thing i think that's a really good point plus tightening this up as much as possible i think would be useful so that makes total sense to me so um i agree that makes sense the the question that i would have is and i

032believe that paragraph is lifted from the ospa sample policy um this section the sentence um just this sentence and the question i have is is based on race in any other protected class is that supposed to be applying to these or not because if it is it might make sense to to spell it out here um because for example like i think there are well i don't know is it is it the opinion of the do folks have the opinion that if something any act that happens if it falls under uh it is either a bias incident or it falls under the existing discrimination policy and there's no there would never be overlap i think there might frequently be overlap but because we've very specifically just defined bias incident in the previous paragraph we can

033just say if you have been subject to a bias incident then report it in this way okay and if it's harassment go to the harassment policy got it but we don't say that here so does that modify how we would use osba's language to ben's point because yeah because he lifted and and i also want to um and and maybe this is in the weeds and ben's committee can chat with brian about because i keep thinking you know policy is great but how do you really make this happen in the schools and um anyway i i just in my mind i'm feeling like we're well it's this or it's this it's how do you track it how do you record it um so i want to be specific around um the bias incident or hate

034speech but i also want to make it so that it it functions well in our schools i don't know if that makes sense but um i'm concerned we're starting to split and redirect things that may make it complicated so go ahead my memory is that director ebert created a very lengthy um flowchart of all of those ifs and what needed to be done for each example so maybe she'd be willing to add this in okay well that follows along that follows along my question um maybe director ebert has this information but um along similar lines dr emerson is that i wonder if we almost have a crosswalk right of the different i mean honestly a lot of work but crosswalk of the different policies make sure where we are overlapping it's consistent and then where

035we're you know where they're independent just to help us be consistent and that was the purpose of the flowchart too was to try and make that simpler for administrators as they were investigating these kinds of incidences so we could take a look at where this would fit with that flow chart and make edits that would be great and that sort of is aligned with what dr su mentioned at the committee meeting which is using the aar to anchor this to existing um processes um so i think that's that's a great idea um one just minor thing or maybe not so minor depending on what you think this was edited school or district employee the language we pulled from said administrator but it was brought uh in the it was brought and agreed with uh broadly

036that most students actually have a closer relationship with a teacher or even a classified employee and that that should be an acceptable starting point for a report and then we this sentence here just makes clear that um i think we actually need to remove this uh sentence uh well yeah the point the point of the discussion was teacher or classified staff could be the initial point of contact but then that teacher or classified staff would have to immediately report to a building admit a building or district administrator so i'll clarify that also what does a member of the public hear mean if a student or a member of the public feels they've been subjected does that mean that somebody in downtown tualatin who feels they've been harassed or have been subjected to a bias incident

037by a student they can report it it's just it seems odd that the member of the public is there it seems like it should be a student or a staff member that's a good question and that was not an addition that we that was something that was uh copied and pasted i think that's actually from the osba sample policy it is ben yeah so yeah i agree that that feels a little out of place because we don't exactly have uh yeah that would be more consistent if we put staff member with the above where it talks about um the very top where it talks about this applies to staff too although i do like the idea of calling out a volunteer i think that's appropriate okay um this is sort of similar language i think

038actually the same language um we added this this is kind of a nod to dr seuss point of like using ar to do the braiding rather than um trying to lay all that out in policy um this uh becomes important later when we get down to the plans um that the their sort of files and i think it aligns well with uh amber fields this idea of a levels uh uh levels review process for existing um incidents well i just wanna clarify are we going to have an ar with its own uh process complaint process or are we going are we is it our intention to use an existing complaint process i think the way and uh dr su or abdi uh or director on um chime in here but i think the the goal

039of the committee was to have a starting point of the existing complaint procedure but to have specific pieces braided in that are relevant specifically to bias incidents so for example the discipline section is not going to be exactly the same as the discipline section for separate incident of bullying and harassment um but the structure itself will remain the same thank you director bob and i i would offer um director sergeant mead that again we're trying to get to as few another a number of complaint processes as possible um i think it can be referenced relative to the ar but with some specificity relative to to hate speech and and uh hate actions so i would see this is is braiding that rather than developing a separate complaint process um i think that we have particularly

040i'm thinking about the process kl um that has um can conserve as guidance and if we need to revise and tweak along the way depending on on the facility of that as we uh institute the ar then we can certainly do that yeah it seems like referencing uh complaint process is the same as used in kl with these additions yeah i i again i think from a perspective of we want to basically hit the ground running we want it to be easily understood and a greater fidelity to process rather than having to scramble and figure out is this a new process is it this is something that that's a different timeline but rather relative to anchoring into what is already known uh and then as i say if we need to make adjustments along the

041way we could certainly do that and and i like your suggestion relative to the fact of you know in in this specific instance uh we can certainly bring that that into the ar the um policies that are referenced in the footnote here really should be cross-referenced for the entire policy rather than just footnoted and in addition we probably want a cross-reference to our freedom of expression policy because i think that has comes to bear with what we're talking about here and certainly ac should be cross-referenced as well yep it's in there so when you say cross-reference um what it what exactly does that look like so at the very bottom of an osba policy there's a listing of all the ors's that apply to this policy and then there's usually a listing of uh existing

042board policies that are uh germane to the issues brought up in this one so rather than footnoting them individually along the way they're just all at the end so that people who need to do research can do that um similarly when we get to the final draft i don't think we need to indicate that we got the language straight out of seven senate bill 577 or ors blah blah blah i mean obviously for a working draft that's really useful information and i appreciated it being there but in the final copy it's just going to be a little bit confusing and it should be in cross references okay i think that was in the osba sample policy in this format um but i could be i'll go back and check on that and and we can

043have osba kind of make sure that we're doing it right too um okay this language here um it was interesting to me but this is this is exactly the existing language that we already have in policy um so we we already do say that the findings of the investigation and remedial action shall be shared with the person making the report when appropriate um so yeah that's just continuing the current practice which is interesting because that to me was one of the the the disconnects which is one of the common themes we've we are hearing from students is i report and then nothing happens i don't hear anything there's no there's no closing in the loop um but we do have this um in in our existing policy and later in the policy you'll see when

044we get to the healing section um we talk about making sure that um if information can't be shared that the reason why information can't be shared is um is communicated to the the person uh the vic the victim in the situation so and this would be a great place to include that language about if the reports made anonymously you don't get this notification abdi do you want to talk about the education section since we're getting into your uh your brainchild here uh yes sir um so i'm just gonna read the thing i'm gonna go into it um the district shall regularly provide educational opportunities and experiences to students teachers classified employees administrators and community members on diversity equity inclusion and anti-racism these educational opportunities and experiences shall include the definition of bias incidents allyship bystander

045intervention and the district's complaint process furthermore the educational opportunities and experiences should be developmentally appropriate and vary depending on grades and age of students so this just goes into the the format that i was telling you guys about about the each format and this is this is probably the most important pillar because everything else does um intertwines with it um behind the education around it so you have to educate everybody so they can finally understand the context of what they're saying so getting rid of the excuse of saying i didn't know what i was saying um makes it a lot easier to actually like like cut down on these things because oftentimes that's excuse used um as well as we include this this line right here about allyship and bystander intervention so that these students

046not only are being told like that's this is bad they're also being told that hey you need to stand up and call out your other friends who are saying these things um and that is an important part that ben and i included because we feel like oftentimes like i remember in the elementary school the bullying campaign that we had it was like stop that's not cool that was being taught by everybody and i feel like over the time of my schooling that was like faded away not everyone can stand up to their friends like that so um the bycenter intervention um is one part that i think is really important but yeah this is just the education we didn't want to be too thorough because we wanted to leave it to the ar and how

047to actually include this into it but um yeah this is the education section of it and the way that uh dr sue framed it which i think makes sense is in the ar there would be the sort of required this is what each school has to do in terms of education and then also here's a menu of other options that are available to you um to you know sort of enhance the education offerings which i think is great and then i also wanted this was a catch from the committee we are not trying to say that the education will just include definitions this sentence needs to be reworded it's really about developing skills in identifying preventing and responding to bias incidents that was the intent but we need to tighten up the language there to

048be clear about that questions comments feedback on this section i really like this paragraph um i like um i like the importance of education um i agree with getting rid of definition it could just be include the topics of bias incidents ally ship blah blah blah blah my only concern with this is that once again we're going to be providing educational opportunities for members of the community i'm not quite sure how we do that yeah that's a i can't remember this came up or not but my thought there there's actually there's ongoing interest from and dr sue and and maureen are aware of this but um the mayors of all the four cities have uh reached out to us and basically said they want to help with the hate speech work um so it may

