001yes welcome board members to the september 1st brownback board meeting work session and thank you for your time today so that we can go through some more information to start this meeting i'd like to introduce with janice hernandez who is going to lead us in the invocation uh followed by the pledges of allegiance thank you so much please rise dear god we thank you for the opportunity to come and gather together this day we ask for your hand of blessing on this meeting we ask that you would guide and direct our meetings so that it is full of wisdom productivity and respect for one another thank you for helping us to accomplish our work and our goals this day amen i pledge allegiance uh one more thing before we go in there [Music] well you
002know we do have a closed session today so if you want us to go through maybe a couple of items then we can do a closed session uh and then come back out our quick close very important items all right let's go with item one go again so uh we do have about five different items of just information and conversation we'd like to bring to our trustee and kind of give you an idea of the initiatives and things that we're working on a phase-in plan uh you guys know that we are probably in the most peculiar year school year that we've ever had a start and we just finished the one year closing the year that was computer as well and so we'd like to talk to you at the end of our fifth item
003is going to be what we're expected to do starting september the 8th and moving forward that goes along with our color code plan and our five point time reinstalled uh to start with today we still are working a lot in the leadership arena and doing certain things and so our first item today that we want to discuss with the board is our principal and assistant principal selection process with talent management and acquisition uh because a lot of the conversations that we've had in the past has to do with how do you identify talent how do you get people who are early identified onto a spectrum where they have an opportunity to elevate within the system and so i'd like to turn this over to dr fang and she'll introduce that then we'll hear from her
004staff who actually does a lot of work in this area yes so thank you for having us uh today and we do have uh dr leslie mclellan with us uh to introduce y'all um our latest version of our principal ap selection process we began this work about a year ago where we have shifted gears a little bit to try to put in structures and systems to ensure that we select from our pool the best possible candidate for our kids so we've done a lot of work in that area we wanted to give this to you as an item of information and as things change over time this is our second iteration of this we will keep bringing this back to our board to keep them informed about the leaders that we're selecting for our school
005district so dr mcclellan thank you dr faith good afternoon uh mr frazier board members dr verstapp today i'm here to provide you with an update of where we are with the district assistant principal and principal selection process there thank you so as we look across the talent management work streams our goal is to ensure that every campus has the highest quality leadership so selection falls within the place pillar and that includes how we hire our campus leaders therefore our focus over the past year has been really to ensure that we implement a clear robust and transparent selection process the selection process work stream was driven by three key objectives so the first was to understand the current assistant principle and principle selection process so we reviewed the existing process and determined the selection components the
006second piece was about identifying current process gaps and revising the process this was accomplished by building in a feedback protocol to ensure that non-selected candidates receive feedback along the way and we also created an interview guide a performance assessment and accompanying rubrics all aligned to the leadership commitments the final and third objective was to pilot this process with four vacancies which was completed this year and we captured feedback along the way so this was the process that we followed this past year it begins with application submission and review where we are seeking evidence of preparedness for the role from both internal and external candidates who meet the requirements set forth by the job description are then asked to complete a performance assessment that performance assessment is designed and aligned to the leadership commitments performance assessments
007are reviewed and rated through a calibrated rubric and the top four to five candidates are given a behavioral interview where they present that performance assessment and respond to standardized questions all aligned to the leadership commitments of growth service and results non-selected candidates are given the opportunity to receive feedback at both the performance assessment phase and the interview process phase so that we have a transparent system across our focus this year is to scale this process implement it with fidelity and continuously seek for improvement based on feedback and data any questions on this process so this process we started it this year right we piloted last last school year yes okay so we had we did it with four candidates is that correct correct so um what did we learn from that and what changes did
008we make for you know for the for the future right so we we learned that really we needed to implement kind of this feedback loop so that individuals who weren't selected did receive feedback on on where they were in the process and and to understand what it was about their performance assessment or about the interview process so that candidates could feel you know what i received feedback along the way and it's a transparent system i i would also add to that um that one of the things that we did was we actually actually with leslie's leadership is we created a rubric uh behavioral rubric that's aligned to our leadership commitments so that as we're asking questions we're really as as interviewers we're really not looking for specific right or wrong answers we're looking for evidence
009to support the role within those behaviors so you may not have ever been a principal but you may have other experiences that would give you um that opportunity to have lead at an organizational level that you could share with the committee and so the the the questions and the rubric now that we score to are very connected to whether we're hiring someone to lead other leaders or lead at an organizational level and so i i think that's a big change that we made from last year's pilot uh along with what leslie shared so it was a big change for me on to be on the other end of that too so perfect and we're applying this uh this new structure uh to from what level up assistant principle and principle and also to administration or
010so we used a similar uh process for the mdos role uh our hope is to take this and scale it across the district to every leadership role okay we're still gonna have opportunities for southwest isd to lean into the culture of our past and that some decisions need to be made based on on past practice but for the most part we're trying to to move all of our selection processes over time to a very rigorous selection process and including the feedback loop because then we want to be able to educate our own internals and externals on where can they grow what can they do to get better for the next opportunity that they have do it be very different do we expect to um to do that to train principals to do a similar to
011have some similar rigor when they interview their teachers are we just thinking from a system principles up i would love at some point to include this across the board um and certainly that that's further down the road definitely it is in the vision of talent management to help secure a process and a system for principals to follow so that we're hiring appropriate and appropriate people in our district but that are aligned to what we want to see for our kids good great job some of the noted differences are over the last few years we've been able to develop onboarding positions teacher leaders and those folks who aspire it gives them an opportunity and a kind of a smaller principle to practice those skills and to make sure that's exactly the trajectory they want to go
012down so that onboarding opportunity identifying talent uh they defined its real positions and then when we interview people now uh there's there's a portfolio assessment involved in the problem of practice and so even the process of just getting and where it used to be sitting in class and talking to someone and asking a series of questions now it's more in depth engaged in data and data analysis and what are your takeaways from this data and so that's that's been different and you know it evolves it didn't happen overnight but i think if we keep going down this road i think what we're going to see is a really exceptional candidate to come into those positions i agree thank you good job thank you thank you our next item shirt is a native spanish speaker's placement
