WEBVTT 1 00:00:00.000 --> 00:00:06.990 Regan Molatore: Go ahead and call this regular board meeting, and that also includes a budget hearing tonight to order. 2 00:00:08.760 --> 00:00:13.620 Regan Molatore: And Kelly, would you please call Raul s 3 00:00:14.700 --> 00:00:15.540 Kelly Douglas: Greg and melatonin. 4 00:00:18.449 --> 00:00:19.170 Kelly Douglas: Cassie King 5 00:00:19.830 --> 00:00:21.780 Kelly Douglas: Here chillin high 6 00:00:22.590 --> 00:00:24.000 Kelly Douglas: Here, enjoy. 7 00:00:24.870 --> 00:00:29.310 Kelly Douglas: Your picnic Tamsin here. Thank you. 8 00:00:31.500 --> 00:00:43.140 Regan Molatore: And we usually will do board reports and the like. During our regular board meetings, but being that this is our second regular board meeting this month we're going that 9 00:00:43.500 --> 00:00:52.680 Regan Molatore: But I do want to if there were a board member that had something that they wanted to share, comment on, I could give you time to do that. Now, if you would like 10 00:00:55.590 --> 00:01:06.840 Regan Molatore: All right. Excellent. And we will move forward and Next on the agenda is our consent agenda. Do we have a motion. 11 00:01:10.020 --> 00:01:11.940 Christy Thompson: I made that we approve the Consent Agenda. 12 00:01:12.840 --> 00:01:13.470 Dylan Hydes: I will second 13 00:01:14.940 --> 00:01:19.740 Regan Molatore: Thank you. It's been moved and seconded and Kelly would you promote 14 00:01:20.490 --> 00:01:21.300 Kelly Douglas: Into Fitch. 15 00:01:22.080 --> 00:01:26.790 Kelly Douglas: Hi, Christy Thompson. Hi Jessica King 16 00:01:27.390 --> 00:01:27.870 Chelsea King: I 17 00:01:28.800 --> 00:01:29.310 feel unhappy. 18 00:01:31.410 --> 00:01:32.190 Kelly Douglas: regen mileage military 19 00:01:32.910 --> 00:01:34.530 Regan Molatore: Yes, thank you. 20 00:01:36.000 --> 00:01:37.620 Regan Molatore: All right, and 21 00:01:39.300 --> 00:01:49.020 Regan Molatore: Now's the time in our agenda, we have reserved for community feedback and input in our process and unfortunately due to our 22 00:01:50.550 --> 00:02:05.310 Regan Molatore: Not meeting in person. We've changed our ability to provide public input and we have asked that people submit that in in writing by an email to the board in advance and we received 23 00:02:06.690 --> 00:02:12.540 Regan Molatore: Two different comments. One will address during the budget session, but we did receive a 24 00:02:13.590 --> 00:02:16.470 Regan Molatore: Comment from Trevor and Ashley Connell 25 00:02:17.610 --> 00:02:23.760 Regan Molatore: And I'm just by not of heads want to ensure that everyone had the chance to see that. Excellent. Thank you. 26 00:02:24.900 --> 00:02:39.000 Regan Molatore: Trevor and Ashley comma had sent us an email just strongly encouraging us to get our primary students back in the classroom in school buildings for next fall and then they provided a 27 00:02:41.370 --> 00:02:45.840 Regan Molatore: Support for their encouragement that we get our students back in class. 28 00:02:48.060 --> 00:02:50.520 Regan Molatore: With that, we will have 29 00:02:52.530 --> 00:02:54.480 Regan Molatore: Recess this regular 30 00:02:55.560 --> 00:02:57.930 Regan Molatore: Board meeting and then we will 31 00:02:59.070 --> 00:03:02.850 Regan Molatore: Convene for our budget hearing 32 00:03:04.830 --> 00:03:18.840 Regan Molatore: So we're now convened for the budget hearing and we first order business will be the ability to have community input and feedback. 33 00:03:19.380 --> 00:03:43.440 Regan Molatore: And we did receive one community comments related to our budget and that came to us by email, and it came from. JOHN McCAIN AND JUST again by not a hedge, just to ensure everyone saw that. Thank you. And he sent a brief email just outlining 34 00:03:45.240 --> 00:03:52.080 Regan Molatore: Questions. He had around allocation or corrections of f t in our 35 00:03:54.900 --> 00:03:58.710 Regan Molatore: approved budget by the budget committee on June 22 36 00:04:00.840 --> 00:04:01.650 Regan Molatore: All right. 37 00:04:07.470 --> 00:04:12.300 Regan Molatore: Dr. Hughes, are you gonna provide us with some information. Now on this. 38 00:04:12.660 --> 00:04:14.490 SonLe Hughes: Yes, yes, I will. Yes. 39 00:04:15.810 --> 00:04:18.029 SonLe Hughes: So, fellas. I'd really appreciate 40 00:04:19.260 --> 00:04:39.300 SonLe Hughes: Public coming tonight. So I would like to share with you the PowerPoint that I worked on the business office work on building put together the budget document after the Budget Committee approve the budget on June 22 with the national was to play kept me shared a PowerPoint place. 41 00:04:46.380 --> 00:04:56.820 SonLe Hughes: So dictator wrap up the 2021 adopted purchase that we walk in on behind a sin right after the Budget Committee approve our budget on June 22 42 00:04:58.110 --> 00:04:59.070 SonLe Hughes: Net place. 43 00:05:01.740 --> 00:05:02.880 SonLe Hughes: You're in this one. 44 00:05:04.170 --> 00:05:16.350 SonLe Hughes: We present to the budget committee that we have to FDA that belong to function to 10 Waseda teaching and learning function data support. 45 00:05:17.010 --> 00:05:29.850 SonLe Hughes: Support Services function and use to day one year span up the preschool program, we would like to move it to fit into the classroom function one go to 46 00:05:30.660 --> 00:05:42.840 SonLe Hughes: Primary school level was a function 111 and another at the go to high school and function does a 1131. So in here, this a chatter capture 47 00:05:43.380 --> 00:05:50.370 SonLe Hughes: Show in the bottom right after turn around. Fun is still the same, but the difference between the 48 00:05:50.940 --> 00:06:19.350 SonLe Hughes: Support Services and Instructional Services is 255,000 different will say, because we move to at the from support services to FDA Seiko 250 something thousand we ship that into function one house and what a introduction on so in here under proposed by chat, you will say 17 8.9 million 49 00:06:20.430 --> 00:06:20.970 SonLe Hughes: And then 50 00:06:22.200 --> 00:06:34.920 SonLe Hughes: With the to FDA ship over the approve and adapted but chat with a 79.2 and in the same time under US support services. 51 00:06:35.520 --> 00:07:06.270 SonLe Hughes: Today 9.8 million that's in close that to empty. So when we move to FT to classroom function it reduced by 255,000 that gives us 39.5 million net pay place. So they say go into a little bit detail for you in here under function 1111 test data elementary school. 52 00:07:07.320 --> 00:07:29.550 SonLe Hughes: Origin know when we present the budget proposal document or budget committee, we have a total of 197 points set FDA and then one FDA from support services coming here method 190 8.6 FDA and all of this coming up. 53 00:07:35.070 --> 00:07:51.150 SonLe Hughes: Another salary what one at the ISA 69,000 and then the all P was the auto Payroll, Benefits as up a 45,060 nice and fortify us up for this FDA is a 115,000 54 00:07:52.860 --> 00:07:54.600 SonLe Hughes: net net page, please. 55 00:07:56.220 --> 00:08:01.560 SonLe Hughes: They say one after a move in from support services into high scorn function. 56 00:08:03.150 --> 00:08:15.150 SonLe Hughes: This FDA is the difference between to propose right here. And they'll proof and adopt this a 69,000 for the salary. 57 00:08:18.720 --> 00:08:37.799 SonLe Hughes: At 87 for the salary and 52 form benefits. What a total of 140,000 so 140,000 from high school and function and 1000 from primary school and function that add up 255,000 58 00:08:39.210 --> 00:08:40.409 SonLe Hughes: Net pay police 59 00:08:42.390 --> 00:08:54.330 SonLe Hughes: So this one right here does show we have this Ada support services function to to one Euro. This is the origin know we have 2.5 D here. 60 00:08:54.810 --> 00:09:09.360 SonLe Hughes: We reduce what they we move to at the from different run into the 1111 function and one 131 function that I mentioned data minutes ago. So now in this function. We only help boy. 61 00:09:11.100 --> 00:09:25.140 SonLe Hughes: Under the lights on FDA and you can see the bottom line here to propose we have 1.2 and and now we have 963,000 what's a the 250 62 00:09:26.250 --> 00:09:32.550 SonLe Hughes: To 127 reduce they can we ship it to the induction own function. 63 00:09:34.980 --> 00:09:35.850 SonLe Hughes: So with that, 64 00:09:37.680 --> 00:09:46.740 SonLe Hughes: What's this, that the resolution that I presented to euthanize a the update resolution at October 29 65 00:09:48.180 --> 00:09:51.420 SonLe Hughes: So, can you please showed a resolution, please. 66 00:09:54.570 --> 00:10:05.130 SonLe Hughes: Yeah, so did press solution drape flat that changing because earlier behind a sin when we walked in on a purchase acumen wait for 67 00:10:05.850 --> 00:10:13.290 SonLe Hughes: That to act a bet on Tuesday when I'm working on a resolution to submit to pour member I 68 00:10:13.890 --> 00:10:33.870 SonLe Hughes: I missed that. I did not. So I greatly appreciate the public come and deny for me to Medicaid, because actually during my me to go back and revealed a resolution and a project. One more time, and I am very grateful and fighting for his command tonight. So what's that 69 00:10:35.100 --> 00:10:54.480 SonLe Hughes: Tonight I'm presenting to you, the resolution to euro one night that to fly ditch press decrease solution. How to a part. The first one is adopting the part. The second part to a Mexican appropriation. And the last one is imposing 70 00:10:56.220 --> 00:11:04.590 SonLe Hughes: Is still on the first page crushed. And the last part is imposing and cat categorizing access 71 00:11:08.880 --> 00:11:10.770 SonLe Hughes: So the first part is 72 00:11:12.120 --> 00:11:27.870 SonLe Hughes: birth chart adopt in the bar chart, we have a total invite chat up to 158.9 million and that that include in by different fund that we have within our school district. 73 00:11:29.580 --> 00:11:39.420 SonLe Hughes: And with that fund when we met to allocate appropriation. We have to lay it out in detail to show it to you and 74 00:11:41.460 --> 00:11:55.590 SonLe Hughes: Clackamas County and all D how we're going to spend it one. So within 358.9 million we going to allocate that throw out of five fund. 75 00:11:56.040 --> 00:12:18.090 SonLe Hughes: The first one is our channel on one that went around been how portion of 127.5 million. And what thing does 127.5 million. We're going to allocate 79.2 million to our introduction function and 76 00:12:19.650 --> 00:12:30.660 SonLe Hughes: Million to our support services 25,000 to our trend for an 8.7 million NASA out contingency. 77 00:12:34.380 --> 00:12:46.170 SonLe Hughes: The second one was 10 Directorate. Is this special revenue fund special revenue fun we have a total of 26.2 million 78 00:12:48.090 --> 00:13:07.380 SonLe Hughes: We allocate it out by 9.9 million goal to injunction function 5.1 million go to support services. Don't point 4 million go to enterprise and Community Services 1.2 million 79 00:13:08.370 --> 00:13:22.080 SonLe Hughes: Go to other uses 2.4 million go to land acquisition was a we intend to purchase the land for this coming year and then 5 million remain in the contingency. 80 00:13:24.570 --> 00:13:27.630 SonLe Hughes: The. NET front we have a death services. 81 00:13:28.980 --> 00:13:37.620 SonLe Hughes: Under death services. We have two kinds of death. The first one, a general obligation and a second one state of pension. 82 00:13:38.640 --> 00:13:51.060 SonLe Hughes: So the general obligation, we allocate today point 2 million do pay for depth self assess under function by one Euro. Euro. 83 00:13:53.010 --> 00:14:05.220 SonLe Hughes: And for our patient bond series 2004 we allocate po po boy to a million to pay for our depth services in this Siri. 84 00:14:08.040 --> 00:14:24.810 SonLe Hughes: The. NET fund that we have with a capital project capital project for this coming year. We have 170 million. And then this allocate and committed to the 4000 function with the the facility construction. 85 00:14:25.980 --> 00:14:51.030 SonLe Hughes: Last but not least is just an agency fund, we have a total of 610,000 110,000 allocate to support services and 240,000 allocate to our contingency and and 260,000 remain into the appropriate and and fund balance. 86 00:14:52.860 --> 00:15:08.460 SonLe Hughes: The last category on dispute resolution is imposing and catalyzing Texas as you know that November 5 of 2019 when we went out for our bond. 87 00:15:09.660 --> 00:15:18.000 SonLe Hughes: The community member renewal our local ups and levy for $1 50 CENTS PER 1000 88 00:15:19.050 --> 00:15:26.190 SonLe Hughes: And they also prove the permanent that price of $4 8684 per 1000 89 00:15:27.630 --> 00:15:37.350 SonLe Hughes: With that the tone deaf that we going to request from the county would be today thousand 204 90 00:15:39.120 --> 00:15:42.000 SonLe Hughes: So with with this resolution. 