049not fall under education but what the original idea and i all credit goes to mayor ken gibson on this but he had this vision of like a joint statement of all the city all the mayors the superintendent school board chair um going out to all constituents uh and basically providing uh uh overview of the district policies some of the programs that are done in the cities so that was where my brand went for this section but you're right it's not that maybe doesn't belong in policy and so in terms of something that we're committing ourselves to um but i will i'll bring that back to the committee for discussion but ben remember um wait yeah go ahead um remember how we we kept community members in there because we're not like remember coach green's thing

050about how he wanted to stop hey at sporting events and like community members like oftentimes interact with our schools we can't act like you know our schools are solely for our students so like i'm talking about we're trying to constantly reach out to them throughout like activities that we have in our schools and outside of our school so i would say keeping it in there will be important so that we can actually reach out to those other avenues as well was one of the things we talked about in the last meeting that's a great point out to them it's just that this is a shall this is we have to go out and and teach our community and it doesn't say we should offer it it says we shall do it and so i just

051i worry about making that part of policy when the community is not really part of our i mean it is our purview but um it's not it says shall offer opportunities jill you can't compel a committing community member to attend right but i think i i like the idea i mean it reminds me sharon of the mental health work that you know um that was done at tiger high tremendously popular with families and community members i'm specific to that right so i feel like what abdi's trying to accomplish here is a similar model and i i guess i don't have an issue with that yeah we should be offering up those opportunities and i think you went to say something as well so um i think uh i guess maybe this would it would be

052important to um define who the community members are because when i think about our equity pillars you know um staff students families and community members um i think about like the equity team um hosting opportunities to talk about ways to engage or ways to talk to your sta your students or or children about race or ways to you know um uh utilizing some of their protocols in the whole like those are the things that i'm thinking about not necessarily explicitly teaching that but opportunities for um engagement so those are the things that i was um thinking about again maybe defining what that means um would be important too like when we say community members because i feel like um it addresses some of the things that came up during our listening session in fall where

053a lot of family said you know i don't know how to talk to my like my students about that or i don't know how to address that and so having opportunities um for that information would be important as well as when we talk about restorative practices um there's going to be a need for bringing in families to engage and connect with these pieces that needs to be taught and that needs to be normalized as well so those were the things that i was thinking about but maybe others were thinking something differently here's here's an idea um based on what you all are saying is maybe switch to school community is one possibility to reflect we're talking more so about people related to schools um could be community members interested or parents um or community partners

054um and the other thing um zinnia our director on is maybe we could say education slash engagement is a title um that might ruin abdi's acronym but that's another idea is to expand that just beyond education add engagement or something um what was the other thing i had similar comment but i'll hold off until i remember where it is i have a quick one is now reading it again i feel like dei again including that should be in our equity policy because committing us to doing all of that well it just seems a little it seems a little broad um there was a there was a reason that we kept it broad was so that when ar is actually trying to actually implement this into schools they can they can pick specific things that they

055can put into whatever lesson plan that they're coming up with so that was the reason why we kept it so broad we didn't like we didn't like specifically go out of our way to include those things we just kept them broad so that later on when they're going into it they can find multi using multitude of things when they're actually trying to educate people around these words and i just met brought in scope not broad in defining the ar so i hear um both sides abdi and i hear what you're trying to i think um accomplished in the opportunity of education right that it's a broader umbrella and from that you hope that people are educated around um the hate speech that they might use um what i i'm kind of thinking a step ahead

056karen that if what this next step needs to be for the board is to look at that equity policy right do that work with director on and dr mccall and in in our teams right um around what would that be and then do you cross reference it or something but i understand trying to create an education bigger umbrella um to give context i guess so so i i get it but i'm i'm okay in an education perspective but i think ben i thought or abdi that it had these shall include definition so maybe with a particular goal i mean do you add that kind of sentence to mitigate hate speech or something so it's a broad umbrella but the purpose still is to serve what we're trying to accomplish in the policy i don't know

057if that makes sense but it does okay okay um next section and i apologize my wi-fi is cutting out director bowman i'm sorry can i just interrupt i'm sorry before you move on i did remember the thing i i wanted to um what emily said last at the listening the last work session um about when you're a victim of an incident how you yourself you you respond to it i just wanted to make sure we cover that in the um list by center intervention and maybe that's implied but um i just thought that was a really important point of how the person is receiving the or a victim of it knows how to handle it well so i just wanted i thought that was um a really good idea and i want to make sure

058we consider that as well i also wanted to add in um i don't know if you've seen the chat from director on but she suggests we add in board members here and i think that's a really good idea okay great feedback okay um into the next section and uh board share wolf deserves credit for for both of these concepts um that we've sort of woven in here um had really good interesting discussion at the committee meeting about these two items and the sort of policy rationale for this section again is this sentence here and it gets to ryan uh ryan blasquez's uh his his words keep ringing in my ear about how we're really good at getting the words right we're gonna get the policy looking beautifully i hope um but then the key is

059how do we ensure that at each school and each student's experience that those words are being felt and experienced by the students and so these were two mechanisms that maureen came up with originally that we thought might be able to do that um so they would be uh and i think i think these are going to need some refinement and i think they're going to need to some some work and i'm going to look to you all for your help in designing them um but basically actually i should just hand it over to to maureen like which basic this this was basically created by my memory of your description and in your email so do you want to talk a little bit about how you envisioned these plans working and whether or not we got

060the language uh mostly right here um thanks ben because i actually have a comment to that so i was really moved by abdi's um each description um at our last session and i thought it was perfect so really from that model i felt to ryan's point right it really did create a framework of um like our zip plans um what is it that we want to accomplish how do we set goals and plan for that and then how do we measure and hold ourselves accountable so the the kind of what is it um abdi really provided me in his description of that work and and to create a um a plan from that um and i will say um the second part and and then i would probably back to the title of the policy

061shift um the name of this committee as well because i really want to focus on what we committed to in the resolution around hate speech or whatever we end up using as our terms but that we have an oversight committee and rather than budget because that's governed by state law and has criteria of members that aren't going to fit i think our goals um but similar to the you know financial oversight committee right that's now been in place over well over a decade um but that it really provides a community opportunity of students you know board members staff to really look at these plans and then meet three times a year just to really hold each other accountable for how we do this work and i felt it was a great opportunity um to see

062this policy and this work come to life and and be held accountable by a committee that is clearly going to be passionate about this work um and wanting to serve in this this capacity so yeah so thank you and then i just thought it was a great opportunity and again but i but my goal would be and this could grow right when we i really do when we talk about our old board goals i really want to go back to equity policy that that work i mean director on has done so much work around equity with the pillars and the um equity coordinators so we have to lift that and then just work on our policy so it really aligns well but um anyway i really would love a committee that focuses on this we've

063made a commitment we have to do better and i just want to see that and then it could expand it could grow as we define um our equity uh policy work and how we do that but anyway so i hope that makes sense and so i really want to thank abdi for the inspiration um for creating this absolutely and i think a couple of comments that i'll just note for you from the committee conversation um there was a desire to sort of loop in some to maureen's point is there a way to and i guess this is where we're going to need to be clear about how does this committee interact with the other equity work that the district is doing um are those separate things or is it important for this committee to know

064and be aware of that those things as they're sort of doing their oversight on implementation of policy um some of our schools not all of them have a no place for hate committee locally which would be really well aligned with this work not all of the schools do so do you want to put that in policy before it's in place you know there's that kind of trade-off question i can't remember who suggested it it might have been dr sue who recommended a district level each plan which i think makes a lot of sense much like the sip structure um ar would be used for to kind of determine what is in each of these three reports or or data points and i think this is an important piece about level to level it's going to

065look different that's important and then i think it was zinnia who sort of framed uh framed it this way the committee should be gathering trends and data to determine what is working what are the opportunities to grow and what are the thorns that need to be unstuck so that's the sort of function of the committee that probably needs to be worked into the description of the policy to be really clear about what we're talking about but thoughts questions ideas concerns on either of these two provisions so i love this committee idea my concern is that we're trying to flesh this out in policy um when we've got a pretty tight timeline on this policy and i think if i were interested in the ish committee i wouldn't go looking in a hate speech and uh

066anti-bias policy for it so what i would suggest is let's pull this out and make a separate policy that is specific to this committee like we have a separate policy for the budget oversight committee and that way all this information about who's on the committee and what their terms are all of that can be in a separate policy we don't need to fine-tune it all by september 14th and we can have a reference to the committee here but we don't need to go into all of the detail here and we can keep the two items separate and not all in one fell swoop but it's really i think it's great stuff i don't mean to be saying it's not great stuff so the model for that ben would be the financial oversight committee um i

067think because the bond is specific and turned right when the bond's done the committee's done um but um the financial oversight is its own separate policy i know that so i'm i'm not um i want to see it kind of following quickly behind right because i think it's something um to start working on um this fall but i'm okay to reference it and then create a separate policy if that makes sense to you guys i didn't think about that but i'm indifferent on that so yeah i think it's an interesting idea i actually don't have a problem with it either and in some ways it kind of strengthens um the committee um and by calling it out as a standalone so i'll bring that back to the second meeting and um get get thoughts from