013test we wanted to bring this information uh it's uh another shorter item but we want to make sure we get this out there on glee for our spanish speaking and also our spanish courses we've been also looking at spanish in the middle school and the opportunities that we've created there so when we get to the high school we also have some students that are ready to jump into other spanish courses instead of starting at the beginning phase of this so zoe is going to share some of the processes that we'll put in place for this good afternoon everybody um i just wanted to go ahead and share an update we brought to senior staff and then bring an item of information to our brown bag so we did have a spanish uh placement uh credit
014acceleration committee from uh both high schools we had our lead teachers from the spanish department our academic deans and then our cni staff also were part of the the committee uh so we looked at board policy looking at el academic achievement and so we looked at just different districts that were supporting our native spanish speakers so students would be taking a test that would be at no cost to them and so based on the results of the test for example if a student scored an 88 then they would be placed in spanish three so they would be enrolled in the course and then the grade that they would receive if they would receive a 90 for the course then that would be reflected on their transcript but because they showed that they were able to
015master spanish three we know with our lote our languages other than uh english all the uh spanish one spanish two is embedded within the spanish three content so they would receive credit as a pass or fail on their transcript that would not count for gpa purposes the only gpa purposes would be the spanish 3 that they successfully completed and received the 90. um and again it would be based on the 70 to 79 80 to 89 or 90 to 100 but they would still have to take the the class for the semester or for the year-long course one of the benefits of having the spanish placement test is that uh currently right now our students the only way to get credit for a course that they're not currently taking would be uh to take the
016credit by exam that does take a long time for them to uh to take and also it does uh uh also a cost to the district so if we do the uh we're doing the spanish placement test it would offer immediate feedback for this for those students and would look at the areas that they scored really high on and areas that they needed some work on and we're also creating our a our own ap potential when it comes to our spanish placement test because we know that we have a very uh our highest scores for ap are in the spanish language test so definitely identifying that pool that are ready for that uh placement test for that ap test also that would also give us points for our ccmr for those students who are scoring
017at three or higher on those ap exams they don't have to wait you know three years to be enrolled in that ap exam if they're identified based on the results they would be ready to take that exam that semester and then also offer some schedule flexibility for those students who may be needing support or intervention that would open some periods in their schedule and they would not have to take the spanish one two or three just depending where they would uh fall in do we have any questions so this is an area that thoroughly helped our students uh who come in and have a really sponsored background in spanish instead of sitting in a class where it basically allows them an opportunity to challenge the course through exam and we have a the ability to
018make sure that there's a zero cost associated with that exam and they can either get their credit or get their pass bill and be able to have flexibilities their skills and move on so it's what we do already in our policy and so we just wanted to prove this but this will be a change uh we haven't uh done it before but we'd like to definitely open that door up for a lot of our students how many students do we have approximately every year is it a lot is it to challenge this test i would say sort of neighborhood it's just another window of opportunity well they're not wasting time in that and so if there's no questions there probably it could be a board action in the future but uh i figured it's kind
019of a new writer for all of us any opportunity might open up for the students we definitely want to put them out so if you want to go a closed session uh we can do our closed session items and then come back uh information is all right another pursuit of section 51.47417 all right we come back into the regular session as 12 47 and we go back on item four consider superintendent back to item c uh 2020 2021 consider catalog for southwest isd high school yes sir we'd like to take a few minutes to kind of update big award on the uh our southwest type southwest isd high school uh course catalog i believe that the legal is going to introduce this yes so we have zelene and luis who have been reviewing our first
020catalog and we just want to give an update to the board or 2021 southwest isd course catalog hi good afternoon so we have the course catalog for southwest legacy southwest high school and also for cast and so i do want to thank the team from cni and also the campus leadership team for coming together and ensuring that all the courses have been added so i'll let louise talk about the the process thank you thank you good afternoon everyone and uh we have here just the process on the first slide is just uh what we do is we review our previous catalog and we we do involve several team members from not only from cni but also from the campuses so we we give access to them to to see uh what we have in the
021previous year and any updates or changes if needed are are made and so that that's our yearly uh process that we that we have so cte is one of the departments that that we have and of course we the director and and the coordinators uh review that and see these are the updates that were made only for the for cte and i'll just go and highlight those that are those changes that were that were made in the stand public service and our endorsements here uh the offerings were updated to reflect the new and the revised programs of study from the state the cte course descriptions were updated to include additional courses added as well as the deletion of some retired courses that were not being used anymore and so we removed those from the catalog
022as well as from the core sect but this is a relation to the catalog and then the programs of studies uh were also updated based on again the state's course uh programs of study that they have approved and everyone is using certifications were also updated and so now they're all current and so any current offer offerings uh for certifications are in uh included in there and then of course the cast them also the pro their programs of studies and how they have been updated uh have been included so for the following year we will and we're already anticipating that for cast them since they will be having seniors next year we will be updating their senior courses at that time for advanced academics uh through the director jackie rodriguez we really the very very minimal
023and so just on the verbiage for as far as the on ramps was included in the grade point system uh to where we where we know or where we focus on that class ranking so that was really the only thing very very minimal things that were added or updated for advanced academics as far as high school courses that were offered at the high schools most courses remain the same so very minimal uh updates uh the only really addition that we had really as a new course was the path to college career prep which is on page 19. so that was added everything else was just reviewed and remained the same and then on the fine arts with the director with richard flores i'm sorry uh the updated or what we added was the art appreciation
024which is on page 26 and this course was added to the course deck for for the 2020-2021 and then just minor edits that he and his group made as far as on the under the spirit groups the music and the theater this is the link and uh you know i won't necessarily go through that but this is a the link is there on our last slide that you can pull the course catalog and view the entire uh catalog there so that's that's really what we have for our course catalog those are the only updates for the 2020 2021 cattle so thank you luis we wanted to provide as today as an item of information and then for the next uh school board meeting as an action item so thank you very much thank you thank
025you so do y'all have any questions on there's not a lot of change we were last year we're going in with the exception of one two courses and really emphasis on cte and we'll credit uh we'll continue down that road um before we bring that course catalog for the warship group at the next meeting we'll definitely make sure you have that in advance so that you can actually see the big courses that we offer really proud of uh offerings that we give our students and pathways and opportunities and and we have more and more students taking advantage of dual credit opportunities while they're at school matter of fact at palo alto college southwest by asb normally it's the the award annually for having more students engage in more dual credit uh success opportunities which is
026cost savings to our families and appointed pride in our district of the year uh i'd like to just continue moving on let's look at mr president our next item is on policy update uh which is always riveting uh but a very necessary aspect of our meetings is to always go through our policy and uh so i'd like to introduce mr niko doris who is going to be taking over uh facilitating the policy with our district and working with our divisions and he will do the first reading of policy update 115 that we received from california and i know you put some information in your background together and we'll cover that as well i understand there's more than a few of our local calls to in this update as well yes thank you and everybody okay