91 00:15:44.730 --> 00:15:50.250 SonLe Hughes: In order for the addicted to spend money on to life force we look in photo. 92 00:15:51.450 --> 00:15:53.400 SonLe Hughes: Adopted a pie chart from for 93 00:15:54.630 --> 00:16:01.020 SonLe Hughes: In order for us to move forward with our spending plan for this coming year. So with that, I'm sick and for 94 00:16:02.100 --> 00:16:03.840 SonLe Hughes: The approval on this. 95 00:16:05.400 --> 00:16:06.390 SonLe Hughes: Resolution 96 00:16:11.670 --> 00:16:16.710 Dylan Hydes: The board adopt resolution number 2019 dash 25 as submitted. 97 00:16:19.920 --> 00:16:24.360 Regan Molatore: All right, it's been moved and seconded. And it's time for discussion and ginger. 98 00:16:26.730 --> 00:16:27.540 Ginger Fitch: Thank you. 99 00:16:28.620 --> 00:16:45.570 Ginger Fitch: Dr. Hughes I'm comparing the language that are used when I moved at the Budget Committee to pass the budget, as proposed, then, and the one that you've provided now. And it seems to me to 100 00:16:47.310 --> 00:16:48.960 Ginger Fitch: Be the same language. 101 00:16:50.550 --> 00:16:59.130 Ginger Fitch: There's nothing that your clarifications tonight. Change the substance of what the Budget Committee past is that 102 00:16:59.970 --> 00:17:05.760 SonLe Hughes: Correct, yes. Yeah, the information is exactly the same it not changing at all. 103 00:17:14.730 --> 00:17:16.380 Regan Molatore: Any further questions. 104 00:17:23.130 --> 00:17:23.460 Chelsea King: I'll just 105 00:17:24.030 --> 00:17:26.819 Chelsea King: Make a comment because that's what I do. Before I take a 106 00:17:26.819 --> 00:17:27.119 Boat. 107 00:17:28.170 --> 00:17:34.770 Chelsea King: piggybacking on what ginger said, I mean, we did just have a meeting about this and we had a discussion with the budget committee and 108 00:17:35.790 --> 00:17:46.170 Chelsea King: You know the document is thorough it's aligned with our goals and it's balanced and you know our citizens had faith in at the Budget Committee meeting and 109 00:17:46.710 --> 00:17:56.670 Chelsea King: Nothing has changed for me over the past week. And so I'll be voting in favor of the budget and thank you for your work. Dr. Hughes and your team as well. 110 00:18:02.130 --> 00:18:04.530 Regan Molatore: All right, Kelly would you call it for vote, please. 111 00:18:05.370 --> 00:18:06.240 Kelly Douglas: Dylan heights. 112 00:18:06.840 --> 00:18:07.110 High 113 00:18:08.130 --> 00:18:08.970 Kelly Douglas: ranking military 114 00:18:10.440 --> 00:18:11.070 Regan Molatore: Yes. 115 00:18:11.820 --> 00:18:12.540 Kelly Douglas: Chelsea King 116 00:18:13.110 --> 00:18:13.530 Chelsea King: Hi. 117 00:18:14.250 --> 00:18:16.110 Christy Thompson: Christy Thompson, I 118 00:18:16.890 --> 00:18:17.220 Ginger. 119 00:18:18.300 --> 00:18:18.630 Ginger Fitch: Hi. 120 00:18:19.260 --> 00:18:19.680 Kelly Douglas: Thank you. 121 00:18:21.030 --> 00:18:22.080 SonLe Hughes: Thank you so much. 122 00:18:22.980 --> 00:18:26.850 Regan Molatore: Excellent. Well, thank you. We have now passed our budget. 123 00:18:27.720 --> 00:18:44.100 Regan Molatore: For the next school year. And so I just want to thank you as well, on behalf of the Board for all your hard work and as well as your willingness to kind of delay our budgeting process this year so that we can do our best to get, you know, the most information, we can have 124 00:18:45.150 --> 00:18:54.960 Regan Molatore: To build a budget upon and please thank your team as well. And then while they're not with us tonight. I just want to thank the other half of our budget committee. 125 00:18:55.740 --> 00:19:07.260 Regan Molatore: Our citizen members who gathered diligently this month and reviewed and ask some really critical questions of our budget and got us helped get us to where we are tonight. So thank you. Yeah. 126 00:19:07.620 --> 00:19:18.630 SonLe Hughes: Thank you so much for member. We also have one of our staff Cheryl and Shane Dorian say listen in. And, see, see, no doubt, but say working very hard. 127 00:19:18.990 --> 00:19:30.300 SonLe Hughes: At 12 at our staff member in the business office to support me build it, but document. And I also want to take the opportunity to appreciate board member for 128 00:19:31.110 --> 00:19:41.400 SonLe Hughes: Working with me and asking question because for me is like, we live and we learn, the more question, we, we hear a we know from you. 129 00:19:42.120 --> 00:19:49.890 SonLe Hughes: The more especially for me to say my second year. So, so more opportunity for me to go deeper. 130 00:19:50.280 --> 00:19:59.910 SonLe Hughes: And now to learn if i don't know i know we keep telling everyone in our business office they if people ask us a question and we don't know the answer. 131 00:20:00.210 --> 00:20:09.450 SonLe Hughes: We need to find out what we don't understand. And what we what we need to learn in order to respond, what is good and so for 132 00:20:10.230 --> 00:20:23.160 SonLe Hughes: Anyone board member but committee member of public community member. So thank you so much for giving me the opportunity to learn and to grow, what the district and 133 00:20:23.610 --> 00:20:33.750 SonLe Hughes: I also wanted to thank you, our superintendent for her wonderful leadership man guided me and supported me they were in my first two year what addicted. Thanks. 134 00:20:36.750 --> 00:20:42.780 Regan Molatore: Thank you. So with that, I will. Oh Christie. I'm sorry. I see you how to come up 135 00:20:42.780 --> 00:20:47.880 Christy Thompson: No worries. I just wanted to thank Dr. Hughes for this was my first time through the budget process and 136 00:20:48.780 --> 00:21:04.020 Christy Thompson: And just say thank you for always being willing to answer my questions and meeting with me and always being available and it really made like this time through the budget, and it was something I'm not budget. I wouldn't say is, my sweet spot of work and 137 00:21:05.100 --> 00:21:11.700 Christy Thompson: However, thanks to you and all my fellow board members asking questions and it really, I feel like 138 00:21:12.990 --> 00:21:17.400 Christy Thompson: It was a great experience. The first time through. So I just wanted to say thank you. 139 00:21:22.530 --> 00:21:25.410 Regan Molatore: All right. And with that, then we will 140 00:21:26.490 --> 00:21:31.830 Regan Molatore: adjourn and close out this budget hearing or this school year. 141 00:21:34.050 --> 00:21:34.530 Regan Molatore: Yeah. 142 00:21:35.610 --> 00:21:41.010 Regan Molatore: And we will reconvene our regular board meeting. 143 00:21:42.390 --> 00:21:46.980 Regan Molatore: And then we move on to our next agenda item which is 144 00:21:48.660 --> 00:21:51.990 Regan Molatore: Ready schools and safe learners and Dr Ludwick 145 00:21:53.580 --> 00:22:06.720 Kathy Ludwig: Great, thank you. Cheer mature and I do want to just express my gratitude to Dr. Hughes and her team. It's one thing to put a budget book together. It's another thing to really understand the complexities of public school funding. 146 00:22:08.100 --> 00:22:14.460 Kathy Ludwig: You know there's there's private funding. There's business funding public school funding just has its own layer of so many complexities and 147 00:22:14.850 --> 00:22:20.280 Kathy Ludwig: When you try and explain to someone that often we don't know the real numbers of what we received until like two years later. 148 00:22:20.940 --> 00:22:28.590 Kathy Ludwig: When you know our budget is also contingent on everybody else's budget in the state. And that's very unique. So as students 149 00:22:29.100 --> 00:22:43.950 Kathy Ludwig: Evan flow in the state as the State is reconciling its numbers and budget, then it's continually reconciling that we got what we needed to get or did we get too much funding or too little and so you're really working with an ever evolving situation. 150 00:22:45.210 --> 00:22:58.110 Kathy Ludwig: I was telling Dr us the other day. She's the brilliance behind the numbers and all that I can offer is is the story. You know, why did we put some teachers there and what what is going on with the mentor program. And so we make a great team because 151 00:22:59.070 --> 00:23:11.160 Kathy Ludwig: Often the work I'm doing is leading towards the story of of who and why with the programs and I need her brilliance around how the numbers work and and how budgeting law works to make sure we fund those stories so 152 00:23:12.180 --> 00:23:16.950 SonLe Hughes: Well, and not cost the data will be meaningless. But our story time 153 00:23:18.960 --> 00:23:31.320 Kathy Ludwig: And we can't actualize it without the money. Right, so it goes hand in hand. Alright, so I'm going to go ahead and share my screen. Oh, I'm disabled from screen sharing. So, just ask. See if I can 154 00:23:40.140 --> 00:23:41.670 Kathy Ludwig: Okay, here we go. 155 00:23:46.680 --> 00:23:54.570 Kathy Ludwig: Can board members, just give a thumbs up if you can see the PowerPoint. Great. Okay. Hopefully means our community can see it as well. 156 00:23:56.250 --> 00:23:57.150 Kathy Ludwig: Great, so 157 00:23:58.980 --> 00:24:07.440 Kathy Ludwig: Making sure that you are board stay informed about how we are working with state guidance to get ready for reopening schools. 158 00:24:08.340 --> 00:24:17.430 Kathy Ludwig: So that our schools are ready and also our learners are safe, providing you and our public with these updates is really important. There's a lot of work going on. 159 00:24:18.870 --> 00:24:24.570 Kathy Ludwig: pretty rapidly and also being updated constantly so 160 00:24:27.240 --> 00:24:47.970 Kathy Ludwig: If you'll indulge me a little bit. I was reminded of a short little movie that prior sent me from a fourth grader at Beckman Creek, who is doing a Rube Goldberg test Rube Goldberg, of course, is that in venture that if you move one object can it move another object and and in sequence. 161 00:24:49.410 --> 00:24:53.400 Kathy Ludwig: Alter things and maybe even produce an outcome that 162 00:24:54.690 --> 00:25:02.820 Kathy Ludwig: Solves a need or problem. And this is a young girl who is creating a Rube Goldberg experiment so that she can water her plant. 163 00:25:04.170 --> 00:25:14.100 Kathy Ludwig: So we'll just watch it very quickly again fourth grade Beckman Creek. This was during distance learning and a movie that she submitted to her teacher in class. 164 00:25:31.980 --> 00:25:35.100 Kathy Ludwig: Don't know if you saw the water bottle then tipping into the plant there. 165 00:25:36.540 --> 00:25:44.850 Kathy Ludwig: So the reason I'm showing this is because we've got these very extraordinary times where we're trying to move things we don't ordinarily move 166 00:25:46.560 --> 00:25:55.710 Kathy Ludwig: To another outcome. How do we have students in our schools learning, but the components of which we're going to make that happen look different than they have before. 167 00:25:56.250 --> 00:26:01.830 Kathy Ludwig: How things interplay with one another. And yet we have a strong belief, just like around this quote 168 00:26:02.190 --> 00:26:11.400 Kathy Ludwig: That if we enlarge the box and we think about things differently. We can still solve the dilemma we can work through the problem. It may look different and have different components to it. 169 00:26:11.730 --> 00:26:20.100 Kathy Ludwig: But that there will be an elegance around it and and it'll work. And there'll be some trial and error in the next couple months as we work to 170 00:26:20.700 --> 00:26:26.490 Kathy Ludwig: Have it function the way it needs to, but that we believe even through that new opportunities will appear. 171 00:26:27.120 --> 00:26:39.540 Kathy Ludwig: So we're trying to hold space for unpacking a very complex guidance document and doing right by our community also alongside is there space here for some innovation is there space to do something creatively. 172 00:26:40.620 --> 00:26:41.820 Kathy Ludwig: In our work as well. 173 00:26:44.730 --> 00:26:53.520 Kathy Ludwig: So much of this will look familiar to you, but I do think it's important for our community to get familiar with the work that we're doing. So for those who are 174 00:26:54.120 --> 00:27:00.990 Kathy Ludwig: With us this evening for the first time. This may look new for our board. It's a review that will have an update embedded within it. 175 00:27:02.640 --> 00:27:10.350 Kathy Ludwig: The Department of Education organization of education in collaboration with the Oregon Health Authority did present 176 00:27:11.400 --> 00:27:15.960 Kathy Ludwig: A dense document for school districts around reopening schools safely. 177 00:27:17.010 --> 00:27:17.640 Kathy Ludwig: And giving 178 00:27:18.900 --> 00:27:24.960 Kathy Ludwig: Requirements, as well as recommendations around how to do that in these eight categories. 