068from some of the constituencies that we've been engaging with because my other concern is that this policy at five pages is starting to get pretty big and so streamlining it as much as possible to keep it really focused on here's what we're doing for hate speech and bias incidents and you know and keep it as tight as possible i think would be useful got it um i just wanted to give credit to on one behalf of this committee like i didn't really think about it this way but um this also provides an opportunity for change is one thing that um that i notice is like let's say words do change the future or our plans aren't working the way we thought they would work this committee has the unique opportunity to to change it and

069like and like tweak it if it needs a little tweaking to make it better for the future so i just wanted to give credit to you for that awesome thanks sir i think to the committee could also um have somebody who's on one of the building equity committees so that there's some overlap there just a random thought i'm just clarified too i think we're talking about um a standing committee right is it close to an advisory like it would be policy ece or standing committees you're right um yeah so just that would be the guideline we want to follow when we're creating that that new committee good catch other thoughts here all right final two sections um i think we're gonna be close to on time actually so solutions um when we use the term

070solutions this might historically have been uh discipline um but we're intentionally not using the term discipline here although it does pop up in the policy this is about originators which um an education for me in this process was that the term perpetrator is not a sort of best use term for what we're talking about here it's actually originator of an of an incident a bias incident so there's some background for you and then um here's the policy trying to pull up yeah so comment about how to loop in the ar and then uh there was a comment brought up about making sure that um the responses to incidents are um appropriate for the development not just the age of the student but the develop developmental stage of the student um which was brought up in

071the committee so we're going to anchor that in policy and might reference that to jill's earlier point reference at the bottom of the the committee um but uh yeah thoughts are questions on on on this piece and i you know actually before i opened up i should caveat this this was a this was a section where i don't think the committee's actually resolved where they're at um i did get a couple comments from committee members afterwards thinking that we need to be a little more clear in this section rather than sort of punting a lot to ar which is sort of how it works now there is a bit there's going to be a balance to be struck there in terms of what you don't want is it to be so ambiguous that the administrators

072are kind of stuck trying to figure out what they're supposed to do but you also don't want to try to legislate for every potential scenario in a policy so just with that caveat i think it's an ongoing thinking for committee members um but would welcome and um love any thoughts or ideas from board members i i love the um title i think that's great um as opposed to like you said um director roman and i'll be well done on that that's awesome um i um hey director fox your your audio is going in and out from me okay um i was going to now i forgot what i was going to say so let me fix my audio when i'm muting i'm gonna okay just hop back in whenever your audio comes back um other

073board members i love this paragraph um i actually don't think um i i think you've hit the the balance between too general too detailed um pretty well um i think there's lots of room for the ar to do the heavy lifting of of what exactly those solutions are at which level the only suggestion i would have is in that very last sentence shall follow district policies on student discipline because we do have one for students in general population one for disabilities and a couple of others so good suggestion got it okay so i have my um switch to the earphones here hope that's better um i just wanted to um kind of the earlier discussion that you were mentioning director bowman about just the committee being kind of unresolved i think um what i was

074what i was wondering is that we if we can do it by levels or something because uh the balance the hard thing will be consistency um across schools and there might be some maybe order or some suggestions by levels or some some maybe something a little bit more specific or maybe that's in that maybe it's that in in the ar instead but um but i hear what you're saying i think the most important thing is that we're consistent we also provide some flexibility given the situation so hopefully your committee can have more discussion on that yep that's a great great way to frame it um okay final section is healing oh sorry go ahead jill it was or was it this section hang on i'm now i'm no never mind i'm on the wrong section

075my notes are messed up okay no worries um i'm guessing it's probably from this section anyway we're moving into so on the healing section this is about the victim and how the district handles a victim when they come forward this is basically just to be super clear about priority this is responsive to what we heard in listening sessions um about students wanting um you know sometimes well-intentioned adults will be so um gung-ho to go after the originator of a comment that um will forget to that there's a human on the other side who's being deeply impacted so we wanted to be really clear about that and set that standard for all employees in the district um there's a lot of conversation about this paragraph um really fascinating conversation to me um you can see from

076the comments here laid out that there was a lot to say about it basically the summary that i would give and i'll invite director director on and others to to chime in here but very positive feelings about restorative justice a feeling that the way it is applied right now looks different in different places the way it's applied in some scenarios is really time consuming for an educator and for a victim to participate in which isn't the goal of what restorative justice is supposed to look like there was a discussion about the reason for that is we don't have white and this was from our educators at the table there's not um there's not an existing infrastructure to kind of plug into um this older infrastructure of this sort of zero tolerance is a lot easier

077to access for educators because uh and i thought it was described really well by one of the teachers who was like if you're in front of a classroom and you see hate speech you're trying to engage your class on the curriculum and the easiest way to respond is just be like absolutely not allowed in my classroom get out go down to the office um and that's coming from a great place right like trying to protect the victim trying to protect the education of the other students in the classroom but also probably not the best thing to solve this problem in the long run so there's there's that balance involved and i think um i'm not sure this was another sort of unresolved piece for the committee i think where we want to have more discussion

078more thought about what it looks like and whether or not ar can get specific about what this looks like there was pretty widely agreed that zero tolerance is not a great approach but also a reminder that zero tolerance is still utilized by some adults in our system um so we're gonna need to be really intentional about our training on that piece um and then the rest of this i think a lot of it drawn from other policy um but uh applied to this context so with that questions comments ideas concerns i have a question so um does do you have any ideas or are is the committee planning to address like how um you would say like the originator said something in a classroom that um you know like that more than one students might

079have heard but directed towards uh one victim like how you know like how would the classroom heal from the originator's comment that's a great yeah because i think the classroom also needs to know that that is wrong and there's an educational opportunity in that i think that's a great point emily and you're right the policy does not cover that as written and so we're going to need to rewrite and make sure that's included i'm going to add disguise um i i can add a little bit about that i think when we talk about um it goes back to how um you know obvi's each uh structure really supports that question that emily's bringing up is that you know when i when we think about and i think the reason why we back up because i

080feel like a lot of these pieces are very aligned to our current uh district priorities around culturally responsive teaching around you know um scl and around diverse um perspectives and alignment to you know proportionate um representation and stopping as well so when i think about you know culturally responsive teaching there are four tenets in it one is critical consciousness uh the other one is classroom climate the other one is community of learners and then congruent and pluralistic instructional practice and curriculum so when i think about the beginning of the year as we head into um the the new uh year we're talking about rituals routines um you bring forth like the circle you bring forth being able to um use protocols to address uh classroom culture classroom climate um when i uh think about when

081i was back in the classroom it was one of those things where we would bring those things forward we get students um comfortable and safe feeling around you know what it means to be a community what it means to one uh walk with integrity and to preserve the dignity of others and then take time across you know our meetings to really define that and and work through that so what ends up happening is when i was a teacher let's say i had a guest teacher come in and then there was an incident or something before it you know before knowing a lot of that there would be oh you know um this happened you you did this but then in a circle component or like when you're running circle you might say you know what

082happened and then get different perspectives and then build the capacity of the group to really work through that and then it's really that portion when you have a classroom that feels safe and courageous enough to be able to bring forth some of the things that are impacting the community you can bring that forth in in that class setting and it's not it's not out of it's not out of tune it's very aligned to kind of like the system that's already been created or the community that's already been created and so that those are the the things that i i want to offer when we talk about why is it that we as as a system or as a school are going towards culturally responsive teaching why we as a school in the district are going

083towards seo because those are those um you know components and baseline that would offer that opportunity to address what emily's saying um and that takes a lot of legwork heading up into that and a lot of practice i don't know if that like helped at all but i thought it's really helpful okay so the only changes i would suggest here um are that we have the use of restorative justice practices when appropriate and available because it's not available at all of our schools yet um but once it is available then [Music] then it should be used and then the other thing i worry about the language of discourages the use of discredited and ineffective um it's a little more editorializing than we usually do in policy and so if we just say we discourage the

084use of zero tolerance approaches i think that's a little less [Music] inflammatory and similarly the word inflamed problems i worry about that a little bit the last thing i want is um to well no it's not the last thing i want it would be unfortunate if it got people's dander up for all the wrong reason yes and and the the that's a really good flag on both of those and i think the context here is that interestingly some people when they hear zero tolerance their thought is like yeah we shouldn't like as a community we shouldn't tolerate the use of this so these were rather than saying that mindset i think we were trying to be specific about like discredited use of zero tolerance and ineffective use of xerotones is not okay but that community

