WEBVTT 1 00:00:02.129 --> 00:00:02.730 Curtis Nelson: Okay, go ahead. 2 00:00:03.870 --> 00:00:06.810 Regan Molatore: Alright, Ruby will begin this 3 00:00:08.130 --> 00:00:13.380 Regan Molatore: Regular board meeting or the Westland Wilson Middle School districts here is occurring through 4 00:00:14.490 --> 00:00:17.460 Regan Molatore: Virtual media and zoom tonight but 5 00:00:18.630 --> 00:00:20.010 Regan Molatore: Mr Inglis if you would 6 00:00:20.010 --> 00:00:22.020 Regan Molatore: Please could you take the girl. 7 00:00:22.920 --> 00:00:23.910 Kelly Douglas: Reagan Molotov 8 00:00:25.380 --> 00:00:25.800 Regan Molatore: President 9 00:00:26.790 --> 00:00:27.750 Kelly Douglas: Chelsea King 10 00:00:28.230 --> 00:00:28.710 Here. 11 00:00:29.760 --> 00:00:30.870 Kelly Douglas: 50 Thompson. 12 00:00:31.500 --> 00:00:31.860 Here. 13 00:00:32.970 --> 00:00:34.050 Kelly Douglas: Dylan highs. 14 00:00:34.410 --> 00:00:36.150 Kelly Douglas: Here ginger. 15 00:00:37.320 --> 00:00:37.620 Ginger Fitch: Here. 16 00:00:38.460 --> 00:00:39.000 Kelly Douglas: Thank you. 17 00:00:41.280 --> 00:00:52.680 Regan Molatore: Thank you. And the first item and this meeting tonight. It's a little bit kind of different than normal, we decided we would forego we continue with our usual recognitions 18 00:00:53.700 --> 00:01:07.260 Regan Molatore: Which Chelsea, and I will present here shortly. But then we also I'm kind of wanting to forgo our usual board reports. Usually we describe what we've been doing in and around the school district, but 19 00:01:07.440 --> 00:01:08.550 Regan Molatore: Being as we've 20 00:01:09.000 --> 00:01:23.430 Regan Molatore: Been largely relegated to stay home and there isn't as much typically to report and we wanted to give a little additional time for our superintendent to deliver her report and then have the board have the ability to ask questions or 21 00:01:24.480 --> 00:01:38.970 Regan Molatore: Share wondering about what our superintendent shares. So, our first item on the agenda is recognitions and Chelsea and I just wanted to kind of share you know the board's appreciation for 22 00:01:40.620 --> 00:01:51.420 Regan Molatore: All the work that's been taking place, even if we don't have our students in the buildings and some of that work with regards to our staff was we had 23 00:01:53.430 --> 00:02:03.810 Regan Molatore: People who volunteered to work in our schools. Once the closures and we emptied our building to come in and thoroughly clean 24 00:02:04.890 --> 00:02:17.670 Regan Molatore: Our facilities and then we also had people who made themselves available to make and prepare both breakfast and lunch, as well as hand those out to our students. 25 00:02:18.150 --> 00:02:29.280 Regan Molatore: And we, you know, receive the information about the volume of that, you know, last week we ended with almost looked like 3000 meals being handed out at over nine schools. 26 00:02:30.330 --> 00:02:36.810 Regan Molatore: And we had staff, who's been making sure that that happens at that those meals get into the hands of our students as well as 27 00:02:37.860 --> 00:02:48.510 Regan Molatore: under special circumstances if if a family's not able to get to one of those sites, ensuring that we get them the meals that they need. And we've also had the ability to 28 00:02:50.010 --> 00:02:57.840 Regan Molatore: Start that kind of a survey process about you, who has devices in their homes and who might need a device. And we've had staff. 29 00:02:58.320 --> 00:03:15.960 Regan Molatore: Diligently reaching out to all of our families and making sure that we're aware of what what they would need to have learning at home, take place and then we have staff prepare and clean Chrome notebooks, as well as be available to distribute those at our schools. We've also 30 00:03:17.070 --> 00:03:34.980 Regan Molatore: Had our nursing and counseling teams reaching out to families and making sure that they have what they need at home that they may otherwise have teen at school to ensure that their children can be as happy and healthy as possible when they're not in our schools and 31 00:03:36.450 --> 00:03:47.250 Regan Molatore: We've also had and I hate to list off because I'm almost certain I'm going to forget someone but we definitely have had our administration and staff available working 32 00:03:48.030 --> 00:03:52.770 Regan Molatore: Nonstop, you know, originally just thinking that we were going to be able to school for 33 00:03:53.310 --> 00:04:05.190 Regan Molatore: A week and then spring break, and then return and then that was extended and so then they got busy trying to think about, well, what can we do during that first extension and preparing some supplemental education and 34 00:04:05.580 --> 00:04:13.980 Regan Molatore: Going through and coming through websites and just trying to put something that's grade level appropriate together to get out to our families for people who wanted to 35 00:04:14.280 --> 00:04:23.520 Regan Molatore: engage in self learning at home and then that has now since trans for into distance learning and 36 00:04:24.330 --> 00:04:30.990 Regan Molatore: Trying to gather up that information to figure out how do we deliver the our curriculum to our students through 37 00:04:31.680 --> 00:04:43.320 Regan Molatore: new methodologies that don't involve students in the classrooms themselves. And so we've had administrative staff as well as our teachers taking on these Herculean efforts to 38 00:04:44.160 --> 00:04:56.910 Regan Molatore: Make sure that our students are going to be okay and that they're going to receive what they need, whether it be educational materials foods Chromebooks and the like during, during this 39 00:04:58.110 --> 00:05:15.960 Regan Molatore: Unprecedented time. And so the board just wants to acknowledge our staff, who's participated in those processes and that has been making this okay for our students and families and say thank you very much and Chelsea, would you like to acknowledge our community. 40 00:05:20.370 --> 00:05:25.500 Chelsea King: Yeah, just a good opportunity to really demonstrate what 41 00:05:27.030 --> 00:05:44.490 Chelsea King: How interconnected. We are and what a team we are and really manage a lot of uncertainty and ambiguity. And so we've relied on our community partners, whether that be neighbors sharing resources are checking in on each other. 42 00:05:45.570 --> 00:06:09.630 Chelsea King: community partners like the Oregon food bank that's keeping our local food banks stocked for our families, and those are, you know, big and small gestures that make this uncertain time manageable and and our parents, you know, we're, we're asking a lot of our parents as well to navigate 43 00:06:10.710 --> 00:06:22.950 Chelsea King: Their work if they still have it and their economic stress. If they don't still have it. And to do that with their, their students at home. And now to also 44 00:06:23.640 --> 00:06:33.750 Chelsea King: Read the emails, organize, you know, the curriculum or the approach set up the kiddos for workstations and help them structure. 45 00:06:34.560 --> 00:06:42.990 Chelsea King: Their, their learning environments. And, you know, manage their own stress and anxiety and behave like a good students and that you know it and 46 00:06:43.290 --> 00:06:52.350 Chelsea King: In the corner of the living room or wherever that is. And so we've asked a lot of our parents to really step up and be a really strong partners as well and 47 00:06:53.160 --> 00:07:05.880 Chelsea King: And they are our neighbors are showing up or community partners showing up and her parents are showing up so you know we're all acting as a team and it will take all of us to to get through on the other side. I'm stronger. 48 00:07:07.830 --> 00:07:08.910 Chelsea King: Just appreciating that. 49 00:07:12.510 --> 00:07:15.120 Regan Molatore: Thank you Chelsea and 50 00:07:16.890 --> 00:07:20.940 Regan Molatore: Next up is our superintendent report and Dr. Ludwig 51 00:07:24.390 --> 00:07:28.110 Kathy Ludwig: Thank you. And thank you everyone for your patience as we also navigate 52 00:07:29.580 --> 00:07:31.920 Kathy Ludwig: The tools of zoom meeting here. 53 00:07:33.180 --> 00:07:33.990 Kathy Ludwig: Going to 54 00:07:36.090 --> 00:07:37.170 Kathy Ludwig: Bring up I think 55 00:07:40.020 --> 00:07:41.400 Kathy Ludwig: Share a document here. 56 00:07:45.900 --> 00:07:46.710 Kathy Ludwig: Everyone can 57 00:07:50.700 --> 00:07:55.710 Kathy Ludwig: See, okay. Did that come to everybody screen. 58 00:07:56.880 --> 00:08:07.170 Kathy Ludwig: Superintendent point I'm getting thumbs up. Okay, great. You're seeing at home. I'm assuming that your screens that those visiting our board meeting tonight are also able to see it. 59 00:08:09.360 --> 00:08:10.920 Kathy Ludwig: I just want to thank the 60 00:08:11.970 --> 00:08:14.190 Kathy Ludwig: Chair monitor and vice chair King for 61 00:08:16.770 --> 00:08:22.170 Kathy Ludwig: A comprehensive and thoughtful recognition, you almost gave my whole superintendent report. 62 00:08:23.730 --> 00:08:31.260 Kathy Ludwig: Just touching on all the aspects of what we've been doing. And I'll go through that. But I think this first slide just kind of shows 63 00:08:33.240 --> 00:08:49.410 Kathy Ludwig: You know the connection that we want to have with with kids and families. And I think that that car with the sign. We miss you. This much is just an indication of how relational our work is and when we can't be in proximity, we find creative ways to do that and still be safe. 64 00:08:50.850 --> 00:08:59.640 Kathy Ludwig: But how much we do care about each other and how much we know our community cares about our, our teachers and staff and and how much we care about our kids. 65 00:09:00.120 --> 00:09:09.000 Kathy Ludwig: All the way to that next picture which just shows this is now business as usual. It's a lot of zoom meetings and trying to conduct business. 66 00:09:10.020 --> 00:09:17.250 Kathy Ludwig: Virtually which takes more time and and it's a challenge. We're grateful to technology. And yet, it also just 67 00:09:18.840 --> 00:09:24.390 Kathy Ludwig: Slows things up in some ways when every conversation has to be scheduled. And this is actually a picture of 68 00:09:25.290 --> 00:09:35.790 Kathy Ludwig: A few of us having a meeting with three rivers charter school and making sure that they have what they need to keep up and going, and that they have their questions answered. They're a part of our school district. 69 00:09:37.080 --> 00:09:46.200 Kathy Ludwig: And we need to make sure that they feel connected and and have the information and that we can share any strategies that we're using with them because we we share all of our families together. 70 00:09:46.830 --> 00:09:54.270 Kathy Ludwig: So this kind of virtual way of doing business. We're grateful for technology, but just do want to communicate that 71 00:09:55.560 --> 00:10:01.410 Kathy Ludwig: It just takes much more time we're realizing to get back to people to get questions answered. 72 00:10:02.730 --> 00:10:05.520 Kathy Ludwig: And to kind of do business in a school district. 73 00:10:07.500 --> 00:10:18.420 Kathy Ludwig: I'll just touch on these items tonight. So this is kind of the agenda, just making sure you get an update on these various aspects of as much as I can share with you that we know to this to this point. 74 00:10:19.830 --> 00:10:27.480 Kathy Ludwig: As Chair mala tour mentioned, one of the first things we had up and going was making sure that kids still are getting fed. That was our number one priority. 75 00:10:27.840 --> 00:10:37.350 Kathy Ludwig: They're safe at home and making sure they had meals, if they needed them and it didn't take long for nutrition staff to get that up enrolling their an exceptional group of professionals. 76 00:10:37.770 --> 00:10:50.280 Kathy Ludwig: And I want to recognize Lindsay Flores our director of Nutrition Services and how quickly and capably she rallied her team and organized quite an endeavor that 77 00:10:51.360 --> 00:10:55.710 Kathy Ludwig: She makes it look easy. But let me tell you, there are a lot of details and 78 00:10:56.940 --> 00:11:02.610 Kathy Ludwig: By the end of that first week we got close to the number that we believe we're going to have most weeks, which is about 3000 79 00:11:03.000 --> 00:11:10.620 Kathy Ludwig: We did notice today though since we started giving supplemental learning packets that meals went up. So I think as folks are they're picking up some learning packets 80 00:11:12.330 --> 00:11:20.580 Kathy Ludwig: They also see a meal that that they can pick up and all of that is is completely fine as we might see those numbers go up is 81 00:11:21.330 --> 00:11:30.180 Kathy Ludwig: folks find that they can get two things in one trip we are using safety protocols and there's quite a bit of guidance from 82 00:11:30.960 --> 00:11:42.270 Kathy Ludwig: Department of Education and Nutrition Services and sailing around how to make sure meal delivery keeps folks in distance and it's sanitized and our staff is working. 83 00:11:43.170 --> 00:11:49.710 Kathy Ludwig: Diligently through that we now have curbside pickup for meals at all of our primary schools as well as Westland High School. 84 00:11:50.850 --> 00:11:56.970 Kathy Ludwig: We do believe with this model that we will have sufficient commodities for the remainder of the year. Additionally, 85 00:11:58.560 --> 00:12:01.290 Kathy Ludwig: State agencies and Salem are looking for. 86 00:12:02.730 --> 00:12:11.190 Kathy Ludwig: Other commodity distributors, who can provide for those kinds of products that districts might become low in whether it's brown paper bags or 87 00:12:12.630 --> 00:12:21.030 Kathy Ludwig: different food sources. And so the state recognizes that this is a different way of providing meals and is there to support school districts 88 00:12:22.230 --> 00:12:31.290 Kathy Ludwig: And we will receive reimbursement from the state have been assured that this type of meal delivery will still fall into the category of 89 00:12:32.670 --> 00:12:34.080 Kathy Ludwig: School Nutrition Program. 90 00:12:37.260 --> 00:12:45.900 Kathy Ludwig: One of the other provisions in the executive order by the governor was alongside meal provision is emergency childcare provision for 91 00:12:47.220 --> 00:12:47.940 Kathy Ludwig: Those 92 00:12:49.140 --> 00:12:56.130 Kathy Ludwig: Individuals who are considered essential staff and work in healthcare industry or first responders or 93 00:12:57.690 --> 00:13:00.750 Kathy Ludwig: Gas station attendance grocery clerks. 94 00:13:02.250 --> 00:13:10.350 Kathy Ludwig: Those who are running stores that are considered essential to stay open lot of those are families and they're going to work every day still 95 00:13:10.920 --> 00:13:17.400 Kathy Ludwig: Taking care of our needs and we need to make sure that there's childcare for them because their kids are not in school. 96 00:13:18.150 --> 00:13:25.500 Kathy Ludwig: And so each school district is asked to be available for free childcare provision for essential workers. 97 00:13:26.070 --> 00:13:40.770 Kathy Ludwig: And that screenshot on this slideshow is just the cover of a in depth guidebook put together by the State Department around how to provide that emergency childcare for school districts. So it outlines 98 00:13:41.550 --> 00:13:48.090 Kathy Ludwig: How to prepare the facility, how to make sure that the staff, stay safe. What are the essentials for children. 99 00:13:49.620 --> 00:13:52.920 Kathy Ludwig: Had to kind of set up a possible typical day. 100 00:13:54.300 --> 00:14:02.130 Kathy Ludwig: The registration the in and out protocols to make sure everybody stays safe and has those safe social distancing guidelines in place. 101 00:14:02.820 --> 00:14:17.070 Kathy Ludwig: And that meals are provided during that time. So at this time the only child care. We have up and running is run by club k at boons ferry, we just let them retain that part of our building, they are running it with 102 00:14:17.670 --> 00:14:31.080 Kathy Ludwig: A line to the same guidelines very safely. I've seen their protocols and that is up and running and they are providing that service, but in addition to that, we will prepare to have our primary schools. 103 00:14:32.310 --> 00:14:39.180 Kathy Ludwig: In case we do get the call from Clackamas county public health or the Early Learning division that we need to make more 104 00:14:39.720 --> 00:14:44.610 Kathy Ludwig: Locations available doesn't necessarily mean it's families who live in our school district. 105 00:14:45.360 --> 00:14:57.210 Kathy Ludwig: It could be families who serve somewhere in this area, but live elsewhere and need to drop off their children more closer to their place of work we do have a hospital nearby and it could be that one of our schools. 106 00:14:57.810 --> 00:15:14.370 Kathy Ludwig: Is a good location for that. So right now we're in the process of taking a look at the facility application and making sure we're able to meet all the conditions and get ready, and then we'll let the folks know the early childhood learning division that that we're up and ready to go. 107 00:15:18.900 --> 00:15:29.670 Kathy Ludwig: As you mentioned your monitor our engineering custodial staff have been busy ever since we shut the doors on March 13 sanitizing all of our facilities. 108 00:15:30.840 --> 00:15:39.390 Kathy Ludwig: Making sure we authorized personnel go in, so that we don't have to re clean all areas, but can keep track of those areas that need to be re sanitized 109 00:15:40.260 --> 00:15:48.810 Kathy Ludwig: Once we discovered that we were moving to an extended school closure. We did have requests them from teachers to retrieve more curriculum materials from their rooms. 110 00:15:49.170 --> 00:15:59.640 Kathy Ludwig: And things that they had left behind, knowing that they would need access to more items. So we did create a retrieval process, which allows them to come into the building at certain times. 111 00:16:00.120 --> 00:16:07.260 Kathy Ludwig: Just go straight to their classroom retrieve items. And then we do designate with signage, all of those rooms are areas where 112 00:16:08.340 --> 00:16:12.090 Kathy Ludwig: A staff member has been so we know to reclaim those spaces. 113 00:16:13.500 --> 00:16:18.000 Kathy Ludwig: We do believe, however, if this extends longer and we get to 114 00:16:19.560 --> 00:16:26.880 Kathy Ludwig: Either reopen end of May or June, we're not sure, but there could be a point where we just decide to reclaim all of the 115 00:16:27.780 --> 00:16:41.670 Kathy Ludwig: Entire facility again. And in doing that, we can also attend to some of the maintenance kinds of things that are small maintenance projects, while we're doing that. So we're taking a look at this is an extended closure. 116 00:16:42.690 --> 00:16:46.650 Kathy Ludwig: Even beyond what's in place. Now, how to couple 117 00:16:48.630 --> 00:16:54.420 Kathy Ludwig: Cleaning alongside some work. We could do in the building. So if we know that children are going to come back in the buildings. 118 00:16:57.390 --> 00:17:04.230 Kathy Ludwig: You talked about Chromebook distribution and I want to first of all recognize and thank our 119 00:17:05.760 --> 00:17:25.050 Kathy Ludwig: Amazing and off chief officer of Information and Technology Services Curtis Nelson and really the orchestration and first planning came from him around. How could this even be possible with curbside distribution social distancing 120 00:17:26.370 --> 00:17:42.600 Kathy Ludwig: sanitizing of Chromebooks delivery to parents checkout system and he really was the one who put those plans in place and then review those plans with a lot of other individuals adjusting as as we went along, and 121 00:17:43.620 --> 00:17:45.270 Kathy Ludwig: What you saw that looked so 122 00:17:46.350 --> 00:17:51.030 Kathy Ludwig: Seamless took hours and hours and days of planning to kick it off. 123 00:17:52.440 --> 00:18:08.310 Kathy Ludwig: I was at Lowry. The morning of that distribution for the morning, and when I looked at the wires that were hanging from inside the building to a pole down to another poll out to the tent, so that we could have Wi Fi service and check out Chromebooks right about occurred. 124 00:18:09.420 --> 00:18:18.750 Kathy Ludwig: It was pretty phenomenal. So a lot of folks making that happen. And a lot of folks offering to be there. We were not short on staff. So that was great. 125 00:18:19.830 --> 00:18:20.490 Kathy Ludwig: And 126 00:18:21.570 --> 00:18:26.220 Kathy Ludwig: To date we have given out 2672 laptops. 127 00:18:28.260 --> 00:18:32.250 Kathy Ludwig: What we're discovering now is that the Herculean task of distribution. 128 00:18:34.140 --> 00:18:48.600 Kathy Ludwig: Is complete but now there's the Herculean task of IT service to all those families and homes and we get about 50 help tickets process just last week, but I think they were probably double that in one day. 129 00:18:49.320 --> 00:18:58.920 Kathy Ludwig: Today, so as folks are trying to get into Google Classroom and they're opening their Chromebooks and they have a question about why something isn't working, or how to navigate 130 00:18:59.610 --> 00:19:10.680 Kathy Ludwig: They're sending in their questions to our help ticket, which is great. I would just appeal to our community to be patient, maybe see if your kids could answer the question first, because sometimes they can 131 00:19:11.940 --> 00:19:17.700 Kathy Ludwig: And that our staff will get to those questions as soon as we can. But we're realizing now that we become kind of the 132 00:19:19.350 --> 00:19:31.350 Kathy Ludwig: The Q AMP. A for all things technology and to everybody's home. So we're working as hard as we can. And that includes staff and students and families. So we're working really hard to get everyone set up and going 133 00:19:35.880 --> 00:19:42.240 Kathy Ludwig: So I just wanted to share. There's been some questions around what happens during this period of closure. If families move 134 00:19:42.690 --> 00:19:51.090 Kathy Ludwig: And when one of the strong guidance is from not only Governor Brown, but also called Gil, the deputy superintendent education is 135 00:19:51.870 --> 00:19:55.740 Kathy Ludwig: Even though schools are closed. We need to make sure that we serve our children. 136 00:19:56.430 --> 00:20:05.100 Kathy Ludwig: And while in Oregon, we've all gone to distance learning a family that moves within our state could still essentially stay enrolled. 137 00:20:05.730 --> 00:20:16.950 Kathy Ludwig: In their current school connected to the teacher that knows them and continue to learn online or virtually with that teacher and that they may only need our school district for meals. 138 00:20:17.520 --> 00:20:27.600 Kathy Ludwig: Or maybe childcare service, but that essentially they could continue with an uninterrupted, so to speak, connection virtually with their past school district. 139 00:20:27.900 --> 00:20:33.210 Kathy Ludwig: So we're encouraging families who might be in that situation is just a few to see if they could do that. 140 00:20:34.140 --> 00:20:41.580 Kathy Ludwig: Since schools are all really close to essentially right now if they can continue with their school district with learning the teacher who knows them right now. 141 00:20:41.970 --> 00:20:48.510 Kathy Ludwig: That may be the best way to continue their education. If for some reason they're not able to do that, of course, we'll 142 00:20:48.900 --> 00:20:56.100 Kathy Ludwig: Do a modified type of enrollment mainly just to get them connected to some learning to finish out the year understanding that 143 00:20:56.940 --> 00:21:10.320 Kathy Ludwig: Their teacher in our district won't be able to provide an assessment or get to know where they are with some learning, but really will be doing some more supplemental learning for them. We do have a couple families that have moved in from out of state. 144 00:21:11.610 --> 00:21:27.450 Kathy Ludwig: And whether they feel they can continue with that states distance learning or need to connect into ours, where we're giving them an access to do that, even while we're closed all of that is being run through our district office since our school offices are closed. 145 00:21:28.470 --> 00:21:36.030 Kathy Ludwig: Making sure that they have access to some supplemental learning that they have access to a Chromebook if they need one and meals. 146 00:21:40.020 --> 00:21:45.450 Kathy Ludwig: We've been asked about attendance. How do we, how do we know if kids are attending school or not. 147 00:21:47.100 --> 00:21:56.220 Kathy Ludwig: And how do we record attendance. During this time, and the guidance from the state has been, we need to connect with all of our families and all of our students. 148 00:21:56.730 --> 00:22:03.390 Kathy Ludwig: With the first and most important priority to make sure that they are connecting to the learning that's available to them. 149 00:22:04.170 --> 00:22:12.450 Kathy Ludwig: That they're engaged during this time that they're able to access either the paper packets or the online learning that there isn't some sort of a barrier. 150 00:22:13.080 --> 00:22:24.540 Kathy Ludwig: For them to be able to access their learning. But in terms of accounting thats related to attendance and recording that in our system that has been waived for the remainder of the school year by the state. 151 00:22:25.980 --> 00:22:36.420 Kathy Ludwig: So we're not asking students every day to log in as present or not present and keep track of that at BMW of attendance during this time. 152 00:22:38.550 --> 00:22:49.740 Kathy Ludwig: The priority has been connect with students as teachers and staff to make sure that they're okay, if we're getting meals that they need to. And if they're able to access their learning. 153 00:22:54.960 --> 00:22:58.920 Kathy Ludwig: As we're thinking about budget and we know we'll have a topic about that. 154 00:23:00.240 --> 00:23:12.810 Kathy Ludwig: It's been very clear and many messages from the Department of Education o d that they are doing to do everything they can to keep the current budget intact and that as we look at next year. 155 00:23:14.670 --> 00:23:24.540 Kathy Ludwig: That the priority is to prioritize that state school fund and those funds that already account for staff. 156 00:23:25.410 --> 00:23:34.470 Kathy Ludwig: Who are in our schools currently so state school fund measure 98 prioritize Nutrition Services high cost disability fund. 157 00:23:35.340 --> 00:23:40.830 Kathy Ludwig: But we know that there are some grants that are projected to come to us in the fall. 158 00:23:41.580 --> 00:23:51.450 Kathy Ludwig: To the Student Success act and there has been recommendation that we just hold on that for now until the state can see the economic impact. 159 00:23:52.110 --> 00:24:02.670 Kathy Ludwig: And we see the revenue that might come from the corporate activities tax and see how much is available to either fully fund that grant or partially fund. 160 00:24:03.750 --> 00:24:19.380 Kathy Ludwig: Or perhaps even redirect any you're part of that fund to the state school fund. So those are unknowns. A lot of conversation at the state level, but I just wanted you to know that folks are thinking about it. And these are topics of conversation weekly 161 00:24:20.610 --> 00:24:23.760 Kathy Ludwig: That we're watching for and looking for 162 00:24:25.770 --> 00:24:30.900 Kathy Ludwig: There's also been consideration that if schools do close for the remainder of the school year. 163 00:24:31.740 --> 00:24:48.750 Kathy Ludwig: As soon as school districts can know that information, it may be helpful to some who could have some contracts that they might wish to suspend or close out early in term in in in the hopes of then maybe gaining some savings. 164 00:24:49.800 --> 00:24:58.230 Kathy Ludwig: So instead of paying for a contract for the remainder of the year closing it out early to recoup that savings. There's also some conversation about 165 00:24:59.190 --> 00:25:05.490 Kathy Ludwig: Some collective or collaborative statewide actions, perhaps, since we're all in this together. There's a way to leverage some 166 00:25:05.880 --> 00:25:14.790 Kathy Ludwig: discounts or to take a look at health care insurance and see what kind of provisions or savings could be there for school districts right now. A lot of that is just speculation and wonder 167 00:25:15.570 --> 00:25:22.860 Kathy Ludwig: But I just wanted to assure you that there's many at the state level and leadership level that are beginning those conversations and as a board. 