179 00:27:25.710 --> 00:27:37.650 Kathy Ludwig: The three on the left that really have to do a lot with safety and health are being worked on most say to district wide level with our district safety leadership team and our nurses and district leaders. 180 00:27:38.130 --> 00:27:45.300 Kathy Ludwig: Because it just has some far reaching components to it. And then the other components like equity instruction. 181 00:27:45.720 --> 00:27:48.030 Kathy Ludwig: Family community engagement mental social health 182 00:27:48.330 --> 00:28:03.510 Kathy Ludwig: We're working on with teams that include staff and teachers as well as school principals and others so expanded teams are working on some of the components, while more district wide teams are working on others, so that we can. We're efficient as well as 183 00:28:04.710 --> 00:28:07.500 Kathy Ludwig: communicating with each other, working through this 184 00:28:10.860 --> 00:28:20.220 Kathy Ludwig: In those first three components. The ones that are really taking a lot of time and also consideration with Oh ha Clackamas county public health. 185 00:28:21.030 --> 00:28:27.300 Kathy Ludwig: Consultation with other medical professionals also our nurses are deeply involved are these health ones. 186 00:28:27.990 --> 00:28:38.820 Kathy Ludwig: And here you can see the various sub components within each of those. So those watching the public meeting tonight can see under public health protocols. There's quite a few areas that we're taking a look at 187 00:28:39.360 --> 00:28:50.730 Kathy Ludwig: Under facilities and school operations. You can see all the sub components. And then also, of course, thinking about what would be the prevention and planning and response if there was a another outbreak. 188 00:28:53.850 --> 00:29:02.340 Kathy Ludwig: I'm not going to go through all of them. I just want to highlight a few this one with the communicable disease management plan. I do want to show our board that we are updating that we had 189 00:29:03.000 --> 00:29:15.570 Kathy Ludwig: Probably a slimmer version of that in our emergency operations plan, certainly. Now with this pandemic, it's causing us to go back and put more information in there that this pandemic has taught us 190 00:29:16.200 --> 00:29:21.180 Kathy Ludwig: Are important components. And one of the requirements from the state of Oregon is that we 191 00:29:22.260 --> 00:29:27.150 Kathy Ludwig: That we make our communication or communicable disease plan specifically mentioned coven 192 00:29:28.680 --> 00:29:39.600 Kathy Ludwig: There are some other communicable diseases in the current guide from Oh, ha. And we're taking a look at some samples. And that's a quite a 193 00:29:40.260 --> 00:29:51.270 Kathy Ludwig: Now going to be a much denser document that we're going to have available to us. I want to thank Dr. Jennifer Spencer items, who is taking the lead on a number of the components in these first three 194 00:29:51.840 --> 00:29:59.550 Kathy Ludwig: Parts of the operational blueprint. They do have a student services component to them. And she's been willing to do that. It's been working hard on it. 195 00:30:00.240 --> 00:30:21.390 Kathy Ludwig: We will need to come to you as a board in our mid July board meeting with an updated policy we currently have a communicable disease policy GB Eb but it speaks only to staff. We do not have one that speaks to students, that is all inclusive. There is one that speaks to 196 00:30:22.500 --> 00:30:29.100 Kathy Ludwig: HIV. HIV and AIDS in terms of supporting students and confidentiality. 197 00:30:30.180 --> 00:30:33.000 Kathy Ludwig: But not one that needs to be updated under this 198 00:30:34.110 --> 00:30:45.720 Kathy Ludwig: Under this pandemic and more reflective of broader communicable diseases. So we will bring that to you either for a first read or for first read and adoption in mid July. 199 00:30:47.190 --> 00:30:53.130 Kathy Ludwig: That will be a helpful part of our community communicable disease management plan to have those updated policies in place. 200 00:30:56.370 --> 00:31:12.990 Kathy Ludwig: There's a lot of conversation about physical distancing when we talk with families or we get feedback. How are you going to short the physical distancing and of course the guidance that God is giving us around 35 square feet per student that's that six feet that you hear about 201 00:31:14.220 --> 00:31:20.220 Kathy Ludwig: So involved in measuring all of our classrooms. It was a huge endeavor on the part of our 202 00:31:21.780 --> 00:31:29.340 Kathy Ludwig: Operations team. I want to thank Jeff chambers and his team and Pat McGough, we're getting to that right away and being able to give to our principles. 203 00:31:30.180 --> 00:31:33.540 Kathy Ludwig: Measurements that they needed in terms of how many students 204 00:31:34.410 --> 00:31:39.690 Kathy Ludwig: Even had places where they put desks in a room and spread things apart and measured. So that was really helpful. 205 00:31:39.990 --> 00:31:48.840 Kathy Ludwig: So that's a large part of us thinking not just about the classrooms, but also spaces within the building as students move it helped to inform our instructional model as well. 206 00:31:49.470 --> 00:32:08.250 Kathy Ludwig: This notion of CO hoarding which means intact groups and keeping students with the fewer you can mix the groups, the less exposure, there is for students with others. So you'll hear a lot about that. And that's a component to then that we thought about for our instructional model. 207 00:32:11.550 --> 00:32:16.680 Kathy Ludwig: Entry and screening work. We're still working on and developing plans for that. 208 00:32:18.030 --> 00:32:28.740 Kathy Ludwig: The guidance from O D and Oh ha tells us that this can be done visually and or with confirmation from parent or guardian. There is nothing in the expectation about 209 00:32:29.790 --> 00:32:40.530 Kathy Ludwig: Temperature taking with thermometers. At this point, unless a nurse deems case by case that that's needed but that visual screening for symptoms. 210 00:32:41.280 --> 00:32:47.970 Kathy Ludwig: onto the bus and into the school is the plan that we're developing right now we're trying to also think about that in conjunction with 211 00:32:48.570 --> 00:32:58.170 Kathy Ludwig: Parent confirmation that they're sending students to school who are not exhibiting symptoms. So again, we're continuing to develop what that will look like in our 212 00:32:59.250 --> 00:33:00.630 Public Health protocols. 213 00:33:02.160 --> 00:33:08.820 Kathy Ludwig: This is the other one that you hear a lot of questions around a face coverings face shields barriers. 214 00:33:10.080 --> 00:33:12.570 Kathy Ludwig: And the guidance that you'll see from 215 00:33:13.650 --> 00:33:24.540 Kathy Ludwig: Oregon Health Authority or CDC talk a lot about different kinds of barriers. So this idea of the face, covering which all of us are very familiar with right now we take them with us. 216 00:33:25.050 --> 00:33:38.310 Kathy Ludwig: The governor also updated again requirement of face covering starting on July 1 and then the definition for that it is required that our staff will wear 217 00:33:39.060 --> 00:33:47.490 Kathy Ludwig: Face coverings, especially those regularly within six feet bus drivers are required to wear them and those who are preparing meals. 218 00:33:48.390 --> 00:34:04.530 Kathy Ludwig: Then, in terms of this face shield, which you'll see in the middle, which has that plastic shield. We do have staff who will need to wear those required to wear those. And that's our front entry office staff as well as speech and language pathologist. 219 00:34:05.550 --> 00:34:17.670 Kathy Ludwig: And they're also going to be available for any staff member who would prefer that shield in terms of not having a covering. So close over their mouth or nose. Interestingly, we have 220 00:34:19.320 --> 00:34:33.239 Kathy Ludwig: Some of our students in our one of our CTE courses with robotics and 3D printing that are eager to make a number of these for us. And so we're looking at that prototype to see if it'll work for us. 221 00:34:34.110 --> 00:34:44.219 Kathy Ludwig: Nurses are in the category of really needing the end 95 masks and having those individually fitted for them. So we have an agency that will be able to do that. 222 00:34:44.489 --> 00:35:02.460 Kathy Ludwig: And then plastic barriers. There are some places where we will put those up, particularly when you think about front office or those kind of places where there's there's movement and the likelihood for close proximity and a lot of interaction with folks. 223 00:35:04.980 --> 00:35:23.310 Kathy Ludwig: We've ordered lots of plexiglass it's a hot commodity out there and we're hopeful that will arrive, so we can begin to put those up in places that are are needed. They do not have to be everywhere. But there are some high traffic areas that makes sense for them to be in place. 224 00:35:26.640 --> 00:35:36.300 Kathy Ludwig: We're working on. What does it mean to enroll students and attendance, especially when we have different models and options for families with online in this hybrid 225 00:35:37.170 --> 00:35:43.650 Kathy Ludwig: When a student isn't at school or they're at school on site, how do we take attendance. What does enrollment look like 226 00:35:44.010 --> 00:35:49.980 Kathy Ludwig: And guidance is continuing to come out from the state that's really important for staff members like Curtis Nelson. 227 00:35:50.430 --> 00:36:01.320 Kathy Ludwig: As we document those kinds of numbers and get them off to the stage, so there will likely need to be just some adjustments to our student information system so that we can still attend to those things. 228 00:36:02.160 --> 00:36:07.320 Kathy Ludwig: The way they need to be tomorrow, June 30 we're getting some more updated information in this area. 229 00:36:11.880 --> 00:36:20.100 Kathy Ludwig: We're thinking about arrival and dismissal and principles, especially will begin to make those plans specific to their buildings as they think about students who need to 230 00:36:21.450 --> 00:36:26.220 Kathy Ludwig: Maybe arrive at different times, considering physical distancing schedules. 231 00:36:27.330 --> 00:36:33.690 Kathy Ludwig: Where do the buses drop off, how do students enter into the building in a way that they're still physical distancing insured. 232 00:36:34.230 --> 00:36:41.100 Kathy Ludwig: And then also taking a look at classrooms and seating and materials and furniture and access to handwashing so 233 00:36:41.880 --> 00:36:55.620 Kathy Ludwig: This section of the operational blueprint has a lot to do with those those areas around inside facilities and you can think about playgrounds, but also working with meal service and transportation 234 00:36:57.420 --> 00:37:12.360 Kathy Ludwig: We will be providing meals, of course, daily, and for those who are not on campus that day, there'll be the pickup opportunity for those on campus, it will be packaged meals, we will not have buffet or self serve 235 00:37:14.130 --> 00:37:15.120 Kathy Ludwig: But we will have 236 00:37:16.230 --> 00:37:18.420 Kathy Ludwig: Pre packaged meals for pickup. 237 00:37:20.100 --> 00:37:38.940 Kathy Ludwig: We're working with first student around transportation. They have additional guidance cleaning protocols spacing on seating. Again, we mentioned about the bus driver having the mask so will be working with them as we get closer to our plans connecting 238 00:37:40.230 --> 00:37:43.560 Kathy Ludwig: And that last one in there around that cleaning and disinfecting 239 00:37:45.510 --> 00:37:56.460 Kathy Ludwig: This is one that also, as we begin to put our instructional models into place and we think about the school day. And when students come and where they're going to be in the building and how they're going to move 240 00:37:57.000 --> 00:38:11.280 Kathy Ludwig: cleaning and disinfecting is a key part of that the requirements have us doing that frequently multiple times a day, keeping products away from students, so actually students cannot help us clean because the products. 241 00:38:12.420 --> 00:38:17.250 Kathy Ludwig: For certain ages is not recommended for young children to touch. So this is an adult. 242 00:38:18.600 --> 00:38:31.950 Kathy Ludwig: Service and effort and then the facilities cleaned, at least daily. So this now becomes a new routine that begins to impact what happens during the day and when do you stop instruction or pause it and allow 243 00:38:33.120 --> 00:38:42.570 Kathy Ludwig: Some interest Burton cleat enter MIT and cleaning to happen. And then how do you make sure at the end of the day, the teacher has time to do some cleaning 244 00:38:43.290 --> 00:38:52.710 Kathy Ludwig: custodial staff can get two areas in the building sooner and have more time in their schedule to clean. So we're beginning to think about those. Now that we've 245 00:38:53.370 --> 00:39:01.860 Kathy Ludwig: Landed on an instructional model. It helps us to understand where students will be and how long and when they'll be in the building so that we can appropriately. 