085standard of we don't tolerate hate speech um so yeah i think there's a better way to say that and we'll we will dive into to do better there so adl and sorry go ahead dr mccall i was gonna say or even say something to the fact that this discredit discouraged the use of zero tolerance approaches that have proven to be ineffective based on research and there's tons and tons i have a whole literature review that i could you could tag to say that because that's been proven throughout for the last almost 20 years i like that that's a much more official sounding way of yeah that different works thank you the question i have about that is um do we since we're talking about healing and that seems to apply to more of the solution

086for the originator i was wondering if we should just um eliminate that and i don't i can't see up there to see if remember if we covered that maybe it belongs up above the solutions instead of down on the healing section then we can just talk about and encourage the use of restorative practice when appropriate and available and then maybe put that other sentence up there so we're clear who we're talking about that makes sense i think that's a reasonable point although there is also a component of restorative justice that is part of the healing process so i'm not sure i'm not suggesting taking that part out i was just talking about discourages the use of discredit zero tolerance because that's more of the solution and not so much the healing zero tolerance seems to

087apply to the originator than it does the victim does that make sense maybe i'm not understanding where this is going but that was i actually think that makes sense yeah and um i so our partnership with abl they use zero indifference and that i think relates a little bit more to the um the victim because the the whole i think as you stated earlier um was not disregarding or you want to center it on the victim and and healing so that could be something that we use or not but just a thought okay any um final questions comments abdi anything you want to say or ask of the board um as we because i'll be and i honestly gotta have to give abdi so much credit i mean you saw you've seen him in the

088board meetings but we he's probably getting tired of talking to me on the phone and doing face time meetings with me as we're developing this like i the the level of commitment that he on a personal level has demonstrated to this i i just want to say thank you to you abdi um but any questions you you want to ask the comm the board before we adjourn or excuse me before we move on from this uh item um i wouldn't i wouldn't really say questions but um i'll just i'll just put this forward um so this is musical that i really like um it's called hamilton it's really musical and like like the second to last song they're just there's there's this line where it says god so what is a legacy you know they

089often talk about what what is what is the legacy that you're leaving behind like the line is what is a legacy it's planting seeds in a garden you never get to see right so the point is we're going to be talking about like we're talking about hate speech we're talking about this policy we may never see what happens from this policy well i can really say is that we're planting this scene right now and it's going to be in all you guys legacies that we that we left us behind from our future generations to go through so that's all i can say we have a lot of work to do before our second draft but we'll get there thank you sir um [Music] well i um again abdi um and i just can't thank you

090enough it's um it's just a great opportunity for us to have walked through some really um difficult conversations um and to just stay the course and do this work together i'm just really grateful so thank you um so much and again ben thank you for your tremendous leadership facilitation through this process so and i'm i i am i just feel like we're on a a good course um to really uh move the dial on this so thank you all um okay so we will move now to item b and ready school safe learners um and dr i'm assuming dr ricky smith it is you you are not listed but i'm assuming it is you so uh actually um this is where i would bring my the cabinet team director kinch um and uh and others

091so director kinch um perhaps a brief surprise of what you reported to the board during the work session yes i thought i would give you a summary um with some quick overviews of the three sections and give darren a chance to talk about his section so um again we are submitting an operational blueprint to oregon department of education we also are submitting it to our local public health department and we are giving you an opportunity to look at a plan and provide feedback i would tell you that in any other year usually it's the oregon department of ed that gives us our guidance and this year is unique we are including the partners with the oregon health authority our including our public health departments the nurses association um and we are checking and keeping apprised

092of public health nationwide and globally our this blueprint was created in collaboration with um a public health team that meets weekly includes health services human resources communications operations student services we are planning on expanding that team to include our school-based health centers our mental mental health representatives are culturally responsive coordinators and tta and osca i think what's really important to understand about this document is it is a framework and a blueprint to start school in a different way the way and this is the public health piece the first three sections are about public health school's going to look different this year and we also know that every day things change so it is a fluid document and i think that's important for you to know we may sit here again in front of you in

093a month and share updates with you every day we get updates we all do from the news we happen to be a state that starts school a little later so we are getting to hear about other schools that are starting um we also get updates from our health authority and we get some from oregon department of bed and we get from some from the nurses association the other piece that i would say is really important to remember as we think about public health it's about our community not just schools in isolation so one layer that we need to be responsive to our community's needs and one example would be our pacific islander community is being disproportionately hit by covet so our plan needs to be fluid to meet the needs of our families and and

094we need to listen to what they need and get their input another population that happens to be impacted is our students with disabilities who are medically fragile so we work with our student services department and our families to make sure that we're addressing their needs the majority of this plan is around the first three sections that is what we will put on our our website and then the last four sections are around instruction equity social emotional and mental health and community outreach those sections are assurances like dr ricky smith explained earlier we will be sharing more in depth with you what we are planning and it will have our required pieces but it will also have the things that we know are good practice that are recommended or that we are the tiger tualatin way

095so the first three sections the first one is public health we have a communicable disease plan we wrote that plan again fluid we wrote it specifically for covid if you look at some other ones you'll see that they're written for all of all of the communicable diseases that are out there we have always had policies and procedures for communicable diseases we will continue to follow them they have been adjusted but we wanted to create a user-friendly plan for our schools and our community and our public around covid specifically we you will see this year that we'll be doing screenings any staff member or student that comes into our buildings will have go through a screening procedure we will have students and cohorts and will be contract tracing so each cohort will have a log that

096we will keep in every student that's there in their contact but even if for example i go and observe a student i would be on that blog so if we did have an outbreak and an outbreak right now would be one person testing positive we could hand that over to the public health department i'm going to let director bernard talk to you a little bit about ppe and physical distancing and cleaning and then i'll wrap it up with response to outbreak director bernard thank you director kench i think just at a real high level it's it is what the document stated as a blueprint and so the blueprint really guides us through the process of the time that a student really starts from home and comes to school what their day looks like through the

097through the day as far as like director kin said the entry point of being screened where do they go once they're in school um we'll be working with our building principles that they develop their plans for what those daily routines look like such as hand washing traffic patterns things like that we'll have signage throughout the building and then all the way through the end of the day and what is a dismissal look like for our students as they transition to home and those who ride the bus what that bus trip looks like included in this plan um we've included our food services our transportation company and we've also had quite a few folks involved on the operational side as far as just the the health and safety of our schools and what our all of

098our buildings are different we're ex we're looking at every building as an individual and what do we need for those buildings to make them this you know the cleanest and safest so when our kids do return to us we feel pretty good about what um what we have in our buildings and the protocols that we have in place as director kent said this is fluid new information comes out all the time almost daily we do have groups in our you know folks in our operations department that are connected statewide this is a very collaborative effort we're not doing it alone we have um folks that are engaging with people across the state on a regular basis and what other districts are doing and so we're all learning from each other all giving suggestions and working

099well together and so overall i'm really pleased with the amount of work and the collaboration has taken place for this plan it's been a heavy lift i feel like we're in a really good spot but again it's very fluid and we're ready to make changes as our guidelines means for us to follow and then just to close this up i know that many people have questions about how we will respond if we did have an outbreak um we aren't we don't have students in our buildings right now we do have an extended school year going on we are anticipating guidance this week from the oregon health authority that will give us more details about response to outbreak but i can tell you um a couple things one is if we did have one person and

100again this is about students and staff who tested positive we would notify that school community and we would do so in writing and we would consult with the public health department the public health department gives us guidance and consultation about school closures they do under certain circumstances have the right to close schools but in most cases we are anticipating that they will provide us guidance and it will be up to us to make a decision about when and how long we close and how we respond we will have a covid response team that will include again a representative from cabinet and human resources in particular and we will come together if we do have a positive case and respond accordingly it's not just about whether schools close but what guidance do we need to give

101to that individual we need to talk to the public health department we need to talk to director bernard about cleaning and then make that decision about is it one person or is it two or three and as we all know that the community spread is also important to look at so we look at it in context so there will be a lot more to come around response to outbreak and clear responses as much as we can because every situation is individual and we will share that with our families and our staff and all of you and i believe that is it does anybody have any questions for comments or input you are welcome to give us input board members do you i know i was late so i'll let any of you go go first

102and then i have a few questions you guys all good why don't you do your questions first maureen okay and i apologize again uh for being late for the work session and if you covered this um so thank you um for just a complete plan um so carol my first question for you is i know we're running the summer school program and i think it's been really incredibly valuable for the students able to do that so this might be a stupid question but but given the new where we are for fall entry we are not doing any in school for our students with the greatest needs that's just a no-go okay that was one question that i had and then um darren this is probably more for you i you've got some weeks now right

103no one's coming into the buildings but i know director moore had forecasted 13 million to do this well to do this program the way we want i mean as you look to november do you see that you have the resources or we're still waiting for the you know federal government to make a decision that actually can help us fund this wow i'm just curious where we are to actually execute at the level that we need to or want to yeah no great question no i feel like you know it's it's hard it's a moving target you don't know how much ppe you're going to go through and so and there's challenges you order it it's available and then it's not prices fluctuate so i feel like resource wise we've been very fortunate we you know

