WEBVTT 1 00:00:00.060 --> 00:00:12.599 Regan Molatore: Now starting the recording. Okay. Perfect. Alright. So, welcome to this November meeting of the Westland Wilson Ville school board Kelly would you call roll please. 2 00:00:13.380 --> 00:00:15.990 Kelly Douglas: Secondly, regen Mela tracker. 3 00:00:16.710 --> 00:00:19.560 Kelly Douglas: Here Chelsea king here. 4 00:00:20.790 --> 00:00:21.750 Kelly Douglas: Done heights. 5 00:00:22.080 --> 00:00:24.930 Kelly Douglas: Here ginger fetch here. 6 00:00:25.410 --> 00:00:26.370 Kelly Douglas: Christie Thompson. 7 00:00:26.880 --> 00:00:28.470 Christy Thompson: Here. Thank you. 8 00:00:29.940 --> 00:00:44.310 Regan Molatore: All right. Right. And we will now move on to our district communications and this is when we get to hear from our high school representatives and so tonight. Michelle will be willing to start off 9 00:00:45.720 --> 00:00:46.290 Andrew Kilstrom: Sure. 10 00:00:50.430 --> 00:00:59.940 Michelle Quinn: Good evening school where members and Dr leftwich. My name is Michelle Quinn and I am a junior at arts and technology high school. I'm glad to be here tonight to update you on what's going on at our school 11 00:01:00.570 --> 00:01:06.570 Michelle Quinn: During the last week of quarter one classes teachers focused on supporting us to finish up our projects and get ready for assessments. 12 00:01:07.140 --> 00:01:16.140 Michelle Quinn: Throughout the week in our classes are teachers were meeting with individual students and zoom breakout rooms to provide extra help as well as getting parents involved and supporting their students. 13 00:01:17.520 --> 00:01:27.960 Michelle Quinn: Since it can. This can be a tough time for us all. All of our teachers have been talking with us about managing stress during the pandemic and helping students, keep on their graduation and career pathways. 14 00:01:29.190 --> 00:01:38.250 Michelle Quinn: In art class Jen service and takes time to connect with students individually and has been talking with students who are interested in art school about building portfolios of their work. 15 00:01:38.940 --> 00:01:48.510 Michelle Quinn: And off class, we had a project to create an individual stress management plan we made for realistic goals that we could actually accomplish about how to manage stress in our day to day lives. 16 00:01:48.960 --> 00:01:53.910 Michelle Quinn: But also asked us to identify a supportive person in our lives that we can stay connected to 17 00:01:54.510 --> 00:01:58.980 Michelle Quinn: Some of the common goals that people were made were to stay off of social media and filter out 18 00:01:59.370 --> 00:02:09.060 Michelle Quinn: The things that caused them stress as well as make better eating habits and have better sleeping habits. Awesome. A students mentioned that they would like to reduce the amount of toxic relationships that are in their lives. 19 00:02:09.660 --> 00:02:17.340 Michelle Quinn: Overall this project has been helpful for many students, including myself, since the pandemic has been stressful for me and my family as well as many others. 20 00:02:18.630 --> 00:02:23.850 Michelle Quinn: community meetings, organized by Katie. Katie have been a nice break for students and staff to come together. 21 00:02:24.300 --> 00:02:38.130 Michelle Quinn: The goal is to have fun and connect with others for playing games like charades taking people's and discussing the outcomes like what unethical preacher, would you want for a pet, and generally having fun together with the game of Name That Tune debuting next week. 22 00:02:39.150 --> 00:02:42.780 Michelle Quinn: We've watched Career Pathways talks with our first guest Jordan scoggins 23 00:02:43.290 --> 00:02:50.010 Michelle Quinn: There will be weekly guest speakers who will share the story of their career pathway and answer questions from students about their experiences. 24 00:02:50.700 --> 00:03:04.470 Michelle Quinn: Today, the parent and family group provided lunch for teachers because of grading Day, which was a great treat. Thank you, parents and families also for the school year is going very smoothly and I look forward to seeing you all again next month. Thank you. 25 00:03:09.690 --> 00:03:19.500 Regan Molatore: Thank you so much. Michelle and I your stress management plan techniques I think resonate with all of us, I think we could all use a little bit more of that in our lives. 26 00:03:20.610 --> 00:03:24.630 Regan Molatore: And up next welcome call Peters from Westland I school 27 00:03:26.250 --> 00:03:26.730 Cole Peters: Thank you. 28 00:03:29.190 --> 00:03:34.620 Cole Peters: Good evening. Dr. Ludwig and school board members, thank you for giving me some time to share what is going on at Westland 29 00:03:35.220 --> 00:03:39.900 Cole Peters: We just wrapped up challenging yet very successful first quarter of comprehensive distance learning 30 00:03:40.440 --> 00:03:48.930 Cole Peters: I think both students and staff learned a lot from quarter one that we will be able to apply to quarter to and students are looking forward to meeting our new teachers and starting on new classes tomorrow. 