246 00:39:03.030 --> 00:39:03.540 Kathy Ludwig: Clean 247 00:39:07.560 --> 00:39:09.810 Kathy Ludwig: We come back to these key principles. 248 00:39:11.190 --> 00:39:23.610 Kathy Ludwig: From O D and Oh ha that really, these are those key aspects for reducing potential exposure doing our best with physical distancing lot of reminding an opportunity for hand hygiene. 249 00:39:24.540 --> 00:39:36.180 Kathy Ludwig: Keeping those cohorts small and remaining together over time. So the same group of students with each other over the course of the day as much as possible. That same group. 250 00:39:37.680 --> 00:39:40.080 Kathy Ludwig: Talk to talked about the protective equipment and the cleaning 251 00:39:41.130 --> 00:39:47.070 Kathy Ludwig: And then if someone does begin to show symptoms during the day were in the health room. Is there a particular place. 252 00:39:48.000 --> 00:40:01.200 Kathy Ludwig: To isolate the person. So the family can come in and take care of the situation and then just remembering that we can get outdoors that safer and and help and help helpful. 253 00:40:01.890 --> 00:40:16.800 Kathy Ludwig: But we also know with our weather conditions in Oregon. That's often some limited time during the year. So how do we get really creative with taking advantage of also getting our students outdoors. When we can watching again to keep them in intact cohort groups. 254 00:40:20.670 --> 00:40:28.710 Kathy Ludwig: These last parts of the operational blueprint, as I mentioned, our what our teacher teams are helping us think through and working through together as they 255 00:40:29.700 --> 00:40:43.110 Kathy Ludwig: Know that we're working on all those safety protocols and those health protocol was, what does the school day. Now look like what does a schedule look like and their meeting and levels teams to take a look at those. 256 00:40:44.280 --> 00:40:52.110 Kathy Ludwig: One of the first actions that our teams took was to go back and look at feedback from our families around distance learning 257 00:40:52.650 --> 00:41:05.010 Kathy Ludwig: And what what was helpful, but what needed to be adjusted. Of course I mentioned. Well, let's see what we can do in our school buildings with measurements of classrooms and spacing and then 258 00:41:06.090 --> 00:41:12.870 Kathy Ludwig: Starting at the district level, looking at a lot of models for bringing students back to work and ones that were absolutely not doable. 259 00:41:13.440 --> 00:41:30.360 Kathy Ludwig: Given either measurements of the building numbers of staff or even the safety requirements from the state. There were some we just had to take off the table and then presenting the more viable ones to our teachers teams to select and begin to work through 260 00:41:31.560 --> 00:41:32.790 Kathy Ludwig: Very likely. 261 00:41:33.930 --> 00:41:43.350 Kathy Ludwig: We will have to work with our associations around some mo use memorandums of understanding for the year. If we're changing the working conditions. 262 00:41:44.760 --> 00:41:56.130 Kathy Ludwig: Or some of those aspects, even though they may be with we're still working within the contract. It might look slightly different. We want to make sure that we acknowledge those agreements for the year together. 263 00:41:57.300 --> 00:42:03.420 Kathy Ludwig: There could be some adjustments to the calendar and those will come to you as a board. 264 00:42:03.840 --> 00:42:12.390 Kathy Ludwig: And, of course, be communicated to families, but as we look at this, the instructional model and we can begin to think about students coming back. It's very likely 265 00:42:12.960 --> 00:42:18.600 Kathy Ludwig: That we want to adjust, particularly when you think about those early release Wednesday's or some of those 266 00:42:19.590 --> 00:42:35.580 Kathy Ludwig: Planning days if there's places we could put them that's more helpful to our staff or families, then that's something we would do and we would come back to you with those adjustments. It's still a little early, our teaching teams are still taking a look at working with the school day. 267 00:42:37.980 --> 00:42:47.490 Kathy Ludwig: So we sent this out. This framework out to families today. It should look familiar to us, board members are receiving it today. 268 00:42:49.470 --> 00:43:01.710 Kathy Ludwig: What we are offering to our families is are two options for students, returning to school, one option. The one on the left that has the blue and green. 269 00:43:03.060 --> 00:43:13.110 Kathy Ludwig: Color and is a hybrid model. And in this model option because we know we can't get every student into the building and 270 00:43:13.620 --> 00:43:26.340 Kathy Ludwig: Work with physical distancing. It means some students would have to come on one day and some on the other and we described to families today that we would work with this ad rotation if your student is 271 00:43:28.530 --> 00:43:42.300 Kathy Ludwig: Identified to have classes on the a day. That's when they would come to school. Then on the day they would stay home working on assignments working on either practice work or preparation work for the following day. 272 00:43:43.620 --> 00:43:45.930 Kathy Ludwig: When they would be back on site. 273 00:43:47.850 --> 00:43:52.980 Kathy Ludwig: I just want to give great kudos to our primary principals who really 274 00:43:54.120 --> 00:44:03.720 Kathy Ludwig: Examine creatively every space in their buildings as viable learning spaces effective learning spaces, thinking about small cohort groups. 275 00:44:04.110 --> 00:44:11.130 Kathy Ludwig: And this deep commitment, based on what we also heard from distance learning that it would be really helpful to get our youngest children. 276 00:44:11.730 --> 00:44:26.070 Kathy Ludwig: On site and with teachers every day, if possible, and they took that to heart and it is our belief that we can get every kindergarten through fourth grader into our building everyday and small cohorts with teachers. 277 00:44:27.600 --> 00:44:41.730 Kathy Ludwig: But we will need our fifth graders in order to do this, we're building our fifth graders to have that AB rotation schedule it just helps with a few more spaces that we didn't quite have allows us to keep them all together at the school. 278 00:44:43.380 --> 00:44:54.240 Kathy Ludwig: They are the group of the k five group that had more success with independence with online knew how to navigate google classroom. Little better could do more work independently. 279 00:44:55.320 --> 00:45:12.270 Kathy Ludwig: But they will have every other day time with their teacher for direct instruction and conferring and if they were stuck on something and opportunity to get that tutoring or that lesson taught or relearned 280 00:45:14.460 --> 00:45:20.880 Kathy Ludwig: And then keeping in mind that there could always be an outbreak. 281 00:45:22.170 --> 00:45:30.810 Kathy Ludwig: If there's a surge in the virus. And if the governor declares that schools do need to close again temporarily or certain County. 282 00:45:32.220 --> 00:45:44.070 Kathy Ludwig: This group, even though they are in a hybrid and on site at a certain time if they need to fully be at home, similar to what we did in the spring, calling it short term distance learning 283 00:45:45.660 --> 00:46:00.780 Kathy Ludwig: Could need to do that at some point. And so we really want our teachers and our families to stay familiar with Google Classroom familiar with how zoom works accessing resources online. We're going to try and do as much of that. 284 00:46:01.800 --> 00:46:15.450 Kathy Ludwig: In this hybrid model so that students stay adept with that know how to go in and out of accessing online resources and posting and communicating through Google Classroom. 285 00:46:15.960 --> 00:46:29.670 Kathy Ludwig: So that should short term distance learning need to occur, the runway isn't so steep and students could switch and pivot to that easier then we had to do in March, which took 286 00:46:30.930 --> 00:46:38.970 Kathy Ludwig: More training and learning and took a while for our students and families to get familiar with this. The other option for families. 287 00:46:39.780 --> 00:46:53.070 Kathy Ludwig: If they don't feel sending their child to a physical site is the best option for them is an opportunity to enroll in our new Western Wilson bill K 12 online program. 288 00:46:54.030 --> 00:47:05.340 Kathy Ludwig: And there'll be more information about this coming out to families and opportunity for some zoom informational meetings and that was also outlined in the communication that went home to families today. 289 00:47:06.180 --> 00:47:18.390 Kathy Ludwig: But essentially, this is an all inclusive Oregon standards based curriculum with a western Wilson teacher who will be a teacher for a cohort of students. 290 00:47:19.860 --> 00:47:27.900 Kathy Ludwig: And working with families to make sure that learning at home is successful, and they have the resources they need and 291 00:47:28.860 --> 00:47:38.310 Kathy Ludwig: Any lessons they might be stuck on they can connect together and Carolyn Miller is our director of that program and it's already 292 00:47:38.730 --> 00:47:54.750 Kathy Ludwig: incredibly busy working on the details of that she's had several conversations and zoom meetings with families in the community, just to survey them around what they believe they would need in this online program based on distance learning. So she's done some small focus groups. 293 00:47:56.280 --> 00:48:06.690 Kathy Ludwig: We've got an incredibly strong vendor in place around our curriculum. And so we're really confident and excited to be able to offer this option to our families. 294 00:48:11.310 --> 00:48:18.420 Kathy Ludwig: Families can find information about that framework on our website. So I want to thank Andrew kill stream our communication director for 295 00:48:18.690 --> 00:48:24.090 Kathy Ludwig: As this work is evolving and as we have components of it that are known that we can put on our website. 296 00:48:24.420 --> 00:48:31.860 Kathy Ludwig: He's constantly updating that if you go to the main website you'll see on the far right, there's already a link for reopening schools that takes you here. 297 00:48:32.340 --> 00:48:39.420 Kathy Ludwig: It shares the framework that we just sent out today. There's also a page that we're developing around the online program so 298 00:48:40.320 --> 00:48:52.260 Kathy Ludwig: Our website will continue to grow and have more details embedded within it as more of a components are known and able to be placed onto the website for families to access 299 00:48:54.510 --> 00:49:04.230 Kathy Ludwig: What happens then is we take all those components in the first three parts of that operational blueprint that I talked about with safety protocols and health protocols. 300 00:49:04.620 --> 00:49:11.580 Kathy Ludwig: And then also this instructional model and we begin to fill out our operational blueprint for the state of Oregon and the Oregon Health Authority. 301 00:49:12.510 --> 00:49:25.530 Kathy Ludwig: Which model we're choosing whether we're doing on site hybrid distance learning and then how we are factoring in as well as being accountable to all of the requirements. 302 00:49:26.700 --> 00:49:36.720 Kathy Ludwig: Set for word by O D and Oh, ha. And then we submit that for for those agencies to have on file, it does come before you, as a board. 303 00:49:37.290 --> 00:49:49.980 Kathy Ludwig: And it will be posted on our website for our community to see our operational blueprint. And again, the date for that submission to O D and Oh ha is August 15 304 00:49:50.880 --> 00:50:03.420 Kathy Ludwig: So I know that was a lot. Some may have been review for families TUNING IN TONIGHT. It may have some of that may have been knew that our guidance book is available on the O D website. 305 00:50:04.830 --> 00:50:14.700 Kathy Ludwig: But we wanted to update you and show you all the different components that we're working through and that, as we have more nose in those areas will get them out to our community. 306 00:50:16.110 --> 00:50:28.170 Kathy Ludwig: And I have invited. Dr. Jennifer Spencer is to be on the panel during this report time. So if there's any questions or comments that you might have for myself or Dr. Spencer items. We'd be happy to. 307 00:50:28.980 --> 00:50:36.180 Kathy Ludwig: Address those and I'll turn it back over your chair mala tour to facilitate the boards. Questions or comments. 308 00:50:40.260 --> 00:50:42.210 Regan Molatore: Thank you so much and Dylan. 