104have been given the resources to purchase ppe we currently have purchased several hundred thousand masks um we've we've purchased that you know i think seven thousand face shields for our staff mostly wear cases and cases and cases of gloves and yeah so and i we you know we probably the same thing as as far as soap and hand sanitizer and you know all the cleaning supplies that you know we need we feel like we're in a good spot but again we can spend you know i did a quick math we spent forty five thousand dollars on hand sanitizer it equated about four ounces per student so you think about that and how fast you go through it right and so how much do you purchase how long does it take and so we're trying to

105balance that i feel good about what we start with we'd like to make sure we have at least you know several months worth of supply and then just keep a scene out and then monitor how we go through that and just keep that a revolving order of it um you know other equipment that we've been able to purchase will be for folks that have been in the schools i don't know if they've ever looked cleaner in some of them we've been able to accomplish a ton of work a lot of floors that have not been um fully stripped down and clean they'd be a nice shiny brown now they're really nice clean and they it's been amazing what our crew has done even though we have been short-handed all summer long they have worked super

106hard in our buildings are really looking in good shape we have been able to buy some new equipment that's going to make the um make us more efficient so we'll clean better and we'll clean faster than we've been able to clean before with this new equipment that we have and so we know that we have limited bodies and so how can we make it easier for our staff faster and actually do a much better job cleaning and i think we've purchased quite a bit of equipment that's going to help us with that across our building so overall um you know we we feel really good we purchased over 400 partitions out of plexiglas mainly focusing on our our secretarial um areas when you walk in the building any high impact area where it's a you

107know libraries it's counseling office it's where kids or you might have a line of people that come up to a staff member and so we hope to get those in by the end of the week and get those start getting distributed out to our buildings and look for other areas and then that was our initial order and then we want to look because we know there'll be more areas that we need to address as people start coming back and things like that so we're really just trying to get prepared to be responsive to the needs of our staff when everyone comes back and we hope it's soon thank you and then dr kench i also appreciate i heard you say if there's a breakout the whole school community will be communicated too because i thought

108an earlier response was just the cohort so um if it's that i think that's important families will want to know that so um thank you for that so so that's it for me other board members if you have questions i'm uh curious probably a director bernard question um about transportation um and um i know there's very detailed guidance uh in rssl about this um but i'm curious from the district perspective you know how is that gonna be different for us is it gonna be more expensive are we going to need more routes are you anticipating challenges finding drivers i'm imagining particularly given that i know a lot of our drivers are retirees um and just curious about the the district's thinking on transportation yeah yes to all your questions um yeah i think you know

109jeff smoke our our transportation manager has done a great job working with sta um we are going to need additional routes i think they're looking at you know it it's yet to be seen once we start um laying out those route plans on who's coming back who's who's doing the hybrid version versus the you know 100 online that's going to dictate some of the capacity that we have on our on our buses but they have all the planning done on the numbers of kids that we can um transport on our buses um i can't the routes it's not a huge number of routes off hand we're just running more routes in particular i mean there's additional added i think it's like 10 rounds or something like that we're just running more often on those and

110then they also have protocols we'll be um having classified folks on our buses potentially this so there's a monitor there's a check in that monitor um so when a kid gets on the bus there's a screening there and so changing a lot of the typical way that we transport kids and i think earlier in the board work session dr kinch also mentioned that you know we this is a partnership with our families and we will be asking our families to um whether it's a pledge or whatever it looks like but we really have to have our families check our kids before they leave their house and that could be a temperature check it's going through the questions and so when we do send our kids to school we are um there but there's potentially they'll

111be screened multiple times first when they get up in the morning by their parents when they get on the bus on the way to school and so multiple opportunities to check in on our kids but transportation is going to be also a challenge for drivers like it always is i don't you know i don't know where we sit currently as far as vacancies but if it's anything like our some of our custodial areas it's been a challenge to get people to apply for um our postings right now um this week uh we did notice an uptick in a number of applicants um so i'm hopeful that more people will be out there actively looking for some of the positions that we have that are some really good positions in our district thank you for that

112um the second question i have is more longer term process um so and this might be a dr sue question i'm not sure um so let's say at the end of uh you know nine weeks or ten weeks we um or it could be could be longer than that right let's say that uh at some point in the future we're hitting the state metrics we're hitting the washington county metrics um and we feel like we're moving towards uh reopening for hybrid what does the process look like are we going to review this plan again given the current context we're living in will it come before the board before we make a decision um how how what's the sort of chain of command there in terms of how we will make reopening decisions thank you director

113um bowman i would i would tell you as i shared with you in the work session that again you know all superintendents are tracking the metrics we received weekly updates and we received one today and as you know the metrics have to be stable and meet the criteria for a period of of three weeks but as we see if we start to see those you know plateauing then certainly the team and i will internally will have conversation about how we can now shift gears to think about opening under hybrid and we would uh bring that report to the board so that there's clarity as to how we're thinking that through i think there is also an opportunity and we have not yet fully fleshed this out but some of my initial thinking is also then

114just an initial communication and and or survey for our families to say we it appears that we are entering into conditions that will bring us into hybrid um we want to bring you you know uh up to speed and then again do one more uh disease or anything else you need done to know or understand as we move into you know into a hybrid model i think it's more likely that we will have conditions that may allow us to do some of the exception groups such as our students who are emerging bilinguals our special education students our students who have uh specific needs and who have find it difficult to engage in in the online platform uh so that we can bring them in for in very tight and small groups so i see that

115as basically phasing in to finally being able to go to k-12 but much much to see even today's metrics were such that we seem to be stuck in this loop between 40 to 50 um ish cases in washington and multnomah clackamas appears to be making some some headway but as you as you know we have to consider all three of those counties metrics um as we're trying to navigate whether we can move to hybrid or not but it certainly will be both an internal as well as a report to the board as we're getting close to to moving into a hybrid stance thank you i really appreciate that and i think it's it is important for folks to know um because that was something that i've been curious about is this we've laid out these

116metrics at the state level but it's not like an automatic trigger where once those metrics are set and show up to school on monday there's still going to be a process and you know planning and oversight um so thank you for for clarifying that dr boban i appreciate that and what i would also share is that part of our thinking also it has got to include and do we think it will hold right um and so i think that that's also part of the challenge here is you know three weeks is always would be great news the question is as you then start to move populations into hybrid we know that every trans every time that we um as communities have um increased the amount of contact um that it puts us in a in

117in an interesting position relative to will there be an uptick or whether they're not baby and we want to make certain that when we get into the classrooms that the learning can continue as for as long a period of uninterrupted as possible thank you well i might offer to end on us a little celebratory note um one of the you may or may not know that one of the unique things about our district is that we provide an in-person extended school year for our students with disabilities this year and yes there are some some districts that did very small groups we did a little bit more and it was very successful it gave us an opportunity to work out some of these implement implement screening and routines like hand washing and physical distancing we got

118to work with students that taught us a lot about mask wearing and standing on blue blue squares and learning that it's both staff and students who need to relearn some of our physical and health norms it's not just students in fact the students were a little bit more adaptable than than we were but it has been a really bright spot this summer is providing those services and students happy to be at school and still being able to maintain the procedures that we're talking about now it is a very small group of students and a large group of staff but at least it gave us a chance to see what we need to do really well we need to communicate really well with families communicate really well with staff and do it regularly and often so

119i think we're done you guys are all good okay um with that thank you um director bernard bernard and director kench i appreciate that update and with that we close report and discussion and move to action items and our first one is director moore with approval of high school fees thank you chairwolf and good evening to you and members of the board back on july 13th we brought forward various fees to the board and the board for the most part approved those fees but gave some feedback in three specific areas of the the high school student fees and ask for some additional conversation work on bringing forward a a revised recommendation related to those and um so the three areas uh that we discussed with a small group including uh chairwolf and director emerson and

120uh the high school administrators and i uh were uh an effort to align uh the asb sticker fees for years it has been different between tigard and tualatin and principal de lerba agreed to recommend that we reduce uh the 12 and high asp sticker fee down at the 30 level so we had alignment between the two schools and um the second area uh it was uh the pe locks um that has been a a model where each and every student that is taking pe pays for the lock and then if they want to turn it back in at some point whether it's at the end of the year at the end of their high school career they get a a refund and there'd been some discussion led by director emerson to consider a different model

121where the locks are provided to each student in pe and then if they do not turn it in then it becomes a fine um a five dollar fine versus a five dollar fee so um i provided uh to the small group plus to the entire board some activity related to those locks and the the revenue and the refunds over the last couple years and i think it was enlightening to some of those in the small group that um the numbers that actually ask for a refund is is smaller than maybe had been anticipated before they saw the data and for this year the recommendation is to continue the current model or the model we've had in the past but um i threw out the suggestion and maybe there's further discussion with the student groups as