31 00:03:49.680 --> 00:03:59.310 Cole Peters: The week of October 19 was national team driver safety week we use social media to share information and statistics about teen driving and why it is so important to take safe driving seriously. 32 00:03:59.760 --> 00:04:05.850 Cole Peters: And many students committed to our safe driving pledge the final week of October was westlands Breast Cancer Awareness Week. 33 00:04:06.210 --> 00:04:13.350 Cole Peters: We educated and raised awareness with our students through social media, the entire week and we held a pink out drive through fundraiser. On the evening of the 28th. 34 00:04:13.830 --> 00:04:22.230 Cole Peters: We decorate our drive to area with pink lights and science and we gave custom pink tie masks healthy pink dog treats and pink cookies to students and families who drove through 35 00:04:22.740 --> 00:04:35.700 Cole Peters: We also had two amazing student bands perform live all of this was done masked glove in distance, of course, we were blown away by the support of in participation in the event and we raised 1800 $23 for Best friends. 36 00:04:36.780 --> 00:04:42.750 Cole Peters: Last Saturday are ASB officers attended the Oregon association of student councils virtual fall conference. 37 00:04:43.110 --> 00:04:51.510 Cole Peters: We had the opportunity to hear from an inspiring motivational speaker participate in ideas shares with ASP officers from other schools and even have a 10 minute dance party. 38 00:04:51.990 --> 00:05:01.140 Cole Peters: Being able to connect with other members of student government learn how they are succeeding and creating the school community and to share with them what has been successful for us was a valuable experience. 39 00:05:01.740 --> 00:05:05.790 Cole Peters: Our annual can food drive starts this Thursday and concludes on November 19 40 00:05:06.720 --> 00:05:10.380 Cole Peters: And because we can't have students bring packaged food to their fourth period classes this year. 41 00:05:10.770 --> 00:05:15.960 Cole Peters: Families will be able to drive up and drop their donations and receptacles behind the main building during the school day. 42 00:05:16.470 --> 00:05:25.080 Cole Peters: All of the food donations. We collect that week, we'll go to our partners, the Oregon city Elks who prepare and distribute food baskets in December to Clackamas county families in need. 43 00:05:25.650 --> 00:05:30.750 Cole Peters: We will also be collecting through donations. This Saturday at three different locations in Westland in our campaign. 44 00:05:31.170 --> 00:05:37.410 Cole Peters: And next Wednesday, November 18 will be our dollar day donation drive to benefit our partners at the Westland food pantry. 45 00:05:37.830 --> 00:05:49.860 Cole Peters: We're going to do everything we can to collect food and monetary donations on par with what we usually do, despite the current situation and we know we can depend on our communities generosity to help us do that. Thank you for listening. I will see you next month. 46 00:05:54.540 --> 00:05:57.360 Regan Molatore: Thank you call so much for that information. 47 00:05:58.980 --> 00:06:03.450 Regan Molatore: And next up we have from a single high school Kylie hadn't 48 00:06:05.190 --> 00:06:06.300 Kylie Hadden: Good evening, and happy. 49 00:06:06.300 --> 00:06:06.960 Regan Molatore: Monday. 50 00:06:07.140 --> 00:06:08.490 Kylie Hadden: July weekend school board. 51 00:06:08.790 --> 00:06:15.060 Kylie Hadden: Thank you for giving me another opportunity to tell you what's going on at multiple High School, lots of amazing things have been happening around school 52 00:06:15.900 --> 00:06:22.710 Kylie Hadden: I have spoke with a few students, one of them being senior asking asking her about how CBL was for her for Quarter one 53 00:06:23.220 --> 00:06:31.260 Kylie Hadden: She said, I personally really liked it. It gave me a lot of freedom to manage my time and we're done things throughout the day that I normally couldn't do well at school. 54 00:06:31.920 --> 00:06:44.160 Kylie Hadden: The only hard part with was participating in class conversations. Other challenges I've heard from other students is about asking teachers questions and how fast learning was but overall quarter one ended smoothly. 55 00:06:44.730 --> 00:06:53.700 Kylie Hadden: Are you but committee are starting to get the yearbook rolling. They started connecting with students on social media by posting about how students can turn in pictures and be part of the yearbook this year. 56 00:06:54.090 --> 00:07:00.300 Kylie Hadden: The editors have created the theme and the cover of the yearbook, but it's still a secret to the committee and the rest of the students 57 00:07:00.690 --> 00:07:10.110 Kylie Hadden: On October 19 we hosted our 2020 virtual club fair web and organized videos that were sent from the clubs to make a playlist on YouTube. 58 00:07:10.560 --> 00:07:15.660 Kylie Hadden: Those videos were premiered at lunch, but can still be watched. Whenever a student is interested 59 00:07:16.440 --> 00:07:24.390 Kylie Hadden: Volume five issue, one of the pop rent by the journalism and broadcasting classes, was released last Thursday online for the whole school to read 60 00:07:24.840 --> 00:07:36.180 Kylie Hadden: The articles written were about student life sports opinions arts and academics. One of my personal favorite topics reading the articles was about how students were doing with the DL. 61 00:07:37.020 --> 00:07:43.950 Kylie Hadden: Know from No. Never. What sorry from November 5 to the seventh that theater's production of trap was streamed online. 