309 00:50:43.740 --> 00:50:48.420 Dylan Hydes: Yeah. I was curious optimal level a gear or Dr spectrums, if you can talk about 310 00:50:49.830 --> 00:51:03.600 Dylan Hydes: I thought, I thought that maybe there's a chance that we could have primary school all day and I was wondering where the bottlenecks are the social distancing and parts of what reasons made that impossible for us to do safely. 311 00:51:05.610 --> 00:51:11.100 Kathy Ludwig: Are you talking about all students even the fifth graders to come every day or 312 00:51:11.520 --> 00:51:12.030 Yes. 313 00:51:13.740 --> 00:51:19.740 Dylan Hydes: Was it costumes too small was at the lunchtime. Was it the playgrounds, what was 314 00:51:21.060 --> 00:51:23.490 Kathy Ludwig: For some of our smaller schools. 315 00:51:25.260 --> 00:51:33.150 Kathy Ludwig: I shouldn't say smaller schools are schools that have fewer students but have more flexible classrooms. 316 00:51:34.080 --> 00:51:45.750 Kathy Ludwig: Spreading students out was easier for them to accommodate for some of our schools that have fewer flexible and open spaces already to break the groups into smaller groups. 317 00:51:46.560 --> 00:51:58.620 Kathy Ludwig: Was a little more programmatic and may have had us thinking about students learning in another place, you probably, I don't know if you heard Lake Oswego is 318 00:51:59.310 --> 00:52:08.910 Kathy Ludwig: Having to have their fifth graders at they have to empty school buildings available to them and gosh, if we'd had something like that. That would have been one of the options. 319 00:52:09.510 --> 00:52:10.860 Kathy Ludwig: We don't have empty building 320 00:52:10.860 --> 00:52:19.260 Kathy Ludwig: Sitting around so we was we were running out of space that we felt was conducive to learning. We thought about portables 321 00:52:20.580 --> 00:52:25.950 Kathy Ludwig: We thought about are there spaces we would use in the community that we would rent and 322 00:52:27.390 --> 00:52:33.330 Kathy Ludwig: A couple things. Draw drew us back to wanting to keep our fifth graders with our K for was really that sense of community. 323 00:52:33.630 --> 00:52:39.180 Kathy Ludwig: That they're still at their neighborhood school that seemed to be important to teach her staff. 324 00:52:40.350 --> 00:52:42.090 Kathy Ludwig: And as we talk to families. 325 00:52:43.260 --> 00:52:57.840 Kathy Ludwig: Keeping our students together roses, a priority, but how to do that when we didn't have some of these flexible spaces that maybe other school districts have available to them and with portables we call the round. 326 00:52:59.550 --> 00:53:05.040 Kathy Ludwig: If we were to purchase a new portable one there's quite an expense to that or to lease. 327 00:53:05.640 --> 00:53:14.850 Kathy Ludwig: And the permitting and the installation would have us well into January or February and that's probably why you see some other districts, not being able to do that. 328 00:53:15.360 --> 00:53:33.300 Kathy Ludwig: We then looked into. Were there any used portables that we could lease and work with some brokering agencies, there were three in the state of Oregon only three and we've secured two of those that we felt were in good condition and 329 00:53:34.350 --> 00:53:50.460 Kathy Ludwig: Working with City assuring us that they'll do whatever they can to help us with permitting and then installing those and two of the schools we feel we could use them if still needed and that would just be beliefs, which is a very minimal cost. 330 00:53:50.670 --> 00:54:03.540 Dylan Hydes: Right. The 35 square foot requirement per student. So if we had a class of 25 kids we need about 900 square feet for a classroom. And can you give me a sense of how big is the average primary school classroom. 331 00:54:04.770 --> 00:54:05.220 Kathy Ludwig: Um, 332 00:54:07.260 --> 00:54:20.970 Kathy Ludwig: You know, I don't have that number. But when we spread out the desks and spaces, the number we came up with was around 16 students in a typical classroom in our district and that also allowed for two adults. 333 00:54:22.110 --> 00:54:22.410 Dylan Hydes: Okay. 334 00:54:23.310 --> 00:54:29.580 Kathy Ludwig: So I don't know the exact square footage we could make pat McGough, a panelist. 335 00:54:30.510 --> 00:54:32.850 Dylan Hydes: I was just looking for a ballpark so 336 00:54:32.910 --> 00:54:35.790 Dylan Hydes: I'll tell me if we can fit 16 kids in a classroom activity question. 337 00:54:35.820 --> 00:54:37.590 Kathy Ludwig: Yeah, when we spread out students 338 00:54:37.680 --> 00:54:38.160 Kathy Ludwig: And 339 00:54:38.280 --> 00:54:41.940 Kathy Ludwig: That's facing we came up with 16 for our classrooms. 340 00:54:42.990 --> 00:54:47.040 Kathy Ludwig: And and then to adults. So we will go to number 341 00:54:47.370 --> 00:54:58.230 Dylan Hydes: And there been any efforts to make sure that if we're sending kids to school and group A, and Group B that family has more than one student that we make sure that both their kids during Group A OR group be 342 00:55:00.780 --> 00:55:01.770 Kathy Ludwig: Even if they have like 343 00:55:03.150 --> 00:55:04.650 Kathy Ludwig: Twins as fifth graders. 344 00:55:04.890 --> 00:55:08.520 Dylan Hydes: No, I mean if they've got a first grader a sixth grader and a 10th grader. 345 00:55:09.210 --> 00:55:11.490 Kathy Ludwig: Okay, so anything across levels now. 346 00:55:11.850 --> 00:55:12.360 Kathy Ludwig: We can 347 00:55:12.420 --> 00:55:14.250 Kathy Ludwig: We can do our best to do that. 348 00:55:14.280 --> 00:55:27.060 Kathy Ludwig: With the high school and you start getting into different courses that high school students are taking it gets really challenging to think did the chemistry course line up with the language arts course you know all these things. 349 00:55:27.120 --> 00:55:31.050 Kathy Ludwig: And are they going on the same day as their first great brother or sister. 350 00:55:31.230 --> 00:55:41.790 Kathy Ludwig: I don't know if we can promise that we can certainly try our best. The other thing that happens in a calendar is you might start the year with it lining up and then primary has a conference day 351 00:55:42.750 --> 00:55:53.250 Kathy Ludwig: And high school doesn't. And so there could be some off kilter ring that happens just by the way the calendar year. So that's one of the reasons we want to take a look at the calendar again and 352 00:55:53.250 --> 00:55:53.610 Dylan Hydes: See 353 00:55:54.000 --> 00:55:57.180 Kathy Ludwig: Where can we tighten it up for even those kind of cohort needs. 354 00:55:57.570 --> 00:56:07.770 Dylan Hydes: So, I mean, I think a lining up cross levels is super nice. But I can see the problems with that. But at the very least, though, if you've got two or three or four kids, the primary level. 355 00:56:09.060 --> 00:56:18.510 Dylan Hydes: Are we going to make sure that those kids are all I'm just thinking of the obvious childcare situation here. If you go your kids to school on different days you basically have to be home every day. 356 00:56:19.740 --> 00:56:22.860 Dylan Hydes: In the efforts to make sure primary students or at least together. 357 00:56:23.250 --> 00:56:35.340 Ginger Fitch: Dylan. I don't think you're I read this differently. I read this as saying that K through for goes every day all day long and only fifth graders or every other day. Am I wrong doctrine Ludwick 358 00:56:35.850 --> 00:56:37.140 Kathy Ludwig: Do that. That's correct. 359 00:56:37.530 --> 00:56:40.020 Dylan Hydes: Oh, thank you, Ginger. Yeah, I read that wrong, then 360 00:56:40.410 --> 00:56:52.980 Kathy Ludwig: Oh, okay. I'm sorry. I thought so if you can see on this top blue box, we're able to make it so that every k through for student is attending every day and fifth graders are every other day. 361 00:56:53.310 --> 00:56:53.610 Dylan Hydes: Got it. 362 00:56:53.730 --> 00:57:06.840 Kathy Ludwig: Okay, we were just yeah just shy of really thinking about spaces and, you know, some other school districts. I mentioned, they've got these extra buildings for their fifth graders to go to, we just 363 00:57:07.440 --> 00:57:21.090 Kathy Ludwig: couldn't do that. So this was the alternative and it keeps the kids at the same school. Now, this is how we'll start, we don't know what will happen in January, February, if things get better. There's a vaccine if social distancing is lifted. 364 00:57:22.170 --> 00:57:38.940 Kathy Ludwig: With those requirements and fifth graders can come every day, you know, things will shift, but this is how we're planning to start and how we see the year unfolding, given the certain the current criteria and expectations and then six to 12 would be every other day. 365 00:57:40.260 --> 00:57:42.390 Dylan Hydes: Okay, thank you. Thank you. So my questions. 366 00:57:42.540 --> 00:57:42.900 Okay. 367 00:57:46.590 --> 00:57:48.240 Regan Molatore: All right, and ginger. 368 00:57:51.120 --> 00:57:53.790 Ginger Fitch: Thank you, Dr. Ludwig for this information. 369 00:57:56.640 --> 00:58:06.390 Ginger Fitch: I have three things I'd like you to be considering and then have some questions as well in terms of things to consider. 370 00:58:07.620 --> 00:58:10.800 Ginger Fitch: When it comes to calendar changes. I would 371 00:58:12.000 --> 00:58:20.040 Ginger Fitch: Like you to consider asking the community about their input as a board member I don't feel as much in 372 00:58:20.550 --> 00:58:34.260 Ginger Fitch: Portland in you asking about your different models and some of the details. So you've presented tonight. I think that's something you just need to decide in your staff, but when it comes to the calendar, I would like 373 00:58:35.340 --> 00:58:52.110 Ginger Fitch: To see more community input about the calendar and then I did just look at the local school sites. A couple of them. And I don't see this information on the local school sites. And I think that would be something important to get on there soon as possible. 374 00:58:53.730 --> 00:58:56.280 Kathy Ludwig: Well, part of it. What did you want on there. 375 00:58:57.330 --> 00:58:59.430 Kathy Ludwig: About the local school sites on our site. 376 00:59:00.570 --> 00:59:00.840 Regan Molatore: So, 377 00:59:01.110 --> 00:59:07.020 Ginger Fitch: Information about the return to school is not on the local schools websites. 378 00:59:07.290 --> 00:59:10.860 Kathy Ludwig: Oh what you mean is our elementary, middle and high schools. 379 00:59:10.950 --> 00:59:14.670 Kathy Ludwig: Correct. It is not there yet. We just send this out to the community today. 380 00:59:15.180 --> 00:59:20.460 Kathy Ludwig: Right sit on our district site and then we will roll that out. Absolutely. Got that. Okay. 381 00:59:21.120 --> 00:59:30.960 Ginger Fitch: And then also, um, it's only tangential, but I did see there was a letter from a number of college Dean's regarding 382 00:59:33.120 --> 00:59:36.120 Ginger Fitch: How grading is not going to affect High School. 383 00:59:38.610 --> 00:59:49.020 Ginger Fitch: High schoolers that the volunteering extra correct extracurriculars, those kinds of things. And I think just something again to remind 384 00:59:49.560 --> 01:00:07.920 Ginger Fitch: Families and high school students that university and colleges throughout the nation have adjusted their thinking and expectations and make sure that we're getting that information out as families are making decisions about which program to use um 385 01:00:09.090 --> 01:00:12.480 Ginger Fitch: And then in terms of questions I have 386 01:00:14.760 --> 01:00:28.080 Ginger Fitch: Of fifth graders are 10 to 11 years old, just, you know, what is our concerns about the possibility that some will be home alone, um, 387 01:00:28.530 --> 01:00:30.270 Kathy Ludwig: Did you want me to answer that one, or should I wait 388 01:00:30.300 --> 01:00:31.020 Ginger Fitch: Sure, go ahead. 389 01:00:32.160 --> 01:00:37.020 Kathy Ludwig: So as you as you likely know Oregon is one of three states. 390 01:00:38.310 --> 01:00:56.850 Kathy Ludwig: That have minimal age at home requirements. Other states do not and Oregon's minimum age to be home alone is age 10 which would be our fifth graders age when you think turning five in September. So they would be 10 for fifth grade. 391 01:00:58.350 --> 01:01:01.800 Kathy Ludwig: Again, Oregon does emphasize that families may 392 01:01:03.960 --> 01:01:18.540 Kathy Ludwig: You know, make the best decision, of course, for their children. Doesn't mean that when you're 10 you'll automatically stay home alone. There's a lot of circumstances or maturation that may impact that decision, but by law, we would not be putting families in a position 393 01:01:20.190 --> 01:01:32.370 Kathy Ludwig: Where one law says shouldn't stay home and yet we're not providing an opportunity then them to be somewhere else. So that was another factor that went into why fifth grade and not 394 01:01:33.180 --> 01:01:42.030 Kathy Ludwig: You know, fourth grade or third grade for art for our school district and we're fortunate that we have the space to do that. There may be other districts that cannot 395 01:01:43.710 --> 01:01:45.330 Kathy Ludwig: Use this type of instructional model. 