168 00:25:23.550 --> 00:25:34.650 Kathy Ludwig: You might be hearing some of those topics through SBA and if not, they could be those could be questions that you would also ask as board members to see what oh SBA 169 00:25:35.730 --> 00:25:37.500 Kathy Ludwig: Is thinking about, or how they're involved. 170 00:25:40.320 --> 00:25:47.070 Kathy Ludwig: Of course, communication at this time is critical. And I want you to know that it's a priority for us as soon as we get information and 171 00:25:47.520 --> 00:26:00.780 Kathy Ludwig: We know it's accurate information and it's information that has been vetted and can be then delivered to our community and it's thoughtful, we're getting that out as soon as we can. You probably seeing a tiered level of communication. 172 00:26:01.890 --> 00:26:08.340 Kathy Ludwig: Several that came from me at the superintendent level that were then applicable to all staff or the community. 173 00:26:08.820 --> 00:26:21.300 Kathy Ludwig: Then another tier where schools reached out in alignment to those same talking points. And now that we're into this extended closure. We've asked teachers to begin to develop their communication. 174 00:26:22.560 --> 00:26:29.130 Kathy Ludwig: Formats to their students. In addition, our communication director Mr Andrew colostrum has been 175 00:26:29.610 --> 00:26:36.630 Kathy Ludwig: Vigilant, and this really has been 24 seven work on his part. And throughout the weekends, as well, making sure that we're receiving 176 00:26:37.020 --> 00:26:50.430 Kathy Ludwig: All the updates from the Oregon Health Authority from the CDC, making sure our website stays updated checking Facebook responding to questions from the community to media. 177 00:26:51.900 --> 00:27:04.320 Kathy Ludwig: And to patrons and then discovering ways that we can virtually, you know, have internal communication through zoom meetings and emails and making sure that we're continuing with the business that we need to 178 00:27:05.340 --> 00:27:13.080 Kathy Ludwig: I am drafting a distance learning communication guide that will go out to staff. This week outlining 179 00:27:14.010 --> 00:27:24.810 Kathy Ludwig: Just the precautions to when you're in this place of virtual communication, the modes in which we believe it is safe and appropriate and also equitable for all families. 180 00:27:25.320 --> 00:27:34.680 Kathy Ludwig: And those avenues of communication that even though technology may allow us to have them may not be what we choose to do in our school district. 181 00:27:35.550 --> 00:27:45.990 Kathy Ludwig: We have a priority towards equity and access and we want to make sure we stay within guidelines around safety and privacy. And so how we open up various portals for communication. 182 00:27:47.100 --> 00:27:52.800 Kathy Ludwig: Need to be thoughtful and we're working with legal counsel on that as well as our team of leaders. 183 00:27:55.440 --> 00:28:01.950 Kathy Ludwig: So that's my report it again just echoed. A lot of what chair mala tour mentioned and just want you to know that. 184 00:28:02.730 --> 00:28:11.850 Kathy Ludwig: Just incredibly grateful to have a supportive and engaged board and thank you for your questions throughout all of this and 185 00:28:12.360 --> 00:28:22.320 Kathy Ludwig: staying connected. So if there's any questions, we'll take those. I know we've got a full agenda and some of them might be answered in some of the upcoming topics but we can go ahead and start. 186 00:28:23.790 --> 00:28:39.240 Regan Molatore: So Dr. Ludwig Amos, we've got a couple of board members who have questions and do feel free, that if a question might overlap with the later presentation to ask a board member to, you know, either hold their question or ask it again I Dylan start with you. 187 00:28:39.630 --> 00:28:40.260 Dylan Hydes: All right. Thank you. 188 00:28:41.490 --> 00:28:46.860 Dylan Hydes: Dr. Lipman, I'm curious, why were sanitizing the schools, if 189 00:28:48.030 --> 00:29:05.340 Dylan Hydes: We're being told that the virus can remain active for 72 hours on a hard surface. I'm worried that we put the editorial staff in risk when we could just allow these things to become inactive. Despite functions of the schools not being entered for six, seven weeks. 190 00:29:07.440 --> 00:29:14.340 Kathy Ludwig: Yeah, so I'll just clarify what I meant by that what we did when when school's first closes. We just went ahead and did a deep cleaning 191 00:29:15.780 --> 00:29:16.710 Kathy Ludwig: Not knowing 192 00:29:17.910 --> 00:29:27.240 Kathy Ludwig: You know if any of our staff could have been asymptomatic or had the symptoms, but just going ahead and doing a deep clean with all the precautions that 193 00:29:27.630 --> 00:29:46.830 Kathy Ludwig: Our cleaning staff needed to take knowing, then that after that closure date. We then had clean schools sanitized schools and then we close them off as we discover to the extended closure that people now needed to enter the building to recover items. 194 00:29:48.690 --> 00:29:52.350 Kathy Ludwig: That then gives the potential again for any space. 195 00:29:53.580 --> 00:29:57.330 Kathy Ludwig: To be occupied by someone that could have symptoms. 196 00:29:59.310 --> 00:30:09.930 Kathy Ludwig: Either to someone else later on. It comes in that space. And so we we decided to let folks re enter, but then mark and tag those places that would need to be sanitized again later. 197 00:30:11.700 --> 00:30:14.820 Kathy Ludwig: From what we know there is some varying 198 00:30:16.620 --> 00:30:18.030 Kathy Ludwig: expertise on 199 00:30:19.110 --> 00:30:23.340 Kathy Ludwig: How long the virus lingers on certain surfaces. 200 00:30:24.690 --> 00:30:26.940 Kathy Ludwig: And then there's also just the 201 00:30:30.360 --> 00:30:38.370 Kathy Ludwig: The good faith effort of if when children come back. Have we done our job. And actually, you know, and having as clean as possible. 202 00:30:39.390 --> 00:30:50.160 Kathy Ludwig: School environment for them. So we could just let nature kind of de sanitize but because we have folks going in and out. I there's always that risk of 203 00:30:52.980 --> 00:31:05.760 Kathy Ludwig: A question being raised about how sanitized. It really is. Because folks are adults going in and out, whether it was nutrition personnel or it personnel or staff retrieving items. So during this time we're marking those faces and watching them carefully. 204 00:31:06.780 --> 00:31:10.710 Kathy Ludwig: But before students come back in, we'll do another thorough re cleaning 205 00:31:12.060 --> 00:31:12.300 Kathy Ludwig: Just 206 00:31:13.980 --> 00:31:26.670 Dylan Hydes: And I know that Washington State today announced that they're not gonna be returning to school this year. Have you heard anything about when we might expect a similar announcement either we're opening or not opening from the governor 207 00:31:28.170 --> 00:31:35.850 Kathy Ludwig: I've not I've not heard anything about that yet. The strongest inclination, we got in terms of 208 00:31:36.330 --> 00:31:50.130 Kathy Ludwig: Just preparing as schools was in the message that I shared were called guilt did say there's a strong possibility that we may not return to school. And that was the that was then the shift from supplemental learning to distance learning for all 209 00:31:51.450 --> 00:32:03.510 Kathy Ludwig: We still have the executive order that standing from the governor that says April 28. Okay. Well, we know that stands, the way we're planning and our school district is putting a system in place that could take us all the way through June. 210 00:32:04.470 --> 00:32:12.900 Dylan Hydes: Okay. And then my last question related to that is I haven't heard anything but I assume there are talks about about what to do with 211 00:32:13.710 --> 00:32:21.240 Dylan Hydes: graduating seniors and how they're going to complete their graduation requirements. Now can you let me know that something is happening that conversation to be had on that point. 212 00:32:21.630 --> 00:32:29.370 Kathy Ludwig: Yeah, we do want to make sure our seniors are celebrated and we know that there are groups that have given up a lot this year. 213 00:32:31.050 --> 00:32:32.490 Kathy Ludwig: And we know everyone's given up. 214 00:32:33.930 --> 00:32:39.900 Kathy Ludwig: The way that they've been they thought they were going to end the school year. That's true for kindergarteners all the way through seniors. 215 00:32:40.470 --> 00:32:48.840 Kathy Ludwig: But there is something significant about that senior year. And there were a lot of special end of the year, traditions and ceremonies and they certainly deserve to have a ceremony. 216 00:32:50.130 --> 00:33:07.560 Kathy Ludwig: We don't have the specifics yet, but we are talking internally about how we might do that. And we'll do that in a way that engages student opinion and I most schools have what's called a graduating graduation committee Christy. I think you were on one probably at one point. 217 00:33:08.580 --> 00:33:16.290 Kathy Ludwig: Parents who put a lot of effort and time into thinking about and planning for some ceremonies, so very likely will engage some parents in 218 00:33:17.160 --> 00:33:25.800 Kathy Ludwig: Some possibilities as well as students and then put something together you know their states are doing a number of different things somewhere just celebrating and August. 219 00:33:26.910 --> 00:33:35.910 Kathy Ludwig: putting something together for that, that they know more likely may not have social distancing kind of restraints. Others are thinking about virtual celebrations. 220 00:33:36.960 --> 00:33:42.690 Kathy Ludwig: So we'll come up with something that we do want to assure our community that we will have a recognition 221 00:33:42.930 --> 00:33:56.940 Dylan Hydes: Well, and beyond celebrations, though, is what about students that I guess are gonna have trouble completing the requirements to qualify as a governor thinking about lessening the requirements to complete the 12th grade High School Certificate 222 00:33:58.110 --> 00:34:00.960 Kathy Ludwig: I will talk about that during the distance learning portion 223 00:34:01.080 --> 00:34:07.350 Kathy Ludwig: Perfect. And then also let you know that there is some news. It's going to be coming out tomorrow it's embargoed at this time. 224 00:34:08.430 --> 00:34:09.150 Dylan Hydes: Okay, thank you. 225 00:34:17.400 --> 00:34:18.480 Regan Molatore: Sorry, Ginger. 226 00:34:20.880 --> 00:34:26.130 Ginger Fitch: Thank you, Dr. Ludwig for everything that your staff and you are doing 227 00:34:27.450 --> 00:34:31.380 Ginger Fitch: I had my first question is regarding the lunches. 228 00:34:33.300 --> 00:34:33.990 Ginger Fitch: If 229 00:34:35.160 --> 00:34:37.350 Ginger Fitch: This is extended over 230 00:34:38.430 --> 00:34:46.950 Ginger Fitch: Past April 28 and maybe up to 20 April 28 even as families are out of work and we have increased financial need. 231 00:34:48.120 --> 00:35:04.950 Ginger Fitch: How, how is the district planning to address perhaps a greater need for meals to be going out and a greater number of meals and is there any consideration at the state or federal level to making sure you're paid for that. 232 00:35:07.320 --> 00:35:08.280 Ginger Fitch: That's the first question. 233 00:35:09.510 --> 00:35:23.580 Kathy Ludwig: Yeah, it's been very clear at the state level that that meals are a priority and that whatever reimbursement is needed to districts will be there. So we're not worried about the finances and we believe that will come 234 00:35:25.020 --> 00:35:33.990 Kathy Ludwig: We do believe we have enough access to commodity from our vendors and the way the model of delivery that we have that it will sustain us 235 00:35:35.190 --> 00:35:39.330 Kathy Ludwig: through June and we'll make it through the school year. 236 00:35:41.250 --> 00:35:49.260 Kathy Ludwig: And there are some school districts that indicated their vendors are having a shortage. And so, the state has 237 00:35:49.710 --> 00:35:58.500 Kathy Ludwig: Moved into contact other vendors to help those districts out and we are hearing that there's becoming increasing flexibility to do that. 238 00:35:58.890 --> 00:36:10.770 Kathy Ludwig: And that meals is a priority at the state level and so several communications recently have come assuring school districts that they will receive whatever support necessary to make sure the commodities are there. 239 00:36:13.080 --> 00:36:15.990 Kathy Ludwig: Thank you for that question. I appreciate. Thank you. 240 00:36:16.830 --> 00:36:23.580 Ginger Fitch: And I was impressed how quickly that was up and running and appreciate and the leadership among the Nutrition Services staff. 241 00:36:24.240 --> 00:36:38.400 Ginger Fitch: The second was you had talked a lot about floggers I'm using the word fathers as the tool you had available for cleaning. Is that what we've been using for disinfecting or does it not meet the criteria. 242 00:36:39.660 --> 00:36:55.230 Kathy Ludwig: So I can see that our chief of operations patent McGough is in our panelists section and I'm going to turn it over to him before I do that, I want to recognize that this, this is one more member of our team who has been magnanimous through all of this. 243 00:36:56.430 --> 00:36:58.950 Kathy Ludwig: And just what one month on the job. Mr. 244 00:37:00.300 --> 00:37:03.390 Patric McGough: This is not the start that I was looking for. 245 00:37:03.780 --> 00:37:10.620 Kathy Ludwig: But I will tell you if there was ever a time to select the the best, most qualified chief of operations for our district. 246 00:37:11.130 --> 00:37:21.300 Kathy Ludwig: I go to sleep every night grateful for this gentleman and how he has just stepped in, in this unprecedented time but without missing a beat. 247 00:37:21.930 --> 00:37:28.950 Kathy Ludwig: And is ahead of most of the thinking already. And I'm just so grateful for his leadership and how he has 248 00:37:29.850 --> 00:37:36.150 Kathy Ludwig: Not only thought of everything and coordinated his staff but also done it in a way that is compassionate and caring 249 00:37:36.570 --> 00:37:43.590 Kathy Ludwig: We have staff who are in the high risk category, who are staying home and their needs are being met in 250 00:37:44.340 --> 00:37:51.090 Kathy Ludwig: Mr. McGOUGH is very careful to continually communicate that while we certainly could use our staff support. 251 00:37:51.750 --> 00:37:58.590 Kathy Ludwig: With cleaning and facility that their first priority is their health and well being. And I do want to assure you that 252 00:37:59.400 --> 00:38:14.940 Kathy Ludwig: Every action being taken is done by staff who feel that they can come in and do what's required of them that there is social distancing going on and safety precautions being taken. So I'm Pat, do you want to talk about the cleaning methods that you're using. 253 00:38:15.450 --> 00:38:25.800 Patric McGough: Yeah, I'll just hit on a few things in in regard to the fathers, they are effective and we can do spaces likely 254 00:38:26.580 --> 00:38:51.480 Patric McGough: Right at the moment, though there is a limitation on the product that goes in them, since we had the time we chose to do everything by our, our chemicals that we had on hand that are in mixing blending stations in the school that we physically spray on and wipe down. We're reserving of 255 00:38:54.210 --> 00:38:59.460 Patric McGough: The school and back very quickly. Those would be 256 00:39:01.110 --> 00:39:20.670 Patric McGough: During that time. So we tried to hold those in reserve while on knowing that we had to clean the schools we had time. And so that's how we chose to do them now, but they are effective, they have strength up to hospital grade strength. And that's what we've been using 257 00:39:24.660 --> 00:39:27.630 Ginger Fitch: Thank you. The last question, I just had is 258 00:39:28.800 --> 00:39:44.220 Ginger Fitch: I'm assuming you're beginning to identify contracts that could be suspended if this extends into the next year. And I'm just wondering which department is responsible at the district level. 259 00:39:45.750 --> 00:39:48.180 Ginger Fitch: For for for identifying those 260 00:39:50.670 --> 00:39:59.340 Kathy Ludwig: All right. Are you still talking about the cleaning of buildings or are you talking now about just contracts in general. And we do have that topic up next. 261 00:40:01.230 --> 00:40:06.540 Kathy Ludwig: After our SAA approval grant to talk about how 262 00:40:08.850 --> 00:40:18.270 Kathy Ludwig: And the closure is impacting bond contracts and contracts and the district. So would you, are you okay with waiting with that question until that topic. 263 00:40:20.220 --> 00:40:20.460 Ginger Fitch: Yes. 264 00:40:20.940 --> 00:40:21.810 Regan Molatore: Yes. Alright. 265 00:40:23.070 --> 00:40:32.250 Kathy Ludwig: So for any of you are watching that question from director Fitch will be answered. When we get to the part of the agenda that is listed as 266 00:40:33.660 --> 00:40:33.900 Kathy Ludwig: A 267 00:40:35.610 --> 00:40:40.080 Kathy Ludwig: Number eight letter B bond projects timeline and impact do to cope with. 268 00:40:43.530 --> 00:40:45.720 Regan Molatore: Dr Ludwick. I had a question. 269 00:40:47.040 --> 00:40:54.060 Regan Molatore: And it might just be that we need to wait and see. But you were talking about budgeting for next year and the 270 00:40:54.690 --> 00:41:08.310 Regan Molatore: Federal stimulus package and I've seen information at indicating that monies for education are part of that package and that Oregon is going to receive some portion of that. 271 00:41:08.700 --> 00:41:22.920 Regan Molatore: And do you have a timeline on guidance as to, you know what, you know, K 12 education might see of that and if so if meaningful amounts that 272 00:41:22.950 --> 00:41:33.600 Kathy Ludwig: That's a great question, thank you. We don't have that yet. I believe it will come in the next few weeks, and perhaps by our board meeting, it will consume much of our conversation. 273 00:41:34.890 --> 00:41:40.830 Kathy Ludwig: We do know that the, I think you're talking about the the trillion dollar to $2.2 trillion package. 274 00:41:42.030 --> 00:41:56.370 Kathy Ludwig: From the federal government, it will get allocated between states and then within states. There are a number of categories in terms of how much goes to health care how much goes towards education. How much goes towards stimulus for small businesses. 275 00:41:57.480 --> 00:42:05.700 Kathy Ludwig: Increasingly, I'm hearing about more of those categories. And I think that's the frenetic work likely right now at the state level is to take a look at that. 276 00:42:06.060 --> 00:42:22.830 Kathy Ludwig: And then to figure out not just the distribution allocate the collocation amount, but then the guidelines for how to proceed with that so that there's direction accompanying any figures and there will be some towards K 12 schools. We do know that 277 00:42:23.970 --> 00:42:30.150 Kathy Ludwig: How it will be distributed is still an unknown at this point and the amounts per district and whether they'll be 278 00:42:31.740 --> 00:42:37.680 Kathy Ludwig: You know criteria to go along with that, or whether it will just be allocated to the state school fund. We'll see. 279 00:42:41.250 --> 00:42:41.760 Regan Molatore: Chelsea. 280 00:42:47.160 --> 00:42:56.040 Chelsea King: I thank you so much, it's really remarkable how steep the learning curve is and figuring out 281 00:42:57.330 --> 00:43:13.560 Chelsea King: How to move an entire curriculum and way of instruction online and and how to do it during a pandemic. It's the same as a giant earthquake and all those other things that we were prepared for as he's got a you know a different 282 00:43:14.970 --> 00:43:16.890 Chelsea King: Way of, you know, approaching it that 283 00:43:17.310 --> 00:43:27.240 Chelsea King: Things that I don't even think of some times. Like, why can't we send a support specialist into someone's home to help them like, oh yeah, they can't because you have to honor physical distancing. And so all those things have to be thought through. 284 00:43:27.990 --> 00:43:35.040 Chelsea King: And you know, I even think about things like zoom and the technology and the security issues that have come up with it that 285 00:43:35.310 --> 00:43:42.330 Chelsea King: I think most of us didn't anticipate when we first started launching ourselves enthusiastically into zoom meetings and then they started to get hacked. 286 00:43:42.720 --> 00:43:49.950 Chelsea King: And so a lot of a lot of unknowns, as we move through this and I appreciate your thoughtful and careful movement. 287 00:43:50.370 --> 00:44:00.600 Chelsea King: I do have a couple questions about distance learning and grading and assessment. And I think it's best left for later in the evening, because we're going to talk about it again. Then, correct. 288 00:44:00.840 --> 00:44:01.350 Kathy Ludwig: Correct. 289 00:44:01.920 --> 00:44:03.990 Chelsea King: All right. I'll wait them. Thank you. 290 00:44:09.780 --> 00:44:21.540 Regan Molatore: Alright, I'm not seeing anybody else on this subject matter. So, we will move on to our next agenda item, which is our 291 00:44:23.190 --> 00:44:26.070 Regan Molatore: Consent Agenda so is their emotion. 292 00:44:28.260 --> 00:44:30.600 Dylan Hydes: All move at the board adopt the consent agenda. 293 00:44:34.740 --> 00:44:35.250 Chelsea King: A second 294 00:44:36.330 --> 00:44:54.270 Regan Molatore: All right, it's been and seconded that we adapt our consent agenda, which I'll just say consists of a personnel report and board meeting minutes for from 393 16 and 330 and it has been moved and seconded. So, can 295 00:44:56.850 --> 00:45:00.030 Regan Molatore: You please call it for us. 296 00:45:04.620 --> 00:45:05.250 Kelly Douglas: College Park. 297 00:45:05.640 --> 00:45:08.010 Kelly Douglas: Yes Chelsea King 298 00:45:08.610 --> 00:45:10.710 Kelly Douglas: I Christy Thompson. 299 00:45:12.630 --> 00:45:13.800 Kelly Douglas: Dylan hides 300 00:45:14.400 --> 00:45:16.560 Kelly Douglas: By ginger Fitch. 301 00:45:17.190 --> 00:45:18.780 Kelly Douglas: Right. Thank you. 302 00:45:22.110 --> 00:45:39.690 Regan Molatore: We're now at the time of the meeting where we typically would take community input public comment and feedback and just due to our statewide coronavirus restrictions to stay at home and 303 00:45:40.950 --> 00:45:50.220 Regan Molatore: abiding by social Disney we invited the public to submit their public comments to the board by in writing or by email. 304 00:45:51.000 --> 00:46:00.630 Regan Molatore: By four o'clock today. And shortly before five Kelly did share me that we did not receive any public comment for tonight's meeting. 305 00:46:01.020 --> 00:46:13.560 Regan Molatore: I. That being said, if there are members of the public that do have an you know reactions to content of this meeting. They of course it anytime are always welcome to share their thoughts and input with us so 306 00:46:14.640 --> 00:46:25.710 Regan Molatore: That being said, we will have no further public comment. And we get to move on to our general board business and, in particular, our student investment account grant application. 307 00:46:29.400 --> 00:46:31.080 Kathy Ludwig: Okay, we're going to 308 00:46:34.230 --> 00:46:35.670 Kathy Ludwig: Share screen again here. 309 00:46:47.730 --> 00:46:50.370 And you see, oh, 310 00:46:55.620 --> 00:46:57.450 Kathy Ludwig: Board members are you able to see 311 00:46:59.190 --> 00:47:04.440 Kathy Ludwig: Our lovely this the infographic of the school bus. Okay. 312 00:47:06.000 --> 00:47:15.900 Kathy Ludwig: I know you're very familiar with this, but we're also cognizant, this is a virtual board meeting and there could be visitors who are joining us for the first time and wondering what this topic is about 313 00:47:16.320 --> 00:47:23.100 Kathy Ludwig: When it says student investment account grant application and for visitors to our board meeting just very briefly. 314 00:47:24.030 --> 00:47:36.180 Kathy Ludwig: Last year, our legislators passed a what's called a student success act house built 3427 through a corporate activity tax that gave an additional $1 billion of investment to schools. 315 00:47:37.620 --> 00:47:49.920 Kathy Ludwig: In that investment. There was a delineation of how those funds would be allocated to the work of K 12 education. 316 00:47:50.460 --> 00:47:57.480 Kathy Ludwig: 50% of those funds would be allocated to a special grant called the student investment account, which is what we're going to talk about tonight. 317 00:47:57.990 --> 00:48:10.740 Kathy Ludwig: The other 50% go towards funding other initiatives in the state and other grants that have to do with early learning and then some other state education initiatives, for example, Nutrition Services. 318 00:48:11.430 --> 00:48:17.700 Kathy Ludwig: Work with students with disabilities and minority groups. And so if you're curious about that. 319 00:48:18.630 --> 00:48:25.170 Kathy Ludwig: The Oregon Department education has a whole website dedicated to the Student Success act and a lot of information there. 320 00:48:25.560 --> 00:48:37.680 Kathy Ludwig: So tonight we're going to talk about the student investment account the process that we're in. And tonight's meeting is to actually approve the grant application that our staff has put together and each month. 321 00:48:38.280 --> 00:48:47.550 Kathy Ludwig: We gave updates to the school board regarding our process for that. And tonight, we now have put our plan together and it's ready for the board to take a look at into 322 00:48:48.180 --> 00:48:59.970 Kathy Ludwig: Provide their approval. So the way we're going to do this is we're just going to put up the actual document board members, you were emailed that plan. So you could look at it ahead of time. 323 00:49:00.840 --> 00:49:09.630 Kathy Ludwig: It's a lot of dense text, but we'll get to the parts that I think are new for us this evening and aren't so much about the process leading up to this. 324 00:49:10.200 --> 00:49:16.170 Kathy Ludwig: And then there are some additional documents that show elements of the budget within that plan which you need to 325 00:49:17.160 --> 00:49:23.940 Kathy Ludwig: Take a look at so that when you give your approval this evening you feel that you know everything that's involved in the plan. 326 00:49:24.750 --> 00:49:40.620 Kathy Ludwig: So I'm gonna open up another tab here, this should look familiar. It is the draft plan that we sent you. And pending your approval tonight. It stays draft and after that we will submit it to Oregon Department of Education. 327 00:49:42.270 --> 00:49:49.050 Kathy Ludwig: Three of us are going to share tonight I have Dr. Josh Flossie who you've heard from before, who is also in the panel with us tonight. 328 00:49:49.410 --> 00:50:01.110 Kathy Ludwig: He's the Assistant Director of Student Services and also Dr. Jennifer Spencer items are assistant superintendent of Student Services and together. They've been a real integral part of the team and helping to put this together. 329 00:50:02.160 --> 00:50:13.380 Kathy Ludwig: But when I say team. A lot of folks were involved in this as you know from both the executive administrators here at the district office two principles to staff and community members. 330 00:50:15.060 --> 00:50:24.510 Kathy Ludwig: Parts one through four describe what should be familiar to you as board members, just the process that got us to this plan. 331 00:50:25.740 --> 00:50:42.840 Kathy Ludwig: And I'm just going to go through just scroll down, how we engage the community, how we thought about past input about what community members, staff, and students believe is important for our school district in mean educational needs of students. 332 00:50:44.190 --> 00:50:53.280 Kathy Ludwig: How we gathered community input through surveys and community forums, this should all look familiar. We've been reporting this to you how we looked at our data. 333 00:50:56.820 --> 00:51:00.570 Kathy Ludwig: How we then accounted for the responses and analyze them. 334 00:51:03.750 --> 00:51:05.730 Kathy Ludwig: How we talked to partners in the work. 335 00:51:08.160 --> 00:51:16.620 Kathy Ludwig: Who all was engaged in the process of asking the community, what is needed in terms of what we're doing well and where we could make improvements. 