027if i take off my mask okay i'm just gonna i presented a deck for everybody so i'm gonna bring that up here oh all right can everybody see that did it go through all right so uh good afternoon i'm nathan cadores i work in the human resources department and i'm going to be presenting our first reading of taffy board policy update 115 for this upcoming session um so the taffy board update 115 will encompass changes from the law and the 86 legislative session and recent administrative rule changes so this will be a first reading for you all in the 115 the just kind of a general overview of what more policy update 115 is done they reorganized several policies in the ffe series which is the student welfare so there was a new code that
028was added that's ffeb focusing on mental health provisions title ix revisions there were a lot of title ix changes so those will be affecting dia and several policies that i'll cover here um but they'll establish detailed procedures for how we must respond to notice of allegations of sexual harassment the update also includes other policies that are affected under that were not covered in 114 from the 86 legislative session and some revised administrative code as well so the first one we have is bf local which basically just with bf local it's a revision addressing board policy adoption clarifying that districts legally referenced policies so for example federal or state statutes case law are not adopted by the board so it's just a change that states that um and the legal policies provided information on all the
029current law and context for these policy changes um ded local address that addresses uh paid vacation and holiday benefits addresses the board's authorization of these programs including which employees are eligible for the benefits administrative procedures are recommended to address the details of these programs to promote consistent effective implementation and prevent conflict between policy and administrative procedures dia which was part of the title ix changes dia was impacted so di the change in dia um has to do with an adverse employment action taken against employees on the basis of homosexuality or transgender statutes or i'm sorry status and stating basically that it you know if adverse employment action is taken it violates and so the updated policy clarifies what discrimination looks like on the basis of sex so it includes biological sex gender identity sexual orientation
030gender stereotypes or any other prohibited basis related to sex this updated policy includes procedures for investigation of sexual harassment uh there was a lot of emphasis on offering support measures for both parties so making sure that not just the person reporting but that all parties are insured fairness so again ensuring the equity for both parties and then that the superintendent shall ensure that the development of a title ix formal complaint process that complies with the new legal requirements so that'll be a separate process for anyone who brings claims of sexual harassment that would be a sexual a separate process that would come apart from the grievance process um e.i local revised administrative code rules um so they changed some terminology here and what they did instead of using the word semester they used they substituted
031the word half course and so they made a change there so that change is noted in the in the new policies fd local is for admissions for highly mobile students students in homeless situations the rules require districts to adopt local policy to assist with awarding credit to these students for a course that was earned prior to the student enrolling in or transferring to the district so we'll need to look at um what credits they were awarded before they come in just to make sure that we we're doing everything to ensure that we give them the maximum credit uh feb local it has to do with attendance accounting and this one is new rules remove the reference to taking attendance during the second or fifth instructional hour and specify that attendance shall be determined at the
032official attendance taking time during the campuses instructional day and so assigns the superintendent the responsibility of designating the district's official attendance taking time so there's no there's no requirement of an official attendance taking time but it's that it's set by the superintendent ffg local addresses child abuse and neglect so there were a lot of changes in there as well it's been pretty significantly revised to comply and amen and to comply with amended administrative code rules um so recommended text is included to provide the required policy addressing sexual abuse trafficking and other maltreatment of children so a lot of that terminology was added into the new policy we also are providing training to all of our staff around that as well through our safe schools platform ffh which addresses discrimination harassment and retaliation with students so
033this also ties back to title ix and all of the changes that were made there so it includes sexual harassment as defined by title ix in the definition of prohibited conduct you'll see a lot of the changes in there where it talks about conduct it added the word prohibited in front of it indicates that the district will follow the district's existing investigation process to address allegations of prohibited conduct that would not meet title ix definition of sexual harassment and then add specific provisions outlining the legally required district response when the district receives notice of an allegation of conduct that can meet the definition of sexual harassment under title ix the superintendent will develop a title ix formal complaint process that will apply following a formal complaint that must comply with the elements in the new
034regulations so we'll have a process that's going to be set up for that and we've received a lot of guidance around that as well it designates the standard of proof in an investigation to be the preponderance of evidence more likely to have occurred than not fng local includes a recommended uh revision to specify that a person filing a complaint regarding the refusal of entry to or ejection from property based on the the law that the texas education code 37.105 that they'll be permitted to address the board within 90 calendar days unless the complaint is resolved at the administrative level gf local is similar to fng local it also states in compliance with the law for public complaints if somebody from the public is not allowed into the building they also have 90 calendar days unless
035the complaint is resolved at the administrative level and this is an exception how other timelines are calculated especially when we're dealing with gf and fng uh complaints usually there's a specified time frame that's 10 days and so this is a 90 calendar day period for them there were some deletions and and there were several local policies for actually three um focusing on administrative details that are recommended for deletion and those were bdf local dmd local and fmf local and these were you know things that weren't required to be in board policy so tasby has recommended that those be removed in some these are the recommended policy updates based on changes to corresponding legal policies tasby has stated there's no fiscal impact to making these changes these are items of information and no required action at
036this meeting this is just for your first dream so are there any questions so if there's any uh quality that uh prior to that board meeting if any of you would like more information on i know inside your packet your electronic packet there is advantage points that can also put in a feather great job thank you sir thank you good job so we do have one other item today uh and this is our phase implant update and uh i know that that's a pretty exciting night because we have our landscape covet metrics and uh san antonio fair county continue to go the right direction i believe the positivity rate yesterday is 7.8 percent which is the lowest expand and we have the lowest exposure numbers yesterday reported on the daily report and so we're excited
037about being able to offer those families who are seeking uh a face-to-face opportunity along i think with many of our counterparts in barrett county and san antonio um how we can make this happen we've been planning this ever since may with our five-point rehab plan and committed information conducting town hall and as early as one week from today we should be able to receive our first proof of use at every one of our campuses we are currently working a pilot with some of our uh students who it's exciting to see them come in and get to the routine this is only 12 students throughout the district with parents who have made that conscious choice to make sure that they're students in the classroom and so we're each going to present a piece of it brandon's