396 01:01:46.770 --> 01:01:50.340 Ginger Fitch: And then, both in terms of 397 01:01:55.440 --> 01:02:05.460 Ginger Fitch: I think budget issues and space issues and this kind of bandwidth of our staff and families and students. 398 01:02:06.390 --> 01:02:20.430 Ginger Fitch: Just what considerations are you giving to not having sports extracurriculars, what about band choir, which I don't know what the science is saying about spread of of the virus through those means 399 01:02:21.450 --> 01:02:37.020 Ginger Fitch: science labs aftercare programs Rosetta Stone comes to mind when I'm thinking about the labs at Lowry and those kinds of things. At least that used to be in existence and then libraries in our schools. 400 01:02:38.370 --> 01:02:51.330 Kathy Ludwig: Yeah, so there's a lot more details as you've pointed out that we need to work through and we really want our teacher teams to be a part of helping us think through that school day. What happens with music or P or library. 401 01:02:52.500 --> 01:03:03.810 Kathy Ludwig: There are those areas of learning for students. And you mentioned a few arts performance CTE labs P wellness that 402 01:03:04.830 --> 01:03:12.900 Kathy Ludwig: Have the greater potential for exposure. And so how do we spread those students out even more so across faces. 403 01:03:14.310 --> 01:03:28.560 Kathy Ludwig: Right now, there hasn't been a lot of detail about that guidance, but there is a reference to it, coming as we think about that and how to accommodate for more spacing for those types of learning. 404 01:03:29.520 --> 01:03:39.960 Kathy Ludwig: There's going to be guidance coming also around the cleaning of instruments and and that you know these coming weeks and months will be filled with getting to the details of what you're asking. 405 01:03:40.350 --> 01:03:47.670 Kathy Ludwig: We just felt it was really important that the first thing we showed parents was this framework, so that they could begin to understand 406 01:03:48.360 --> 01:04:00.810 Kathy Ludwig: What to expect in terms of the big picture and make a decision as soon as possible about whether they felt comfortable sending their children with the hybrid model or enrolling in our online program. 407 01:04:01.320 --> 01:04:14.880 Kathy Ludwig: And we do need to know those decisions as soon as soon as we can. We've given a July 24 deadline and at least a start deadline because staffing then has its implications. 408 01:04:15.540 --> 01:04:18.960 Kathy Ludwig: More families who want an online program means, you know, 409 01:04:19.830 --> 01:04:28.920 Kathy Ludwig: Fewer students in the hybrid so less staff there and more staff over helping with the online program and they need to have their onboarding and professional development as well. 410 01:04:29.790 --> 01:04:38.190 Kathy Ludwig: I know we'll get there will be a lot of decision making and more details that will get out to families throughout the month of July, so that 411 01:04:39.120 --> 01:04:47.310 Kathy Ludwig: Our plan is that folks in August really know where they're going to be most of the conditions with whichever choice they've picked 412 01:04:47.670 --> 01:04:58.080 Kathy Ludwig: And they can begin settling into that and maybe some of those very fine details, where they need to talk specifically to a principal or or someone to get more their questions answered. 413 01:05:00.000 --> 01:05:02.850 Kathy Ludwig: I don't know if I hit all of them. Oh, in terms of childcare. 414 01:05:05.190 --> 01:05:09.330 Kathy Ludwig: You know, that's just access to childcare is a question across the state. 415 01:05:10.650 --> 01:05:21.900 Kathy Ludwig: You know, which childcare facilities are still open. If they're open. How many children, they can now take So we are already now in conversation with our school age child care. 416 01:05:23.310 --> 01:05:26.820 Kathy Ludwig: Agencies who rent our facilities campfire and club K 417 01:05:27.510 --> 01:05:39.300 Kathy Ludwig: Beginning to hear from them what their intentions are, what their staffing capability is and how they're going to make their accommodations and how much space they need in our building so that we can continue to serve our community that needs that kind of service. 418 01:05:40.710 --> 01:05:55.320 Kathy Ludwig: As you know, we do not run a daycare in our district. We haven't from birth to four years. We don't plan on doing that at this time, but there are third party agencies that we could work with in terms of 419 01:05:56.820 --> 01:06:06.210 Kathy Ludwig: Some spacing around the district if they come and want to know where they could provide that kind of care that was one of the requirements. If you recall, 420 01:06:06.930 --> 01:06:19.110 Kathy Ludwig: In the spring that with the shutdown of school buildings if childcare needed space that we've made that available. We created a plan to be ready for that that plan is still viable. 421 01:06:19.560 --> 01:06:35.610 Kathy Ludwig: And could be available to those kinds of asks, now once kids start coming back in the building, we cannot offer our own building spaces, but that may be a place where we reach out to our community. So we do have one of our staff members beginning to explore that. 422 01:06:36.840 --> 01:06:51.390 Kathy Ludwig: Birth to four year option also when we think about staff need to come back to work. And if childcare becomes a hardship for them, they may need something in the district to assist. We wouldn't run it, it would be a third party contract. 423 01:06:57.210 --> 01:06:58.980 Regan Molatore: And Chelsea. 424 01:07:03.960 --> 01:07:15.570 Chelsea King: Well, the due date is August 15 and here we are at the end of June. So I appreciate you know going hard to get this done and time for our families to make decisions and for 425 01:07:16.680 --> 01:07:20.430 Chelsea King: You know, the district to make staffing plans and I'm 426 01:07:21.450 --> 01:07:31.200 Chelsea King: Someone recently said it was like planning the Olympics may maybe maybe that was you, but just you know who's coming and where are they going and where are they going to stay and it's complicated. 427 01:07:31.440 --> 01:07:34.440 Kathy Ludwig: At the Olympics. Got to defer it for a year, we didn't 428 01:07:35.760 --> 01:07:37.560 Kathy Ludwig: So maybe we haven't harder. I don't know. 429 01:07:39.510 --> 01:07:42.450 Chelsea King: Um, so I do have just a couple questions. 430 01:07:44.580 --> 01:07:51.420 Chelsea King: One is about the calendar and you referenced, potentially, you know, moving around the professional development days or things 431 01:07:51.810 --> 01:08:02.550 Chelsea King: Certified work days you know as needed. If it makes sense. And I guess I'm wondering, most importantly about that, you know, beginning of the school year date and last day of school date. 432 01:08:02.880 --> 01:08:14.400 Chelsea King: And wondering if if I if I, if we, the public could be confident that those two dates would remain the same and the things in between would be adjusted or that those are potentially up for adjustment. 433 01:08:16.649 --> 01:08:33.390 Kathy Ludwig: I'm not going to make a commitment on that tonight. I think as we continue to work with our teachers and as they expressed to us what they need in terms of feeling safe and ready. I think we have to be open to the possibility that that could adjust on the front end. 434 01:08:34.500 --> 01:08:52.170 Kathy Ludwig: There's a lot to get done and we have the earliest start in the state. We are before Labor Day, and yet we received all the documents, the same time as everybody else. And so there's a lot to do here, and it could adjust it could stay the same. So tonight I I can't make that 435 01:08:54.029 --> 01:08:57.600 Kathy Ludwig: Statement that it would absolutely stay the same. Okay. 436 01:08:57.930 --> 01:09:05.069 Kathy Ludwig: But that's my my always my driving force would be to it's going to change to get that out to families as soon as we can. 437 01:09:06.000 --> 01:09:12.390 Chelsea King: Okay, okay that's good to know. It's a possibility that you know that date could change, particularly on the front end. 438 01:09:14.250 --> 01:09:15.029 Chelsea King: And then 439 01:09:16.319 --> 01:09:25.050 Chelsea King: With the face masks and the you know the glass and the clear saying, and all the stuff I heard that. 440 01:09:25.710 --> 01:09:36.630 Chelsea King: The bus drivers were going to be wearing them sounds like teachers will be wearing them. I don't know if I missed the statement or if it's known if students would be required to wear a mask. 441 01:09:37.830 --> 01:09:46.620 Kathy Ludwig: So you've heard me talk quite a bit. Just to change it up a little bit. I'm going to ask Dr. Jennifer Spencer items to talk about how we're working with. Oh, ha, and 442 01:09:46.920 --> 01:09:58.920 Kathy Ludwig: And just again as expectations continue to evolve or change around based masks and the current guidance with young children and whether that would change or not. So Dr. Spencer, if you want to 443 01:09:59.940 --> 01:10:00.870 Kathy Ludwig: Take a turn at that 444 01:10:01.470 --> 01:10:08.670 Jennifer Spencer-Iiams: Jumping very briefly here the face masks and for facial coverings are one of the more complicated part 445 01:10:09.780 --> 01:10:20.400 Jennifer Spencer-Iiams: With many layers and you have to really look at who's guidance. You're following because there are some guidance from the CDC that talks about face coverings. 446 01:10:21.210 --> 01:10:36.780 Jennifer Spencer-Iiams: For students encouraging it for students over to our children over two, but not younger than two but ODS guidance is about encouraging children to where our students to our facial coverings who are 12 and older. 447 01:10:37.200 --> 01:10:47.910 Jennifer Spencer-Iiams: So that is what we will be doing is working with students to encourage them to wear facial coverings 12 and older. 448 01:10:48.960 --> 01:11:01.260 Jennifer Spencer-Iiams: And I think we're, we're in part of that community engagement process, you know, about how do we state that in a way that feels most educational and supportive as and then they're teachable moment about 449 01:11:02.640 --> 01:11:10.380 Jennifer Spencer-Iiams: You know, all we're learning about health, public health and virus and all of that. There's also some very strong guidance in there that 450 01:11:10.890 --> 01:11:22.140 Jennifer Spencer-Iiams: There may be students because of a disability, where facemask or facial covering won't make sense for them and that no children should be no child should be 451 01:11:23.010 --> 01:11:31.680 Jennifer Spencer-Iiams: Denied instruction. If they're not wearing a facial covering and that we need to approach this all with grace because kids you know are going to 452 01:11:32.100 --> 01:11:40.920 Jennifer Spencer-Iiams: Come at this and lots of ways about how they're feeling and we just want to provide our children with lots of grace. We're gonna have, we are going to be expecting our staff. 453 01:11:41.700 --> 01:11:52.290 Jennifer Spencer-Iiams: To wear a facial covering and help with that modeling and again Dr Ludwick has really been great in helping us think about leading that with a lot of openness for preference. 454 01:11:52.590 --> 01:12:09.900 Jennifer Spencer-Iiams: In terms of what kind of facial covering will work best for you with your what's comfortable for you medically just your preferences around your face, providing some different options to families were checking out some of you, I believe it was 455 01:12:11.490 --> 01:12:12.810 Jennifer Spencer-Iiams: Director Thompson had 456 01:12:13.860 --> 01:12:24.300 Jennifer Spencer-Iiams: Been wearing one of the facial masks from I think it was maybe Wilson Bell high school and we really appreciated how our high school principals lead that with some 457 01:12:25.410 --> 01:12:39.210 Jennifer Spencer-Iiams: Just some fun sense of sense of fun and a swag for as our staff comes back that we're looking into possibly for every school. Can we get little logo masks for all the staff so that they might have those available. 458 01:12:40.260 --> 01:12:49.260 Jennifer Spencer-Iiams: Padma guff is our operations chief has looking at ways to have lots of disposable masks that are available if folks forget them. 459 01:12:50.100 --> 01:13:00.060 Jennifer Spencer-Iiams: There's some of the guidance about if you have a student who starts to develop symptoms. How do you get them from point A to point B, without spreading virus along the way. So making sure we would have 460 01:13:00.420 --> 01:13:13.800 Jennifer Spencer-Iiams: Disposable masks in the classroom that a student, we would ask the student to put on if you know in certain circumstances. So there's a lot of components there that we are working through around the facial coverings. 