336 00:51:17.250 --> 00:51:26.160 Kathy Ludwig: And reminding again our community and the board that there are two main focuses for this grant one meeting the mental and behavioral health needs of our students. 337 00:51:26.610 --> 00:51:37.020 Kathy Ludwig: And improving the academic achievement of students, especially students who have been historically underserved. So those were the, a lot of the guiding questions. 338 00:51:38.250 --> 00:51:40.620 Kathy Ludwig: To the community to students to staff. 339 00:51:41.970 --> 00:51:47.100 Kathy Ludwig: How we could use the allocation of this grant to better serve our community and meet those two needs. 340 00:51:49.650 --> 00:51:57.990 Kathy Ludwig: It should all look familiar, in terms of how we engage some of this look is very redundant. It is a template getting at different aspects of the questions. 341 00:51:59.370 --> 00:52:04.350 Kathy Ludwig: We uploaded quite a few artifacts even going back to our bond summit. 342 00:52:05.460 --> 00:52:12.390 Kathy Ludwig: conversations we've had with Association members are high school study 343 00:52:13.440 --> 00:52:22.800 Kathy Ludwig: Everywhere within the last year or last two years that we feel is recent enough that gives us information on what we're doing well and where we could make improvements. 344 00:52:27.870 --> 00:52:34.440 Kathy Ludwig: And to community members who are reviewing this meeting once this plan is approved, it will be posted on the website. 345 00:52:35.820 --> 00:52:38.820 Kathy Ludwig: Right now it's considered draft, as it goes before the board. 346 00:52:41.130 --> 00:52:48.120 Kathy Ludwig: And I want to get us to the place that will spend most of our conversation tonight which is Part five. So after we review the data. 347 00:52:50.070 --> 00:52:51.840 Kathy Ludwig: Here we are in the plan. 348 00:52:53.040 --> 00:52:54.960 Kathy Ludwig: Keeping an equity lens. 349 00:52:56.580 --> 00:52:58.050 Kathy Ludwig: To our equity questions. 350 00:52:59.460 --> 00:53:01.260 Kathy Ludwig: We identified outcomes. 351 00:53:02.910 --> 00:53:08.130 Kathy Ludwig: We made sure that what we heard from the community aligned 352 00:53:09.270 --> 00:53:18.360 Kathy Ludwig: With investments that we believed would meet outcomes. And what we heard from the community and was allowable within this grant 353 00:53:21.600 --> 00:53:29.070 Kathy Ludwig: And then the last survey that we put in front of our community. And it was a very early draft suggesting seven 354 00:53:30.240 --> 00:53:41.730 Kathy Ludwig: Strategies for the grand allocation that would come to our district. And I don't know how many board members took that survey, but we do know we have had quite a bit of community input. 355 00:53:43.560 --> 00:53:46.260 Kathy Ludwig: In response to those seven strategies. 356 00:53:47.460 --> 00:53:50.610 Kathy Ludwig: They're listed here and you had a copy of those 357 00:53:51.900 --> 00:54:05.760 Kathy Ludwig: After receiving some feedback from the community. We made some slight adjustments, but not many because most of them came back as high priority and a strong indication to keep these seven strategies. 358 00:54:09.090 --> 00:54:15.690 Kathy Ludwig: And so what we'll share right with you tonight is how we've taken these seven strategies. 359 00:54:16.740 --> 00:54:27.390 Kathy Ludwig: And now created the specific investments in the template of the plan. It's called activities, which is kind of a unique way to describe it. But essentially, 360 00:54:28.950 --> 00:54:50.340 Kathy Ludwig: Taking each strategy and then deepening it to describe personnel that would be hired to fulfill the strategy and how those activities will meet the desired outcomes. So at this point I'm going to turn the meeting over to Dr Flossie and Dr. Spencer items to talk through 361 00:54:51.720 --> 00:54:56.670 Kathy Ludwig: The seven strategies and the activities or investments or personnel. 362 00:54:58.800 --> 00:55:10.050 Kathy Ludwig: That are allocated to those strategies and Josh and Jennifer, I'm, I'm kind of running the PowerPoint. So you just let me know how you want me to proceed. 363 00:55:10.650 --> 00:55:24.990 Kathy Ludwig: Down through it and we'll stop after three strategies are shared will stop and then get questions on those three from board members. So we'll kind of break it up into two parts. The first three and then the remaining four, I hope that format works for you. 364 00:55:26.970 --> 00:55:32.070 Jennifer Spencer-Iiams: Thank you so much, Dr. Ludwig, and thank you for your leadership through this whole process. 365 00:55:32.550 --> 00:55:41.550 Jennifer Spencer-Iiams: And I really definitely want to reach out and thank Dr Flossie to who has done so much of the work both and leaving them behind the scenes and 366 00:55:42.540 --> 00:55:47.550 Jennifer Spencer-Iiams: collating the data that has come in and formatting this pretty intensive 367 00:55:48.150 --> 00:55:58.320 Jennifer Spencer-Iiams: Application here also really want to thank our amazing building principals and colleagues and the executive leadership team who have facilitated so much of this work. 368 00:55:58.740 --> 00:56:10.200 Jennifer Spencer-Iiams: Attended community forums made time to get staff input in each of these components throughout the application and community engagement process. 369 00:56:10.800 --> 00:56:20.520 Jennifer Spencer-Iiams: And thank you so much to our community. It is. It is amazing to know when we send out surveys or reach out to focus groups or have forums. 370 00:56:21.000 --> 00:56:28.350 Jennifer Spencer-Iiams: We always have people who are so interested in so invested in our schools here in Westland will smell, which is what makes this such a 371 00:56:28.890 --> 00:56:40.440 Jennifer Spencer-Iiams: Rewarding and amazing place to work. So our first investments that we wanted to talk about are related to strategy, one which is focused on 372 00:56:40.800 --> 00:56:55.320 Jennifer Spencer-Iiams: Very overtly meeting this students mental and behavioral health needs by adding some additional specialized and highly trained staff. So our goal here is increasing support for mental and behavioral health 373 00:56:56.430 --> 00:57:12.060 Jennifer Spencer-Iiams: Both in increasing support two teams that exists within the schools and to adding additional resources for students and families and we have been adding in these areas, and we have seen those investments really 374 00:57:13.170 --> 00:57:25.560 Jennifer Spencer-Iiams: Providing supports and supporting students in some really powerful ways I'm thinking back to a board meeting or two ago when director Fitch. 375 00:57:26.460 --> 00:57:37.620 Jennifer Spencer-Iiams: highlighted some of the work that our social worker team has done in providing education and really valuable information for families about 376 00:57:38.340 --> 00:57:51.360 Jennifer Spencer-Iiams: A topic that was being raised again and again in our schools. How do we better support our students to have very strong mental health and how do we work with issues, particularly around anxiety. So 377 00:57:51.930 --> 00:58:02.250 Jennifer Spencer-Iiams: We've had a number of parent nights that social workers have provided that is really met the needs of families and had they've adjusted based on input and even 378 00:58:03.750 --> 00:58:18.270 Jennifer Spencer-Iiams: Provided deeper levels of learning for that. That's just one small bit of what those folks do in terms of connecting children that may be in our highest meet in our district with higher levels of support. 379 00:58:20.190 --> 00:58:43.470 Jennifer Spencer-Iiams: In terms of strategy number two, which is very focused on reducing the academic disparities and increasing academic achievement for all students. And one of the things we often hear from our community is how much our community values effective class sizes that we know 380 00:58:44.490 --> 00:58:59.070 Jennifer Spencer-Iiams: Relationships really matter with students and teachers being seen being heard, feeling connected and you will see that strategy reflected here where we are continuing to invest in effective class sizes within our district. 381 00:58:59.640 --> 00:59:15.510 Jennifer Spencer-Iiams: But as a district that's focused on equity and we know that it's not only about that but that we have some other really important parts of those educational teams that need to provide both expertise to support things like 382 00:59:17.700 --> 00:59:36.840 Jennifer Spencer-Iiams: English language development for our students who come in with the amazing asset of being emerging bilingual students but also need support and direct making sure the right kinds of instruction is in place to support their English language acquisition 383 00:59:38.190 --> 00:59:50.520 Jennifer Spencer-Iiams: We know that as we have grown as a district and really supported all students. We have needed to. We need to continue to invest so that our 384 00:59:51.150 --> 00:59:57.570 Jennifer Spencer-Iiams: Learning specialists or what we. That's what we call our, our special education license teachers. 385 00:59:58.050 --> 01:00:11.490 Jennifer Spencer-Iiams: Are their case loads are effective and manageable so that they can spend time co teaching whole planning with teachers and then really providing and problem solving for the individual needs that students have which is 386 01:00:12.420 --> 01:00:18.150 Jennifer Spencer-Iiams: Our mission and our calling through special education to provide a really personalized, individualized approach. 387 01:00:18.510 --> 01:00:27.390 Jennifer Spencer-Iiams: And as we have been investing there. We have seen those outcomes moving forward. We're excited to continue to do that with the student investment account. 388 01:00:28.260 --> 01:00:43.830 Jennifer Spencer-Iiams: Also want to highlight that we pair educators are such an important part of our educational team here and in strategy to. We're also focusing on supporting our parent educator groups that add so much to 389 01:00:44.880 --> 01:00:52.800 Jennifer Spencer-Iiams: Lots of our students and really help us move that achievement forward in targeted and supported ways for students. 390 01:00:54.810 --> 01:01:15.510 Jennifer Spencer-Iiams: So I'm in strategies wanted to. We were really focusing on some high leverage investments we've already been investing in, and how do we maximize those or do more with those moving into strategy number three. This one's a little bit different. This is a new investment for us. 391 01:01:16.710 --> 01:01:25.020 Jennifer Spencer-Iiams: We are looking to add social emotional learning coordinators at our primary schools and 392 01:01:26.490 --> 01:01:37.200 Jennifer Spencer-Iiams: One of the things that we have been working on through this process of first developing our continuous improvement plan and then the student 393 01:01:37.740 --> 01:01:58.410 Jennifer Spencer-Iiams: investment account application was to really research best practices around supporting students behavioral and mental health we engaged with tools from the University of Maryland's center for school based mental health and did a self assessment with 394 01:01:59.520 --> 01:02:05.070 Jennifer Spencer-Iiams: With was one of their tools there that helped us really plan out. What do we need 395 01:02:05.550 --> 01:02:14.280 Jennifer Spencer-Iiams: What should be in place in a very strong system that is supporting all students needs in the area of mental and behavioral health and part of it. 396 01:02:14.640 --> 01:02:25.260 Jennifer Spencer-Iiams: Was reflected back in strategy one you know more people that are school psychologists that are school counselors that are social workers, those are important part of it, but in addition 397 01:02:27.000 --> 01:02:38.820 Jennifer Spencer-Iiams: The University of Maryland's center for school based mental health really talks about a tiered approach that we need to be very proactive around teaching those 398 01:02:39.420 --> 01:02:44.490 Jennifer Spencer-Iiams: Skills for healthy interaction and healthy social connection and 399 01:02:45.420 --> 01:02:54.480 Jennifer Spencer-Iiams: The both the positive thinking skills and these emotional regulation skills, we've been talking about that quite a bit in our schools in the last few years. 400 01:02:54.750 --> 01:03:04.770 Jennifer Spencer-Iiams: In that Tier one we've really invested in things like second steps curriculum at the primary level and our teachers are are really working hard at that 401 01:03:06.330 --> 01:03:12.420 Jennifer Spencer-Iiams: What we discovered in our self assessment was we had a lot in place in tier one and we had a 402 01:03:13.560 --> 01:03:20.880 Jennifer Spencer-Iiams: Good amount of things in place in tier three where the students had the highest needs what we were really missing was a very strong 403 01:03:21.270 --> 01:03:28.980 Jennifer Spencer-Iiams: Tier two. So how do we develop that capacity so that things aren't getting to that crisis point 404 01:03:29.280 --> 01:03:40.500 Jennifer Spencer-Iiams: But that we are planning ahead, for there are going to be some students who need more than that. Second stuffs lesson that need more than that daily community circle that the classrooms already doing. 405 01:03:40.890 --> 01:03:48.420 Jennifer Spencer-Iiams: And so we need some folks that can come alongside and do two things. One is help build the capacity and systems. 406 01:03:48.840 --> 01:04:08.130 Jennifer Spencer-Iiams: And around what kinds of data are we taking to know that we're moving forward for that so that we're checking in with students in a more intentional way that we're building the expertise around restorative practices collaborative problem solving trauma informed practices that 407 01:04:09.150 --> 01:04:22.830 Jennifer Spencer-Iiams: Help all of our staff move things forward. So we envisioned the social emotional learning coordinators as building capacity working directly with students and helping to implement a better systemic approach. 408 01:04:23.880 --> 01:04:27.270 Jennifer Spencer-Iiams: In addition to those coordinators, we have in this investment. 409 01:04:28.530 --> 01:04:41.880 Jennifer Spencer-Iiams: Making sure that we have good assessment tools to check in with students, that's been a question that has come before the board several times what data are we looking at to know that we're moving forward and supporting students 410 01:04:42.450 --> 01:04:54.210 Jennifer Spencer-Iiams: behavioral and social emotional learning and we have some tools in place, but we want more tools and one of the tools that we're looking at adopting is again highly 411 01:04:55.260 --> 01:05:02.430 Jennifer Spencer-Iiams: Validated tool that came out of Harvard called the panorama set of social emotional learning 412 01:05:03.690 --> 01:05:20.160 Jennifer Spencer-Iiams: Tools within their students surveys to assess student learning. So I'm in that strategy we have, we're contemplating both some people to help coordinate that work some new assessment tools and some professional development to make sure that 413 01:05:21.210 --> 01:05:36.060 Jennifer Spencer-Iiams: Those, those folks are coming in in a way that they have the tools they need to help lead that work. So those are three investments that have a lot in them. So I want to pause and see if there are any questions from the board before going forward. 414 01:05:46.290 --> 01:05:47.760 Jennifer Spencer-Iiams: Director Molotov should we move 415 01:05:47.760 --> 01:05:53.760 Regan Molatore: Forward. Now I see, I see some hands being raised so but thank you. Christy 416 01:05:56.640 --> 01:06:09.870 Christy Thompson: Yeah, I was just curious on the social emotional learning coordinators, it says that we are adding eight. And I know we have nine primary schools. So is that because we already have. 417 01:06:10.410 --> 01:06:19.620 Christy Thompson: One that's maybe been doing it all for all nine primary schools and now we're going to put one. So if you could just, I just had to carry. I was just curious about that number. 418 01:06:20.700 --> 01:06:29.370 Jennifer Spencer-Iiams: Well, it's a good question, and I understand that question. And when we've gone back and forth on a few times, as we looked at all of this together. 419 01:06:29.670 --> 01:06:49.530 Jennifer Spencer-Iiams: And, you know, one of the challenges we know that there are certain things that every school needs in terms of their infrastructure. But we also know that a school that has, you know, 625 students and may have different needs than a building that has 300 students. So in this 420 01:06:50.580 --> 01:07:01.350 Jennifer Spencer-Iiams: investment proposal application. We were envisioning that we at our two smallest schools, we would be able to find a way to work together on that and not need 421 01:07:02.490 --> 01:07:05.010 Jennifer Spencer-Iiams: A full time person at the two smallest schools. 422 01:07:05.940 --> 01:07:06.330 Thank you. 423 01:07:12.300 --> 01:07:12.930 Regan Molatore: Chelsea. 424 01:07:16.800 --> 01:07:34.260 Chelsea King: I'm so happy to hear about the investment in building the skills for restorative practices and the investment and developing more formalized systems for intentional data collection and reading that Tier two so 425 01:07:35.700 --> 01:07:43.050 Chelsea King: Thank you for that. I feel very inspired hearing that and about the social emotional learning coordinator. I am curious. 426 01:07:43.950 --> 01:08:01.680 Chelsea King: You know this role. I mean, they're, they're not a social worker, they're not a learning specialist. What, what is this. How is this role, what kind of qualifications. Does this person have are there an educator, a little more about the background of this type of role. 427 01:08:03.660 --> 01:08:14.550 Jennifer Spencer-Iiams: Yeah, and it's a good question and something we've been looking at quite a bit. And we've been researching some different models and as well as different job descriptions and qualifications. 428 01:08:14.880 --> 01:08:26.310 Jennifer Spencer-Iiams: And we do know that there's a need for the expertise of someone with the background of a social worker or a school psychologist and so as you see we're we're looking to increase those investments as well. 429 01:08:26.700 --> 01:08:35.100 Jennifer Spencer-Iiams: And in this role of the social emotional learning coordinator, our desire was to keep it fairly open in terms of 430 01:08:36.390 --> 01:08:48.270 Jennifer Spencer-Iiams: Background and but certainly a life, someone who is a licensed educator and but that there are folks that may have come up from a number of different 431 01:08:48.870 --> 01:08:54.060 Jennifer Spencer-Iiams: Backgrounds, they may come from that social worker background, they may come from a learning specialist background. 432 01:08:54.690 --> 01:09:05.280 Jennifer Spencer-Iiams: That has a lot of expertise around behavior and social emotional learning, they may come from a classroom teacher background who that their passion is this part of the work much more so than 433 01:09:05.760 --> 01:09:18.990 Jennifer Spencer-Iiams: The academic engagement. And so as we were envisioning this, we thought, well, we could do one of two things. We could either more narrowly define the background and skill set and count on that sort of continuity. 434 01:09:20.310 --> 01:09:27.150 Jennifer Spencer-Iiams: Of background and being the framework of approaching this in a common way or we can allow 435 01:09:27.660 --> 01:09:42.330 Jennifer Spencer-Iiams: folks to come with some pretty diverse skill sets but plan that in the summer before they start, we would have a pretty intensive professional development and kind of Norman and learning together time where 436 01:09:43.380 --> 01:09:52.500 Jennifer Spencer-Iiams: This skills of restorative practices, things like basics of around positive behavior supports. 437 01:09:53.130 --> 01:10:11.700 Jennifer Spencer-Iiams: trauma informed practices where we could learn and experience those together, knowing that each person is going to come with different levels of expertise on that already, but knowing that in the end we want folks that come with that disposition of loving kids and 438 01:10:12.810 --> 01:10:22.530 Jennifer Spencer-Iiams: Working very collaboratively with their colleagues that not coming in with the sense of, I'm going to fix everything. But I'm here to support 439 01:10:23.340 --> 01:10:32.940 Jennifer Spencer-Iiams: This school and we're going to all be in this together with incredible positivity and to be part of a system of other really important folks, we were envisioning that on that. 440 01:10:34.410 --> 01:10:50.400 Jennifer Spencer-Iiams: Week of professional development that we were planning for this group that on the last day, it would be day that involves also the school counselor and the social worker and the school psychologist, so we can kind of lay out within this tiered framework where are 441 01:10:51.510 --> 01:10:57.660 Jennifer Spencer-Iiams: Where are the different lanes knowing we're all going to collaborate and work together, but that there was more clarity moving forward. 442 01:11:01.560 --> 01:11:03.750 Regan Molatore: Christy, did you have anything else. 443 01:11:08.070 --> 01:11:18.000 Regan Molatore: And then, Jennifer, as they turn this back over to you and or Josh, I just wanted to give you guys a quick time check in that we've got about 10 more minutes for this topic. 444 01:11:18.480 --> 01:11:20.220 Jennifer Spencer-Iiams: I'm going to turn it straight over to Dr. 445 01:11:23.190 --> 01:11:31.380 Josh Flosi: All right, thank you. And yeah, those, those first three strategies are the ones that that require a little bit more 446 01:11:32.700 --> 01:11:38.970 Josh Flosi: A bit more explanation. So I'll try and move through the next Saturday sports and seven faster. 447 01:11:40.560 --> 01:11:50.610 Josh Flosi: So strategy number four is about creating an online learning program. And this is a strategy that we've been talking about and planning for 448 01:11:51.300 --> 01:12:02.310 Josh Flosi: For quite a while and community to express that that was something they were interested in. And now we get the opportunity to practice and learn a lot before we 449 01:12:03.570 --> 01:12:05.490 Josh Flosi: Move into this strategy so 450 01:12:07.350 --> 01:12:12.330 Josh Flosi: And the idea of this strategy number four, we'd be hiring. 451 01:12:13.530 --> 01:12:22.200 Josh Flosi: Some folks to coordinate the online learning program as well. In addition to creating materials and things 452 01:12:23.850 --> 01:12:26.730 Josh Flosi: Strategy number five is 453 01:12:28.320 --> 01:12:49.380 Josh Flosi: About expanding our summer programs at middle schools as well as making our summer school classes and the high schools free for all students and and this is one of those things that there's a really big emphasis on equity in in the Student Success act and 454 01:12:50.970 --> 01:12:57.690 Josh Flosi: We felt like we have some great summer programs and high schools and students have the opportunity to 455 01:12:58.650 --> 01:13:13.740 Josh Flosi: To extend their learning to to earn credits for things that open up times during the school year for them to to take more challenging and more interesting classes and or greater variety and 456 01:13:14.760 --> 01:13:29.790 Josh Flosi: But because the summer costs and password Wi Fi. Basically we're looking forward to the opportunity to make those free for all students writing a broader opportunity. This is something that when we looked at the data feedback from our 457 01:13:32.580 --> 01:13:46.110 Josh Flosi: different stakeholder groups that we that we talk to our Latino parent groups and Latino students who we surveyed both rank. This is a very high priority something that's 458 01:13:47.340 --> 01:13:48.150 Josh Flosi: real value. 459 01:13:51.030 --> 01:13:58.590 Josh Flosi: Strategy number six is about increasing time for teacher collaboration, you know, that's 460 01:13:59.940 --> 01:14:05.490 Josh Flosi: The opportunity for teachers to learn together and learn with each other in 461 01:14:08.070 --> 01:14:17.910 Josh Flosi: All kinds of ways is really valuable really high leverage and and so there are several different ways that this, this would augment the 462 01:14:19.740 --> 01:14:23.670 Josh Flosi: The collaborative learning and professional learning funds that are already in our 463 01:14:24.840 --> 01:14:30.480 Josh Flosi: In our general budget. This would augment that by increasing opportunities for 464 01:14:32.160 --> 01:14:38.430 Josh Flosi: For things on a district level, like a curriculum camps that we do during the summers also on a school level. 465 01:14:39.480 --> 01:14:49.290 Josh Flosi: Principal and teacher that learning. For instance, if a group of teachers wanted to get together in their professional learning community and 466 01:14:51.930 --> 01:14:56.400 Josh Flosi: Look at some student data and then visit each other's classrooms to 467 01:14:57.990 --> 01:15:06.660 Josh Flosi: Look at their instructional practices give each other feedback on that do a cycle of that kind of learning. This would provide that kind of opportunity. 468 01:15:07.380 --> 01:15:15.060 Josh Flosi: And then another part of this as well feedback that we heard from our parent community, particularly parents of students are by special education. 469 01:15:16.260 --> 01:15:23.730 Josh Flosi: For for students with with really complex needs bringing together a team of 470 01:15:25.440 --> 01:15:27.720 Josh Flosi: The team of specialists, you know, sometimes we may have a 471 01:15:28.920 --> 01:15:36.780 Josh Flosi: Learning specialist and an occupational therapist and a physical therapist and nurse and a speech pathologist on the team. 472 01:15:38.100 --> 01:15:51.150 Josh Flosi: And and some students may need a lot of additional planning. And so this would also out for opportunities to bring teams together. For instance, during the summer to make sure we've got all of 473 01:15:51.540 --> 01:16:01.710 Josh Flosi: Those places so students can start school you're strong and then the final strategy number seven is about 474 01:16:03.180 --> 01:16:05.010 Josh Flosi: providing additional support for 475 01:16:06.030 --> 01:16:09.660 Josh Flosi: Wellness at primary schools and this is 476 01:16:11.610 --> 01:16:17.250 Josh Flosi: Aligned with the requirements from legislation. 477 01:16:18.300 --> 01:16:20.280 Josh Flosi: Education about increasing 478 01:16:22.710 --> 01:16:26.340 Josh Flosi: Time for Wellness in the primary schools. 479 01:16:27.930 --> 01:16:31.620 Josh Flosi: So those are kind of quick run through four through seven. 480 01:16:32.640 --> 01:16:34.920 Josh Flosi: Are an opportunity for questions about those 481 01:16:40.260 --> 01:16:44.520 Regan Molatore: Gosh. That was incredible. I felt really bad kind of putting the time limit. 482 01:16:46.110 --> 01:16:49.530 Regan Molatore: Here a speaker. But thank you so much. And it's so important. 483 01:16:49.530 --> 01:16:55.200 Regan Molatore: So the content of this grant so thank you and Chelsea, let's start with you. 484 01:16:58.890 --> 01:17:02.010 Chelsea King: Can definitely kind of exciting to be at this point after hearing 485 01:17:02.010 --> 01:17:12.600 Chelsea King: About just Graham for so long and all the work that went into gather the data and the strategy number five is piqued my interest. And I'm just curious about 486 01:17:14.280 --> 01:17:17.430 Chelsea King: That you know summer the summertime programs and 487 01:17:19.260 --> 01:17:23.580 Chelsea King: Now I see here, you know, creating an expanding opportunities for students. 488 01:17:26.220 --> 01:17:36.330 Chelsea King: And yeah, so I'm just curious. Anything else you can you can say about what the data showed you know about the importance of these you know bridging that summer period and 489 01:17:37.530 --> 01:17:43.830 Chelsea King: Yeah, I'm just curious to hear a little more about strategy five and what the data told us about the needs that existed for summer learning 490 01:17:45.540 --> 01:17:48.660 Josh Flosi: So there's two parts for for the middle school. 