038going to kind of give the overall of how we work with principals at each campus to identify and contact those families and then julia's going to talk about the program of teaching virtually and teaching face-to-face because that's the way our classrooms are going to look and then janice is going to provide some information on how we're communicating this kind of globally and specifically with our parents and we're going to lead off dr hogan who's going to talk about our pilot program that's currently underway at two of our campuses involving a 12 of our great students here at southwest rsd dr hogan great thank you okay so just to remind everybody this was kind of the matrix that we'd put in place and so looking at that the original group that we brought in we we
039still got in during the red zone but again like dr burst had mentioned we brought in just um a few of kids um to wait go ahead we just brought in a few of the kids uh initially um and so let me let me kind of go forward just a little bit so you can see so this was the original re-entry process so with under phase four that was our pilot group and so we had the 12 kids we separated the kids um into groups of three or four children um and the clock the way the classrooms are set up there's uh they each have their own zone and so they do have great social distancing going in in place and so our first day back um the kids i was really i have to
040say i was amazed at how many of them at least came in trying to wear their masks we had a lot of skills that we had to work on but for the most part what was great is that because they were so excited about being back um that you saw a lot of effort on everybody's part to kind of work through a lot of those mitigation strategies and work through some of those social pieces that they were having to struggle with because they weren't anything that they were used to um and so in the classroom if you look at some of these pictures um most of their their classrooms are set up so that they're they're taped off area so the kids have a color-coded system so that they know that if their colors pink
041everything within that area that's pink is theirs their desk the floor space activities those kinds of things and at least initially for those first three days we set up the environment so that they really had one-on-one support to really teach them the process so everything from the mask piece and as you can see with our the young man on on the left we actually ended up having to put headphones on him so that the mask would stay on his ears because it bothered his ears to have it behind them so we just made some adjustments so that it made it easy for him to wear but for the most part even those kids that came in without an without the ability to wear the mask having seen the students and the staff wearing them they
042were able to and when they needed to take off a mask then you see that on the right we had we had shields that were put up so that the kid had the opportunity to have a safe space to be to be able to continue working to be able to take off the mouse to take a break i will say just going through this process um what i learned over the first couple of days is everyone needs a break they need a break from having the mask on and so we have to create those opportunities to do that for them and by doing that having these types of scenarios where you've got you've got shields you've got masks you have things that can be put in place the kids have safe zones where they can
043feel like they can have some space to do that and so i wanted to show you just a real quick video of something that we've put in place for this group so that they can have movement throughout the day which is really important um just because we're not able to go out and play on the playground so we've actually had to create sensory pathways and so this is just one of the examples of how they how they utilize that throughout the day and for this child it was really necessary because she really she's one that wants to wander and be out and do and so creating those pathways throughout the classroom had really helped that process they're really creative for the kids and for the staff and they incorporate some academic pieces so she's learning
044to count she's being reminded of those things that are that we're trying to really assess where did we leave off last year where are we at this point so again we move to the colors [Applause] then she has to spin and then she moves on to hopscotch and those are throughout all of the classrooms and these are going to be some of my recommendations just to the group in general as we're kind of going through the process really making sure that everybody understands that there's going to have to be some things in place to support that movement that they really need and so looking at the hierarchy that was the main thing that we looked at was you know with the first foot the phase four was just making sure we understood the mitigation process
045making sure that we worked out all the key so then the next group which is the phase three group these were the kids that we were looking at that 25 percent coming in so when we talked about what do we need to consider we really looked at all of our special populations so that's your special ed dyslexia 504 bilingual for special ed it was very easy in the sense that we were basing it on iep goals did they have very specific goals that we needed to address in a specialized setting however for the other groups we really need to consider the services itself and so we needed to work against a work across groups because a lot of our kids actually research receive services in all of those domains so one of the things that
046we looked at was kind of creating a criteria in terms of those priority groups and what were we going to be looking for what was great is that bilingual actually did a really good job of creating this matrix for us to kind of look at the different pieces so you know blacking out the names and all of that stuff what you can see is across the board what they looked at was okay were they bilingual yes did they have other services were they special ed did they have 504 and then they looked at their access to internet and technology and so if they had things within several different domains they became that first hierarchy of group kids that we wanted to address first and actually when we kind of went through that process and then
047presented that information out to the principal so that they could then go through that that gave them a really good aspect of these are the kids that you really should be thinking about in your initial phase in for that 25 do you guys have any questions about those things so usually what we we learned uh working with our special education department and applying our color-coded uh rubric uh re-entry uh we do uh solidly beat the numbers to go into the orange which is a 25 uh capacity so mr chris is going to go over how he's worked with the campuses to identify that so that we are serving those families who choose face-to-face environment uh in a very safe and orderly opportunity i just want to say thank you you're welcome we're really working hard
048to bring those first kids in and it's really nice to see it was such a success it has been kids have been great you guys make sure i understand this rubric the different colors that's is that my district or san antonio school it's the kind of the bexar county san antonio metro health information that they present it's a combination of the positivity rate uh the doubling time rate uh that is taking the government to double over time and the uh the restraints on what's called strap restraints on the hospital system so it's a combination uh a number of things looking at those elements and if they're primarily i believe it's a positivity rate and probably when positivity rate drops everything else drops so we're looking at that so we set the metrics the positivity rate
049dr wu uh who was the lead person at metro health uh is indicating once we get below a five percent positivity rate moving to green which is open to everybody chooses face to face as a priority but we're 2.8 away from that and it's going the right direction and everything's dropping so that creates opportunities to bring more people together then be very careful and be methodical and see what that looks like in two weeks and we're finding that out we bring adults back we can we can uh put in our mitigation protocols uh over time identify some asymptomatic uh folks that may have come into the system not know about it but it provides us that opportunity to mitigate those things and so we're finding out it's working with the adults in the system coming
050back and we think we can do the same thing if we bring groups of students back over time up to where tva has it right now the eighth week which we have to in order to qualify for revenue we have to let all students at this point time who ask for face to face back after the eighth week we think if the numbers keep going we are we bringing back 26 percent of the so what we did based on what you saw from from aubry how we looked at the the priority groups uh and we asked the principals to take the priority groups and plan around those first and then we told them to look at the kids that just chose face to face uh how many kids chose face to face on your campus
051and then we came up with a kind of a plan looking at those numbers and looking at classroom capacities and so there's two ways to do it so we looked at classroom capacity and said in any elementary classroom we could put 25 kids in there but even on a normal day we don't we put 22 we have a like a classroom size that we stay under so we took that 22 number and then we did 25 of that and we came up with in elementary we allowed six kids per classroom across the elementary and then we did the same thing in the secondary schools where we looked at we we kind of look at 25 to one in the in the secondary so we looked at that number we said in the secondary you can