122we as we look at fees and fundraising on an ongoing basis and maybe it's a few years ago for those of you that that weren't around we did uh do a shift in fees related to curriculum and we pretty much removed most if not all of those were instead of charging kids for school we enhanced our our discretionary budget so some of those things could be paid for by the district and maybe that's one way of thinking but i think it's worth some conversation going forward and then finally director chairwolf brought forward um a request for an update on how um we're keeping our our processes seamless and confidential related to uh accessing athletics and payment of fees for participation where there may be a waiver involved for free and reduced and we have an

123interesting situation at the two schools where we have um tigard has um been using a system called register my athlete in recent years and it's not totally seamless and that it integrates directly with our our fee system our student fee system um where as tualatin is is trying out or piling piloting a new system that's actually a module to our cash receipts fee system so it it totally integrates and interfaces directly and plus has the ability to automate some of the the fee levels uh in the background so it's not out in the open related to to those that are eligible for a reduced fee due to their free and reduced status we had a great conversation with principal bailey on the tigered side though with how he suspected that we could also create that

124that seamless confidentiality piece with with the register my athlete system as it transfers over once the athletes register to transfer over to the payment of fees and he himself is trying that out for his girls who are involved with dance team and then he's going to do some other sloothing related to using a um registering as a actually free and reduced student who and see how that works with their system so we're working on it we're we're trying things out and seeing if we can make it work and so it's right for students and families so they're not in that uncomfortable situation when it comes time to paying fees and or asking for a waiver so tonight we're asking for basically two adjustments to the fee schedule uh align the asb sticker fee at 30

125to each school and then the rest remains the same as last year except we updated the dates uh tiger offers those staggered um payment levels based on the time that the yearbook is ordered so we've updated the dates based on our current school year calendar instead of 2018-19 thank you director moore i think that um i was just rereading um your memo particularly around the asb fee right i'm i'm grateful to align the schools at the lower rate but i still also feel that that review of what will that what value will students have in the asb sticker this year if a lot of those components are things that they're not going to access till the spring and so i it'll be interesting it'll be you know a market exercise right whether students find that

126of value and emily or rowan you're welcome to i know rowan is three hours ahead of us so he might be gone by now but emily feel free to comment if you'd like um i'm on the tualatin asb so um but for me i'm really glad that we're getting we're reducing the fees i think that's so great um i didn't have the sticker for for the past two years just because i felt like it was a bit unnecessary even though i myself was an asb member but i'm glad that we're reducing the fee so that um it is more fitting to uh some of our students socioeconomic levels yeah thank you for that oh oh thank you um so board members any questions for director moore no questions from me other than the date on

127the yearbooks is still wrong in the board pack i assume you already caught that though as is the asb feed oh you guys mean in the detail in this the charts yes exactly including on is that including on the update that patty he sent out a single document but that's not what's in the packet okay okay um and i apologize for my lack of video but my internet is so unstable right now that i'm just gonna have to go with what it'll let me do so i apologize for the lack of video thank you directors arch me um so i think based on the so we're talking dates not prices and the goal is here and what the fees are so if there are no other questions they'll take a motion to approve the fees

128i just real quickly i did just want to say thank you to david for um for circling back on the asb issue and especially i'm really excited about point number three and um would love to have continued updates to the board on that as it gets fleshed out because i think that could hopefully solve some bigger problems for us um and yeah just just wanted to continue to flag um that uh and it sounds like principal bailey might be heading down this direction but there were some questions from students during the participle participation fee committees about how asb dollars are accessed by asb and having different systems at uhs and ths so i do want to try to get that standardized and have a common understanding between principles and asbs at some point but um

129really thank you for for tracking those answers down okay can i have a motion please i move to adopt the 2021 2020 21 high school student fees as modified a second modified because of the oh okay you mean because of the from the original from the errors yeah okay um had a motion to approve and seconded uh 2021 fees as modified any further discussion um you know i'll do roll call on these two um so signify by saying i if in favor director bowman oh did you say i've been i don't know if it got cut off i yeah um director emerson thank you director emerson director fox hi directors or to me hi and director wolfe is in i um in motion carries um thank you uh director moore and um our second action

130item last item of the evening is of course the adoption of the online curriculum purchase and uh i assume it's director robson and director bernard yes that is correct let's see so given good evening um director or excuse me direct chair wolf and vice chair bowman and members of the um board because we had the um board work session i was wondering if you wanted us to quickly step through the presentation to give some context or just open it up for some conversation let me unmute let me unmute um i am fine with just opening up for a board conversation i recognize that not all those viewing um would have excuse me been part of the work session but board members are you good just to jump into conversation and questions or should we hit

131a couple high notes on the slides um director robson or director bernard if there's a couple that you think are essential feel free to share otherwise we can jump right to questions but i take us to the recommendation perfect and we sit here and use the slide deck as a um point of reference for answering questions okay uh board members what questions do you have for director robson i know that a lot of us hit pause to jump to here i have a question um on this slide and i appreciate it my wi-fi is i think doing the same thing as jill's so i apologize if i get spotty but um i i received a couple of questions i think other board members might as well as well around um flexibility um so the second

132bullet point foundation and flexibility for all um so curious to get um thoughts on or maybe an explanation around what is the flexibility the professional flexibility for a teacher and how are they able to incorporate the existing curriculum that they've been using and also any supplementary curriculum like one thing that came up in the in the policy advisory committee is people wanting to in uh inject their own sort of uh equity curriculum or um culturally responsive curriculum what mechanisms exist and what does the process look like for a teacher to be able to do that yeah good good question do you want to talk kind of more on the technical side of like flexibility to put curriculum into you know kind of that back and forth that way does that make sense yeah and then

133i'll let you hit the curriculum side of it you bet so part of the conversation leading into the recommendation was trying to find the right tool that met everyone's needs well that's really difficult to do so what we did is we found the best tool that had the most flexibility as well to accommodate for all the various needs that were out there so what we are proposing is uh licensing florida virtual content and hosting it through canvas canvas is the learning management system and what canvas allows us to do is to bring in florida virtual content and supplement it with ttsd curriculum or even put ttsd curriculum that isn't available in florida virtual say basket weaving or culinary arts you know something that just isn't available and present it in the same foundation or platform

134as all other courses because one of the things we heard loud and clear from our parents and our students was consistency and cohesion and so what we didn't want to do is put a math and science and social studies class a core class in one content platform and then have a culinary arts or a band and another platform and have kids bounce back and forth it'd be very difficult for students and parents um families support staff el special ed right so that's how we ended up with canvas as a platform florida virtual and ttsd as the curriculum being presented through canvas and i'll let todd speak to how we are um planning the rollout and the conversations that we're having right now with staff to find that that balance yeah thanks susan i am yeah

135it's a great question and as we were going through this process again um a range of of uh perspectives again you know specific to building out ttsd curriculum full-on um which which is daunting in its own right uh in many ways um but also then on the other side of that spectrum you know the the ability to have um an online curriculum that's already been vetted and and is at the ready uh to everything in between so having said that we um and again listening having a lot of deep conversations around this we wanted to when we landed at that place of recommendation for a backbone curriculum if you will in terms of florida virtual uh for all the reasons described one of the things that we wanted to be sure through the work that

136we were uh gathering and doing through all of our committee committees was um you know not not handcuffed for our teachers in terms of not being able to supplement not being able to augment uh or even build out curriculum um so what we did was because we know the value in that absolutely um 100 and um but it's just balance it's a balance of the situation we're in and supporting teachers through and through so with that um we are still working through and nuancing um kind of um these options that we're putting forward with and we're working with tta and um and colleagues to to kind of vet this and and bring this to life but um we're looking at at four options uh teachers use 100 florida virtual option one uh if you will

137uh for their content area and then by providing direct instruction you know facilitating monitoring progress for sure um and and absolutely providing supports and that takes in one sense the cognitive load off of teachers so they can focus on on building relationships and and and sel anti-bias curriculums coming down the pike other other resources that we still need to tap into that allows for that uh that online ready curriculum um to be utilized there's a second option then um that is uh you know teachers continuing to use their professional judgment to really ensure that lessons meet the standards and the learning needs that the florida virtual lessons provide but then and supplement along the way with with ttsd adopted curriculum um and assignments and projects and that kind of thing um and and then one

138things that we're really we're talking about in terms of that kind of option where we're supplementing is we also are the expectation is that we you know we want to have um it needs to be common among across teacher teams content areas you know in grade levels and within this within a school um and so we don't have a situation again where um one teacher is supplementing augmenting lessons and really building up and another teacher is not and we've got we've got a situation like in the spring where we don't have consistencies um a third option then is uh really a florida virtual does not offer a course this is the work i mentioned we're doing with with schools right now in in uh building a list of of where there may not be courses