491 01:17:50.730 --> 01:17:53.940 Josh Flosi: Research and our own data shown that 492 01:17:55.350 --> 01:17:58.470 Josh Flosi: Opportunities for students to stay connected and continue 493 01:18:00.240 --> 01:18:09.360 Josh Flosi: Continue in some sort of academic opportunity in the summer can be really valuable. We've had jumpstart programs and 494 01:18:10.410 --> 01:18:22.620 Josh Flosi: Schools and bridging Pathways program for high schools for small numbers students during the summer to prepare for for school and 495 01:18:23.430 --> 01:18:37.050 Josh Flosi: Middle school what that would look like is an opportunity to to get in the in school building for a couple days before school starts learn what your locker where your locker is open locker. 496 01:18:38.280 --> 01:18:43.680 Josh Flosi: what the expectations are from classroom to classroom and then also some support with 497 01:18:45.360 --> 01:19:03.510 Josh Flosi: With some basic academics and learning some of the routines what middle school looks like compared to what they were used to for primary school. And so we've seen for students who is experienced that participated in that inside and really beneficial for them and so 498 01:19:04.620 --> 01:19:06.390 Josh Flosi: So building on that. 499 01:19:07.530 --> 01:19:12.480 Josh Flosi: And creating more kinds of summer programs enrichment programs. 500 01:19:14.010 --> 01:19:22.320 Josh Flosi: As well as jumpstart sort of things. So we've seen good success with that. And then in high schools, we've had 501 01:19:23.250 --> 01:19:30.330 Josh Flosi: Some school programs for a long time. I was quite a few students who take wellness during classes during the summer, which 502 01:19:30.900 --> 01:19:37.260 Josh Flosi: gives them the opportunity frees up your time in their schedule to be able to pursue other things during the school year with 503 01:19:37.860 --> 01:19:53.100 Josh Flosi: To go more in depth into classes because they take care of credit during the summer. And so we know that that's really been successful for students and we want to make those opportunities, more, more about 504 01:20:05.640 --> 01:20:07.830 Ginger Fitch: A process question first chair. 505 01:20:08.610 --> 01:20:13.170 Ginger Fitch: Yes, I think that my questions might be 506 01:20:14.370 --> 01:20:18.030 Ginger Fitch: Better after a motion in terms of discussion. 507 01:20:20.250 --> 01:20:24.600 Ginger Fitch: Because I'm trying to understand the board role and how these numbers in the 508 01:20:25.620 --> 01:20:27.210 Regan Molatore: Great ginger. If you want to 509 01:20:27.360 --> 01:20:29.550 Regan Molatore: Watch me. Yes, that would be great. 510 01:20:31.770 --> 01:20:33.420 Ginger Fitch: Let me find the motion which was to make 511 01:20:36.030 --> 01:20:49.500 Ginger Fitch: So I moved that the Westland Wilson bill school board adopt the 20 2020 to 2023 student investment account plan as presented or submission to the Oregon Department of Education. 512 01:20:50.130 --> 01:20:52.140 Kathy Ludwig: Could I could I jump here in here. 513 01:20:53.370 --> 01:21:06.420 Kathy Ludwig: I think while these are the strategies we do have to show you three other slides that have to do with budget that you do need to see before you can make that motion. So we're a little bit behind. But let's get to those right now. That's okay. 514 01:21:06.840 --> 01:21:19.830 Kathy Ludwig: I know that you've read the document what was not included where these budget slides. And I think the public should see those as well. So if you're okay director Fitch. Can we go to those very quickly and then come back to your motion. 515 01:21:22.710 --> 01:21:25.380 Kathy Ludwig: Cam seeing some nods turmeric. 516 01:21:26.640 --> 01:21:27.000 Regan Molatore: Yes. 517 01:21:27.930 --> 01:21:28.590 So, 518 01:21:30.330 --> 01:21:38.160 Kathy Ludwig: While we now know our seven strategies and the personnel and kind of the rationale behind those and that we have kept those 519 01:21:38.550 --> 01:21:51.900 Kathy Ludwig: The next part of the application is to make sure that we have accounted for those positions allow make sure they're allowable as well as they meet within the requirements of the grant and the allocated funding. So I'm now going to show you 520 01:21:54.390 --> 01:21:56.280 Kathy Ludwig: A few documents, very quickly. 521 01:21:58.140 --> 01:22:03.540 Kathy Ludwig: Are you okay, Dr. Philosophy. If I just quickly go through these and get us to the questions. Sure. Okay. 522 01:22:05.850 --> 01:22:15.780 Kathy Ludwig: This one just essentially shows that if these are the outcomes. Can you see my tool that's kind of circling if these are the outcomes that we had identified 523 01:22:16.170 --> 01:22:19.890 Kathy Ludwig: And the seven strategies. We've just now talked through with you. 524 01:22:20.670 --> 01:22:29.250 Kathy Ludwig: We want to get as many exes as we can in these boxes. How many of these strategies strategies. One through seven fulfill the outcomes. 525 01:22:29.610 --> 01:22:40.830 Kathy Ludwig: And I think what we've got is a very good strong overlapping process where a number of our strategies actually fulfill more than one. In some cases, all of the outcomes. 526 01:22:41.550 --> 01:22:49.440 Kathy Ludwig: There's a few cases where you see these blanks and that's where PE teachers in a primary school may not meet the 527 01:22:49.950 --> 01:23:03.600 Kathy Ludwig: Needs and outcomes for high school seniors or middle school summer school program or middle school reading so we can kind of see that there is a few that are more level specific but overall, we've got a real strong 528 01:23:04.890 --> 01:23:07.740 Kathy Ludwig: Overlapping of outcomes and strategies. 529 01:23:09.180 --> 01:23:16.740 Josh Flosi: Cadets give a quick word about where those outcomes came from. Yes. You'll notice that the first two outcomes are 530 01:23:18.540 --> 01:23:24.390 Josh Flosi: The, the focus of the student investment account increasing academic achievement. Knowing academic 531 01:23:25.140 --> 01:23:39.960 Josh Flosi: Academic disparities and meeting students mental and behavioral health needs. And then the other three outcomes there. Those are the three goals from our continuous improvement plan which we presented to the board in December. So those jobs up 532 01:23:44.250 --> 01:23:55.710 Kathy Ludwig: Then we want to make sure that with that in place, the big picture how we have then taken those seven strategies and then down here. 533 01:23:57.480 --> 01:24:03.480 Kathy Ludwig: Are all the personnel that were assigned in those that aligned to those seven strategies. 534 01:24:04.860 --> 01:24:09.420 Kathy Ludwig: And then the cost allocated towards that strategy. 535 01:24:11.610 --> 01:24:22.080 Kathy Ludwig: And you've already heard about all of the personnel and the programs and the curriculum that's what Dr. Philosophy, Dr. Spencer I just went through with you. 536 01:24:22.560 --> 01:24:41.280 Kathy Ludwig: This graph now shows that if this is as a three year plan, you can see the three columns here with the exes. The three years, how much the first year would be budgeted. And by the end of the three years, how much the cost would be and then the type of priority level we gave that 537 01:24:42.330 --> 01:24:48.480 Kathy Ludwig: So, that is also in the plan. All of this will be made available to the public on the website. 538 01:24:49.860 --> 01:25:03.270 Kathy Ludwig: But it just shows you again all the personnel that we talked through that you just heard about in the seven strategies and again a cost a budgeted cost associated with each, and then the summary. 539 01:25:04.410 --> 01:25:14.760 Kathy Ludwig: When you look up here. Did we stay within our allocated amount of 7.6 million and that shows we got pretty close to that. 540 01:25:16.410 --> 01:25:36.210 Kathy Ludwig: So we are under allocation. We also are allowed to use 5% of the grant for administrative costs. So we have. You can see this bottom row, besides the seven strategies accounted for some administrative costs personnel to help monitor and 541 01:25:37.410 --> 01:25:39.030 Kathy Ludwig: Keep track of this grant 542 01:25:40.140 --> 01:25:47.100 Kathy Ludwig: Do the data analysis and some costs towards business office staff who will manage a lot of this grant 543 01:25:48.210 --> 01:25:58.710 Kathy Ludwig: Total of that. And that actually gets us that only 2% so we're well under the allowable administrative costs, we don't feel we need the 5% 544 01:26:00.870 --> 01:26:07.950 Kathy Ludwig: So that's what that sheet is and then just another way to look at it again, these are very small numbers, but essentially 545 01:26:08.730 --> 01:26:28.650 Kathy Ludwig: The same people. You just saw in the seven strategies and what I when I draw your attention to in this graph, there's a, there's a lot of redundancy is actually this third column here that has these letters WR e agent S w AR E. And what this is saying is, it has your 546 01:26:29.910 --> 01:26:43.320 Kathy Ludwig: Have your activities or strategies aligned to the allowable uses that the state put forward for this grant, because if it doesn't align with not allowed to spend the money on that. So, W AR E stands for 547 01:26:45.030 --> 01:26:45.630 Kathy Ludwig: What is it again. 548 01:26:46.830 --> 01:26:47.400 Josh Flosi: well rounded 549 01:26:47.640 --> 01:26:52.170 Kathy Ludwig: well rounded education h&s is health and safety. 550 01:26:54.300 --> 01:26:57.120 Kathy Ludwig: RCS is 551 01:26:57.600 --> 01:26:58.260 Josh Flosi: Costs is 552 01:26:58.560 --> 01:27:19.050 Kathy Ludwig: Reducing class size. Thank you. Just try and remember i t is instruction increasing instruction and time OCS is community partnerships. I forget what letters. They're using for the words they use in to match those letters, our outreach to community. What is it job. 553 01:27:19.620 --> 01:27:20.070 Josh Flosi: Community and 554 01:27:20.730 --> 01:27:22.020 Kathy Ludwig: Community Engagement. 555 01:27:23.340 --> 01:27:32.100 Kathy Ludwig: So there's a lot of redundancy in these budget documents but they each serve a purpose to make sure that there's accountability towards 556 01:27:33.270 --> 01:27:39.870 Kathy Ludwig: Did you spend within your allowable amount. And did you think about your three years because this is a three year grant 557 01:27:40.230 --> 01:27:50.190 Kathy Ludwig: I even though we fill it out every year to think about three years and then have you stayed within the allowable uses between these three documents, we should be able to show that 558 01:27:53.700 --> 01:28:05.010 Kathy Ludwig: There's a timeline. We've shared that with you before, but we're also thinking about staggering. Some of these strategies. Dr. Spencer. I'm going to very quickly talk about 559 01:28:06.570 --> 01:28:07.560 Kathy Ludwig: The staggering of 560 01:28:09.810 --> 01:28:18.390 Jennifer Spencer-Iiams: And now we just there are some components that we were looking to be facing in a little bit over time, for example. 561 01:28:18.990 --> 01:28:33.180 Jennifer Spencer-Iiams: You know now. Well, I don't want to add obviously we have some circumstances that are maybe shifting some things as well in terms of what we were going to be doing for summer programs and things like that that we're still holding off on but 562 01:28:34.590 --> 01:28:51.030 Jennifer Spencer-Iiams: The full implementation will be in by 2021 summer was our plan as it is currently written and then really to have some ongoing processes in place to evaluate the implementation and the outcomes. 563 01:28:51.630 --> 01:29:03.030 Jennifer Spencer-Iiams: That we're seeing in in a very layered approach with spending some of our time in the superintendent's cabinet meetings reviewing these strategies outcomes and 564 01:29:03.330 --> 01:29:11.220 Jennifer Spencer-Iiams: Looking at the data that are indicators of success there as well as our Leadership Forum, which includes our building leaders or department heads. 565 01:29:11.850 --> 01:29:18.720 Jennifer Spencer-Iiams: structures like our leadership retreats, where we go into some deeper data dives our principles levels meetings are 566 01:29:19.410 --> 01:29:32.280 Jennifer Spencer-Iiams: Groups like inclusive schools leadership that includes students and different teacher stakeholders and classified staff, our district equity teams that we've talked about and have been 567 01:29:33.120 --> 01:29:41.040 Jennifer Spencer-Iiams: Moving forward with reestablishing and then we have a very active district and parents special education collaboration group. 568 01:29:44.070 --> 01:29:49.740 Kathy Ludwig: Just want to let you know that there are, there's an ask for growth targets. This is not something the board has to approve. 569 01:29:50.820 --> 01:29:59.610 Kathy Ludwig: given where we are in the timeline we're going to submit the plan and continue to work on the growth targets that we're identifying when we can get. We got slowed down with 570 01:30:00.480 --> 01:30:08.700 Kathy Ludwig: The closure of school. We had a few more groups who wanted to process this with and we kind of suspended that to get everybody up and going with supplemental learning and distance learning 571 01:30:09.150 --> 01:30:19.110 Kathy Ludwig: And the state is allowing us to submit the plan and then to submit our growth targets a little bit later. So we're going to do that. So we have much deeper understanding among our 572 01:30:19.650 --> 01:30:28.950 Kathy Ludwig: Our staff around the rationale for the growth targets that we've identified and it's actually that section is just for your information, but it's not needed for board approval of the plan. 573 01:30:31.200 --> 01:30:40.920 Kathy Ludwig: And again, some of this is redundant. You can read it later. But it just reviews the elements and the rationale of our seven strategies. 574 01:30:41.220 --> 01:30:47.640 Kathy Ludwig: And who were hiring how we're planning to support all the students this section about what barriers or risks could impact. 575 01:30:47.910 --> 01:30:54.720 Kathy Ludwig: Some of this. And of course, we've now identify. Well, we've got to make sure we can hire the personnel that we've identified if they're available. 576 01:30:55.710 --> 01:31:10.230 Kathy Ludwig: And we do know that we haven't interrupted school year doing to do to the coronavirus and we also want to acknowledge that there could be a decline in state tax revenue and we might get a smaller grant so those could be potential impacts to this plan. 577 01:31:11.340 --> 01:31:17.970 Kathy Ludwig: We now need you to approve it. It's interesting that right after the approval part comes. Oh, do you have a charter school 578 01:31:19.320 --> 01:31:29.970 Kathy Ludwig: So we want to recognize that we have been meeting with our charter school. I've asked the leadership there to also do a community needs assessment of their community and to develop an improvement. 579 01:31:31.050 --> 01:31:41.280 Kathy Ludwig: Also an SI a plan and director Nick shape and has done that we've met multiple times and they did have an ask that they believe they need and it's around part time 580 01:31:41.730 --> 01:31:49.620 Kathy Ludwig: Counselor for their school they currently do not have any counselor on their staff and given the mental behavioral health needs that are very real in their school as well. 581 01:31:50.370 --> 01:31:57.930 Kathy Ludwig: This is a very understandable ask and we'd like to do that for them out of our grant. And so we have approved that 582 01:31:58.290 --> 01:32:07.230 Kathy Ludwig: And it'll also some of that will go towards that panorama survey asked you that they use some of the same tools that we're using, since we service, the same families in our community. 583 01:32:07.830 --> 01:32:17.100 Kathy Ludwig: And so that would add up to about $75,000 a year out of our large grant that would go towards the charter school 584 01:32:18.540 --> 01:32:24.300 Kathy Ludwig: And that concludes the plan. And so I think now we can get into that motion and discussion. 585 01:32:26.820 --> 01:32:29.400 Regan Molatore: Interviewed you receive promotion for us, please. 586 01:32:29.490 --> 01:32:33.930 Ginger Fitch: I have a subset. I have a question about the content and then every new if that's OK. 587 01:32:35.760 --> 01:32:42.090 Ginger Fitch: So my question is, of all that funding and all those new 588 01:32:43.800 --> 01:32:49.320 Ginger Fitch: There is only one that is specific to special education and 589 01:32:50.760 --> 01:32:57.600 Ginger Fitch: I'm assuming that's because we're doing a lot of that work each licensed teacher in their classroom, but I'm curious about that. 590 01:32:59.700 --> 01:33:04.710 Kathy Ludwig: Okay, I'm just going to go back up here so that viewers at home can maybe see 591 01:33:08.580 --> 01:33:14.280 Kathy Ludwig: Is this the sex you're talking about strategy to some learning specialists that these are special. 592 01:33:14.280 --> 01:33:15.480 Kathy Ludwig: Education, these are 593 01:33:15.510 --> 01:33:18.420 Kathy Ludwig: Learning specialist are all special education staff. 594 01:33:19.980 --> 01:33:25.440 Kathy Ludwig: This one actually means priority. This is the number of people. 595 01:33:25.980 --> 01:33:28.080 Ginger Fitch: I was looking at number four. 596 01:33:28.260 --> 01:33:29.760 Kathy Ludwig: Okay, yeah. 597 01:33:30.090 --> 01:33:34.170 Jennifer Spencer-Iiams: So this is, this is actually reflecting 11 598 01:33:35.220 --> 01:33:39.420 Jennifer Spencer-Iiams: And teaching positions we were looking at number four in that same box. 599 01:33:39.420 --> 01:33:40.470 Jennifer Spencer-Iiams: Ginger, I'm 600 01:33:40.500 --> 01:34:00.330 Jennifer Spencer-Iiams: Sorry, and so that the 11th learning specialists are special education teachers. And then as we bring on more teachers. We need to bring on support for those teachers to mentor and support them and that's really the role of that then special education instructional Coordinator Okay. 601 01:34:00.810 --> 01:34:01.320 Ginger Fitch: Thank you. 602 01:34:02.370 --> 01:34:02.910 Ginger Fitch: Good question. 603 01:34:04.260 --> 01:34:08.160 Ginger Fitch: So I renew the motion I made earlier to adopt this 604 01:34:09.630 --> 01:34:11.130 Ginger Fitch: You want to do more specific. 605 01:34:15.750 --> 01:34:16.230 Ginger Fitch: Okay. 606 01:34:18.720 --> 01:34:21.660 Ginger Fitch: So the Westland Wilson film school board adopt the 607 01:34:23.940 --> 01:34:29.940 Ginger Fitch: Student investment account plan is presented for submission to the Oregon Department of Education. 608 01:34:31.530 --> 01:34:32.430 Regan Molatore: Instead, second 609 01:34:34.980 --> 01:34:35.550 Christy Thompson: Second, 610 01:34:37.710 --> 01:34:44.310 Regan Molatore: All right. Moved and seconded. I mean discussion and ginger and I see you've already have a hand raised. Let's start with you. 611 01:34:46.680 --> 01:34:49.350 Ginger Fitch: I want to make sure I understand the role of the board. 612 01:34:50.760 --> 01:34:54.750 Ginger Fitch: In this grant and the interaction between 613 01:34:56.340 --> 01:35:01.500 Ginger Fitch: This graph. And these monies and our normal budget. 614 01:35:03.210 --> 01:35:12.090 Ginger Fitch: So my first question is, again, I should probably know this, but what percentage of this, would it be of the seven and a half million 615 01:35:13.530 --> 01:35:22.920 Ginger Fitch: For one year be as a part of our budget and then are we already approving those line item amounts 616 01:35:24.390 --> 01:35:32.520 Ginger Fitch: Without having gone through our budget, like, so we can't undo that we can't really we look at that in our budget process. 617 01:35:34.050 --> 01:35:34.560 Ginger Fitch: Okay, so 618 01:35:34.740 --> 01:35:38.940 Ginger Fitch: Just be confused. But I'm assuming how it all works together. Yeah, so 619 01:35:38.970 --> 01:35:51.810 Kathy Ludwig: Right now we have, we are living in the 1920 school budget and that's not changing. That's the one you've approved this grant doesn't start until 2021 so none of these funds have come to us. 620 01:35:52.290 --> 01:36:04.200 Kathy Ludwig: When we receive this grant, what you'll start to see then in the budget book is a separate line item, just for this grant similar to what you see this year for measure 98 621 01:36:04.980 --> 01:36:15.420 Kathy Ludwig: So these grants supplement our school state fund will receive a school state fund every year and then will receive these grants and 622 01:36:16.200 --> 01:36:22.770 Kathy Ludwig: Measure 98 was also like this grant and non competitive grant every school district got one in Oregon. 623 01:36:23.340 --> 01:36:34.170 Kathy Ludwig: And had to fill out a plan for how they were going to spend the amount given for high school student and put together again strategies activities and how we would spend it. 624 01:36:34.680 --> 01:36:41.640 Kathy Ludwig: That grant did not have to go to the budget to the board for adoption. It was written as a different grant because it was part of 625 01:36:43.050 --> 01:36:46.200 Kathy Ludwig: State money allocations and did not go to voters. 626 01:36:49.650 --> 01:36:57.780 Kathy Ludwig: It was it went to voters under measure 98 but it didn't go to a level around community engagement. 627 01:36:58.860 --> 01:37:04.830 Kathy Ludwig: This grant with the Student Success Act has within it quite a deep 628 01:37:06.780 --> 01:37:14.760 Kathy Ludwig: Expectation that the community gets involved in trying in giving feedback to each district and 629 01:37:16.260 --> 01:37:27.000 Kathy Ludwig: Around what is needed within this grant and what their hope is and how the district will spend the funds and with this grant, we do bring it before the board for approval. 630 01:37:27.600 --> 01:37:34.290 Kathy Ludwig: It's not expected that board. The board members would get into the weeds, like with regular budget building and begin to shuffle the 631 01:37:34.680 --> 01:37:41.520 Kathy Ludwig: Numbers around and say I instead of seven specialist. I think you need eight but that you would trust that staff has done. 632 01:37:42.270 --> 01:37:50.130 Kathy Ludwig: Their thorough job of serving the community listening to the groups, putting forward strategies and then assigning 633 01:37:50.850 --> 01:38:06.060 Kathy Ludwig: Positions activities investments with an allocated amount. So your role at this time is to look at the entirety and to think more around has our plan as a district met the expectations and 634 01:38:07.440 --> 01:38:15.990 Kathy Ludwig: Allowed allowable investments that has been put forward by the state, and have we done our due diligence to engage our community. 635 01:38:16.830 --> 01:38:28.620 Kathy Ludwig: Do these strategies reflect what the board believes also that our district needs and what they believe they have heard from in the community through surveys and engagement process does it align to what 636 01:38:30.390 --> 01:38:44.010 Kathy Ludwig: You believe are those outcomes that we've identified for our district are the priority outcomes for our school district versus maybe a neighboring School District. So while your goal was not to create or to 637 01:38:46.290 --> 01:38:59.340 Kathy Ludwig: Build this plan. It is to look at it in its entirety and see if it does match the outcomes. The expectations and then the allowable investments that have been put forward by the state. 638 01:39:01.080 --> 01:39:03.810 Kathy Ludwig: I'll see if Josh or Jennifer want to add anything to that. 639 01:39:09.960 --> 01:39:24.180 Regan Molatore: And I would just add a comment if I could. I was you've explained it so succinctly, Dr. Ludwig that light bulbs are going on in my head because as I reviewed this plan, you know, in my 640 01:39:24.660 --> 01:39:39.300 Regan Molatore: Seven years on the school board nearly seven at this point. And there's been times where our communities come to us and asked us for a variety of things all things that they're they're relatively reasonable asks, but with 641 01:39:40.440 --> 01:39:49.320 Regan Molatore: Budgetary constraints. At the end of the day, you have to make some hard choices as to how much of any one thing in particular were able to fund. 642 01:39:49.830 --> 01:39:55.860 Regan Molatore: And and there's been a lot of times we're like we've been on the cusp of being able to fund it. But we couldn't quite get there. 643 01:39:56.760 --> 01:40:06.840 Regan Molatore: And when I read through this grant it was just time and time again. I was like, Oh my gosh, that's what our community's been asking for 644 01:40:07.290 --> 01:40:18.000 Regan Molatore: And the excitement is is now. I think we get to, you know, we get to do it. We can get those those personnel and those strategies in place to actually completely deliver 645 01:40:18.420 --> 01:40:29.640 Regan Molatore: And I'm and I think that the magic of this was is that this is largely community driven and it was set up by our state, you know, because a lot of times at the state level you have them telling 646 01:40:30.180 --> 01:40:41.070 Regan Molatore: You what they believe is best for your community and where your funds should go. And this time, you know, and said, here's your money. You tell us where you want to go within these categories and 647 01:40:41.490 --> 01:40:54.000 Regan Molatore: I don't know, I just went, I went through it. It just, I was struck, time and time again by the pulse of the community that I've heard in my time on this board actually now finally and 648 01:40:55.620 --> 01:41:08.790 Regan Molatore: It's not just finally being max. I know we've done the best of our ability to meet those asks to date, but I just felt like I think that they're going to feel the dial being moved. Now, by these moves so 649 01:41:10.350 --> 01:41:13.230 Regan Molatore: I felt the two coming together. So thank you. 650 01:41:14.220 --> 01:41:24.060 Kathy Ludwig: There may be a question by someone viewing this in the public, you know, I don't see a lot about high school and graduation and supporting high school students. And just to make a comment that 651 01:41:24.900 --> 01:41:41.340 Kathy Ludwig: Much of our funding and measure 98 the high school success act actually takes care of that. And so where we see ninth grade success teams high school counselors or college and career coordinate director, that's still fun to do measure 98 652 01:41:42.360 --> 01:41:57.390 Kathy Ludwig: We do have some strategies in here that will support high school students and you saw that in the summer strategy, as well as some additional teachers. Some of the online learning, but we feel that our measure 98 supplement 653 01:41:58.530 --> 01:42:03.000 Kathy Ludwig: Is quite a focused effort for high school success. 654 01:42:05.280 --> 01:42:09.150 Kathy Ludwig: And CTE expansion and so that that's part of what measure 98 is about 655 01:42:10.950 --> 01:42:13.110 Regan Molatore: Ginger. Did you have additional questions. 656 01:42:15.510 --> 01:42:24.780 Ginger Fitch: I just would be asking the district when we come to assuming that we're moving forward. We're going to get this grant next year and coming years. 657 01:42:25.230 --> 01:42:48.720 Ginger Fitch: That are our budget line items or expenditures reflect when it's attached to this grant so that I know that these FTS are actually coming from this grant rather than our general fund. But the funds that we get for state school fun that I think that'd be helpful. 658 01:42:48.870 --> 01:42:57.510 Kathy Ludwig: And absolutely, and internally. That's critical. We need to always make sure that we are paying the staff out of the appropriated funding. 659 01:42:57.990 --> 01:43:14.310 Kathy Ludwig: And so there's other documents that we haven't shown tonight that we have that actually work with our business office to then make sure that whether staff are being paid to measure 98 or staff are being paid to this grant that we have that well coordinated and organized 660 01:43:15.480 --> 01:43:25.050 Kathy Ludwig: Because we're in some ways this funding is this is an unprecedented way to do school budgeting more and more we're seeing that supplemental 661 01:43:25.740 --> 01:43:32.760 Kathy Ludwig: Support or additional funding to K 12 schools is now coming in the form of grants, instead of just an increase to the state school fund. 662 01:43:33.450 --> 01:43:42.300 Kathy Ludwig: And we might be on a new trend with that and public education. Or this might be it. But just like we track our local option. 