052bring back eight so i'll take your priority kids put them in class first and then now look at the kids that chose uh and i'll say i've been on the phone all you know with all the principals there's maybe two campuses that have some anomalies because of issues but for the most part any student that chose face to face is going to be allowed to come back on the eighth and they've worked it on the schedule so any any families that uh chose during the window now there's some caveats i'm gonna explain to you all because you'll need to know this that if you get questions is we had a window where people were had to give a choice either face to face or or virtually and then that window closed and then we kept
053it open and we kept it open it was open all the way until even to this day we still have students that haven't made a decision so as of today we were telling principals if they haven't chosen they need to stay remote because they've made a plan and they actually had to turn it into us last friday and they've been changing it because there's a lot of factors that play in we got to give them transportation we got to have a feeding program and we got to make sure that we could fit them in the classroom so all that's happened and i would say 90 percent 95 of the schools are going to accommodate every child that shows face to face there is some anomalies and some grade levels where there's more students in a
054certain grade level on a campus and due to maybe a teacher situation they can't make that happen but it's going to be fair uh i mean really small numbers with that and what we told them also is if there's an extra kid if you have seven in one class i mean we're not going to go around and so if you can accommodate we know we measured from every elementary classroom to socially distant six feet we can have the 12 to 14 students in there uh in a high school it's 18. now we're not asking them to put that menu so we're telling the secondary plan around six in every elementary classroom and eight in in the secondary okay you're gonna fade in no so this is so this is uh this is on monday or
055tuesday next week anybody that chills face to face right now all of them can come back all over can come back yes there is a few uh the parents know that yes that's what we're going to do they're starting to call the parents right now we want to they're finalizing their parents they don't know about correct uh but those are the only these are the only the parents that chose face to face we're not if you chose remote you stay remote right now because they're playing around the students that made the choice uh we're not letting people change their mind right now to come in we are letting them change their mind if they don't want to come in so like if they decide you know what i'm not comfortable with right now anymore we'll
056let them stay virtual because since they already are but we're right now because of planning purposes for transportation for classrooms for cafeteria for all the things that we're doing we've kind of stopped today and and some kids haven't chosen still and they're still trying to call and get a hold of them they're all going to come back they're all coming back as far as so like if we get a bunch of calls this week and said you know what i didn't make my choice and my own face-to-face we're telling those students at this point you're not coming next week when we get to the yellow phase we're going to let 50 in so you guys get to come back so that may be a week out or two weeks out we don't know when that
057number is going to change but as far as right now with our principles and we're going to send out a letter tomorrow janice will talk about that and the principals are going to start calling all the all the students that they're on their rosters that are going to get to come back on tuesday uh and so that's what we've been planning over the last couple of weeks there's a lot of logistics to that uh it's not just classroom uh when we we heard from other people that opened up face-to-face classroom part has been the easiest it's the transitions it's the restrooms it's the dropping off it's the bus loop it's the cafeteria so that's the part that we're planning really working with right now uh and we i gave you on your table there so
058i will share with you that every elementary pretty much every school for breakfast is going to eat in the classroom so when the student shows up they walk in the door whether they're getting dropped off or getting off the bus they're going to get their temperature checked and they're going to walk and get a breakfast and move to their class we're doing that across the board uh in all and all the campuses lunches are a little different lunch is uh because we're going to tear lunches we're able to socially distance in the cafeteria and so you have a sheet there that shows how many kids we can put that's big country i didn't give you all of them uh how we can separate all the chairs six feet apart in the cafeteria uh we're also
059going to do grab and go still so i just want y'all to know that because we're going to still be serving all the kids on the curbside that are coming up so we're actually running two feeding programs so we're doing the curbside but we're also doing a grab-and-go in the cafeteria where the kid goes into the cafeteria grabs their food and goes to their chair uh and we're doing that really at every campus there's some medial creeks gonna try to eat lunch in the classroom uh they have chosen as a school to try that they're just gonna try and see if it works for them they're gonna work on uh the part about that is teachers get a 30-minute free duty loss but they're going to try to mitigate that with other staff going in
060and out but for the most part all our elementaries our secondaries are going into the cafeteria social distancing uh and getting a grab bag and then moving those the secondaries have a little bit better uh they have more students they have more space they have a bigger cafeteria obviously southwest high school but legacy a lot of their kids eat outside anyway so they're going to set up stations outside socially distancing they're going to use kind of their uh the uh what is our thing called i forgot where they could set up on amphitheater they have you know they're going to use different spaces to make it not so uniform but keeping kids socially distanced uh but for the most part all our campuses besides one are going into the cafeteria for lunch uh we've got
061the numbers on how many they can accommodate uh and it's just new getting their teams down uh the kids aren't going to get up and go throw their trash stories will come around their kids are going to stay in their desks i mean their chairs and just kind of and go by that and so what we've been working on is getting all the signage uh we bought lots of signage it's all personalized so if you're at legacy high school you're gonna have a legacy signage and it's gonna so you can see there you have directional signage on that sheet it tells you and we gave this to the principals to as a rubric to use for their school but they know their school better than us so they may have high traffic areas that they
062need more signage and so they're able to use that and move it around but we gave them a template to use to help them with signage we will be shutting down all the water faucets and water fountains we are going to replace those with water dispensers we're not going to have those in time so i'm sharing that with you so you know that so what we're doing is we're sending bolt water to the schools for the kids to have water bottles whenever they need one um and so that's the part we share with the principals that it's going to be okay for kids to bring in their own water bringing their own cups but as long as they don't share and then take them home so there's some things they got to work out but
063we're going to provide water to start off with but it'll be a huge bill on us if we had to pick you know get water every day so we're gonna uh i think the secondaries kind of already do that especially the high schools kids bring them in but it's just changing your mindset and allowing those things to happen well [Music] correct and so we're we're doing a lot of those things uh this week we got the signers going in we have uh sanitation kits for the classroom uh every teacher is going to get a bag full of extra masks for adults for students face shields gloves uh wipes to clean their desk off and then we're making a transition in our warehouse so we're going to start housing a lot of that stuff so that
064we can replenish that and we supply real fast and when they start running out because those wipes they could go through pretty quickly uh and then we bought these barriers so when i asked you know for you know we bought these for we had 7 000 of these show up this week so we're pushing these all out to the campuses we're starting with elementaries first because we feel like the elementary students the little ones will have a hard time keeping their mask on as much as so every elementary will get enough for all our students at least up to third grade we're gonna give extras so for the other upper classes middle schools and high schools are going to get these for the lab areas so like their science labs they have a table uh