461 01:13:16.050 --> 01:13:17.430 Kathy Ludwig: Thank you, Dr Spence rhymes. 462 01:13:21.000 --> 01:13:22.650 Regan Molatore: All right, and Christy 463 01:13:26.850 --> 01:13:27.510 Christy Thompson: Thank you. 464 01:13:28.710 --> 01:13:33.390 Christy Thompson: And again, thank you, Dr. Lead awaken your staff, just for all of the work. I know you've been putting in 465 01:13:34.650 --> 01:13:35.610 Christy Thompson: Since March. 466 01:13:37.800 --> 01:13:45.450 Christy Thompson: You know this. I know this has been a long haul. So a couple questions that I have. First, I just want to go back to the fifth graders for a second. 467 01:13:46.050 --> 01:14:01.020 Christy Thompson: Is there a chance that at some point, as you move through the summer and you start putting things in place and looking at classrooms and numbers. Is there a chance that there could it could be found that possibly we could accommodate our fifth graders every day. 468 01:14:02.100 --> 01:14:08.850 Christy Thompson: So is that is that possibility that that could be back on the table. So I don't know if you want to answer that. And then I'll ask my next question or 469 01:14:11.640 --> 01:14:15.570 Kathy Ludwig: You know we we really tried to work with that answer before we put this out there. 470 01:14:17.160 --> 01:14:19.950 Kathy Ludwig: Because it was a difference and 471 01:14:22.920 --> 01:14:26.640 Kathy Ludwig: I that we explored quite extensively 472 01:14:27.720 --> 01:14:30.750 Kathy Ludwig: How we could accommodate K through five. 473 01:14:32.010 --> 01:14:38.700 Kathy Ludwig: In a way that students were learning in also appropriate places of the building and 474 01:14:39.930 --> 01:14:49.200 Kathy Ludwig: I want to assure you that our, our principles worked really hard to to try. They started with the with the premise of k five every day. 475 01:14:49.650 --> 01:15:06.480 Kathy Ludwig: And I just want you to know that. And it was only as we looked at just really the limitations of space because you have to also build in moving through a hallway even moving through pod areas not on top of a class that's everywhere you turn 476 01:15:08.490 --> 01:15:13.590 Kathy Ludwig: Safety for a fire drill all sorts of things and 477 01:15:15.000 --> 01:15:22.980 Kathy Ludwig: We, we kept coming to a place of if there was one fewer grade level, where would they go just to make it work and 478 01:15:24.030 --> 01:15:27.090 Kathy Ludwig: This we arrived at this is our best 479 01:15:28.320 --> 01:15:35.790 Kathy Ludwig: Our best scenario, considering everything. I'm not sure what it would take to change that. But it could be that 480 01:15:36.630 --> 01:15:48.990 Kathy Ludwig: Maybe as we really get in there and everybody starts setting up their places something emerges. But we've done some mock setups and so I wouldn't want to get anybody's hopes up that 481 01:15:50.610 --> 01:15:57.030 Kathy Ludwig: Could be trying something different. I would rather we try it on the front end and make it happen and announced that and 482 01:15:58.860 --> 01:16:03.990 Kathy Ludwig: And otherwise, but but i you know anything's possible i guess i i don't know 483 01:16:05.160 --> 01:16:14.160 Christy Thompson: Thank you. Yeah, I just wanted to ask that for our fifth grade parents to who might be thinking, is there that possibility out there that at some point. 484 01:16:14.640 --> 01:16:35.160 Kathy Ludwig: Okay, let me perhaps here. Here's what maybe could happen but again it. I don't know if we would change it in this circumstance. If we had quite a number of families choosing online program that significantly reduce the number and they were going to commit to it all year. 485 01:16:36.300 --> 01:16:45.960 Kathy Ludwig: Then perhaps we could take the risk. The challenge is we haven't asked families to commit to it all year. And I don't know if families would want to hold to that commitment. 486 01:16:46.410 --> 01:16:53.400 Kathy Ludwig: If things change. And they want their child now back in on site learning with their friends and in their neighborhood school 487 01:16:54.690 --> 01:17:01.830 Kathy Ludwig: You know, we've built in a provision. We've asked them to wait till mid year and the semester to do that before switching between one and the other 488 01:17:03.240 --> 01:17:09.510 Kathy Ludwig: But that could be a possibility. Again, it would require them that that folks absolutely commit 489 01:17:10.140 --> 01:17:23.370 Kathy Ludwig: And the other angle being we may have families who start with a hybrid model and then decide after a few months or three months. This is not right for their family. So there could be movement, either way. 490 01:17:24.870 --> 01:17:35.820 Kathy Ludwig: And they start with hybrid want to go to online or want to start with online and want to go to hybrid. We have to kind of work with that could be a possibility. And how do we continue to organize safely for that. 491 01:17:37.740 --> 01:17:41.190 Christy Thompson: Okay, thank you. And my second question is, 492 01:17:42.900 --> 01:17:50.040 Christy Thompson: piggybacking on what Chelsea asked about the calendar and specifically speaking about the beginning of the year. 493 01:17:51.180 --> 01:17:58.380 Christy Thompson: Do you foresee there are changes. The, the change would be more likely to postpone the beginning of the year versus make it any earlier. 494 01:18:01.050 --> 01:18:01.860 Kathy Ludwig: Correct. 495 01:18:04.050 --> 01:18:09.600 Christy Thompson: Okay, that was, again, just for parents who plan vacations and such. 496 01:18:10.650 --> 01:18:16.830 Christy Thompson: And then my final question is just has to do with some of our staff who are vulnerable specifically our teachers to 497 01:18:17.280 --> 01:18:30.240 Christy Thompson: How do we accommodate our what what are we doing to accommodate them that maybe they're worried about coming back into the classroom. I mean, I know we'll have our online program just curious about how we're going about that. 498 01:18:30.390 --> 01:18:39.660 Kathy Ludwig: Yeah, that's a great question, too. And it's a question on everybody's mind across the state. And I think across the nation around, you know, how do you organize for reopening and then 499 01:18:40.830 --> 01:18:44.640 Kathy Ludwig: Are your bus drivers really come back or your, your staff ready to come back. 500 01:18:45.270 --> 01:18:57.570 Kathy Ludwig: So after we got this model out and then just a reminder that we've had staff involved in helping us think to this framework and they're involved in the planning as well and and we've been in a lot of communication with our association leaders. 501 01:18:59.220 --> 01:19:15.000 Kathy Ludwig: Our HR director Shiloh Walter and did start with a letter out to staff inviting those who into a confidential conversation any who feel they are in that high risk category in that vulnerable category. 502 01:19:15.660 --> 01:19:18.810 Kathy Ludwig: To begin, then a confidential conversation with her. 503 01:19:19.500 --> 01:19:27.060 Kathy Ludwig: Which would then case by case determine whether there's accommodations that are needed, or what other assurances to come back to work for themselves. 504 01:19:27.420 --> 01:19:37.230 Kathy Ludwig: And again, as you mentioned, we do have that option than with the online program for waited consideration for staff who who really need to be at home. 505 01:19:39.840 --> 01:19:51.540 Jennifer Spencer-Iiams: If I could just add to that, I think that the more and as we become more clear on exactly what our screening procedures going to be what are our procedures for 506 01:19:52.290 --> 01:20:01.440 Jennifer Spencer-Iiams: Isolation if a student does have symptoms as people understand and have more confidence in those procedures, I think, and we're able to share those 507 01:20:01.740 --> 01:20:14.970 Jennifer Spencer-Iiams: And I believe that our both our families and communities that may help reassure them about this as well thought out the district has followed and referenced all the appropriate 508 01:20:15.360 --> 01:20:30.150 Jennifer Spencer-Iiams: Advice and and thinking of best practices for safety. And I think for many of our staff as well. So I again. I'm a Shiloh Waldron and and Dr. Lead would have done a great job keeping folks in the loop and all 509 01:20:31.110 --> 01:20:46.860 Jennifer Spencer-Iiams: David prior Aaron downs and BB voice and all have groups going with their principles and with teachers at all those levels, who are raising some of those questions and helping us learn what are their areas of biggest concern, so that we can address those. 510 01:20:49.710 --> 01:20:50.310 Christy Thompson: Thank you. 511 01:20:55.980 --> 01:20:56.550 Regan Molatore: Chelsea. 512 01:21:00.510 --> 01:21:05.040 Chelsea King: My hand must still be raised from before I'm I am good thinking 513 01:21:06.210 --> 01:21:06.450 Regan Molatore: And 514 01:21:06.480 --> 01:21:09.480 Kathy Ludwig: You were just giving us a high five for that finance. 515 01:21:11.310 --> 01:21:13.830 Chelsea King: Gold Medal. That's my gold medal indicator 516 01:21:14.130 --> 01:21:14.490 Okay. 517 01:21:17.100 --> 01:21:36.750 Regan Molatore: I'm Dr. Ludwig, I think you lot of information. I know that and appreciate there still a lot of moving parts, and you had referenced in meetings to submit a plan. I thought to the state some by by an August date, but I think my question to you, really is. 518 01:21:38.220 --> 01:21:39.660 Regan Molatore: What is your 519 01:21:41.070 --> 01:21:45.600 Regan Molatore: Drop Dead date or your other date by which you anticipate being able to 520 01:21:47.190 --> 01:21:52.530 Regan Molatore: Have answers to questions that are still remain and out there. 521 01:21:52.950 --> 01:21:56.040 Kathy Ludwig: Yeah. Well, I think it's I think it's going to be 522 01:21:57.660 --> 01:22:01.860 Kathy Ludwig: You know, we're just going to keep keep unfolding that and you'll see those frequent messages. 523 01:22:02.250 --> 01:22:14.640 Kathy Ludwig: From either my office or others that will continue to add the the layers of information for families. So, today was a big start it was an important start we'd ask parents to just be patient and wait as we work through some things 524 01:22:14.880 --> 01:22:26.220 Kathy Ludwig: Now that we've got this instructional framework out there as we provide next information and iterations, it will be anchored within these instructional models so folks will now know oh you're talking about 525 01:22:26.460 --> 01:22:38.130 Kathy Ludwig: When kids come every other day, what they can and can't, you know, access or what would be different. Oh, I'm in the online program. I don't maybe need to to know some of this information, but 526 01:22:38.880 --> 01:22:53.190 Kathy Ludwig: Or maybe two of my children do and one doesn't. And so I think this was the first critical piece and then from here. We'll keep sending information out and anchoring it into our website. So it'll be ongoing from here right through to start a school 527 01:22:56.460 --> 01:22:57.750 Regan Molatore: Excellent. Thank you. 528 01:23:00.000 --> 01:23:04.500 Regan Molatore: Any other questions or concerns by board members on this topic. 529 01:23:07.440 --> 01:23:10.920 Regan Molatore: All right. Alright. Seeing none, thank you, Dr. Ludwig thank 530 01:23:11.430 --> 01:23:14.760 Regan Molatore: You sir ions as well, for being here and helping us 531 01:23:17.190 --> 01:23:21.060 Regan Molatore: And our next item on the agenda has to do with 532 01:23:23.160 --> 01:23:26.100 Regan Molatore: Inter district transfer updates. 533 01:23:27.600 --> 01:23:28.860 Kathy Ludwig: Yes, so I 534 01:23:29.880 --> 01:23:42.240 Kathy Ludwig: I don't have a visual unless Mr. Nelson confined the memo. But I think it's this is just really short and brief. I just wanted to bring this topic. Back to the attention of the board. 535 01:23:43.980 --> 01:23:53.400 Kathy Ludwig: Because there's a component in our inter district transfers and it's relevant not only to our district, but every district in Oregon around Senate bill 709 536 01:23:54.090 --> 01:23:59.790 Kathy Ludwig: That talks about families being able to move between school districts if their presents a hardship. 537 01:24:00.510 --> 01:24:15.030 Kathy Ludwig: And while 70709 addresses hardship. It's really that RS statute in them in the memo that I sent to you that defines hardship and it talks about a number of factors. One of those is childcare. 538 01:24:15.810 --> 01:24:35.610 Kathy Ludwig: And two of the most frequent questions we get from staff and families is around, of course, the health protocols physical distancing and facemask but the second most frequent one is around child care will I be able to come back to work. If I can't access child care or 539 01:24:37.620 --> 01:24:47.430 Kathy Ludwig: I need my child to go to another school district because childcare is limited, and that's where I can find a space. Now for my child. So I just want the board to be prepared. 