663 01:43:43.020 --> 01:43:55.050 Kathy Ludwig: How do we allocate the funding for that. And who's paid the local option. Now, we also have these two grants measure 98 and the student investment account. So, do you recall I one point had given each of you this funding landscape. 664 01:43:56.160 --> 01:43:56.490 Kathy Ludwig: Eight and 665 01:43:57.660 --> 01:44:07.590 Kathy Ludwig: It was 11 by 17 document that just showed. When we communicate to our community particular during a bond, how we help them understand the funding landscape. 666 01:44:07.980 --> 01:44:22.320 Kathy Ludwig: And what are the restrictions around certain types of funding and what are the opportunities because grant funds often have a very specific criteria to them and can't just be used for anything and everything. So it's really important to keep that funding landscape in mind. 667 01:44:33.270 --> 01:44:36.060 Kathy Ludwig: Okay chair monitor me. We need to unmute you. 668 01:44:38.130 --> 01:44:45.270 Regan Molatore: Sorry, I was just any additional questions or inquiries before we have Kelly called about 669 01:44:46.140 --> 01:44:48.420 Chelsea King: I just briefly want to say I'm 670 01:44:49.800 --> 01:45:01.350 Chelsea King: Just saying again how impressed I am with with the process and it would be fun to ask 10 questions for each of these strategies and really get down to the nitty gritty about how this will be 671 01:45:01.800 --> 01:45:05.940 Chelsea King: Applied and I would love to know is the state going to stick by what 672 01:45:06.540 --> 01:45:13.620 Chelsea King: What they said they were going to do and keep this in place for us and all those things. But I know not only do we not have time. We don't have answers for some of those 673 01:45:13.920 --> 01:45:26.310 Chelsea King: And so overall just another example of really exemplary work and I feel like I can, I can vote yes on this with confidence about the data you've collected in the plan, you put forward. 674 01:45:33.600 --> 01:45:36.360 Regan Molatore: All right, Kelly to please call it for a vote. 675 01:45:43.920 --> 01:45:44.490 Regan Molatore: Yes. 676 01:45:45.150 --> 01:45:45.960 Kelly Douglas: Chelsea King 677 01:45:46.530 --> 01:45:49.110 Kelly Douglas: I Christy Thompson. 678 01:45:49.680 --> 01:45:50.040 Hi. 679 01:45:52.770 --> 01:45:54.930 Kelly Douglas: Hey ginger Fitch. 680 01:45:57.030 --> 01:45:57.600 Kelly Douglas: Thank you. 681 01:45:58.800 --> 01:46:07.590 Kathy Ludwig: I want to thank our board for approving this plan allows us to now submit it to the state the deadline is April 5 so we're well within that, and we can now. 682 01:46:08.220 --> 01:46:17.820 Kathy Ludwig: Get this moved and uploaded onto their online format. I want to also just call my gratitude, call up my gratitude to Dr. Josh Flossie who 683 01:46:19.140 --> 01:46:26.820 Kathy Ludwig: Did an exemplary amount of work in filling this out and collecting data also want to thank Andrew kill strum who 684 01:46:28.410 --> 01:46:44.910 Kathy Ludwig: Gathered a lot of data from our community forums and all of our surveys and together the two of them have an enormous number of hours making this look so easy to read and presentable and there's a lot of depth behind each of these strategies at this point. 685 01:46:45.990 --> 01:46:52.230 Kathy Ludwig: And so one thing to it as well as Dr. Data Center is to also work with a lot of groups to make sure that 686 01:46:53.310 --> 01:46:57.930 Kathy Ludwig: We were meeting the needs of our community and our, our patrons, so thank you and 687 01:46:58.590 --> 01:47:05.190 Kathy Ludwig: Thank you Josh. Very much for all your work with this and his work doesn't end because now he's going to get this uploaded and 688 01:47:05.760 --> 01:47:13.320 Kathy Ludwig: We're going to still work on those growth targets with our principles and staff. Well, we can these next few weeks and and get those in as well. So thank you everyone. 689 01:47:15.630 --> 01:47:21.870 Regan Molatore: Thank you. Well, said Dr. Ludwig AND NEXT WE GET TO MOVE ON TO OUR bronze. 690 01:47:22.950 --> 01:47:29.700 Regan Molatore: unlined. And any questions or concerns, we may have around the impact of 691 01:47:30.900 --> 01:47:33.150 Regan Molatore: To those projects. 692 01:47:34.290 --> 01:47:41.970 Kathy Ludwig: So I'm going to ask Curtis if he can just pull up the memo. We don't have. We don't have a slide show. For this, we thought we would just open it up to 693 01:47:42.510 --> 01:47:55.740 Kathy Ludwig: Questions from our board this go two minutes, three minutes, five minutes, but we thought we'd give you our panel of staff to address your questions, so will now take this screen down. Yeah. 694 01:47:55.830 --> 01:47:56.550 Curtis Nelson: I'm working on it. 695 01:47:57.150 --> 01:47:57.630 Okay. 696 01:48:00.300 --> 01:48:03.210 Kathy Ludwig: So let's just go ahead and open the conversation we had 697 01:48:04.440 --> 01:48:18.060 Kathy Ludwig: One board member wrote in some questions. So the staff is ready to address those. We also engage with our legal counsel earlier. Last, last week, as well as again today and caramel Latour joined us for zoom meeting with our legal counsel. 698 01:48:18.870 --> 01:48:21.240 Kelly Douglas: As went for some of the question. Questions from board members. 699 01:48:42.000 --> 01:48:46.410 Kathy Ludwig: So again, we know that there are questions may surface, either from our public or from our board. 700 01:48:47.370 --> 01:48:55.320 Kathy Ludwig: Given the coven 19 pandemic, the closure of schools of non essential businesses Public Works departments. 701 01:48:56.100 --> 01:49:08.910 Kathy Ludwig: What does that mean in terms of timeline or projects that were identified in our bond. And in this memo, we have again identify those those projects that we were going to begin attending to this spring and summer. 702 01:49:10.380 --> 01:49:17.070 Kathy Ludwig: Just as a refresher. We had presented those to you. I believe last board meeting. 703 01:49:18.960 --> 01:49:21.510 Kathy Ludwig: And so here they are, again, just so you have those 704 01:49:22.470 --> 01:49:31.650 Kathy Ludwig: Handy. And again, I'll open it up now to board members to ask questions of our panel we have in our panel, Mr remote Douglas, who is the senior project manager for the 705 01:49:32.010 --> 01:49:42.900 Kathy Ludwig: Bond projects we have Mr. Patrick McGough, who is our chief of operations and Curtis Nelson, who is our Chief Information Technology Services. 706 01:49:51.090 --> 01:49:53.820 Kathy Ludwig: We also have Dr. Suddenly Hughes online. 707 01:49:55.020 --> 01:49:55.590 Kelly Douglas: Of course over 708 01:49:55.830 --> 01:50:05.070 Kathy Ludwig: The financials for all of this and she was also part of the conversation we had with legal counsel in terms of this question. 709 01:50:07.050 --> 01:50:08.370 Regan Molatore: Right and Chelsea. 710 01:50:14.100 --> 01:50:26.550 Chelsea King: Thanks. I'm so used to getting that to listen for a little bit of explanation. So, and I certainly don't always have to be the first one to go, so I can't read other people's body language to see. So, um, 711 01:50:27.150 --> 01:50:32.970 Chelsea King: I think I have two questions. One is just coming up as I reviewed this memo and thinking about the 712 01:50:34.230 --> 01:50:47.880 Chelsea King: Grants and the grant monies that we anticipated coming and how much things have changed. And I'm saying that grant matching grant that we were awarded when we pass the capital bond. 713 01:50:49.320 --> 01:51:02.670 Chelsea King: Think it was an additional $7 million or something matching grant, and have we heard anything about that or make you do it or to see that we still get that money or is that another thing that is being surrounded the state level. 714 01:51:04.650 --> 01:51:07.770 Remo Douglas: I'd be happy to jump in on that 1am I coming through. 715 01:51:09.000 --> 01:51:09.240 Kelly Douglas: Okay. 716 01:51:10.770 --> 01:51:28.710 Remo Douglas: Yeah, we've been in the in contact with the state over the course of the spring. There's a number of documents that we have to submit around our bond sale to verify that we're moving forward and that we are in fact eligible for the grant. And so we're working through all of that. 717 01:51:29.820 --> 01:51:34.200 Remo Douglas: And find a submit our final documentation. The next few weeks here. 718 01:51:35.340 --> 01:51:43.290 Remo Douglas: And all indications from the state or that this is business as usual we have not heard anything to the contrary around the awesome grant 719 01:51:44.850 --> 01:51:58.260 Chelsea King: Okay. And I remember. Gosh, was it a month ago that we last met together and we heard Dr lead would give the presentation. It was right before we had that rapid domino you know dominoes of events that basically close the schools. 720 01:51:58.590 --> 01:52:10.770 Chelsea King: And I remember asking, you know, in general, do we know how you know what's happening. Economically might affect you know things like these projects we already been so it's something I know we talked about that evening and 721 01:52:11.520 --> 01:52:26.040 Chelsea King: Continues to just bounce around. I don't know that there's an easy answer. It's probably a lot that's unknown, but any insight that you have helps helps me just, you know, understand what to expect coming up with these projects. 722 01:52:30.300 --> 01:52:31.530 Kathy Ludwig: Remote you want to go ahead and start. 723 01:52:32.940 --> 01:52:54.270 Patric McGough: Our path. Yeah, I can jump in to be able to kind of give an overview of what we see in the construction market. And while we've been busy with the coven virus, there's been one group that has without hesitation kept right on going. That's the bond program, led by remote 724 01:52:55.320 --> 01:53:05.700 Patric McGough: You know, remote setup quickly set up remote meetings with all the project managers designers and all the stakeholders to make sure they're all engaged. 725 01:53:06.120 --> 01:53:18.030 Patric McGough: One of those is also the project management organization that he belongs to and CEO Ari Harry who's been checking in on the market, not just nationally but 726 01:53:25.590 --> 01:53:26.490 Remo Douglas: We may never know. 727 01:53:27.660 --> 01:53:29.970 Kathy Ludwig: Remote you might have to finish his thoughts. 728 01:53:30.000 --> 01:53:30.840 Remo Douglas: Yeah, so 729 01:53:31.530 --> 01:53:43.200 Kathy Ludwig: You're us we've lost you. And so we're while you work to get video and audio back we're going to shift over to remote it finished. I think the train and thinking that you were going with 730 01:53:43.830 --> 01:53:50.670 Remo Douglas: Yeah, yeah. So we've brought on five project managers with CB. Are you hearing 731 01:53:52.080 --> 01:53:56.820 Remo Douglas: Under the the procurement that the board approved earlier this spring. 732 01:53:57.990 --> 01:54:06.390 Remo Douglas: It's a great team of experienced folks and we are checking in every week with different parts of the industry. 733 01:54:07.440 --> 01:54:11.100 Remo Douglas: You know, trying to read those signals about what this all means. 734 01:54:12.570 --> 01:54:13.260 Remo Douglas: To date, 735 01:54:14.550 --> 01:54:19.320 Remo Douglas: Really quick summary is still a cautious optimism about the future. 736 01:54:20.640 --> 01:54:23.790 Remo Douglas: You know they're there are certain minor constraints. 737 01:54:24.960 --> 01:54:32.790 Remo Douglas: That are, you know, showing themselves in the industry. But in general, material supply as their permits are processing. 738 01:54:34.350 --> 01:54:35.070 Remo Douglas: You know the 739 01:54:35.430 --> 01:54:49.620 Remo Douglas: The construction industry is is still engaged and busy about doing its work. So I had a few points. I was going to follow up at with after Pat, so I'll just roll into those 740 01:54:51.480 --> 01:54:58.320 Remo Douglas: Yeah, so as Pat mentioned construction management and design teams are in place the board approved those selections. 741 01:54:59.340 --> 01:55:06.930 Remo Douglas: All teams are moving forward. The designers have been working in digital format and a lot of ways for a number of years. 742 01:55:08.340 --> 01:55:21.120 Remo Douglas: And we've just transitioned. Our whole team to using those same strategies and so everybody's you know getting used to seeing each other's living rooms or home offices, but in the back of camera, but we're just moving forward. 743 01:55:22.530 --> 01:55:28.050 Remo Douglas: The majority of the bond work is scheduled to begin and summer of 2021 or later. 744 01:55:29.670 --> 01:55:41.670 Remo Douglas: And you know the time before then is about design and permit and those are things that are really easy to do remotely. We're having a lot of success using zoom and other tools. 745 01:55:42.690 --> 01:55:49.950 Remo Douglas: To just keep project moving forward we're we're right on the same schedule. We were, you know, three months ago, before we knew this was the thing 746 01:55:51.090 --> 01:55:52.260 Remo Douglas: So all that's working good 747 01:55:53.400 --> 01:56:01.890 Remo Douglas: staff are being engaged. You know, we've got a solid group at Wilson to high school around the new auditorium and all the implications there. 748 01:56:02.610 --> 01:56:11.310 Remo Douglas: That's been meeting and they've just jumped right in everybody's getting used to these remote tools. And we're also working on our plans for the community engagement. 749 01:56:11.580 --> 01:56:12.630 Remo Douglas: How do we reach out to the 750 01:56:12.630 --> 01:56:18.480 Remo Douglas: Community, get feedback show what we're doing we're actively working on a plan around that. 751 01:56:19.650 --> 01:56:38.370 Remo Douglas: I mentioned that we're reaching out to community to industry contacts, we're developing project marketing tools to help us reach out to contractors, including minority and women owned businesses CB Harry, Harry, along with us, have you know 752 01:56:39.420 --> 01:56:58.770 Remo Douglas: strong feelings about the, the, the importance of that and making sure that all those firms know that the work is happening and that they're wanted here that they, you know, are valuable parts of the industry. And so we're we're being proactive about that. 753 01:57:00.870 --> 01:57:10.530 Remo Douglas: So in general the delays that would come out of any future changes that might happen as a result of the virus are considered force mature. 754 01:57:11.400 --> 01:57:24.090 Remo Douglas: Most of the border probably familiar with that term or acts of God and our contracts have clauses that contemplate them. We're also working with legal counsel as this progresses on 755 01:57:25.020 --> 01:57:34.020 Remo Douglas: What additional strengthening of those terms might be appropriate. How do we create, you know, fair and secure contracts for the district. 756 01:57:36.840 --> 01:57:54.270 Remo Douglas: So then, then there's the work for this upcoming summer. Summer 2020 at this time the contractors, we have on board are indicating that they're ready to proceed as planned that their supply chains are intact and that the labor force is at least sufficient to get going. 757 01:57:55.650 --> 01:58:07.440 Remo Douglas: On the work if we do experience any delays from further changes from, you know, government closures, or other things we're confident, our ability to 758 01:58:08.700 --> 01:58:25.950 Remo Douglas: You know, allow those schedules to extend into a school year and adapt our projects to do that safely Aki construction in occupied facilities happens every day all over the world. And we've got a team here. Who knows how to deal with that. And we can adapt if we need to. 759 01:58:29.040 --> 01:58:43.230 Remo Douglas: Also kind of on a on a different note, you know, the program in uncertain economic time has a lot of benefits to an industry and a workforce that needs to earn money and and keep people employed. 760 01:58:44.310 --> 01:58:52.860 Remo Douglas: That construction labor for our public improvements processes earns prevailing wages, which are wages at or near 761 01:58:55.260 --> 01:58:58.050 Remo Douglas: I forget the word but but 762 01:58:59.280 --> 01:59:04.740 Remo Douglas: Wages at rates that are competitive with anyone, including union labor. 763 01:59:05.910 --> 01:59:13.380 Remo Douglas: It's, it's very good work for those people in the skilled trades, or are doing that. And so there's a lot of benefit to that. 764 01:59:14.640 --> 01:59:26.730 Remo Douglas: The construction industry is very familiar with personal protective equipment and spacing. There's lots of work that they do every day that requires spacing. Anyway, all the equipment they use dealing with electricity and other things. 765 01:59:27.930 --> 01:59:31.080 Remo Douglas: And so, adapting to a social distancing 766 01:59:32.400 --> 01:59:38.130 Remo Douglas: Measure on construction sites is something that they'll be able to deal with pretty readily 767 01:59:39.630 --> 01:59:43.530 Remo Douglas: At the federal level construction has been considered an essential service. 768 01:59:44.760 --> 01:59:50.130 Remo Douglas: And so we have some confidence that we won't experience direct closures. 769 01:59:51.480 --> 01:59:53.760 Remo Douglas: And that applies to the supply industry as well. 770 01:59:55.020 --> 02:00:03.390 Remo Douglas: So we're also exploring opportunities begin summer 2020 work early if there are, if there's work where 771 02:00:05.280 --> 02:00:15.360 Remo Douglas: The starting early won't directly impact daily classes SHOULD THEY RESUME. We're working with our contractors to see, you know, could we start that work early 772 02:00:16.440 --> 02:00:23.610 Remo Douglas: Could that be used as a tool to mitigate against any future delays that might happen, or any other closures, or things 773 02:00:25.170 --> 02:00:35.070 Remo Douglas: And so yeah, we're moving towards that some of our contractors are indicating interest in that, even if it's just getting in and exploring, you know, 774 02:00:35.760 --> 02:00:44.100 Remo Douglas: What demolition needs to happen what exploration behind walls and things needs to happen, you know, what can we get out of the way before the summer. 775 02:00:44.850 --> 02:00:56.970 Remo Douglas: In order to facilitate construction. So in short, while conditions are subject to change. At this time, staff is proceeding as planned, and we're open to any other questions you might have. 776 02:01:01.350 --> 02:01:03.030 Patric McGough: On my presentation, by the way. 777 02:01:09.000 --> 02:01:13.800 Regan Molatore: Did you have anything you would like to add or didn't get to complete saying 778 02:01:15.000 --> 02:01:19.590 Patric McGough: I've got it good. What a perfect time for the internet go down. 779 02:01:21.990 --> 02:01:25.740 Regan Molatore: For the course for you come to this job right. 780 02:01:27.090 --> 02:01:27.390 Regan Molatore: Yeah. 781 02:01:27.480 --> 02:01:28.590 Curtis Nelson: I got a better path. 782 02:01:32.280 --> 02:01:34.260 Regan Molatore: Christy, did you have something 783 02:01:35.370 --> 02:01:52.380 Christy Thompson: Yeah, I have just one quick question underneath the spring, summer bond projects for the new AP Creek middle school at Dollar Street and it lists the two activities, our land use planning and then the design committee. And I'm just curious. I remember when you presented at 784 02:01:53.910 --> 02:02:02.790 Christy Thompson: A presentation that we did with our joint work session with the Westland city council and when we you mentioned all of the different 785 02:02:03.690 --> 02:02:10.050 Christy Thompson: community outreach is that we would be doing in regards to the new at Creek. And I'm just wondering 786 02:02:10.530 --> 02:02:17.730 Christy Thompson: You know, with the design and as we start to move forward. If we have plant. You know how we're reaching out to the community. 787 02:02:18.420 --> 02:02:29.220 Christy Thompson: To make sure that they're aware of it, or part of it, or I don't even know. Maybe this part of the design isn't I'm just curious, just making sure that we're keeping in touch with that community. 788 02:02:30.420 --> 02:02:32.940 Christy Thompson: That continues to have concerns about the school. 789 02:02:33.540 --> 02:02:33.900 Remo Douglas: I yeah 790 02:02:34.050 --> 02:02:38.010 Kathy Ludwig: Yeah. Before remote answers. I'm just going to say, your question is so timely Christie. 791 02:02:38.700 --> 02:02:44.010 Kathy Ludwig: Andrew kills from and I had just talked this week about giving the Willamette neighborhood association and update 792 02:02:44.730 --> 02:02:58.410 Kathy Ludwig: The last we left at least with that group was that we were going to have some community meetings, after we had hired a land use planner and then of course all of this hit and now you know we're not going to gather a community physically 793 02:02:59.490 --> 02:03:13.830 Kathy Ludwig: And yet it's also, I think, really important that we give them an opportunity when we can see them physically and they're together to provide that kind of a forum in addition to something that could even be you know survey related 794 02:03:15.090 --> 02:03:24.540 Kathy Ludwig: So we can still do those things will provide them with an update to let them know we haven't forgotten them. And we're not going to leapfrog over that process, but that we're just going to need to push it. 795 02:03:25.650 --> 02:03:37.140 Kathy Ludwig: You know, further into the calendar remote, could you give an update on where we are with at least the land use planner and some of the onboarding that's been happening there with that group. 796 02:03:38.670 --> 02:03:47.340 Remo Douglas: Yeah, so we are we have been interviewing and talking with firms one in particular has 797 02:03:48.540 --> 02:03:49.680 Remo Douglas: risen to the top. 798 02:03:51.000 --> 02:03:52.950 Remo Douglas: For from some of the staffs point of view. 799 02:03:54.150 --> 02:03:55.980 Remo Douglas: Of course, all of this is happening, we've been 800 02:03:57.150 --> 02:04:10.290 Remo Douglas: Trying to figure out how to get a number of people into a room, I think you really need to have a an in person conversation with these folks to really make sure the district's comfortable with, with a fit in. 801 02:04:11.400 --> 02:04:21.750 Remo Douglas: Presentation and culture from this group and between all of the virus things interrupting meetings and consuming administration time 802 02:04:22.950 --> 02:04:35.820 Remo Douglas: And my own wife was a presumptive positive case. So we're still we're in home quarantine, till at least Thursday to do our two week time. So there's been some challenges and getting them in person. 803 02:04:37.110 --> 02:04:42.900 Remo Douglas: But we have been in communication with them. They do have a lot of ideas about 804 02:04:44.010 --> 02:04:51.750 Remo Douglas: How to best work through that public relations process and bring that community, along with the project. 805 02:04:52.830 --> 02:04:55.020 Remo Douglas: A lot of those actually involve 806 02:04:56.310 --> 02:05:04.890 Remo Douglas: Smaller group conversations. And so there there may be ways, you know that we figure out how to do that. 807 02:05:05.850 --> 02:05:12.000 Remo Douglas: Despite the current situation that we can schedule times to be meeting and visiting with folks remotely so 808 02:05:12.780 --> 02:05:26.100 Remo Douglas: I don't want to get too far ahead of them before they're officially selected and out here, but I can tell you that there is good work being done and that we're working on finalizing those decisions. In the meantime, we're getting, you know, basic 809 02:05:27.240 --> 02:05:31.710 Remo Douglas: Code interpretation assistance and that sort of thing to make sure that 810 02:05:32.820 --> 02:05:41.040 Remo Douglas: You know, as we're considering design possibilities that the design team is not being held back by that. So, 811 02:05:42.090 --> 02:05:44.490 Remo Douglas: We are working on it and 812 02:05:46.080 --> 02:05:49.680 Remo Douglas: It really goes for all the projects, you know, that one's the one that's kind of 813 02:05:50.700 --> 02:06:01.590 Remo Douglas: been at the forefront of folks minds. But we also have Amy burger our office manager who's really taking on more of a leadership role. These days, she's working on 814 02:06:02.250 --> 02:06:08.430 Remo Douglas: A draft of a communications plan for how we're going to provide updates on all of these projects out to the community. 815 02:06:09.030 --> 02:06:19.020 Remo Douglas: With emails and website updates and things she's been helpful. And that worked for years. So I've tested her as as a leadership exercise for her that she would 816 02:06:19.980 --> 02:06:35.820 Remo Douglas: You know, create that plan and and work, you know, then work with us to finalize it and then kind of lead the project management group in handling those communications. So there's a lot. We're doing to make sure that we're going to be communicating clearly with the community. 817 02:06:41.220 --> 02:06:41.700 Christy Thompson: Thank you. 818 02:06:43.440 --> 02:06:45.840 Regan Molatore: Christy. Did you have more questions. I'm sorry. 819 02:06:45.900 --> 02:06:48.570 Christy Thompson: Oh, I'm sorry. I just keep forgetting to take my hand off. 820 02:06:49.830 --> 02:07:02.520 Regan Molatore: Right. And I just had one question that I think is probably a little bit of just public interest and I've seen or heard a couple. I think fellow board members also raise it, and maybe you could just briefly let us know about 821 02:07:04.470 --> 02:07:20.250 Regan Molatore: There, there's been just a wandering around. Use of bond funds and whether or not you could utilize any of those funds, you know, to direct them towards new online learning initiatives related to distance learning and 822 02:07:22.920 --> 02:07:28.890 Regan Molatore: And could you just refresh our memory on how we are lawfully allowed to use those bond funds. 823 02:07:29.790 --> 02:07:33.150 Remo Douglas: Sure. So we did speak with legal counsel. 824 02:07:34.350 --> 02:07:39.420 Remo Douglas: In preparation for the meeting around some of these questions and they are 825 02:07:40.890 --> 02:07:50.970 Remo Douglas: As, as ever, very succinct in their comments. So we asked a series of long questions about all of this and they gave a single word response. No. 826 02:07:52.140 --> 02:07:56.430 Remo Douglas: We cannot read target funds, the things that weren't contemplated by voters. 827 02:07:57.690 --> 02:08:00.300 Remo Douglas: We, you know, we don't get to 828 02:08:01.380 --> 02:08:12.180 Remo Douglas: Not do things that were promised to voters short of getting to the end and and not having enough money to do projects, at which point a board would make some sort of selection. 829 02:08:13.410 --> 02:08:20.940 Remo Douglas: So the bond funds are restricted to those items specified in the bond language leading up to the election. 830 02:08:29.160 --> 02:08:31.680 Chelsea King: Should I raise my hand. I'm sorry, I just unmuted myself. 831 02:08:32.850 --> 02:08:38.790 Chelsea King: Just one more quick question around timeline when when as a board should we anticipate having 832 02:08:40.470 --> 02:08:48.990 Chelsea King: Another batch of contracts that will be voting on. Is that something that's going to happen next month for months. Like, if I can have a sense of 833 02:08:50.160 --> 02:08:52.140 Chelsea King: When that next batch might be coming along. 834 02:08:55.170 --> 02:09:05.640 Remo Douglas: So the last contracts, I think we'll have for this year around those safety and security upgrades projects, those would probably be 835 02:09:07.050 --> 02:09:13.620 Remo Douglas: Sometime in May, that they would come to the board. It's, it's, it's been something of a challenge to get 836 02:09:14.760 --> 02:09:17.100 Remo Douglas: Some certain conversations done but 837 02:09:18.270 --> 02:09:28.590 Remo Douglas: They're wrapping up those designs in the next week or two here and then we'll have them out on the street. We do expect that those contracts will be the size that they need to go to the board. 