065so right now they can socially distance but as they get bigger they may have to have some kind of divider between the two students why is there a hole in each side i mean why would there be a hole so they can well this is this the reason why these are holes in them because uh these are foldable so when we want to take them down for the day to clean on them and clean the desk uh so they can carry them and put them on the way that's why they have holes on the side so it's securing the piece so they don't have to so the little kindergartner does not have to wear his mask when he's behind the glass i'm not saying they don't i think that we want them to wear the
066mask as much as possible uh but if they need to take a break and take it off this is a place that they could do it and get a break i think that they want to teach them to still wear it but if they need to take it off they need to pull it down they need to take a break i think that's something that we just have to watch and monitor i know that comes from medical advice that everybody wear a mask but this one just adds another protection because i know we talked about how hard it would be for them to be there all day wearing it before so we talked about possibly having them with shield if a parent wants to send a shield we will have shields for them too so
067can they wear the shield and be behind that and not wear the mask so if they're if they're smaller yes we want them to the mask the shield doesn't really there's no evidence supporting that the shield will contain uh the virus are protected from getting uh exposed to something so the more uh mitigation preventative measures we have in place the better so that includes wearing the mask so it's not to say they can take a break but we want to work up to that [Music] that's wearing a mask like almost today which is not healthy for them anymore it would be required for your mask outside the classroom and there's non-structure that they're moving around yeah 100 percent we're going to encourage it in the classroom they're six foot in their distance and they're behind
068a device like this a plexiglas device and we understand that they're going [Music] if they're socially distant they're behind flex glass and they have a face shield on then if they're little i mean even us trying to wear a mask eight hours a day it's not healthy for you it won't be required but just being so tell me to write i mean when we encourage something we enforce it so i'm just want to be clear that the little kindergartners are not going to wear their masks for eight hours a day right right i have a cool question um and i don't know if this is brandon's purview but um are the teachers the so is the teacher in the classroom going to have six children face to face and going to be synchronous and asynchronous
069too yeah she's going to cover that that is the case that is the case because god had finisher well just so that this every teacher has their roster of students and for the most part that's that's kind of been the the strength of the principles and navigating okay i have my roster that we already signed these kids up now how many of those are coming back and so some will have six some may only have five depending and then if there's an area where this person actually told her there's came back and uh only two of mine they're having to reduce schedules right to make it work so that's part i know that they'll talk about that my last part is these are the cubbies uh we bought a bunch of supplies as well we're
070gonna so that they don't have to go to their uh their their little cubby holes in the back of the room and we're trying to eliminate them getting up out of there so this will be full of their supplies you know anything they bring in they'll put in there we're also actually filling this up with supplies to send home uh and so the kids that are home doing remote will actually get to come pick these up and take supplies home i know we're buying art kits that are individualized because in our classroom you usually share colors and markers so a lot across everywhere we're trying to mitigate how we can not share items as much as possible we're not perfect so we're the principals and everybody's doing a really good job on all the operational
071stuff but it's it's going to be some practice and practice and practice into it and then you're going to be dealing with situational stuff and so for the we feel confident yeah principals are doing a really good job of planning all this uh through the parameters we always tell them to go back to our five point plan because that's what we shared with the public we're doing we told it the families and community members and parents this is our plan this is where we're going so that's expectation and they know that so uh really that's all i have on operational there's any questions for my part i'm yes um so we went ahead and had some conversations with the principals just this morning again to make sure that we were providing enough support and the
072principles also were clear on the parameters that we had created for them one of them is to minimize the the transitions amongst the students and we definitely wanted to keep the teacher teaching the content the expert in the context especially for the middle school and the high school and then four three four five normally we are known to departmentalize the reading the math assigned and the social studies but in the in the past the students would be the ones transitioning from classroom to classroom so we might ask for them to keep those two parameters minimizing transitioning being the adult being the one the one moving and so here we went ahead and provided a picture so that we can have a picture of that but also this afternoon we're also creating some videos about three
073different scenarios from what has been discussed with the principles so the principles also have some query on what that could possibly look like from the teacher interacting with our remote students and the teacher also interacting with a facebook student so i'm gonna have elia give us a little bit more of that information that was shared from the principles and also the secondary silly ready thank you good afternoon board members mr frazier senior staff as dalilah had mentioned i did previously just meet with the elementary principals prior to getting on to this session and all of the elementary principals that i spoke to with the exception of two and i'm confirming with them later on this afternoon but all of them do have a plan uh for what that face-to-face and online instruction is going to
074look like simultaneously and um we did discuss coming back and meeting on monday i'm sorry on tuesday afternoon to discuss how the day went and then see what type of additional support or what type of revisions we needed to make in order to best support those models and of course our teachers so if you look here like i mentioned these were some of the things that were discussed some of the uh the principals have already been working with their campus teams on what that instruction is going to look like for those grade levels that are departmentalized what they're doing is utilizing the teacher and just like as they normally would teach the reading in the morning and then teach the math in the afternoon and then of course they do the swapping so that works
075out really well so that way the teacher is facilitating one teacher is facilitating the face-to-face instruction and then the other teacher is facilitating the online instruction so in those opportunities those are working out really well and again we're going to try it out on tuesday this has never been done before so we did talk about being flexible with one another and then looking to see how things were working and then how we're going to come back and make those those revisions one of the other things that we talked about is when the initial schedules were created by our principals with their principal input those sample schedules that are found on our website were already designed around face-to-face and online instruction because our students are receiving a synchronous the majority of the time we are providing
076synchronous opportunities for them to be able to log on when where our teachers are having live sessions but for those students for whatever reason they don't need to log on at that time because i'm doing really well in math but i really need to make sure that i log on for the reading making sure that our teachers are available during those times so it's just a matter of switching the teachers when they're not doing that face-to-face instruction and those students are working independently that are on campus then that teacher having some transition time to be able to now get on and provide some small group or one-on-one check-ins with those students who are working from home so again those students are going to be provided with both different types of opportunities our students who are
077going to be sitting on campus in the actual classroom will also be participating in some face-to-face direct teach instruction from the teachers are going to be working on some independent things and then at the same time they will also be giving some online or asynchronous opportunities even though they are in the actual building so while the teacher is working with the students on campus the students online can work asynchronously to either watch the lessons the video lessons that were already recorded and then complete any type of independent work now while the students on campus are working independently the teacher will be able to provide some online support and some small group instruction to students working online and so this is a sample picture as dalia had mentioned that i had found i went ahead and