139at florida virtual offers and then those one-offs or those class those particular courses would need to will need to be built out using ttsd curriculum um so that's really not an option but that is in the mix there that that's just a known um and then finally then uh if a team of you know the teacher team comes together and says uh biology for example says listen we feel like we have we have vetted the florida virtual lessons and we feel like that they just they're not hitting the mark and we really need we really feel like building out ctsd um using ttsd adopted curriculum is gonna is gonna really allow us to hit the mark in terms of standards and and such and so um that is a fourth option where teams can collectively

140pull together build out using ttsd curriculum almost in a versus florida virtual situation uh and but we're working on a process that ensures that there is um uh that there's vetting that that occurs of some kind again we're still working out the details here we can do some checks and balances that the the curriculum that's being built out as a team uh meets that framework that we are building um specific to online lessons and delivery and so we want to build in those consistencies that way again so we assure that we don't have um you know we don't have a um a situation like in the spring so that's in the works right now but that's what our what our um our path is moving forward to try to make sure we can balance um

141our our teachers professional knowledge and skill sets and understanding um with with um online and also development of curriculum so i i hope that answers the question that that is really helpful um director robson one follow-up question would be particularly between those first two options is that is that going to be a teacher determination where the teacher determines what's the best fit for their teaching style or how they want to teach or is that a building level determination or is that tbd yeah that is a in terms of like making the decisions to supplement um that that and or if the decision is boy we really want to build out uh using ttsd curriculum's entire unit or multiple lessons um that's something that is that is building specific but it is it needs to be

142in that building it needs to be a collective among the team that's making that decision so if i'm a third grade teacher and we are saying these math lessons we feel like we can really hit the mark with our own ttsd curriculum in this case during this particular module that needs to be a process that goes through uh administration and we're working with how that looks in terms of of peer betting of that curriculum those lessons put into a framework that fits the online structure so there's consistencies that way and again stressing that this is an aligned effort between all the team members and that they're all agreeing that that's what they're going to use so todd that's kind of my question so majority wins or i mean what if you have this team of

143four teachers two or three gung-ho no let's add let's build and one is like i have no interest in that how do you navigate and facilitate that decision yeah well ultimately going forward what we're saying is that um and especially at k-8 this is where our administrators are sitting as they work with their staff is that florida virtual will be the curriculum that we're going to use coming out of the gate especially and through these nine weeks for the most part and as teachers get the relationship built routines built expectations um dive into sel anti-bias curriculum that they're going to be learning and implementing and really building that those foundations and doing review work and things like that to get kids reengaged in these processes around school online then that will be something that will

144uh schools will talk about and and work with uh through their administrators in terms of those kinds of decisions to start building out uh at that point so we have some time to kind of vet that and make sure the process is in place it's work to still be done to answer that exact question director wolf because we don't want that but we do want discourse among our teams to be able to really understand what florida virtual is offering versus our own curriculum and and knowing that florida virtual is that that uh backbone curriculum that we're working from initially there needs to be some real strong reasoning to completely go you know off the path um and uh or want to really shift away from it and and that'll be conversation in building with with

145administrators and teams so so todd this helps me um understand so a lot of our current curriculum to effectively deliver it via an online platform really just isn't designed to just happen do that deeply yes and and what happens is there's there is so you're exactly right um like one particular teacher on a committee said um said to me um quote you know i've i've been i've spent all these years building uh lessons uh and developing the curriculum that i have and and lessons and units for brick and mortar not for online um and that was a veteran teacher who has has been doing this for a long time and doing it well and and so there's there's that there are some teachers who i think you know as we all know we talk about

146you know um kind of swimmers shark spotters pole holders that kind of thing um as we've mentioned who are who are off and running and could transition and probably transition in the spring pretty well to being able to provide some outstanding online instruction and develop those in an online platform but we know that we have a range of teachers across our district that need multiple supports to be able to make that shift and again it goes back to this idea that everybody was a first year teacher in the spring and there's a lot to that um and so that's the that's the one of the foundational pieces to it a k-12 package curriculum um is that it is built for online we're moving into this new era if you will this new situation and to

147transition all of our ttsd lessons units and that kind of thing that are built for brick and mortar into online can be done it's daunting but um you know it would be a big learning curve as well um it's it's equally as much work to do that as it is to to have something to start from and try to to understand what it delivers and have it at the ready to start the school year um there's there's definitely challenges both ways and and both of them are are pretty big ticket items but um this just provides that opportunity for folks to to really have at the ready and then as they as they dive into it can hit it off of each other as a team as they wrap around the standards and they wrap

148around how this is unfolding what the framework looks like we're going to continue training around on how to deliver online instruction for example so as folks get you know more um in line with and comfortable with how that looks as we go down this path that's going to be more of an opportunity to start to say okay we've got some resource here that maybe you want to build in some of these lessons let's have that conversation and go from there so my my last question question is okay so you you've answered a lot to say we're all going to start with florida virtual so we're all starting on that but that was um so was that what i'm trying to understand is so we're all starting there and but it's teacher-paced as opposed self-paced so

149how does that classroom look different now for all our families starting under teacher pace versus what it might look if they were doing 100 online in november and they pivot to self-paced does that make sense uh i think so i'll give it a i'll give it a stab um so the classes will look different using see if i'm getting this see if i'm hitting the mark here so in terms of using florida virtual for example and teachers are engaging students in a teacher-paced uh schedule they're at home they've got which they'll which parents will see this week they've got a schedule that allows our families to be able to connect with what the day looks like very clearly uh which is different than the spring in the sense that the the kids kids will be

150sitting at home with um opportunities for teachers to again stop me if i'm kind of going off in a different direction but teachers will be um students will be experiencing instruction with their teachers where at a level that was not in place during the spring um they'll have opportunities to work on um concepts that they learned uh that they engage with their teacher with and then and then get live feedback as they check back in with teachers they'll have time to do independent work uh and then wrap back into that the following day so it takes on a flow that is much more like brick and mortar in that sense in the spring we had a situation where it was more emergency like and everybody was trying to provide their students with you know an

151experience that would engage but not really but not having a common platform to work from not having a common structure um so dependent on your skill sets with being able to um you know utilize technology and and shifting your your resources to online and how that look that that looked different from from teacher to teacher um team to team and so um if i if i may i wonder is the question about self-paced versus teacher pace i know there's been a conversation around that yeah well i mean it's actually um i appreciate uh honestly i appreciate directors robson's reflection on the spring too right and that but yeah and and i'm probably in a little bit more of the weeds this is not going to determine whether i vote for florida virtual but just a

152curiosity right of how the curriculum is leveraged um in in both modes because i think you know i'm learning something every time i hear you all talk about the the plans and the strategy um because i don't think i was clear that that was you know florida virtual is the plan right um how whether that's executed paced or or it's four options and you guys spelled that out very clearly so um so then i'm i'm probably thinking well then what does that mean so i'm a little in the weeds and i apologize for that it's just my own kind of curiosity trying to think let me let me throw this out director the um the um if we're talking about two different options in 100 and hybrid is that kind of what we're you're looking

153at okay so okay so so uh yeah a florida yeah so florida virtual then in a 100 online uh option um allows for our teachers who are going to be staffed in that uh in that um 100 option to provide some teacher paced opportunities for kids what we started off with was what many community members and and we talked about was an initial plan that seemed very isolating where it was 100 student pace off you go here's florida virtual um maybe check in a little bit during the week um but for the most part it is autonomous and you're you're going um we shifted that um and i know there are still some parents who really would like to have kind of that opportunity but but what we've shifted to is the opportunity for um

154our 100 online students to have a schedule during the day that allows them to have teacher pacing based on the staff that is is working with them have check-ins have progress monitoring um you know get feedback and through check-ins and such and then also there's going to be an opportunity to differentiate um so if i'm a student and i s and a parent and we we talk to teacher and that the teacher understands that they're the self-pacing opportunities need to be there florida virtual allows for that too because the content is in place and students then can work with that teacher to make sure that that differentiation in terms of being able to self-pace a little faster can be there which is a nice feature for lack of a better term if you will because

155it gives it gives kids options within that so it's not just a teacher-paced experience but they they potentially can self-pace a little quicker based on their needs and i'd add that the shift happened due to the the three weeks of community sessions that we had in the feedback that we heard back and forth from our community members about what what their their hopes and expectations would be with the two different models so um that is that's the reason for the shift was due to the feedback that we heard for some parents and trying to find that balance between having the collaboration with peers and the ability to work at a pace that suits their child's needs kind of pull some best of yeah all pieces and i i've been attending all the meetings so sorry

156i'm not tracking with all the and what i appreciate is the responsiveness right you're trying to really listen and adapt and um i know you all have been doing um tremendous lifting to get us to where we're ready to you know deliver instruction and take care of our students and families and staff uh in the fall so i i'm i'm done board members you have other questions i have another question oh go ahead so i i don't know if you already said this when i was busy dropping the meeting one of the four times not that i'm mad at my computer or anything um but so we go to florida well we go to florida virtual right um while we're in uh cdl and then we hopefully go to hybrid and we're still using florida