838 02:09:29.790 --> 02:09:33.150 Remo Douglas: And so, sometime in May, we would expect to get those in front of you. 839 02:09:34.590 --> 02:09:48.030 Chelsea King: Okay, so it's safe to expect that probably for the coming couple years or something. Well, every couple months or so have another batch of contracts that are coming in front of the board. This will be an ongoing process for some time. Um, 840 02:09:48.480 --> 02:09:58.560 Remo Douglas: Yeah, yeah. So a lot of the major projects that you know the new schools major additions and those things. You know those take between a year and a year and a half to design 841 02:09:59.700 --> 02:10:10.320 Remo Douglas: And so while a lot of that work is happening now, to, to, you know, kick off the initial phases of those designs, it's, it's a long while yet before will be engaging with contractors 842 02:10:11.970 --> 02:10:25.920 Remo Douglas: And so, you know, between November of this year and April of next year, there'll be another wave of contracts as we complete designs, get them out to bid and bring them before the board so 843 02:10:27.180 --> 02:10:29.160 Remo Douglas: You know, yes, it will be periodic 844 02:10:31.050 --> 02:10:40.230 Remo Douglas: And, you know, ideally, you get them bid between November and march before a summer construction season starts 845 02:10:48.270 --> 02:10:49.140 Regan Molatore: All right. 846 02:10:49.830 --> 02:10:50.250 Regan Molatore: Back. 847 02:10:50.340 --> 02:10:51.120 Kathy Ludwig: Good. I just add 848 02:10:52.320 --> 02:10:58.830 Kathy Ludwig: Some folks might be wondering you know if if students don't return to school this year. 849 02:11:00.270 --> 02:11:13.680 Kathy Ludwig: And don't occupy the buildings, is there an opportunity to get a head start on some projects that we would have been waiting for until summer. And the answer to that is yes. If we can, if those 850 02:11:15.600 --> 02:11:27.900 Kathy Ludwig: Contractors are able to adjust their timeline as well. And we're able to get the product that we need to fulfill some of those projects and you saw the list of some of those we could be able to do some 851 02:11:29.280 --> 02:11:33.540 Kathy Ludwig: But some of those facility improvements earlier than later. 852 02:11:34.590 --> 02:11:42.900 Kathy Ludwig: Into the summer, which actually creates a great way to then start in the fall with with some of those little further behind us. And so, so close, running up to the the start of school. 853 02:11:49.440 --> 02:11:56.430 Kathy Ludwig: Okay, thank you so much. Thank you, panel for for being there and being available to the boards questions. 854 02:11:58.530 --> 02:11:59.520 Patric McGough: You can count on me. 855 02:12:04.710 --> 02:12:12.270 Regan Molatore: Well, yes, thank you very much and we will move on to our business office and some proposals with 856 02:12:12.270 --> 02:12:13.500 Regan Molatore: Regard to 857 02:12:15.120 --> 02:12:30.540 Regan Molatore: Our budget timeline and Dr Hughes's you're getting ready also just shared with us. I will just let you know you did a fantastic job of outlining in the memo kind of the proposed timeline changes and 858 02:12:31.890 --> 02:12:33.300 Regan Molatore: We'd love to hear more from you. 859 02:12:34.410 --> 02:13:01.080 SonLe Hughes: Good evening. Thank you, Jim wallet or in front of us. A the proposed new timeline for fiscal 2020 and 2021 but chatter doctrine. So on those. The Oregon Department of Education indicate that they, they will prioritize say school can measure 98 Nutrition Services high schoolers. 860 02:13:02.220 --> 02:13:22.290 SonLe Hughes: High Cost it ability and in the addition to that Clackamas county assessment and tax confirm what made today that they don't have any indication that may 15 that lie had been adjusted or property tax with all that 861 02:13:23.550 --> 02:13:50.100 SonLe Hughes: We as district leaders to think with the executive order 2012 from Governor is to on March 20 we stay home safe life. This will certainly have an impact on our Oregon economic revenue and that most likely will impact our district funding with that. 862 02:13:51.150 --> 02:14:07.560 SonLe Hughes: I would like to propose moving the 20 2021 but chat approval and adoption process from May to June 2020. Our hope is that by moving the timeline for May to June. 863 02:14:09.240 --> 02:14:25.950 SonLe Hughes: It might allow us for more time to learn more information to come forward regarding distaste the status of the state school one man show 98 and especially the new student investment account. 864 02:14:29.880 --> 02:14:34.170 SonLe Hughes: So also late in May about make 20 865 02:14:35.610 --> 02:14:46.860 SonLe Hughes: Normally, we have the Oregon economic forecast quarterly report will coming out and that will have a lot with our backtrack for fiscal year 2021 866 02:14:47.550 --> 02:15:02.040 SonLe Hughes: So on on this memo in the bottom you will see on the left hand side. A the items. The middle columns. A the current days and then on the right hand side, a proposed new day. 867 02:15:02.790 --> 02:15:16.380 SonLe Hughes: The first one is the budget listening and learning section we schedule on April 1 of this year 2020 but due to the executive order stay home safe life. 868 02:15:17.700 --> 02:15:40.530 SonLe Hughes: We propose to move this to May 29 and we will post it online and receive asking community members to send in factor not common through the survey on those are the Department of Revenue confirm that we don't need to 869 02:15:41.550 --> 02:15:54.570 SonLe Hughes: Offer this section because it does not require money through the budget law that are depressed to what like to provide this information section to our community member 870 02:15:56.520 --> 02:15:57.000 SonLe Hughes: And then 871 02:15:58.110 --> 02:16:18.480 SonLe Hughes: The superintendent budget mesas in the current approval from board member we we plan to have that on this coming regular school board meeting or may, for we would like to propose it to do an eight during the regular school and bombing thing. 872 02:16:19.830 --> 02:16:29.130 SonLe Hughes: And if that that will lead to the budget committee watch action are made 18 will most active June 22 873 02:16:29.910 --> 02:16:44.250 SonLe Hughes: And a picnic that then we will hold a second budget committee work section on June 24 and we hope to have a budget hearing and adoption. On June 29 in set up in eight 874 02:16:45.030 --> 02:16:58.530 SonLe Hughes: So the bottom line is we must adapt the chat for fiscal year 2021 by June 30 of 2020 in order for us to spend money on July 1 for the fiscal year 2021 875 02:17:00.840 --> 02:17:08.100 SonLe Hughes: So what that I'm looking for the approval from board member for us with a new date. 876 02:17:12.780 --> 02:17:16.170 Dylan Hydes: On the board adopted proposed new timeline for the 877 02:17:17.190 --> 02:17:18.060 Dylan Hydes: Budget adoption. 878 02:17:19.440 --> 02:17:19.950 Ginger Fitch: A second 879 02:17:23.070 --> 02:17:23.550 Regan Molatore: All right. 880 02:17:27.420 --> 02:17:32.490 Ginger Fitch: I just have an additional question for Dr. Hughes, if you want it now or later. 881 02:17:33.390 --> 02:17:34.890 SonLe Hughes: Yes, please. 882 02:17:34.920 --> 02:17:38.670 Ginger Fitch: Excuse. I'm curious about the delayed. 883 02:17:40.470 --> 02:17:51.420 Ginger Fitch: Tax filings on the local lovey, and if that's something that will just be sorted out in time or you perceive that to be a potential 884 02:17:51.420 --> 02:17:52.410 Ginger Fitch: Issue well 885 02:17:53.760 --> 02:17:54.120 SonLe Hughes: I'm 886 02:17:55.350 --> 02:18:07.260 SonLe Hughes: So the governor no government send a federal tax filing into to live 15 but that should not impact our local levy because 887 02:18:08.130 --> 02:18:37.980 SonLe Hughes: The money, DAVE. Dave drive it from property tax and like I mentioned earlier Lackawanna county a segment and tax confirm this morning that they don't have any indication that they will be late or a standard that life of property tax so all the property tax so deal to them. On May 15 888 02:18:44.310 --> 02:18:45.810 Christie. Did you have a question. 889 02:18:47.820 --> 02:18:54.390 Christy Thompson: Yeah, I just had a question. I'm just looking at the timeline. I know that June 22 we were some 890 02:18:56.160 --> 02:18:57.360 Christy Thompson: Devoting to 891 02:18:58.590 --> 02:19:06.120 Christy Thompson: The superintendent superintendent evaluation. And so then I was just curious how that might adjust 892 02:19:06.690 --> 02:19:12.210 Christy Thompson: The superintendent evaluation and obviously being the rookie. I don't even know how you know how much time. 893 02:19:12.720 --> 02:19:28.740 Christy Thompson: The Super evaluation, but my thought was, if we've got both of those things going that night. Is that does that give us an appropriate amount of time to address to pretty big. And so then how do we adjust from that. That was just my kind of curiosity with the timeline. 894 02:19:29.190 --> 02:19:40.320 Kathy Ludwig: Sure that that's a great question and something to consider as a board certainly we've we've had work sessions. We've had two topics where we've had the Budget Committee together and work through a work session. 895 02:19:41.400 --> 02:19:44.190 Kathy Ludwig: Whether it's taken an hour, an hour and a half, and then 896 02:19:45.570 --> 02:19:59.310 Kathy Ludwig: Taking a break and the non board member budget committee members left and Board Member State and then had a second topic on the agenda, you could still do that you kind of make it a little bit of a marathon evening. 897 02:20:00.060 --> 02:20:08.520 Kathy Ludwig: But that would allow you to do multiple things in one evening instead of calling a special session for the superintendent valuation if you if you felt you were 898 02:20:09.600 --> 02:20:16.860 Kathy Ludwig: Close enough on that topic that it wouldn't take you long to to convene and work on that. You could certainly keep it for that same evening. 899 02:20:18.510 --> 02:20:25.320 Regan Molatore: And Christy also just from a process standpoint, typically that portion of superintendent. 900 02:20:26.760 --> 02:20:33.660 Regan Molatore: Evaluation is just Chelsea as our as our chair sharing out what 901 02:20:35.100 --> 02:20:38.160 Regan Molatore: The conclusion of that process. So it's a pretty 902 02:20:39.630 --> 02:20:44.160 Regan Molatore: short and concise statement to the public about what the board. 903 02:20:45.930 --> 02:20:50.100 Christy Thompson: Thank you. Yeah. I have no idea what so that's why I was reading the question. So thank you. 904 02:20:50.160 --> 02:20:50.700 for clarifying. 905 02:20:55.320 --> 02:21:00.030 Regan Molatore: All right, just refresh my memory because I APOLOGIZE TO HAVE WE HAD emotion. 906 02:21:02.010 --> 02:21:02.340 Regan Molatore: Okay. 907 02:21:02.880 --> 02:21:05.010 Kathy Ludwig: Oh yeah, we did sorry we 908 02:21:05.070 --> 02:21:10.830 Regan Molatore: Okay, so I know. Okay, good. It's not just me. So, okay, we've got emotion. Second. Anything further 909 02:21:12.780 --> 02:21:16.980 Regan Molatore: Not seeing any hand raise. So Kelly, would you please call it 910 02:21:17.820 --> 02:21:18.210 Megan. 911 02:21:20.070 --> 02:21:20.640 Regan Molatore: Yes. 912 02:21:21.780 --> 02:21:22.650 Kelly Douglas: Chelsea King 913 02:21:23.190 --> 02:21:25.620 Kelly Douglas: Hi, Christy Thompson. 914 02:21:26.070 --> 02:21:26.460 I 915 02:21:27.540 --> 02:21:28.650 Kelly Douglas: Dylan heights. 916 02:21:28.920 --> 02:21:29.250 I 917 02:21:30.270 --> 02:21:30.660 Kelly Douglas: Can get 918 02:21:31.620 --> 02:21:33.330 Kelly Douglas: It. Thank you. 919 02:21:34.950 --> 02:21:36.030 SonLe Hughes: Thank you so much. 920 02:21:39.120 --> 02:21:46.290 Regan Molatore: Thank you got to use and unmute everyone for being thoughtful to about adjusting this this budget might have 921 02:21:47.640 --> 02:21:48.090 Regan Molatore: Thank you. 922 02:21:49.950 --> 02:22:00.570 Regan Molatore: And Dr. Lead with we're back to you for just kind of an update on what distance learning for all is and what it means and how we got to where we are. 923 02:22:02.280 --> 02:22:07.620 Kathy Ludwig: All right, I am going to again try to switch my screens. 924 02:22:23.160 --> 02:22:24.840 Kathy Ludwig: Can folks see my screen yet. 925 02:22:25.680 --> 02:22:25.950 No. 926 02:22:28.110 --> 02:22:28.590 No. 927 02:22:33.810 --> 02:22:36.510 Kathy Ludwig: Oh, that's right. One other step. 928 02:22:37.740 --> 02:22:38.190 Kathy Ludwig: Oops. 929 02:22:43.320 --> 02:22:44.700 Kathy Ludwig: Thank you for your patience. 930 02:22:55.470 --> 02:22:56.010 Ginger Fitch: Chair. 931 02:22:58.500 --> 02:23:03.330 Ginger Fitch: Is it appropriate to do a five minute. Let's get up and stand and take a break. 932 02:23:04.470 --> 02:23:05.640 Ginger Fitch: Even in a zoom meeting. 933 02:23:05.640 --> 02:23:14.340 Regan Molatore: No, absolutely. That's a great idea is yeah 826. So how about 831 934 02:23:14.760 --> 02:23:19.470 Kathy Ludwig: Promptly we'll start again. Why don't we have everyone turn off their video camera so it just shows you 935 02:23:20.940 --> 02:23:21.180 Regan Molatore: Know, 936 02:23:21.270 --> 02:23:22.260 Kathy Ludwig: Get up from scratch. 937 02:23:23.160 --> 02:23:24.180 Regan Molatore: How do we do that. 938 02:23:26.550 --> 02:23:30.720 Christy Thompson: Bottom by the mute button, it says the video and just click on that. 939 02:23:31.050 --> 02:23:32.190 Regan Molatore: Right. Thank you. 940 02:23:33.930 --> 02:23:36.270 Chelsea King: And what was the time five minutes. 941 02:23:36.690 --> 02:23:37.680 Regan Molatore: Yeah, five minutes. 942 02:23:37.770 --> 02:23:40.410 Curtis Nelson: Okay, your microphones as well. 943 02:29:01.500 --> 02:29:02.910 Kathy Ludwig: I couldn't find myself again. 944 02:29:10.260 --> 02:29:15.270 Regan Molatore: Alright, I said, we started at 831 and it's now 832 945 02:29:16.530 --> 02:29:24.420 Kathy Ludwig: And that by April 13 that plan is going to be launched by all school districts and communicated to parents 946 02:29:25.980 --> 02:29:34.530 Kathy Ludwig: The work that we were already doing around enhanced supplemental learning. I think positioned as well to move to this stage. 947 02:29:35.700 --> 02:29:49.140 Kathy Ludwig: We had shifted from resources that were kind of planned more levels based to already. We were having teams getting more specific resources for supplemental learning together for parents. 948 02:29:50.430 --> 02:30:00.000 Kathy Ludwig: And now the shift is moving to more to individual teachers and classrooms, having that learning more focused and targeted. 949 02:30:01.320 --> 02:30:02.910 Kathy Ludwig: For families and students. 950 02:30:06.780 --> 02:30:12.330 Kathy Ludwig: So some of the key elements of distance learning and we're going to keep these points aligned to what we 951 02:30:14.190 --> 02:30:16.590 Kathy Ludwig: Hear also from the Oregon Department of Education. 952 02:30:17.640 --> 02:30:31.950 Kathy Ludwig: Making sure that students connect regularly with their teachers that we have to think about what is the most important learning or standards remaining to be gained and learn for the remainder of the year and focus on those 953 02:30:32.970 --> 02:30:50.370 Kathy Ludwig: Working with families and caregivers, as we now shift to learning being done at home and families, having varying degrees of ability to sit with their children or work with their children. We want to recognize that we have many families in our district that are going to work. 954 02:30:51.750 --> 02:31:01.500 Kathy Ludwig: outside the home that are serving either in healthcare or law enforcement first responders grocery store gas station. 955 02:31:03.270 --> 02:31:04.830 Kathy Ludwig: Essential businesses. 956 02:31:06.270 --> 02:31:08.100 Kathy Ludwig: And some of those places where 957 02:31:09.120 --> 02:31:15.870 Kathy Ludwig: They're not at home to sit with their children and create a structured learning environment. Children are working independently to do that. 958 02:31:17.160 --> 02:31:24.420 Kathy Ludwig: And we need to understand the stress that that can create for families as they navigate that. How does, how do teachers and continue to 959 02:31:25.470 --> 02:31:36.060 Kathy Ludwig: Monitor report and record students progress to where those learning goals is more nuanced. If it's an easy statement to read, but it has a lot of complexities to it and we'll get into those later. 960 02:31:36.930 --> 02:31:44.130 Kathy Ludwig: Understanding again that we can't expect every home environment to have an equal playing field or that they all look the same, either. 961 02:31:44.910 --> 02:31:53.940 Kathy Ludwig: That for some students, they might be able to give a considerable amount of time to their learning at home and for other students, they're going to try the best they can and it might be pretty minimal 962 02:31:55.170 --> 02:32:07.350 Kathy Ludwig: depending on their situation and that, particularly when we think about high school students for them. We have credits and grades and I'll talk later about seniors and graduation. 963 02:32:12.450 --> 02:32:16.650 Kathy Ludwig: So what we shared with our administrators, our expectations for them is that they need to 964 02:32:17.790 --> 02:32:24.630 Kathy Ludwig: To be available and to work their full days remotely. Some of them will have authorization to work on site. 965 02:32:25.140 --> 02:32:41.550 Kathy Ludwig: limited hours with social distancing because there are just some parts of their job where they may need to access some other tools at the school office, we do want to keep our reader boards current. It's a way of also communicating with our families and staff are using the Google platform. 966 02:32:42.900 --> 02:32:57.390 Kathy Ludwig: To connect with each other, as well as students. And so our administrators are connecting with their staff, just like staff are connecting with students, they're holding all district staff meetings grade level meetings PLC wings department meetings. 967 02:32:58.470 --> 02:33:00.060 Kathy Ludwig: Meetings with specialists. 968 02:33:01.440 --> 02:33:08.430 Kathy Ludwig: A lot of zoom meetings going on with various configurations that we can keep communication going and engaging with the community. 969 02:33:09.330 --> 02:33:17.880 Kathy Ludwig: In a variety of ways. We're also very mindful that our school administrators, not only need to connect with their staff about their work with students, but 970 02:33:18.780 --> 02:33:25.560 Kathy Ludwig: About their own professional work. And so how we think about these remaining months in terms of evaluations and giving feedback to our teachers. 971 02:33:26.490 --> 02:33:34.530 Kathy Ludwig: Is some work that we're going to do with our HR department and we want to do that kind of work also with care and compassion and fairness to our staff. 972 02:33:39.030 --> 02:33:49.680 Kathy Ludwig: These are some of the expectations we outlined to our certified staff so that we would have more alignment across the district and not a variety of approaches going on. 973 02:33:50.490 --> 02:33:56.940 Kathy Ludwig: The guardrail, so to speak, that helped create boundaries for our staff to support them as well as give guidance. 974 02:33:57.930 --> 02:34:11.010 Kathy Ludwig: We wanted to make sure that we used a consistent platform so that parents weren't navigating and having to learn a variety of different platforms, depending on what school their child was in as they learned one tool they could then apply it across all the schools. 975 02:34:12.060 --> 02:34:26.070 Kathy Ludwig: We understand, just like we did tonight. People lose internet connection. Some places it's not consistent in some places it's not there at all. And we have to be mindful of the equity and access issue there. And so we are making paper packets available. 976 02:34:27.120 --> 02:34:40.320 Kathy Ludwig: To our K eight students and already those went out today they are available for pickup at the same locations where the meals are being picked up so it all primary schools. 977 02:34:41.610 --> 02:34:43.080 Kathy Ludwig: Is where those can be picked up. 978 02:34:44.940 --> 02:35:03.300 Kathy Ludwig: We ask teachers to make sure that they're connecting with their students and family weekly, and then there's some guidelines around ways to do that. How to use email or google classroom where the connections are visible and that a reminder phone calls are to parents and guardians. 979 02:35:04.830 --> 02:35:16.950 Kathy Ludwig: We did put parameters in place around live video instruction. This may vary. If you're hearing about other school districts, but for ours and a few others in our county and in consultation with our 980 02:35:17.580 --> 02:35:32.790 Kathy Ludwig: Legal Counsel, we felt that to start, we would be more cautious around live video interaction and that as we learn more. We can loosen or widen the guardrail, so to speak, but primarily 981 02:35:34.140 --> 02:35:43.560 Kathy Ludwig: Our plan is for asynchronous learning, meaning that students can opt into their learning at a time that works best for them when their internet is working. 982 02:35:43.950 --> 02:35:56.100 Kathy Ludwig: When their parents are available when they have the structure set up in their home or someone to assist them and then not every child or family is ready at 9am or 1030 or 11 983 02:35:57.210 --> 02:36:13.020 Kathy Ludwig: For synchronous learning, meaning that everybody's learning at the same time, but that we really need to plan for learning that can best meet the needs of the families and the time that they have given the variability that is likely going on in in everyone's homes. 984 02:36:14.880 --> 02:36:24.780 Kathy Ludwig: So for us it's about equity, making sure that some students aren't having access to a type of instruction that other students are not able to 985 02:36:26.280 --> 02:36:35.040 Kathy Ludwig: And that is also about safety and privacy. Not every family feels the same level of comfort or their home to be viewed through video interaction. 986 02:36:35.460 --> 02:36:47.580 Kathy Ludwig: Around what's in the background or who might be listening, even when we only see one face on the screen. So there are many of those considerations that we've been talking to with our legal counsel and this is where we've landed. 987 02:36:49.020 --> 02:36:52.050 Kathy Ludwig: We do want to make an exception. However, for those 988 02:36:53.100 --> 02:37:05.730 Kathy Ludwig: Very small but important times when students family believes that the instruction coming to them is best view through video and through very specific in time coaching. 989 02:37:06.210 --> 02:37:11.280 Kathy Ludwig: You can probably think about different types of physical therapy, occupational therapy, speech therapy. 990 02:37:11.910 --> 02:37:24.060 Kathy Ludwig: Were in time coaching to some discrete skills is really important. Those would be the exceptions and they would be authorized as exceptions and we will also not conduct home visits during this time. 991 02:37:28.620 --> 02:37:35.850 Kathy Ludwig: So as we met with staff remotely. We talked about during Distance Learning for All. What might a typical week look like 992 02:37:36.690 --> 02:37:45.510 Kathy Ludwig: So that we have some sustainability and this is a structure we put together that will serve us not only this week as we've started or last week, but actually 993 02:37:46.110 --> 02:37:53.370 Kathy Ludwig: If we don't come back to school. It will be the structure that will use going forward. What does a typical Monday look like for a staff member at home. 994 02:37:54.180 --> 02:38:03.330 Kathy Ludwig: You can see this notion of signing in with Google form that's staffs way of attending to their professional work and letting their principal know that they're 995 02:38:04.590 --> 02:38:06.150 Kathy Ludwig: Doing professional work that day. 996 02:38:07.980 --> 02:38:20.010 Kathy Ludwig: And then Monday is that time when lessons are posted and they begin to hear back from students or even send an email, this is what we've posted and and here's your assignments for the week. 997 02:38:22.140 --> 02:38:22.980 Kathy Ludwig: Tuesdays. 998 02:38:24.360 --> 02:38:33.300 Kathy Ludwig: Are a day to really check in with students to receive feedback from students about clarity to any of the assignments or activities connecting with families. 999 02:38:34.320 --> 02:38:44.010 Kathy Ludwig: Wednesdays and Thursdays beginning to plan for the following week, but again, continuing to respond to students and families emails giving feedback. 1000 02:38:45.270 --> 02:38:50.280 Kathy Ludwig: And then we're going to start with. We'll see if this works well, just start with 1001 02:38:50.580 --> 02:39:00.150 Kathy Ludwig: This idea of how do we continue also our professional learning because within our calendar, we have those days available to us when PLC do learning what staff meetings are about learning. We have workshops 1002 02:39:00.570 --> 02:39:09.690 Kathy Ludwig: How do we maintain that level of professional growth and that Friday's could be a day when a webinar is sent to teachers or they're asked to view a video clip. 1003 02:39:11.250 --> 02:39:17.520 Kathy Ludwig: Or to read the next chapter in their book that they're all reading together and have a discussion group. 1004 02:39:18.000 --> 02:39:29.340 Kathy Ludwig: So we've set aside Fridays for that type of professional learning, knowing that they will still need to likely maybe finish up some plans or keep responding to students and families. 1005 02:39:29.760 --> 02:39:37.830 Kathy Ludwig: If it doesn't become too overwhelming. We, we would like to keep Friday's as a professional learning day if we hear from our teachers that they're spending. 1006 02:39:38.850 --> 02:39:49.710 Kathy Ludwig: Quite a bit of time, particularly, think about our secondary teachers who may have 150 students or 130 students responding to emails and giving feedback. We can adjust those Fridays accordingly. 1007 02:39:55.170 --> 02:40:04.230 Kathy Ludwig: So this is at the crux of the recommendations that came from the state around. What does it mean to have distance learning for all in the expectations around 1008 02:40:04.710 --> 02:40:17.730 Kathy Ludwig: A primary day we get home, middle school acknowledging that things are not business as usual, that we are in the middle of a pandemic that families are juggling 1009 02:40:18.300 --> 02:40:31.650 Kathy Ludwig: Work at home, in addition to not helping their children learn in addition to all the other stressors are responsibilities going on and the constraints to business as usual. And so these guidelines came from. 1010 02:40:32.700 --> 02:40:39.150 Kathy Ludwig: The Oregon is extended school closure guidance distance learning for all from the Oregon Department of Education. 1011 02:40:40.140 --> 02:41:03.660 Kathy Ludwig: Just 29 page document I sent you a copy of that is also available on ODS website and multiple places. But essentially, they have outlined for us what this will look like in terms of ours that there's an expectation. Now for teachers to do some lead learning to lead the learning for 1012 02:41:05.250 --> 02:41:08.790 Kathy Ludwig: An amount of minutes per day and then 1013 02:41:10.560 --> 02:41:24.570 Kathy Ludwig: To give time for students to opt into some additional supplemental learning and then also what might look like if a student or family spent some time meeting with called nutritional and wellness needs and 1014 02:41:26.280 --> 02:41:30.810 Kathy Ludwig: Those examples. I think the teacher led learning, maybe the most 1015 02:41:32.430 --> 02:41:34.350 Kathy Ludwig: Typical that we think of it's 1016 02:41:35.940 --> 02:41:53.670 Kathy Ludwig: Maybe the teacher presents a problem and how to work through it give some examples. This could be done by a teacher video or description. That's the learning that the teacher is leading the supplemental learning could be referring them to you could read for half an hour a day. 1017 02:41:55.050 --> 02:42:03.810 Kathy Ludwig: You could if you're thinking about your, your music student, you could practice doing some singing What are all those other things that supplement that don't need 1018 02:42:04.680 --> 02:42:14.280 Kathy Ludwig: The teacher to instruct and then in terms of the meeting nutrition and wellness, making sure that students are exercising that they're getting outside to walk that they're eating a meal. 1019 02:42:15.150 --> 02:42:18.660 Kathy Ludwig: And that they're taking care of their emotional well being, as well. 1020 02:42:19.320 --> 02:42:36.450 Kathy Ludwig: And so there's examples of in each of those categories given to teachers so that they can send those suggestions to families and then you can see the recommended hours. There's a caution on the part of the Department of Education around sending families. 