078included it talked to the principals about what this might be able to look like if we want to click on that elementary sample schedule that is the example that i was talking about how we went in and we made some revisions and we talked to principals about it i don't know if it's working but that is the um schedule that is posted online and again when it was created it was created so that teachers have the opportunity to teach face to face but then have some transition time to be able to now work with students who are online and according to all the principals that i have spoken to they all feel really good about their plan and um they feel good about being able to roll that out on tuesday so again i'm not
079going to go over the whole thing with you but you'll see those yellow those yellow rectangles there or those spaces those are when there's actual live instruction so there's multiple opportunities for students who are at home to be able to log on and get live instruction from the teachers when you see more of the blue work that's when the students who are on the campus will be doing some independent work and then as those students are okay and the teacher can just um turn to the other side now and get on her laptop that teacher will now have some built-in opportunity to work with students online for those who are able to get on at that time the other one also is during that green time that green time allows for a lot of that
080flexibility for that teacher to be able to go back and forth between those groups and we are also working with teachers and the instructional technology team for them to be able to know how to operate and facilitate breakout sessions so they can break out and work in small groups with students and the content team will be working on with them on knowing how to group them and how often to rotate with them for each subject yes good afternoon everybody so for secondary i just wanted to share a sample of a middle school schedule right now middle schools are working to finalize their schedule as they're looking at their numbers but the middle schools i have to say have done a great job at thinking of creative ways to really welcome back the students we have
081some campuses who are doing you have the golden ticket uh welcome back to on campus learning so this is a sample of mcnair middle school who has really uh taken apart their master schedule to really provide a minimal transition between the periods so students will stay in their class uh for the day and will move only for electives so this is a sample of what uh on-campus learning and also remote learning will look like uh campuses are well aware especially the principles that we do provide synchronous opportunities throughout the day but students who are at home asynchronous will log on during the time that is suited for their schedule we did provide some recommended schedules for parents who were asking you know what would my schedule look like for my child so that was provided
082uh campus principals uh worked on that to make sure that we had some samples for our community um also we do have campuses that are working with our i.t department to look at creative ways to balance on campus and also remote learning we have uh campuses working with itu on a swivel camera and also ipad so whatever that they whatever they are working on in the class will be projected to our remote learners for high school we do have that time that is built in also throughout the day for uh do you see that 8 30 to 9 15 block is also allocated for our asynchronous learners who are coming in for tutoring athletics and also fine arts um there will be transportation of course provided to them after if they do need it but
083we also built in time through the ada through the monday uh wednesday friday and then the tuesday thursday rotation with suggested breaks for our remote learners again our high school has been receiving a lot of positive feedback from parents saying that this is a great schedule they've had a successful week so again we're going to come back after one next week and really look at the schedules to see if anything needs to be tweaked we always wanted to monitor and adjust to make sure it is meeting the needs of our campus so definitely if we do have any changes we will come back at a later time to present these updates to the uh to the board uh but also we've been meeting since this past summer with our principals to make sure that they
084have the tools that they need to be ready for the first day of instruction when we will have both face-to-face and also on uh remote learners thank you and two of the other things that we've created uh we went ahead and posted yesterday it's called the community tech support so initially on the first day of school like dr verstappen we've shared is we have the lines coming into the campus you know when the parents dropping off the kids but we had the phone lines just going crazy with a different type of support that our parents needed from google classroom login passwords and whatever other situation that we're encountering so what we've been ahead we've done is we're going to be opening up some community tech support lines from 5 30 to 8 30 monday through
085thursday and those have already been posted on our website since yesterday and next week we're going to roll out an academic tutoring we've already went ahead and uh there's a lot of teachers that are wanting are interested in doing this work in the evenings so the same thing we're going to be running a tech support line and also a tutoring line along with this so these are just adjustments that we are making and also trying to provide support for our community along with that since we know that we have the best teachers in our school district we also have the best parents and we have the best guardians and homes that are providing the best instruction so knowing that we have 75 of our community that is staying at home we are turning around and
086doing some parent pd some in-home remote pd and so we are working with various partners that have already also called and volunteered and said we've got videos we've got um resources to be able to assist our district to be able to create some para pd so we started the school year with teacher pd now we're going to come back and do some parent pd and we're looking at the third week of september to be rolling this out and we'll be bringing that information to you i have a question um what are we doing for um those parents that have to come and pick up lunches for their kids i mean are we giving them enough time because i i've read in some of the other districts that they're already doing these things they're having issues
087where the students are still learning online and then it's running into their lunch time and that's when they have to come and pick up their lunches if that's the need for them yes we did run into that the first week uh last week like monday and tuesday so we adjusted our times we we tried to plan around the schedules and so uh we've worked with the campuses to make sure there's some time freed up so that they can't get the meals so we try to open up as many sites as possible that would be close to community members but we ended up really for the high school was where we ran into a lot of the issues with their schedule so they adapted their schedule a little bit because he saw some more breaks and
088then we we extended our time uh because i mean there may be students that don't have a way to get here and they have to walk or they have to get a ride or whatever so we worked that out we didn't have an issue we were able to mitigate that with the campuses and being flexible with their schedule and also us the reason why we tried to stay closer to from 10 30 to 12 30 for our cafeteria staff because about 12 30 to 1 to 1 30 it's extremely hot outside they've been standing out there for two hours so we're trying to figure out the best way to help serve and you know protect our individuals and so we extended a little bit longer but we worked with the schools to kind of open
089the window a little a little bit more so that's great i just wanted to make sure that we ensure that we have that available for the students that we have the time and that we let them know so a lot of them don't want to ask great yeah we did they did we had that we had to go back and look at it and revise it so we did i didn't want to say one thing that uh we were planning the six students and eight students which i know that some districts are doing this like okay this teacher is doing all virtually teachers doing face-to-face we weren't able to do that if we bring in six for class uh because then we would have to go more in each class so we're in our phasing
090plan we're trying to figure out a way to get as many kids back that want to choose that and keep the numbers down in these classrooms so just so that you all know that if you ever get a question maybe by teacher why can't i have to be the virtual teacher yeah that wasn't really the reason why is because for us to bring more students back we had to space them out and we had only this teacher doing remote and this teacher doing face to face that teacher would need to have more kids to get the numbers back in there so you know i'm interested to see last week and lori had said that there would be 12 students that's the most that's if we wanted to social business in elementary school yeah when we