157virtual if by some miracle of miracles we are all back in the building by january are we still going to use florida virtual for the remainder of the year or do we then go back to our old curriculum yeah that's a great question i mean i would i would love to have to tackle that knowing that the curve is gone and we'd be back in buildings that would be a great great thing to have to dig into without a doubt i think um i think along the way we wouldn't be caught off guard because we'd be seeing the trends of the curve and so we'd have we get ourselves at the ready for that kind of decision um we would definitely want to make sure that with yet another transition like like that um you

158know that we have our teacher teams absolutely at the table and um you know walking down this path of decision making around okay looks like we're going to be back at such and such a time full-on what's the best way to go about this and so we would work through them for sure so then my follow-up question is there's a lot of curriculum we have adopted that has an annual uh consumable piece or a renewable piece and i'm wondering if we don't use that this year can we use that consumable year tack it on at the end of our curriculum or are we burning it whether we're using it or not no that is a great question and and as we speak i am working with our uh partners who we have contracted with to

159see if we can do just that see if we can if we can uh put pause on some of those contractual pieces um that we've paid for and and i'm hopeful that we can get there with with some if not all of them yeah that would be great because i i get that we we need this curriculum we've got to spend this money now but it's a curriculum expense that we weren't expecting and it would sure be nice if we could kind of recoup some savings somewhere exactly because i'm pretty sure the taxpayers don't want us to be paying for two curriculums in the same year yeah yeah agreed yeah and i i have a just comment again i appreciate all the work you all have done and just recognizing the um crisis that really

160that we're in and how um we're having to throw out a lot of our um you know i'm just thinking about the magnitude of this decision and how you know we usually have such a deliberate process around curriculum and input from parents and teachers and part of me is like ah you know it's like we're not doing all that stuff but i also recognize but i i guess i just wanted to um as and i already asked this of you dr director robson but is this as big as it seems is what i asked you in an email and could you just respond to that because i guess i just want to recognize the work that's going to be for all of you um in implementing this and the professional development and everything else yeah

161no i appreciate the question it's you know it's the magnitude question for sure and i i you know i i respond this way that the magnitude of changing our systems to the the 180 that we're doing is is huge uh beyond huge and um with that said the the magnitude of bringing our teachers into um looking at and experiencing and understanding a an already packaged curriculum um is a part of what we're going to be doing in terms of our pd planning as an obvious um we'll be you know will be um the the two weeks that we have from august 31st to september 11th we're building in um very intentional professional development to allow teachers to not only understand florida virtual uh and and how you access it what those classes are but prior

162to work we're working to give our teachers um uh viewing rights to be able to go in and experience it as a student and see what those classes are uh coming into those two weeks um uh uh right now actually in august and as soon as we can get things up and and running if we're able and then um we'll do we'll have ongoing uh supports with uh drop-in pd's for teachers to access that that you can access will archive those so you can access at any point in time to continue to be refreshed and and dig into florida virtual we'll on our on wednesdays where we have designated pd time we'll continue that support with both canvas and florida virtual so it's doable um it is doable and and what is amazing about our

163teachers um i'll say this again and again is you know right now we have folks chomping at the bit let's get going let's jump into this and um you know what we want to be able to do is to again our swimmers are ready to go we want to be able to support those who are going okay tell me more about this and um and so it's not going to be all of our staff who are going to need the same kind of supports but we've got it laid out in such a way that we're going to be able to bring folks on board give them necessary time to understand what the lessons are offering that will allow them to get started on instruction in a really a kind of a monkey off your back

164you know situation not having it necessarily come in and build out everything prior to nine weeks of instruction um pulling in uh different resources so but that's going to come that's the beauty i think of the options to be able to supplement and build out as you know and learn and understand florida virtual along the way as we move through the first nine weeks that's going to be the opportunity to really start to get comfortable and then start to build in and really enhance and enrich along the way um so it's it's absolutely doable um for both both those systems the the curriculum and the learning management system well i really i really appreciate that we're putting the students first even despite all the work it sounds like it is because we clearly heard i

165mean you're listening to the feedback sessions we had and i appreciate the committee and just their fidelity to that feedback so thank you very much i have a question um i wanted to bring in um in the in the i'm trying to pull it up my internet is not being cooperative um in the courseware committee evaluation rubric um under the content um piece you talk about cultural relevance um and that's one of the items that has been pretty consistent in student and community listening sessions with regards to equity and anti-racism that our curriculum tends to be eurocentric and focus more on on the contributions of white people and i'm curious what the what equity lens was applied to the evaluation process and then what the um the findings of the committee were in terms of

166the cultural relevance piece specific to florida virtual yeah we uh built in against the the beauty i guess of building your own tool and so building in cultural relevance was really important in terms of the overall vetting process um so coming at it from a standpoint of uh kind of a well-developed um cultural relevance component that language is really you know the course content offers culturally relevant topics ctsd students see their culture their language and their social norms represented in the content and in terms of um going through all of these different vendors and and looking for that um they all have different components of of cultural relevance um florida virtual is uh one that has over time the as long as they've been they've been developing has um put themselves in a position to

167really start to build out and and sustain and maintain and grow the cultural relevance within their program in terms of who who they who you see teaching um who you know what kinds of of uh lessons that they're that they're including in their courses that really do start to um allow students to see themselves and and and really kind of start to focus on different cultures it's not i will say this it's it's not by any means um fully out of standard that we would want to see um and that was made clear as we looked at all of these um all of the the different vendors um so that's the that really is um director director bowman the the reason one of the reasons that we wanted to ensure that our teachers had an

168opportunity um rather than simply saying we're gonna you know we the recommendation is adopt this and use this um across the board no questions asked but rather as we get to know it let's build in let's supplement and so that's where those options come from is really to be sure that we can we can continue to to augment supplement and grow what those enhance what those lessons look like so um it it was um it was not necessarily something from a florida virtual standpoint in terms of cultural elements that that blew the others away i would say there was kind of a a varied standard that we saw in in all of these resources that that um in some cases had some shining lights but in other cases we knew we'd need to um expand

169on that i think one of the things just to add to that um that i was happy to see is that there was everybody on the committee was looking for something in that regard and while we brought some folks in with specialties to help our el stat students or our particular um maybe was on the basic needs team this last spring it was it's grass was always greener right every everything we looked at everybody's reflection was what we can do that's so much better with our culture lens and and we know that they don't have this and they were really critical around this area so while we didn't see it in any of the courseware really well our staff was reflecting on how it wasn't there and it wasn't a single voice it was all

170of us so i think that's part of what at least it's an indication of our growth that we've had over the last 18 months two years three years um but it also is an indicator of why we need to have the flexibility to supplement where needed and to look at the content and make sure that we either pull pieces or supplement to make it um real world and current for today in our area thank you both for that i appreciate the candidness too about those conversations and the reality there and i guess um would be anxious to see how the the supplemental work um ends up going in terms of being able to inject more culturally relevant material um and would hope that we could system systematize that across um grade levels and make sure

171every every kid is getting access but um thank you for thank you to you and for the committee for that being on the radar and part of the active conversation thank you director bowman um so [Music] oops we just lost you i went the wrong way that was smart um thank you director bowman uh viceroy bowman for those questions director emerson i think you're the only person that hasn't asked questions do you have anything additional i asked them earlier thank you thank you um i'd be surprised to hear just from a student perspective not to put you on the spot but i'm kind of curious since you hear about all this and as you are upperclassmen and live through ttsd what this feels like to you heading into the school year um i'm definitely um

172nervous about you know the the transition into everything but i'm really glad that we switched it so that 100 online would also be teacher pace i think that's really great um i'm really glad about the switch to canvas because i think um just making everything one system would be a lot easier for us and i i'm sure i will have more questions as we go along but right now um seeing how sure uh you and director robson are about this gives me a lot of confidence um coming into the year so thank you i don't have any questions for now thank you thank you for that question director bernard and thank you emily you'll be a great source for us as we launch into this next month so thank you um so if that's it

173for questions and i'll entertain a motion i move to award the contract for reopening schools online courseware purchase to florida virtual not just not to exceed 365 000 using esser fund 215 and authorize the superintendent or designate and negotiate terms as necessary second motion was made and seconded to award the contract for reopening schools online courseware purchased to florida virtual um any further discussion okay we'll do roll call again all those in favor signify by saying aye director bowman aye director emerson aye director fox aye director xerxme aye the director wolf as in eye motion passes unanimously good thank you guys uh for your time early today and this evening to really just continue to walk through all these um questions i appreciate that um and with that i think we are adjourned and you

174all have a great rest of your evening susan can i