540 01:24:48.090 --> 01:24:54.840 Kathy Ludwig: We get a lot of questions by our community about enrollment numbers that fluctuate about circumstances around enrollment. 541 01:24:55.200 --> 01:25:03.000 Kathy Ludwig: And this may be a year where enrollment just looks of variable and different because of the pandemic. 542 01:25:03.600 --> 01:25:21.540 Kathy Ludwig: And families may need us to say, Yes, quite a bit for them to be able to transfer out where childcare is and we may have others transferring in because this is where their childcare is that may be staff, it may be other families. 543 01:25:22.560 --> 01:25:34.740 Kathy Ludwig: And surrounding areas. And so while we have been typically very tight around our entire district transfer policy, we're in a unique year and this Senate bill as well and provision. 544 01:25:35.940 --> 01:25:45.390 Kathy Ludwig: Just may make for more movement than we typically have and I just wanted to bring that to the attention of the board. There's nothing that you need to do in terms of an action tonight. 545 01:25:46.560 --> 01:25:50.280 Kathy Ludwig: Also under Senate bill 709 and the aura statute. 546 01:25:51.720 --> 01:25:56.880 Kathy Ludwig: That provision around childcare hardship is exempt from timelines. 547 01:25:57.360 --> 01:26:05.580 Kathy Ludwig: And so it could happen at any time in the year we usually have some timelines for when will consider transfers, but this type of request could happen at any time. 548 01:26:05.940 --> 01:26:12.810 Kathy Ludwig: So it's not time bound and would invite the two superintendents to talk and make a decision, the best interest of the child. 549 01:26:13.200 --> 01:26:25.200 Kathy Ludwig: Which in this case, I think we could all agree, we would lean towards supporting this difficult decision for a family to keep their child in childcare to support their return to work. 550 01:26:26.370 --> 01:26:27.570 Kathy Ludwig: And accommodating that need 551 01:26:28.770 --> 01:26:30.480 Kathy Ludwig: You have any questions about that. 552 01:26:31.770 --> 01:26:35.130 Kathy Ludwig: Again, there was no action taken for tonight. I just wanted to let you know. 553 01:26:36.660 --> 01:26:40.650 Kathy Ludwig: That this may be occurring more frequently this year than than typical years 554 01:26:45.720 --> 01:26:48.570 Regan Molatore: Not seeing any further questions on this subject. 555 01:26:48.870 --> 01:26:56.430 Kathy Ludwig: Okay, wonderful. So I will now close my part and turn it back over to cheer mala tour. The remainder of the agenda. 556 01:26:57.150 --> 01:27:05.130 Regan Molatore: All right. Thank you. The next item is around setting a date for our board retreat, we just find that 557 01:27:05.910 --> 01:27:26.580 Regan Molatore: The earlier, we can do that, the better and Chelsea and I have been kind of briefly discussing topics, typically we cover district goals and we've added to that just a board goal or two and and we have kind of earmarked six hours of time. 558 01:27:28.620 --> 01:27:36.300 Regan Molatore: Currently, we don't have six hours worth of content. I don't believe but we just wanted if we're going to set aside time to ensure that whatever 559 01:27:39.060 --> 01:27:52.020 Regan Molatore: That we had board members who had the set of had set aside sufficient time rather than too little of time and so that time frame will get compressed as details become more clear. 560 01:27:52.410 --> 01:28:02.730 Regan Molatore: And then Chelsea, would you like to share about the guest speakers, we may have to come talk to us and kind of what our ask of them would be 561 01:28:04.110 --> 01:28:16.350 Chelsea King: Yes. And so, as you all know, we typically meet in August for a board retreat and discuss the district goals and last August. We also came up with some board goals. 562 01:28:16.680 --> 01:28:28.470 Chelsea King: And so one of the ideas. Now granted, we elect a chair and vice chair again in July. And so those would probably be the two people who would do the, the final detail planning, but 563 01:28:28.830 --> 01:28:39.660 Chelsea King: A couple of the ideas that have been tossed out about the agenda would be to review those board goals that we did set for ourselves. Last year, and just touching on how we did and 564 01:28:40.260 --> 01:28:47.040 Chelsea King: The Oregon school board Association has created a new tool for a superintendent evaluation, they've updated. 565 01:28:47.610 --> 01:28:53.430 Chelsea King: Their, their tool. And so, one idea I have is your vice chairs that we could look at that tool and see 566 01:28:54.120 --> 01:29:00.630 Chelsea King: In partnership with the superintendent if it made sense to begin to use OSB as new tool and 567 01:29:01.350 --> 01:29:11.310 Chelsea King: So those would be some of the the content and then in the spirit of US learning and being a professional learning community and learning together and 568 01:29:11.850 --> 01:29:23.040 Chelsea King: In sort of carrying forward the goals we set forward last year around dedicating ourselves to learning more about diversity, equity, and inclusion as well as the 569 01:29:23.520 --> 01:29:30.870 Chelsea King: Adoption of the phrase disrupting systems of racism into the district goal. One option is that we could have 570 01:29:31.320 --> 01:29:44.340 Chelsea King: Some trainers come in for a couple of hours. So we could do some of the work that I just explained for the first part of the day and then perhaps after lunch or something like that have these people come in. 571 01:29:44.910 --> 01:29:52.890 Chelsea King: So I have solicited a proposal from them and their two trainers one name Irene cone of 572 01:29:53.310 --> 01:30:02.640 Chelsea King: Who is active in equity d i are diversity, equity, and inclusion work and it's also Clackamas Community College School Board member 573 01:30:03.000 --> 01:30:14.610 Chelsea King: And then one is named Caleb Johnson and she's also very active in the di work and is currently a doctoral student at Portland State and an adjunct instructor there. 574 01:30:15.120 --> 01:30:29.670 Chelsea King: And they took a partner to do you know trainings and so they could come in and they would probably have a phone call with each of you. Prior to coming in. Just talk more about what your goals would be 575 01:30:30.660 --> 01:30:42.810 Chelsea King: But the whole idea would be to really take a bit of a deeper dive into what we as board members, how we understand that phrase disrupt systems of racism, you know, 576 01:30:44.760 --> 01:30:49.650 Chelsea King: Do some deeper work or on our own in our own learning around what that means and 577 01:30:51.030 --> 01:31:02.070 Chelsea King: So that the specific outcomes would be decided by their conversations with you all. But that's a sort of macro level proposal of what the topic would be with them. 578 01:31:04.740 --> 01:31:22.590 Regan Molatore: And then just adding to that as well. And we were contemplating essence. We're going to be encouraging our students to come back to our school buildings in the fall that we to as a board would likely be able to begin meeting in person again. 579 01:31:24.150 --> 01:31:35.610 Regan Molatore: In August, as well. So this retreat would hopefully be something we could do to gather, not through zoom in a safe and socially distanced manner. 580 01:31:36.810 --> 01:31:49.980 Chelsea King: So what I what I'm thinking to your military is that, you know, we support a few topics I'd be happy to write them up in an email so that whoever it takes the final reins on planning. This can can run with that and 581 01:31:50.430 --> 01:32:10.320 Chelsea King: We will have a proposal coming from Kayla Johnson and Irene Kona and they offered and their availability being Fridays. And so we could tentatively hold Friday for ourselves and then should we go forward with them and then they would likely be available. 582 01:32:12.270 --> 01:32:12.540 Okay. 583 01:32:15.960 --> 01:32:16.320 Regan Molatore: Ginger. 584 01:32:19.110 --> 01:32:42.660 Ginger Fitch: In I'm working. I have a family. I'm caring for I have the stress of the pandemic. Both of my work and my my life and my personal life. I'm not getting a vacation, because there's not vacations to be had. I reluctant to take a day off to do things that don't 585 01:32:43.980 --> 01:32:46.020 Ginger Fitch: Seeing imperative to me. 586 01:32:47.490 --> 01:32:48.630 Ginger Fitch: And I don't 587 01:32:49.650 --> 01:33:09.450 Ginger Fitch: In another year. I think I'd be really feeling different, but that's where I'm at today. I don't know that I'm going to feel any different, and August after working all summer with three teenagers in my home. And some of you with much younger children. 588 01:33:11.430 --> 01:33:25.440 Ginger Fitch: I I'm and putting out there that's just where my emotional state is and my capacity to do intense work is probably not what it would have been in a different year 589 01:33:32.130 --> 01:33:37.530 Regan Molatore: I think we can definitely take that into consideration and and advisement as we 590 01:33:38.940 --> 01:33:43.920 Regan Molatore: Plan or organize our retreat that's that's valuable feedback. 591 01:33:46.410 --> 01:33:58.470 Regan Molatore: So, all right. Thank you, Ginger for producing that as well as what I think I will do if it's okay, is I will get Kelly to just on our calendars. Let's just call 592 01:33:58.920 --> 01:34:14.940 Regan Molatore: Some space on a Friday in August. And then what that space looks like will work to get you that information, as well as, you know, take your feedback and and make what what time we have productive, but not not drag it out either 593 01:34:15.990 --> 01:34:16.320 Okay. 594 01:34:17.730 --> 01:34:18.480 Regan Molatore: All right. 595 01:34:19.170 --> 01:34:21.630 Regan Molatore: Tell me, else to add, oh Christie. 596 01:34:21.960 --> 01:34:32.850 Christy Thompson: Just going to throw out that I am taking my daughter to college. The 20th, 21st around there. So that I'd that's one thing I wouldn't have flexibility with 597 01:34:34.320 --> 01:34:36.240 Christy Thompson: But I'm just throwing that out there. 598 01:34:37.380 --> 01:34:37.890 Christy Thompson: Perfect. 599 01:34:38.700 --> 01:34:42.060 Regan Molatore: Thank you and tells me nothing else to add, or maybe 600 01:34:44.010 --> 01:35:04.620 Chelsea King: I'm nothing else to add, I suppose at this, we don't have to make a decision at this moment in time, you know exactly what the agenda would be and I just honor you know what it's like to be as a single working mom with three teenagers and my home I relate to what you're sharing 601 01:35:06.330 --> 01:35:10.050 Chelsea King: And I couple that with just the value of 602 01:35:11.640 --> 01:35:20.700 Chelsea King: You know the importance of some of the work that comes out of the retreat. And so, you know, I just want to want you to know. Ginger, I heard you I empathize. 603 01:35:22.860 --> 01:35:39.210 Chelsea King: And and i don't so easily let go of the idea of, you know, a deeper dive into something like the phrase that we put into our district goal number one or the work we do as a board to grow our own leadership skills. So, you know, 604 01:35:40.710 --> 01:35:40.950 Chelsea King: Yeah. 605 01:35:43.590 --> 01:35:45.870 Regan Molatore: Well, figure out a way to to find balance. 606 01:35:47.820 --> 01:35:49.200 Regan Molatore: Give us some time to work on it. 607 01:35:50.610 --> 01:35:59.430 Regan Molatore: All right. That being said, then our next board meeting is, um, thank you guys all for working to get your availability, it will be 608 01:36:00.000 --> 01:36:15.240 Regan Molatore: July 13 at an odd time I'd say Special Board Meeting. It's at 12:30pm and because it is our first board meeting of after July one, we will 609 01:36:16.110 --> 01:36:33.720 Regan Molatore: First order of business will be electing the new chair and vice chair, and then we'll have just some our think we confirm our officers in our school district and then we will receive some additional information about opening schools for the fall 610 01:36:34.890 --> 01:36:35.160 Regan Molatore: So, 611 01:36:37.200 --> 01:36:40.860 Regan Molatore: That is it. Anything else anybody wants to add 612 01:36:42.390 --> 01:36:44.010 Chelsea King: I want to hear pig sound. 613 01:36:44.580 --> 01:36:45.180 Ah, 614 01:36:47.670 --> 01:36:53.100 Regan Molatore: I will adjourn, but we can get on here, the pigs town. How's that 615 01:36:53.310 --> 01:36:54.690 Chelsea King: sound smart baby chair. 616 01:36:54.750 --> 01:36:55.860 Closed 617 01:36:58.230 --> 01:36:59.970 Kathy Ludwig: Thank you, everybody. Have a great evening. 618 01:37:00.420 --> 01:37:01.080 Christy Thompson: Thank you. 619 01:37:02.280 --> 01:37:02.880 Chelsea King: Hi.