1021 02:42:38.100 --> 02:42:44.940 Kathy Ludwig: You know, an equivalent of while you're when your child was with us. We had six hours of learning. We're going to send you every day six hours of assignments. 1022 02:42:45.390 --> 02:42:54.000 Kathy Ludwig: And easily you can see that that would be overwhelming to a family that's also trying to juggle responsibilities in the day to day at home. 1023 02:42:54.600 --> 02:43:03.960 Kathy Ludwig: You can think about in high school to how that would add up. So these are the guidelines that were sent by the Department of Education, that all school districts in Oregon are following 1024 02:43:07.140 --> 02:43:08.070 Kathy Ludwig: That's primary 1025 02:43:11.010 --> 02:43:24.450 Kathy Ludwig: Middle School has just a little different configuration because there's a different subject matter that the the courses in the schedule, whether it's content or electronic or content or electives. 1026 02:43:28.290 --> 02:43:29.550 Kathy Ludwig: And then there's high school 1027 02:43:33.030 --> 02:43:42.240 Kathy Ludwig: Because our school is on a semester calendar some school districts in Oregon are on trimesters we're on semesters. 1028 02:43:43.560 --> 02:43:53.550 Kathy Ludwig: Within the semesters are are the quarters to give feedback to parents and good progress reporting and our third quarter was ending 1029 02:43:55.260 --> 02:43:57.990 Kathy Ludwig: You know, right before the closure. 1030 02:43:58.860 --> 02:44:12.540 Kathy Ludwig: And so there were some incomplete activities or feedback that teachers, you know, students, maybe we're in the middle of doing presentations. You can imagine the variety of different projects. And so far, middle school and high school. We did recommend that this week of April 6 1031 02:44:13.650 --> 02:44:23.820 Kathy Ludwig: Instead of assigning new learning to spend time closing up quarter three and if there were reports that that students still wanted to turn in or 1032 02:44:24.870 --> 02:44:29.850 Kathy Ludwig: An assignment for feedback to allow students to feel some closure to quarter three 1033 02:44:31.290 --> 02:44:37.830 Kathy Ludwig: nested within that second semester and that quarter for would officially start on April 13 1034 02:44:40.980 --> 02:44:51.330 Kathy Ludwig: So we kept we made that determination as a school district. It made sense for us to do it that way instead of designing some supplemental learning for the week of the sixth 1035 02:44:57.690 --> 02:44:59.940 Kathy Ludwig: So some of the biggest questions for us. 1036 02:45:01.530 --> 02:45:04.800 Kathy Ludwig: Seem to land around high school students were 1037 02:45:06.000 --> 02:45:11.340 Kathy Ludwig: Credit completion grades transcripts graduation, all of a sudden come into play. 1038 02:45:13.020 --> 02:45:18.720 Kathy Ludwig: In terms of AP classes, what we have heard from college board is that they're going to continue 1039 02:45:19.770 --> 02:45:21.210 Kathy Ludwig: With the AP 1040 02:45:22.710 --> 02:45:37.560 Kathy Ludwig: With AP classes and offer support for students and resources to help them prepare, but that they believe much of the learning towards the courses has taken place and that now it's really about preparing for the exams and that students can prepare at home. 1041 02:45:38.970 --> 02:45:51.900 Kathy Ludwig: And that they can that they'll have those dates for the exams. We typically mandate in our district. We ask students, they're going to take an AP class. We want you to take the exam. 1042 02:45:52.560 --> 02:46:01.860 Kathy Ludwig: This year we will remove that mandate in our district. If there's a student that feels the conditions have changed for him and her. And they don't feel 1043 02:46:03.210 --> 02:46:10.350 Kathy Ludwig: Emotionally or academically ready and don't want to have that additional stress, they can opt out of taking the exam. 1044 02:46:12.150 --> 02:46:26.310 Kathy Ludwig: Usually it's an option. Anyway, but in our district we've we've just signed up every student for the exam and paid for it because we want them to give it a try. And they never know how, you know, they might do. And it can be a good experience. But we understand that this year could be 1045 02:46:27.360 --> 02:46:31.890 Kathy Ludwig: Challenging for some students to feel either prepared or emotionally 1046 02:46:33.060 --> 02:46:34.860 Kathy Ludwig: Wanting to do something like that this year. 1047 02:46:36.420 --> 02:46:42.870 Kathy Ludwig: Will continue with encouraging students to apply for scholarships will continue to ask our partners to 1048 02:46:44.190 --> 02:46:47.100 Kathy Ludwig: support those we have many community partners who 1049 02:46:48.480 --> 02:46:59.670 Kathy Ludwig: Think of the rotary in the lions and many community groups that allocate funds very generously to scholarships, and we're going to encourage them to keep that in place our students still rely on those 1050 02:47:00.150 --> 02:47:11.520 Kathy Ludwig: And that we will continue being busy our staff does a beautiful job writing a lot of letters to colleges and to those scholarship donors, on behalf of students that will continue. 1051 02:47:12.810 --> 02:47:24.690 Kathy Ludwig: And this was mentioned a little bit already but we're going to continue to pursue an opportunity for our seniors to have some type of graduation recognition and celebration with classmates. 1052 02:47:28.110 --> 02:47:29.820 Kathy Ludwig: And then the question also becomes 1053 02:47:30.990 --> 02:47:41.580 Kathy Ludwig: Are there some changes in terms of grades and graduation credits and that has been a long process for our Department of Education. 1054 02:47:43.650 --> 02:47:54.060 Kathy Ludwig: We've been called into meeting several times with proposed ideas asked us superintendents to give feedback. They've gone back to the drawing board rework things 1055 02:47:55.230 --> 02:48:02.340 Kathy Ludwig: Colt Guillen his staff have consulted with higher education commission with 1056 02:48:03.600 --> 02:48:12.570 Kathy Ludwig: Various stakeholder groups with students with superintendents, a few superintendents that represent our state. 1057 02:48:14.460 --> 02:48:23.370 Kathy Ludwig: With the governor, thinking about the best way to go about this so that we hold our students harmless for situation that is out of their choosing. 1058 02:48:24.690 --> 02:48:44.490 Kathy Ludwig: And make sure that they graduate as successfully as possible. A lot of ideas have been floated around do we reduce the number of credits. Do we keep the number of credits, do we give everyone a pass fail. Do we do some type of a modification to letter grades and I do have to say. 1059 02:48:46.350 --> 02:48:56.970 Kathy Ludwig: It's, it's so complicated, but I continue to be inspired and impressed with our leaders and Salem, who at the heart of this, think about equity. 1060 02:48:57.420 --> 02:49:05.550 Kathy Ludwig: They're thinking about students well being, they're thinking about every students learning environment at home and what they can control for what they can't 1061 02:49:06.150 --> 02:49:16.530 Kathy Ludwig: And what would be the most fair thing for the students of Oregon in terms of this and I appreciate the time they're spending instead of rushing into a quick answer. 1062 02:49:16.980 --> 02:49:25.650 Kathy Ludwig: To appease maybe a group that wants to know right away they slow down and really considered all of the options. They've done a lot of consulting with other states. 1063 02:49:26.220 --> 02:49:43.110 Kathy Ludwig: They've looked at the model in Kansas Washington, California, Texas to see how states who have closed early have tackled this very question and not only with distance learning, but also around grades and graduation. 1064 02:49:44.580 --> 02:49:51.510 Kathy Ludwig: As of last week, we thought we were going with one proposal and what I've learned in all of this is be ready to pivot. 1065 02:49:52.710 --> 02:49:55.380 Kathy Ludwig: And just to hold and sure enough, 1066 02:49:56.550 --> 02:50:03.480 Kathy Ludwig: Late last night. We got another message from Department of Education to be prepared for meeting early this morning. 1067 02:50:04.380 --> 02:50:15.420 Kathy Ludwig: For another shift in how grades and credits and graduation would look and the information we got is embargo and so we're going to hold that, but it will be released tomorrow. 1068 02:50:15.990 --> 02:50:30.120 Kathy Ludwig: What I can share with you is that what I believe in terms of the decision that the Department of Education has come up with does provide for for our students to be successful and to end the year 1069 02:50:31.380 --> 02:50:34.590 Kathy Ludwig: In a way that holds them harmless to the situation. 1070 02:50:36.390 --> 02:50:43.920 Kathy Ludwig: In hand, it does. Consider mental and emotional health equity and access differentiation and learning wallet home. 1071 02:50:45.570 --> 02:50:55.200 Kathy Ludwig: There is provisions in that where we can as districts support students with their free and appropriate education English language services and special education. 1072 02:50:56.130 --> 02:51:03.300 Kathy Ludwig: And we've been reminded that we also have the full summer to extend learning opportunities that a student 1073 02:51:04.200 --> 02:51:14.130 Kathy Ludwig: isn't done with their fourth year of high school until actually august 31 that the graduation ceremony is kind of an arbitrary timeline, but 1074 02:51:14.820 --> 02:51:25.950 Kathy Ludwig: That they have actually all summer to complete their high school career. And so, not to not forget that we can utilize summer as much as possible for families who will need it. So tomorrow. 1075 02:51:27.900 --> 02:51:32.280 Kathy Ludwig: As far as I last heard, Department of Education will release publicly 1076 02:51:33.540 --> 02:51:45.420 Kathy Ludwig: To media and others. The plan for graduation and credits and then we can begin to interpret that for our families and explain what that will look like for Western Wilson do 1077 02:51:50.580 --> 02:51:52.590 Kathy Ludwig: You wish you had the board meeting tomorrow night. Don't you 1078 02:51:55.650 --> 02:52:05.130 Kathy Ludwig: Just the timing I was ready tonight to share with you what last week's proposal was going to look like and let you think about it, and then we shift the shift. 1079 02:52:07.890 --> 02:52:10.530 Kathy Ludwig: In terms of expectation for our classified staff. 1080 02:52:11.670 --> 02:52:13.560 Kathy Ludwig: During with distance learning for all 1081 02:52:15.390 --> 02:52:26.610 Kathy Ludwig: Most of them will be engaged in professional learning at home, but will be involved in helping to think about how to support a teacher with a delivery of lessons and plans and input that they might have 1082 02:52:27.780 --> 02:52:38.220 Kathy Ludwig: This is also the group. When you think about the broad group of classified staff that had been busy working even with the closure, whether they're preparing and delivering meals or doing essential facility operations and cleaning 1083 02:52:39.120 --> 02:52:47.370 Kathy Ludwig: They also are the group when we talk about those paper packets that are those who feel comfortable willing to come in and run those off and do some clerical work. 1084 02:52:48.000 --> 02:52:56.160 Kathy Ludwig: It is also our classified staff that should we need to move to a child care service that will call upon them to help provide that the staff who are 1085 02:52:57.840 --> 02:53:00.210 Kathy Ludwig: Able to do that and not in the high risk category. 1086 02:53:04.320 --> 02:53:12.210 Kathy Ludwig: This is where secretaries, you have to kind of hold them back because they'd love to just do all sorts of stuff at home, but we do want to remind our families that schools are closed. 1087 02:53:12.840 --> 02:53:20.340 Kathy Ludwig: And that we just need to go slowly. In terms of the kinds of communication that we send out making sure that it fits 1088 02:53:21.120 --> 02:53:32.400 Kathy Ludwig: You know, every April we usually send a certain type of letter or communication home. We just need to put a pause on it and think about, is this the right one for April, given the conditions that we're in and how to move forward. 1089 02:53:33.330 --> 02:53:37.920 Kathy Ludwig: asking folks to be really thoughtful about the communication that they initiate 1090 02:53:40.590 --> 02:53:43.680 Kathy Ludwig: These are just some of the examples that we shared with staff. 1091 02:53:45.120 --> 02:53:48.240 Kathy Ludwig: Around the professional learning that could happen on a Friday. 1092 02:53:51.780 --> 02:54:03.450 Kathy Ludwig: We do have a number of these what are called Paris sharp educational videos and we use Montgomery County's videos as well. And then we're thinking about a lot of professional learning and training for our classified 1093 02:54:03.990 --> 02:54:08.760 Kathy Ludwig: I think you've often heard how to our classified staff who work sometimes with our conflict students 1094 02:54:09.450 --> 02:54:21.240 Kathy Ludwig: Get the type of training that they need and feel that they're well prepared. Well, we've got this gift of time now where they can actually watch a number of really well well produced videos that explain 1095 02:54:22.500 --> 02:54:26.130 Kathy Ludwig: emotional wellness of children how to de escalate a situation 1096 02:54:27.300 --> 02:54:28.410 Kathy Ludwig: How to understand 1097 02:54:30.360 --> 02:54:42.390 Kathy Ludwig: Productive learning environment. If you're being asked to read with a student. What are some reading strategies. So we've got a lot a long list there that I think are classified staff will appreciate that the time now to participate in 1098 02:54:46.530 --> 02:54:51.600 Kathy Ludwig: And then, just a reminder to ourselves that we're in this because there's actually a pandemic going on. 1099 02:54:52.440 --> 02:55:03.600 Kathy Ludwig: And the governor has asked everyone to stay healthy and make that first priority. So how do you stay healthy and stay well while you're also working from home and feeling this enormous responsibility to 1100 02:55:05.010 --> 02:55:09.000 Kathy Ludwig: To meet the needs of a diverse group out in the community. 1101 02:55:14.520 --> 02:55:17.010 Kathy Ludwig: So let's just keep that one up. 1102 02:55:18.030 --> 02:55:21.030 Kathy Ludwig: So with that, it was just really brief, but what I 1103 02:55:22.650 --> 02:55:39.030 Kathy Ludwig: What I've sent you. I think what will take you some time to read through it. And certainly, you can ask me any questions about it. I think part of it is just all of you as board members are parents begin to live to the experience with your children, send us the questions that you experience. 1104 02:55:40.200 --> 02:55:53.730 Kathy Ludwig: The barriers that come forward the curiosities. How do I navigate this or that you're an excellent resource for us. And then if you are curious about really looking more at those 1105 02:55:54.750 --> 02:55:58.110 Kathy Ludwig: Seeing examples in those three categories. 1106 02:55:59.520 --> 02:56:06.180 Kathy Ludwig: Of the typical school day. The teacher led learning the supplemental learning and then meeting nutrition and wellness needs. 1107 02:56:06.690 --> 02:56:18.420 Kathy Ludwig: I can send that to you as well. It really was designed as a toolkit for teachers as you're thinking about the distinction of each of those categories, but if a board member as board members you believe would be helpful for you and your communication with patrons. 1108 02:56:19.590 --> 02:56:32.820 Kathy Ludwig: I'd be happy to send that to you. I didn't want to inundate you with a lot of documents leading into this meeting until you felt you had some context for what's out there. So I'll pause there and I get answer any questions. 1109 02:56:43.980 --> 02:56:51.060 Christy Thompson: Ludwig, I am. First of all, just thank you again for everything that you're doing and the late nights as things change. 1110 02:56:51.660 --> 02:56:57.930 Christy Thompson: The changes were always made after the school day. And that you were having to respond. 1111 02:56:58.830 --> 02:57:14.640 Christy Thompson: In the wee hours of the evening, but I did have a question. I know as everything has been discussed in distance learning that it's always, you know, and you reiterated it, it has to be equitable, it has to be equitable. So as I've been doing just a lot of reading on my own. 1112 02:57:15.690 --> 02:57:30.240 Christy Thompson: With articles that come our way through us BA and Education Week. I'm just curious, like what are concrete. I mean, how we are equitable with our ELD students with our IP students with 1113 02:57:31.110 --> 02:57:44.220 Christy Thompson: Like examples of how we're going to accommodate some of these students that have the special, you know, are we, I know we can't send people out. I'm just curious for you know how how we're doing that. 1114 02:57:44.760 --> 02:57:46.380 Kathy Ludwig: Yeah. And before I 1115 02:57:46.590 --> 02:57:52.380 Kathy Ludwig: Question. Yeah, no. But before I turn it over, I believe, is Jennifer still on the panel. 1116 02:57:54.000 --> 02:58:03.210 Kathy Ludwig: Before I turn it over to her. I want you to. I just wanted to say thank you for asking that question and that has been paramount for all of us, as we've moved into online learning. 1117 02:58:04.440 --> 02:58:19.260 Kathy Ludwig: This, this situation is different. Usually parents opt in to an online learning program they join a virtual charter Academy or they decide to homeschool their children and they look at online resources and they have a lot of control over. 1118 02:58:20.160 --> 02:58:29.520 Kathy Ludwig: opting into that type of learning for their child, based on what they believe they can do at home to support and we're in a situation now where 1119 02:58:29.970 --> 02:58:40.140 Kathy Ludwig: parents didn't opt into this. We just placed it right into their laps and said this is now what you need to do and not every family feels either equipped with it or 1120 02:58:41.010 --> 02:58:48.090 Kathy Ludwig: No knows how to navigate it as maybe some of their other neighbors do or again or at work and just can't give the type of time. 1121 02:58:48.780 --> 02:58:54.690 Kathy Ludwig: And so a large part through all of this, even with the supplemental learning a large question for us was, what about children who 1122 02:58:55.440 --> 02:59:11.190 Kathy Ludwig: Parents do rely on what's called specially designed instruction with children with special needs, and those who have the expertise to that type of instruction and feedback and coaching that isn't as readily accessible or understood or accessed through 1123 02:59:12.300 --> 02:59:20.340 Kathy Ludwig: A video per se. And so Dr. Spencer I'm has been meeting with those groups of learning specialist often 1124 02:59:20.820 --> 02:59:33.960 Kathy Ludwig: And with the various therapists and been thinking about if we do go to distance learning for all. How do we then attend to those types of needs. So I'm going to turn it over to her, so she can give us some concrete examples. 1125 02:59:35.340 --> 02:59:37.680 Kathy Ludwig: Of ways that they're doing that we're thinking about it. 1126 02:59:38.970 --> 02:59:39.240 Kathy Ludwig: Well, 1127 02:59:39.270 --> 02:59:46.290 Jennifer Spencer-Iiams: Thanks. Thanks so much. It has been a, you know, quick pivots and shifts in terms of expectations. 1128 02:59:46.740 --> 02:59:57.810 Jennifer Spencer-Iiams: From supplemental learning till to distance learning. But the good news is, you know, we're all in it together. So there's lots of learning going on with colleagues and with the with our leaders in Salem. 1129 02:59:58.500 --> 03:00:08.040 Jennifer Spencer-Iiams: have really been doing an excellent job trying to provide us with guidance as we all wade into some unknown waters together and 1130 03:00:08.370 --> 03:00:22.260 Jennifer Spencer-Iiams: First and foremost, the care for students is at the top of the list. So everything we're doing is trying to emphasize that sort of social emotional well being and support and care for our families. 1131 03:00:23.820 --> 03:00:24.150 Jennifer Spencer-Iiams: Be 1132 03:00:24.480 --> 03:00:34.890 Jennifer Spencer-Iiams: We have done some work just thinking about in a distance learning context as we think of areas of specially designed instruction. 1133 03:00:35.190 --> 03:00:42.210 Jennifer Spencer-Iiams: What are some of the most high leverage strategies that we would use, say in a brick and mortar school setting. 1134 03:00:42.780 --> 03:00:58.830 Jennifer Spencer-Iiams: But take the setting out of it. What's really the underlying strategy and then to think through all of the distance learning types of tools and think about how might we try that in a distance learning context. And so we were able to develop 1135 03:00:59.940 --> 03:01:08.340 Jennifer Spencer-Iiams: You know, a list of examples of a lot of those two in power are learning specialist when they first came back to work. 1136 03:01:08.610 --> 03:01:18.390 Jennifer Spencer-Iiams: To begin to think about it and then you know as brilliant as they all are. I know that will get a lot, they'll develop they'll take those, you know, small examples and run with them. 1137 03:01:18.750 --> 03:01:28.800 Jennifer Spencer-Iiams: I, in some ways, we are better off than many districts because of our emphasis on inclusive practices. So there's already a strong 1138 03:01:30.570 --> 03:01:40.350 Jennifer Spencer-Iiams: Value on the learning specialist co planning with general education teachers to say how do we make this learning activity or lesson. 1139 03:01:40.950 --> 03:02:02.460 Jennifer Spencer-Iiams: Accessible from lots of different entry points of learners. And so we think about that as a universal design for learning lens and that's very much something we're living into here and again we it's not totally new to us because we've been on that work, but it's now just sort of 1140 03:02:04.170 --> 03:02:08.940 Jennifer Spencer-Iiams: I don't know on steroids are really trying to think deeply and 1141 03:02:09.930 --> 03:02:24.630 Jennifer Spencer-Iiams: So I think with that universal line lens in the cold planning that's happening that will meet the needs of many students for some other students. We or some other needs or particular areas of specially designed instruction where I'm going to get very creative. We had 1142 03:02:26.280 --> 03:02:39.030 Jennifer Spencer-Iiams: A zoom webinar today that we invited staff to attend about using some significantly modified curriculum, but that it's still aligned to standards and how would we 1143 03:02:39.810 --> 03:02:45.960 Jennifer Spencer-Iiams: Connect with families about that also great partnerships are working on sending out a letter to 1144 03:02:46.470 --> 03:02:53.880 Jennifer Spencer-Iiams: Our families tomorrow, of all the families who are served by special education sort of explain the processes, but also provide some 1145 03:02:54.510 --> 03:03:08.940 Jennifer Spencer-Iiams: Resources Columbia regional programs has a great set of ways of thinking about learning at home for students who have visual impairments are on the autism spectrum. 1146 03:03:09.690 --> 03:03:22.890 Jennifer Spencer-Iiams: hearing impairments, that sort of thing. And another thing that's happening is, you know, Curt Nelson and his incredible team lead that amazing Chromebook checkout system. 1147 03:03:23.640 --> 03:03:34.230 Jennifer Spencer-Iiams: To be done in a safe and supportive and fun way. And most of our children who are accessing technology are served by special use Chromebooks just, you know, and 1148 03:03:35.400 --> 03:03:44.550 Jennifer Spencer-Iiams: In fact, it's often those are often the IEP or 504 accommodations are to make sure they have the access to those Chromebooks and a lot of the tools that will be embedded 1149 03:03:45.180 --> 03:03:59.010 Jennifer Spencer-Iiams: But we have some students that that's not the technology that they use. They need maybe a touch screen iPad or an eye gaze device or some other sort of specialized equipment and so we've been gathering that equipment. 1150 03:04:00.120 --> 03:04:15.810 Jennifer Spencer-Iiams: We have the last group of that come over today they're all lined up in my office or going to we've been going through a cleaning process, they're actually going to be delivering those to the doorsteps of those those few families that have that specialized equipment tomorrow so 1151 03:04:16.950 --> 03:04:23.190 Jennifer Spencer-Iiams: We are working on all that and the guidance from O D really says that 1152 03:04:24.540 --> 03:04:31.440 Jennifer Spencer-Iiams: It's going to take partnership with parents to a new level. So we really have to communicate with our families about 1153 03:04:32.910 --> 03:04:50.520 Jennifer Spencer-Iiams: Both the how and also the what one of our colleagues in SDK that have been at this a little bit longer. A couple more weeks. Then we have. And so we reached out to them for some guidance around sort of their biggest lessons learned and their lessons learned after week one with 1154 03:04:51.570 --> 03:04:52.980 Jennifer Spencer-Iiams: streamline things 1155 03:04:54.030 --> 03:05:06.720 Jennifer Spencer-Iiams: Make sure there's not so much communication coming out to families. Try not to overwhelm people, you know, take some small steps and have some success. So we're going to try to learn from that as much as we can. 1156 03:05:08.580 --> 03:05:14.910 Jennifer Spencer-Iiams: And and move forward as we go. And as I said, it's been just exciting to see groups like our 1157 03:05:15.300 --> 03:05:24.810 Jennifer Spencer-Iiams: Our speech language pathologists come together and really look for new tools and then found are finding some amazing things there. So that combined with 1158 03:05:25.470 --> 03:05:32.970 Jennifer Spencer-Iiams: The guidance that Dr Ludwick said that we know for some kids we're going to have to do some things in some different and creative ways, but we're 1159 03:05:34.230 --> 03:05:35.190 Jennifer Spencer-Iiams: We're excited about it. 1160 03:05:39.390 --> 03:05:40.920 Kathy Ludwig: A couple more hands up. It looks like. 1161 03:05:41.850 --> 03:05:43.680 Regan Molatore: Dylan has a question or two. 1162 03:05:45.780 --> 03:05:51.120 Dylan Hydes: I'm thinking, those are very helpful presentation answer all the questions that I had coming in. 1163 03:05:52.230 --> 03:06:02.610 Dylan Hydes: The PowerPoint is also very useful, you mentioned something about members of the public or the board can request a copy of it. How do we go about opinion, I'd love to have a copy of the PowerPoint. 1164 03:06:03.390 --> 03:06:09.570 Kathy Ludwig: What we'll do with with both of my PowerPoints is usually Miss Douglas after the evening posts them. 1165 03:06:11.220 --> 03:06:17.430 Kathy Ludwig: On onto board book anyway. And so they can do it that way. But we could also 1166 03:06:20.250 --> 03:06:25.560 Kathy Ludwig: Mr kill stream is in the room here with me. He's he'll figure out a way to make them accessible also 1167 03:06:25.620 --> 03:06:28.290 Andrew Kilstrom: Yeah, we will we will also share them be aboard briefs. 1168 03:06:29.700 --> 03:06:32.580 Dylan Hydes: Perfect. Okay, that was my only question. Thank you. 1169 03:06:33.750 --> 03:06:34.500 Regan Molatore: And ginger. 1170 03:06:36.210 --> 03:06:51.390 Ginger Fitch: I have one comment and that actually this kind of expectation about how much time over a week I saw that in one principles email was actually helpful it, it gave me as a parent, some expectations. I think it gives 1171 03:06:51.840 --> 03:06:54.930 Ginger Fitch: Kids expectations. So this is a very helpful PowerPoint. 1172 03:06:55.290 --> 03:06:57.840 Ginger Fitch: And I'll be glad that the community can access it. 1173 03:06:59.070 --> 03:07:21.090 Ginger Fitch: Question I have is, I've been concerned about our arts and technology students who may be students who don't have the kind of parental support that other students have or our students and other schools at especially I'm thinking high school level, and I'm what are you hearing what is 1174 03:07:23.310 --> 03:07:29.130 Ginger Fitch: Are you having any different approaches for that group of high school students. 