091get to 50 and we have the social disc instead i mean so you're talking about the 25 at that point we'll just have six and then we can yeah we can we can add some more maybe be that ten or twelve okay uh because remember on october 20 uh october 19th i think today i gotta go back a little bit october 19th whoever chooses face to face we don't have a choice whoever makes that decision uh we have to let them in by tea so we the board approved our phasing plan and we got an extension for four weeks so we have eight weeks an hour into this but again six weeks left busy in six weeks we have to be ready for any student that chooses facebook so on the eighth we will have
092the majority of the ones that chose for this first round but then the kids are gonna get another choice come the next day the nine weeks they get to decide again we may have more students want to come in and we have to be really accommodating our hope is everything keeps going the right direction we have many more students face to face by the end of the year and i'm sure it's everyone's home when we get the other side i know a big part of this is our communication plan as well i know it's always a question that the board has and janice is going to talk a little bit about uh how we're communicating all this out to you know from the district globally but then specifically our campuses are the best form of
093communication for their school community they've been already engaged in this process janice thank you sir that's right so we are working closely with our principals to make sure that we are communicating individually with these families that are coming in face to face on september 8th so part of this five-point reentry plan is communicating that plan communicating the phasing plan and ensuring that every parent is aware of the expectations of first day of school things are going to look different um and we want to make sure that as we have them engaged that they are aware of all the different steps that they're going to be needed needed to take so let me i'm going to go ahead and share my screen so that i could pull up communication plan and um as you can see
094he already been working on calling their family so the first step that we're taking is individual phone calls this is expected to be done by the end of today the selected families will be informed to be a telephone call by today so basically we produced a phone script for our principals to ensure that they have the speaking points that they need to kind of talk through the pair through the steps with the parents one of the more most important things um is again expectations what is the first day of school going to look like nothing is going to be more engaging than a phone call and that conversation with a parent versus a video or or something that we're not even sure they're looking at right so we want to make sure that as we
095have them on the phone we're going through the different steps of what the first day of school is going to look like every campus has a different plan on certain aspects of this list so they are are going to discuss those plans and go through the steps to include lunch routine exit policy entrance policy and different things like that um so we kind of made it like a flow chart where if a parent said yes or no they would go back to moving maybe the the student to the next phase and then we also did translations in spanish so then in addition to that we're communicating with parents these same parents through either an email or a letter and then what basically the letter is again reminding them you know school will start for you
096face to face on september 8th thank you for for being part of this uh this journey and then as we go through the letter you'll see that we have different links to our commitment plan and our phase in plan that way parents can revisit those uh those steps we also developed an infographic to go along with that email um and we'll pull it up right here so as you can see it's basically this applies to everyone the self screening the entrance policy visitor policy p p e and social distancing and the exit letter or email to found then third step that we have our principals doing is remind text so on september 4th right before the holiday weekend our families are going to receive a text from our campuses reminding them school starts on september
0978th we look forward to seeing you if you have any questions please contact us again here are the reminder for the steps for the first week of school we also have our transportation staff they are working to communicate with their families as well as far as what does the bus ride look like to school what are the expectations are we wearing masks what's you know so these are questions that we are going to be reminding our family uh answering questions for our families and then reminding them through several different tomorrow uh what steps have been taking place we're gonna let go that we have uh invited students to come back face to face how that process took place we're also going to be informing them of the upcoming steps for the additional phases phases in
098in the future and that'll all be in a community email and letter and on our website um by tomorrow and then we also have our phases plan so the phases has been posted in english in spanish on our website we're also working on a video to go through what the phases look like so parents can understand what red green yellow uh look like i'm dating and again informing our community about face-to-face and on-campus choice we're going to be working uh with that letter today and kind of identifying those key dates and deadlines and that is what i have any questions i plan to make sure that when our students come face to face that our families understand what those students should expect when they postpone those what they will expect when they walk onto their
099campus they walk into a room how they access as simple as a bottle of water that the water fountains will be off but we're going to we have a mitigation plan until your new dispensers come in so our goal is to make sure we communicate that i'm really excited about the opportunity to offer free content tutoring for all of our students that would be one-on-one zoom there'd be a phone call and that's an investment that we know the sport wants but with what i think will be at least half of our students stay in remote all year they're going to need access to those tutoring opportunities and we're going to do everything we can to make sure they have access and get access every time they need it along the tutoring lines have we told
100the parents about the khan academy yes because that's fantastic yeah yes okay this was very impressive yeah very good very very proud so the staff has done tremendous work and valve has been uh just a key in the health thing directing us inviting uh all of us and you know there aren't the best decisions but i think collectively and with our board with our community we always have a service but for our kids and that looks different to different people i get that but i think this example of uh our students the pilot program really kind of shined a really it can be done of course that's 12 probably point zero zero zero zero one percent of our population but i think we're ready to receive our next basis students excited well and lloyd i
101think it's inarguable that that the level of detail that y'all have put into these plans is is just phenomenal i mean there are a thousand decisions every day that have to be made to facilitate the students education and because we've never been through this before you guys had to really really put a lot of thought into like like you said something as simple as oh okay no water fountains they can't do that how are we going to do this but i mean the level of detail that you guys are sending out to parents and to the community is tremendous and appreciated because we know that there's that preparation that prep work's been put in so now it's just execution right so at least that community can feel confident that the work is being done the
102work is you guys are having the conversations the meetings you're placing orders purchasing um and the principals are prepping their campuses and the teachers are prepping their classrooms and their lessons and that we're ready we're as ready as we can be so the next step is execution and and that's coming up so i'd be remiss if i didn't commend our principals and our staffs those guys are i mean you can definitely tell that there's been a lot of hours put into this and i've already had feedback from the community indicating that they've heard that we're doing a phenomenal job so i just went back and said it's our leadership it's our school leadership as well their staff and especially our teachers thank you so much thank you so that concludes our brown bag 51 minutes
103[Music] we are everybody that shows face to face up to today we're going out back so the rest of this week we may have students that want to choose it now i just want everybody to know that so if somebody else get their face their next application is to be correct but right now everybody that's chosen and we're accommodating we're bringing them in so come tuesday we'll have we'll be at six in elementary eight and so you know if you heard class at nine or ten we're trying to work through that but we have the room we're just yeah just so you don't know i just watch all right just in case you get questions okay anybody else nope great job adjourned at eight minutes two