1175 03:07:29.160 --> 03:07:43.530 Kathy Ludwig: Yeah. Thank you. Thank you, Director pitch. I think tomorrow will help answer a number of questions for high schools overall and helping. Think about how students finished strong and finish complete in light of this disruption to their learning. 1176 03:07:44.790 --> 03:07:53.100 Kathy Ludwig: At the same time, when we engage in our high school study, we actually learned a lot from Art TECH HIGH SCHOOL around how to personalize for students. 1177 03:07:53.460 --> 03:08:03.930 Kathy Ludwig: Around how to adjust. They were a large part of the model for us when we thought about online learning. In fact, some of the teachers at art tech are going to be the leaders for that. 1178 03:08:04.680 --> 03:08:14.250 Kathy Ludwig: Helping us move to this idea of personalized instruction in a way that's been successful for art technology students, how do we generalize that for all of our high schools. 1179 03:08:15.600 --> 03:08:25.200 Kathy Ludwig: So what I'm hearing is while the academics is important. And we'll work through that. I think for their staff, there's an increased 1180 03:08:26.460 --> 03:08:28.950 Kathy Ludwig: attention towards connecting with students. 1181 03:08:30.240 --> 03:08:38.940 Kathy Ludwig: And their mental and emotional well being, making sure that they know that they can make it through the finish line that they have staff who care about them. 1182 03:08:39.780 --> 03:08:44.580 Kathy Ludwig: How they're doing at home, what kind of support they need connecting with families. 1183 03:08:45.090 --> 03:08:55.830 Kathy Ludwig: And so that outreach is already happening, and will continue to happen and that staff is very good at it. It's a small school they excel at that personalized care. 1184 03:08:56.310 --> 03:09:12.240 Kathy Ludwig: And it will continue and we have a lot to learn from the leadership and the teachers at art tech to offer that same type of extended care and attention to our students that are to larger high schools, particularly when you hear tomorrow. The plan that's being laid out. 1185 03:09:13.740 --> 03:09:22.230 Kathy Ludwig: You know, it'll make more sense in terms of how we can use some of the model at art tech to serve the remainder of the school year at are too large for high schools. 1186 03:09:23.760 --> 03:09:25.440 Kathy Ludwig: Was that cryptic enough for you. 1187 03:09:28.830 --> 03:09:33.600 Christy Thompson: Dr. Leslie, what time will they do they release that information. 1188 03:09:34.200 --> 03:09:35.700 Kathy Ludwig: Yeah, I don't, I don't know. 1189 03:09:36.840 --> 03:09:43.800 Kathy Ludwig: You know, after our meeting a survey was given out again to superintendents again just refining 1190 03:09:44.940 --> 03:09:53.760 Kathy Ludwig: Some of what we heard kind of getting a poll around one of the preferences nested within some of their proposed guidelines. 1191 03:09:55.050 --> 03:10:01.020 Kathy Ludwig: How much of what the State wants to offer to district for local decision and how much they're going to say this is a directive. 1192 03:10:01.860 --> 03:10:08.340 Kathy Ludwig: And this is what we think is needed for all schools in Oregon. I think there's there's that balance. They're trying to figure out around 1193 03:10:08.880 --> 03:10:22.410 Kathy Ludwig: How much does local autonomy still help in this kind of situation. And how much does it How much is it actually a preference of school districts and better for all kids if there's a uniform decision across the state. 1194 03:10:23.640 --> 03:10:33.780 Kathy Ludwig: We do here, often that sometimes the decision we make that works for our kids creates a challenge for a neighboring school district that doesn't have the same resources. 1195 03:10:34.170 --> 03:10:45.150 Kathy Ludwig: Or ability to maybe respond in the same way and then sets up you know for leaders to have to explain why they've done things differently than Westland Wilson, for example. 1196 03:10:45.720 --> 03:10:52.980 Kathy Ludwig: We certainly heard it. When a small school district in our community had within in our county had within their 1197 03:10:53.430 --> 03:11:04.470 Kathy Ludwig: contract provision and ability to do distance learning before the rest of us could because our contracts didn't allow for that. And so we were, you know, why can't you be like us to kayden you know 1198 03:11:05.520 --> 03:11:16.380 Kathy Ludwig: So we all get that when things are done differently. And that's fine that's business as usual, too. But in this kind of a situation. The Department of Education is weighing 1199 03:11:16.890 --> 03:11:28.200 Kathy Ludwig: Where does local decision making land stillness in some of these areas. And where is it more beneficial for all the children of Oregon where there might be stronger guidelines or directives. 1200 03:11:29.220 --> 03:11:41.220 Kathy Ludwig: And that's some of the, I think that's the nuance of a few areas of the proposal come out tomorrow or the decision will come much more that was still being adjusted even this afternoon. 1201 03:11:43.470 --> 03:11:44.940 Regan Molatore: Dylan to Jeff question. 1202 03:11:46.710 --> 03:11:47.010 Regan Molatore: Okay. 1203 03:11:48.390 --> 03:11:49.530 Dylan Hydes: Sorry, I'll put my hand down 1204 03:11:50.400 --> 03:11:50.730 Okay. 1205 03:11:51.750 --> 03:11:53.250 Regan Molatore: Ginger, do you, yeah. 1206 03:11:54.900 --> 03:11:59.580 Ginger Fitch: Again, this is more of a comment. I think at the high school level from my 1207 03:12:01.710 --> 03:12:11.970 Ginger Fitch: Work experience. I know that many people who have drug and alcohol addictions and issues are really struggling during this time because their support networks have crumbled. 1208 03:12:12.390 --> 03:12:21.510 Ginger Fitch: Because that's a very much a personal face to face option. Usually, and I would just want the district to consider in the communications. 1209 03:12:21.990 --> 03:12:34.830 Ginger Fitch: To high school parents or high school students that with conjunction with Pam peers, perhaps, that we put out there a link to resources for teens who might be struggling with those issues. 1210 03:12:37.410 --> 03:12:42.690 Jennifer Spencer-Iiams: That's, I appreciate that director Fitch very helpful and 1211 03:12:44.160 --> 03:13:04.680 Jennifer Spencer-Iiams: Od he led a big webinar about school counseling and mental health support in this crisis and I was able to meet with all of our school counselors and we're revising some different resource lists and revising some of our protocols in this current setting. 1212 03:13:07.500 --> 03:13:16.830 Kathy Ludwig: I have seen on a number of listeners, particularly from our high schools, but it could have been. I saw some on the middle schools, a list of resources, reminding students again about 1213 03:13:17.310 --> 03:13:33.750 Kathy Ludwig: Phone numbers to call into if they're feeling alone or particularly vulnerable. There's some suicidal ideation or hot hotlines to call and just reminding students and families about those resources. Again, thank you for that comment. 1214 03:13:34.470 --> 03:13:45.090 Regan Molatore: And just in line with sharing those communications. I know that I have seen those come through, but they go to me as a parent, not necessarily to my students 1215 03:13:45.870 --> 03:13:59.520 Regan Molatore: And I mean I relate to my middle schooler everything that I'm receiving and the videos from his you know school and things like that. I'm his link to that. And so, possibly, you know, just being creative about how through 1216 03:14:01.230 --> 03:14:10.560 Regan Molatore: The Google classrooms or whatever you may want to relate and share that information. So it's going more directly to students who may need it but don't have the parent there to share it with them. 1217 03:14:11.430 --> 03:14:26.700 Kathy Ludwig: I'm looking over at our communication director, I think, have our when our high school principal send some of those out have something going also directly to students. I do know that when I hear them talk. They say I'm a student, you know, and that is an audience. So some of the communications. 1218 03:14:26.910 --> 03:14:37.200 Andrew Kilstrom: Yeah, communication is also go to student email addresses which we know especially in high school and maybe those don't get checked too frequently so 1219 03:14:37.770 --> 03:14:46.680 Andrew Kilstrom: We're constantly looking for creative ways to connect with students and certainly utilizing Google Classroom will be away. We'll do that in these coming weeks. 1220 03:14:48.510 --> 03:15:04.980 Jennifer Spencer-Iiams: And I just also add that checking in with students and then having sort of a tiered approach of more frequent check ins is going to be one and one of the major roles of our school counselors in this time as well as sending out proactive lessons and resource list directly to students. 1221 03:15:09.000 --> 03:15:09.540 Regan Molatore: Alright. 1222 03:15:10.560 --> 03:15:16.320 Regan Molatore: I not seeing anything else we ready to close out this topic for now. 1223 03:15:17.700 --> 03:15:19.290 Christy Thompson: Oh, sorry. One quick question. 1224 03:15:19.320 --> 03:15:19.650 Yeah. 1225 03:15:21.000 --> 03:15:22.380 Christy Thompson: When I look at the bottom of 1226 03:15:23.760 --> 03:15:44.460 Christy Thompson: The screen that we have up right now. And it says we can utilize a full summer we have until August 31 is that, meaning that we wouldn't hold school hold some sort of official school through August 34 we just will give seniors, the option of completing assignments. By that time. 1227 03:15:45.990 --> 03:15:48.630 Kathy Ludwig: Correct. Thank you for asking that verification 1228 03:15:49.170 --> 03:15:58.170 Christy Thompson: Because I'm just thinking my own daughter. I mean, she's decided where she wants to go and she has to be at school, August 15 and so 1229 03:15:59.280 --> 03:16:02.820 Christy Thompson: So students, but I just, I wanted to just clarify. Yeah. 1230 03:16:02.880 --> 03:16:10.440 Kathy Ludwig: So there are times every year when we say when a student is very close to that 24 credits. It's kind of pending. 1231 03:16:10.830 --> 03:16:17.670 Kathy Ludwig: Something they need to still get in and we make a decision as a district to let them still participate in the ceremony. 1232 03:16:18.270 --> 03:16:29.490 Kathy Ludwig: Because it happened you know we we got child Stadium on June 4. So that's the day we got it. And we just have to push that marker of what does it mean to complete an assignment. 1233 03:16:30.000 --> 03:16:39.840 Kathy Ludwig: It doesn't end on the evening of graduation that actually students do have all the way through August 31 to be 44th year seniors. 1234 03:16:40.470 --> 03:16:53.160 Kathy Ludwig: That a fifth year senior begins on sep tember first so students who are working in the summer to still complete their graduation requirements are still part of that cohort. 1235 03:16:54.030 --> 03:17:06.000 Kathy Ludwig: And sometimes that's not as well known to our community. It is maybe to the students and the families that it pertains to that year and they hear that information and they're grateful for that extra time. 1236 03:17:07.050 --> 03:17:19.050 Kathy Ludwig: But we just want to remind our community that it may be that for more students this year than another year. We want to give them the opportunity to slow down, take their time take as much time as they need 1237 03:17:20.610 --> 03:17:22.560 Kathy Ludwig: In order to complete 1238 03:17:24.180 --> 03:17:29.130 Kathy Ludwig: All the way to August 31 for them to finish up as the class of 2020 1239 03:17:34.650 --> 03:17:38.490 Kathy Ludwig: I think it'll make more sense tomorrow as well as we get those specifics 1240 03:17:40.050 --> 03:17:46.890 Kathy Ludwig: And then, you know, certainly beacon. I'll do my best to communicate to all of you virtually 1241 03:17:47.970 --> 03:17:56.940 Kathy Ludwig: Or in written form with what this means, like, there'll be a letter to our community that will follow to our staff that will follow. So there'll be a series of communications that we're working on. 1242 03:18:00.360 --> 03:18:10.350 Regan Molatore: All right. And with that, and right before we close out this meeting. We did reserve some sense board members in kickboard reports at the beginning. 1243 03:18:10.650 --> 03:18:20.820 Regan Molatore: That if there was anything with regards to information that they learned during this meeting or general that they would like to share that our last item is just for board members to 1244 03:18:21.990 --> 03:18:30.360 Regan Molatore: share their thoughts. During this very unique and unprecedented time if you want to do so by raising your hand. 1245 03:18:31.440 --> 03:18:33.360 Regan Molatore: Then I'll call on you and you can do that. 1246 03:18:34.860 --> 03:18:36.150 Regan Molatore: Move towards closing out 1247 03:18:41.190 --> 03:18:41.970 Regan Molatore: Chelsea. 1248 03:18:45.690 --> 03:18:55.350 Chelsea King: It's just a closing comment, based on the really, it's the last slide that's still up on our screen and I'm 1249 03:18:56.820 --> 03:19:09.090 Chelsea King: There's a quote and people don't remember what you say to them, they remember how you made them feel that Eleanor Roosevelt or someone who's credited with that quote i can't i 1250 03:19:09.630 --> 03:19:10.770 Kathy Ludwig: Angelou, I believe. 1251 03:19:11.490 --> 03:19:11.940 Maya. 1252 03:19:14.520 --> 03:19:18.930 Chelsea King: And I'm just remember that. I mean, you know, in a year, two years or five years. 1253 03:19:20.040 --> 03:19:34.470 Chelsea King: This is a distant memory and that would be something that really lingers with people. And so my hope for just all of you administrators who are working on this. And the teachers who you work with that you also have some 1254 03:19:35.820 --> 03:19:53.370 Chelsea King: Joy and this process and I rest assured, and I can sleep well at night because I know you're working really diligently and thoughtfully. And so, as much as you know I asked questions, or I push in a certain direction or I want a certain outcome. 1255 03:19:54.390 --> 03:20:01.590 Chelsea King: You know i i know you've already your two steps ahead of those questions and those those pushes so I appreciate that and I'm 1256 03:20:02.490 --> 03:20:15.060 Chelsea King: I love the Instagram post that one of our administrators put up is such a great way to meet students and and I could see the joy coming out in that administrators know presentation and 1257 03:20:16.380 --> 03:20:28.410 Chelsea King: watched a video today by a band teacher from will still high school had his students climbing all over him while he was giving the presentation and they were making tongue faces of the camera and 1258 03:20:29.040 --> 03:20:40.110 Chelsea King: It's just the nitty gritty and the reality of the situation. And so my hope is that we keep holding on to that humanity, even as we, you know, also push the academics. 1259 03:20:41.160 --> 03:20:41.670 Thank you. 1260 03:20:47.910 --> 03:20:48.510 Regan Molatore: Christie. 1261 03:20:50.070 --> 03:20:59.730 Christy Thompson: I just am I mean really, it's just a thankfulness like Chelsea said to that. I just have the utmost confidence. First of all, in our district office to 1262 03:21:01.200 --> 03:21:10.080 Christy Thompson: To just take care of our students and our families and to do give them the best education and provide for their welfare doing this. So again, I just want to say thank you that 1263 03:21:11.100 --> 03:21:15.270 Christy Thompson: It's a privilege to be on a board where I have that sort of confidence. 1264 03:21:16.290 --> 03:21:17.670 Christy Thompson: In in a district where 1265 03:21:19.020 --> 03:21:29.190 Christy Thompson: I know that everybody is doing their absolute best to care for our students. So thank you. Curtis. Thank you for everything you know that this whole with all the it and 1266 03:21:29.940 --> 03:21:45.090 Christy Thompson: I have just ever since our meeting last week when we were when we voted on the computers and how you went through and described all of the steps you went through to make sure that we got to 9800 kids. 1267 03:21:45.630 --> 03:21:59.730 Christy Thompson: I it just was astounding to me. And I think you said at the end there were only 200 some that you know we hadn't hadn't heard back through after from after you had tried you know four different steps to get them and 1268 03:22:00.750 --> 03:22:13.050 Christy Thompson: I've actually shared that people from other districts and just so impressive to me the link that you went to, to make sure that all of our families were reached and finally I just want to say to our teachers. 1269 03:22:13.980 --> 03:22:20.040 Christy Thompson: Just being a teacher myself and I know DYLAN WOULD UNDERSTAND THIS TOO. I think back to my first year of teaching. 1270 03:22:21.270 --> 03:22:29.850 Christy Thompson: And I thought a lot about quitting because the first year of teaching was so hard, because you're really, you're inventing everything and 1271 03:22:30.780 --> 03:22:38.400 Christy Thompson: I just, I've been thinking of our teachers a lot is now we've almost kind of thrust them back into a little bit of that first teaching 1272 03:22:39.390 --> 03:22:53.070 Christy Thompson: Where they're having to come up with new and different ways of delivering their curriculum. And so just to let them know how much I appreciate and acknowledge all of the work that they're doing well being super creative 1273 03:22:54.150 --> 03:23:01.140 Christy Thompson: You know I love seeing the different things that are coming out the videos that are being made in that the pray that happened today. 1274 03:23:01.860 --> 03:23:09.000 Christy Thompson: With allowing teachers that you know I met trying to figure out Google Classroom and and get distance learning ready 1275 03:23:09.930 --> 03:23:21.000 Christy Thompson: They're making signs and decorating their cars and driving through their students neighborhoods to make them know that they are missed. I just want to, I just have just a genuine thankfulness for 1276 03:23:22.320 --> 03:23:30.450 Christy Thompson: For all of you who are continuing to take care of our students and make them feel like they're cared for. 1277 03:23:32.760 --> 03:23:33.570 Kathy Ludwig: Thank you. Christy 1278 03:23:34.110 --> 03:23:35.370 Curtis Nelson: Thank you very much. Christy 1279 03:23:37.560 --> 03:23:37.980 Regan Molatore: Ellen. 1280 03:23:41.700 --> 03:23:49.290 Dylan Hydes: Yeah, I'm each one want to briefly recognize what the district is doing. I know this is so hard with the. It's basically a moving target with every day. 1281 03:23:49.920 --> 03:24:03.570 Dylan Hydes: Something so new information comes out and do some new twists. I think the district's doing a fantastic job with communications. I'm seeing all the emails coming out from knowing the district, but also the individual principals who are doing a really good job keeping their students. 1282 03:24:05.070 --> 03:24:10.800 Dylan Hydes: And their families, up to date with what's happening. And I also want to thank Curtis and his team for the for the computers. 1283 03:24:11.670 --> 03:24:22.050 Dylan Hydes: You know, I picked up my kids computers on Friday at Willamette and bringing those computers home and having my second, fourth grader fire them up. They were so excited to have 1284 03:24:22.500 --> 03:24:30.030 Dylan Hydes: You know, a sense of normalcy, and to be able to human the opportunity of come starting today of communicating with their teachers and 1285 03:24:30.420 --> 03:24:40.650 Dylan Hydes: Getting back into the school. They were really excited. And so to see that happen was was really cool and I know it's happening 90 hundred times on the district is pretty exciting. So thank you. Curtis, and thank you, thank you, your team. 1286 03:24:42.510 --> 03:24:44.190 Curtis Nelson: Just a quick comment about that. 1287 03:24:45.570 --> 03:24:49.890 Curtis Nelson: The people that work those checkouts or 1288 03:24:51.660 --> 03:25:06.720 Curtis Nelson: Happy to do them, but I think they were much happier to actually do them because they interacted with the kids. There were squeals of joy and excitement. There was tears shed. 1289 03:25:07.740 --> 03:25:18.810 Curtis Nelson: You know, it was, it was a lot of work, but I've told a number of my colleagues and other districts. It might have been one of the most rewarding two days of my career, truly. Yeah. 1290 03:25:19.410 --> 03:25:20.820 Dylan Hydes: And by them. But from a logistical 1291 03:25:20.820 --> 03:25:21.390 Dylan Hydes: Standpoint 1292 03:25:21.420 --> 03:25:24.690 Dylan Hydes: It was really efficient. I mean, they were getting those things passed out very quick. 1293 03:25:25.050 --> 03:25:25.470 Thank you. 1294 03:25:29.670 --> 03:25:30.540 Regan Molatore: Ginger. 1295 03:25:32.280 --> 03:25:37.830 Ginger Fitch: Just want to, I concur with everything that was said about the district work, but I want to know that both 1296 03:25:38.760 --> 03:25:55.080 Ginger Fitch: Our vice chair and our chair have been spending a lot of time working with our legislators, as well as odd and Dr. Ludwig. And I just want to recognize all the extra time you've put in while you've been dealing with the stress in your family and the virus as well. So thank you for that. 1297 03:26:03.030 --> 03:26:04.440 Regan Molatore: All right, and I 1298 03:26:06.330 --> 03:26:14.310 Regan Molatore: Found myself through this whole process is kind of struggling with, you know, the ups and downs and the changes and thinking of our students and 1299 03:26:14.880 --> 03:26:32.130 Regan Molatore: I know all of us here on the board. We do this because we love education, public education. We love the students. We do it you know for free. And we dedicate hours to it because we want what's best for them and 1300 03:26:33.390 --> 03:26:51.780 Regan Molatore: To even attempt public education during a pandemic is a Herculean effort to say the least, with lots of hurdles, like we've discussed tonight with regards to providing students with equitable and in engaging learning experience through distance learning 1301 03:26:52.830 --> 03:26:58.350 Regan Molatore: But at the end of the day knowing our lesson will still school district in our kids are gonna be okay. 1302 03:26:59.460 --> 03:27:09.300 Regan Molatore: Our educators are suddenly being asked to build this road, and we're walking down that road with them as it's being built at the same time. 1303 03:27:09.750 --> 03:27:25.500 Regan Molatore: And there's gonna be lots of learning curves and even changes in in direction in which the road is going along this way, which we've already experienced. But again, it's just I know this district. I know we're going to be okay and 1304 03:27:27.000 --> 03:27:36.270 Regan Molatore: I I know to as I say this yard, we launched our online or distance learning. I should say today and we know that 1305 03:27:37.650 --> 03:27:49.500 Regan Molatore: You know, they're likely to have a platform crash or students who weren't able to log in or even if they could lock in. Then their interactive link wasn't quite activated and 1306 03:27:50.100 --> 03:27:58.230 Regan Molatore: Those little hurdles along the way and there's going to be moments that feel like a disaster. But then I know we're all going to be okay. 1307 03:27:59.700 --> 03:28:12.630 Regan Molatore: It's, it's going to require us all to have a lot of patients which our patrons have been demonstrating and has been demonstrating and I think I think everyone's approaching it with like a very reasonable and 1308 03:28:13.830 --> 03:28:28.860 Regan Molatore: They're saying, you know, a lowered expectation of what school and the number of hours required for school might look like. And, but I just been so proud of how our community's been able to kind of take a deep breath and relax a little, and 1309 03:28:30.240 --> 03:28:34.860 Regan Molatore: Not, not caused these little changes in these new initiatives to 1310 03:28:37.380 --> 03:28:49.590 Regan Molatore: Further add add stress to what is already, you know, a global pandemic. So I'm just so amazed by by everyone, and all their stake holders and I know that will have hiccups along the way. 1311 03:28:50.430 --> 03:29:03.000 Regan Molatore: But then I also think about we've had this idea around growth mindset and how we've been teaching our kids growth mindset for years now so you know they're they're ready for this. They're ready to 1312 03:29:03.540 --> 03:29:10.410 Regan Molatore: Those hiccups those bumps those disasters, they know that that's when the real learning is going to start and so 1313 03:29:11.700 --> 03:29:15.990 Regan Molatore: It's also reassuring to know that those tough moments and wherever they falter. 1314 03:29:16.410 --> 03:29:23.070 Regan Molatore: Is just going to make them stronger and better and that they're ready to go. And that's how I think deep down I know that at the end of the day. 1315 03:29:23.460 --> 03:29:30.180 Regan Molatore: We've done what we could prepare them even for the unexpected moment and that they're gonna be okay and then 1316 03:29:31.080 --> 03:29:43.050 Regan Molatore: Just for educators, I'm just so incredibly proud of each every single one of you. I think your, your heroes in this time. And in this moment of your own right. 1317 03:29:43.890 --> 03:29:51.720 Regan Molatore: I would certainly hope that nobody would ever take public education for granted again after we've gone through this and 1318 03:29:52.350 --> 03:30:02.430 Regan Molatore: You know, we've, I've seen staff connecting with our students through the Google Classroom through social media. I've seen them in appearing in parades videos. 1319 03:30:03.240 --> 03:30:14.070 Regan Molatore: photo montage is happy birthday drive bys you know we have children, celebrating birthdays, but they're at home and their teacher will drive by and wave at them and it makes their day. 1320 03:30:15.780 --> 03:30:36.480 Regan Molatore: So I just am so grateful. But everybody's efforts to continue to put our, our students first in both big and small ways. So thank you so much. And thank you for having instilling in me this deep known desire and and belief that, you know, everything is going to be okay. 1321 03:30:41.820 --> 03:30:43.110 Kathy Ludwig: Thank you, board members. 1322 03:30:44.520 --> 03:30:59.730 Kathy Ludwig: You know it to lead in these kinds of times and to know that you have this board that was giving you the patience to navigate it is giving you the time to figure it out, trust in you believes in you believes in the staff. 1323 03:31:00.780 --> 03:31:06.150 Kathy Ludwig: And your, your messages, whether they were through texts or emails of support have just been 1324 03:31:07.320 --> 03:31:21.870 Kathy Ludwig: Incredibly appreciated, and I, I just can't say enough about the team in this in this executive team and our principles and our teachers and staff and really we're doing as well as we are, because we just have this phenomenal. 1325 03:31:23.070 --> 03:31:27.300 Kathy Ludwig: School community that's rallying so I would echo your sentiments and 1326 03:31:28.320 --> 03:31:37.830 Kathy Ludwig: as superintendent. Just want to thank you again for your services board members during this time and you have so much to navigate on your own, let alone. Try to lead a school district during this so thank you and 1327 03:31:38.490 --> 03:31:45.570 Kathy Ludwig: Continue to let me know what you're hearing out there and so that we can make the adjustments that we need to or send additional communications. 1328 03:31:48.600 --> 03:31:57.180 Regan Molatore: All right, you think. And with that, I just want to remind our board members that we did have a joint work session with city will spill which we canceled it, but we did save 1329 03:31:57.570 --> 03:32:16.890 Regan Molatore: That eight of April 20 for a board work session and the content of that is still kind of being developed as new information comes forward and learning that our board has. So I just wanted to flag that for you. And with that will join this meeting. Thank you, everyone. 1330 03:32:17.310 --> 03:32:18.180 Kathy Ludwig: Thank you, everybody. 1331 03:32:20.700 --> 03:32:21.480 Chelsea King: Everybody 1332 03:32:21.900 --> 03:32:22.320 Thank you.