62 00:07:44.670 --> 00:07:55.170 Kylie Hadden: Theaters also still had concessions attendees who were watching the show online were able to order Snack Packs and pick them up at the high school before the showing each day. 63 00:07:55.860 --> 00:08:06.810 Kylie Hadden: Two weeks ago, our counselors hosted a college application week over zoom counselors were available on on zoom to help with completing college applications and filling out the Oregon problem. 64 00:08:07.260 --> 00:08:18.000 Kylie Hadden: Oregon promise application. Lastly, are my senior updates on Friday, October 30 there was a senior drive through to pick up senior T shirts, which I'm wearing right now. 65 00:08:18.750 --> 00:08:27.360 Kylie Hadden: And cap and gown packets. If you're interested, I created a segment on our nights of another nine 7007 our Show episode eight on YouTube. 66 00:08:28.080 --> 00:08:38.460 Kylie Hadden: On November 5 and six students return to the school to turn in orders for fundraising. A Luxe bakery fundraiser had begun for grad night and ended on October 30 67 00:08:39.000 --> 00:08:47.160 Kylie Hadden: The points of fundraiser. I mentioned last meeting also ended today. Thank you for your time and have a great night and I can't wait to see you all next month. 68 00:08:50.880 --> 00:09:00.810 Regan Molatore: Thank you. Kylie. And thank you, Kylie Michelle and cold so much for joining us this evening, and we look forward to hearing from you next month. Thank you. 69 00:09:10.020 --> 00:09:12.180 Regan Molatore: Fun. I like hearing from our students. 70 00:09:13.560 --> 00:09:22.380 Regan Molatore: All right, next up our, our, our board reports and Chelsea, do you mind if we begin Maciel 71 00:09:22.650 --> 00:09:25.170 Chelsea King: Yes. Hello, everybody. Good to see you all. 72 00:09:26.070 --> 00:09:28.440 Chelsea King: And the main updates to have our that I'm 73 00:09:28.920 --> 00:09:40.350 Chelsea King: That we as a board are working on the first round of the iterative feedback for the superintendent using the eight standards that octa gave us. And so, just a reminder 74 00:09:41.100 --> 00:09:52.620 Chelsea King: To be looking at that and, you know, choosing what kind of feedback. We want to give to our superintendent, so we can meet and in a couple weeks, I think, is it a couple weeks or is that next week on the 16th one week. Yeah. 75 00:09:53.760 --> 00:10:02.460 Chelsea King: So that's right around the corner and then I'm also working on getting the facilitator secured for our January work session. 76 00:10:03.180 --> 00:10:14.040 Chelsea King: Where we're going to have a dialogue about what disrupting systems of racism means to us. So you can check your inbox and if you haven't replied yet give me your feedback about 77 00:10:14.700 --> 00:10:26.010 Chelsea King: The facilitator and yeah I think just the students illustrated really well that school is happening teachers are teaching students are learning co curricular activities are happening. 78 00:10:26.400 --> 00:10:36.360 Chelsea King: It doesn't look like what it's look like in the past. It doesn't look like what its gonna look like in the future. And here we are. I know on my own family kind of maybe 79 00:10:36.780 --> 00:10:50.700 Chelsea King: Dare I say establishing a bit of a routine or hitting our stride, even though, you know, it remains challenging. And so that's just like you said, share molterer nice to hear from the students about how they're embracing, what is their reality. 80 00:10:51.840 --> 00:11:05.370 Chelsea King: And yeah, oh yeah, and I read all the emails I don't reply to all of them. We have a system for replies to come back at our public but but I do read them and we're getting a lot of them. 81 00:11:09.960 --> 00:11:11.100 Regan Molatore: Thank you Chelsea. 82 00:11:11.430 --> 00:11:12.360 Regan Molatore: And ginger. 83 00:11:13.500 --> 00:11:30.240 Ginger Fitch: Thanks. In a minute, I'll have Mr. Nelson put a document up on the screen, but I've been participating and the Long Range Planning Committee. We had a couple meetings and also I participated 84 00:11:31.320 --> 00:11:38.940 Ginger Fitch: Participated I listened in on a conversation with our legal counsel about the new 85 00:11:40.860 --> 00:11:43.170 Ginger Fitch: policy that will be discussing later tonight. 86 00:11:44.580 --> 00:11:46.320 Ginger Fitch: With the district staff. 87 00:11:47.520 --> 00:11:56.490 Ginger Fitch: I'm going to turn to this, we had a commitment. Number three, which was provide guidance and clarity about the bond oversight role. 88 00:11:57.810 --> 00:12:11.700 Ginger Fitch: And then that, of course, was pursuant to our district goal for to be responsive to the community and financial planning in terms of financial stability and sustainability. 89 00:12:13.320 --> 00:12:18.000 Ginger Fitch: The Long Range Planning Committee also serves as bond oversight and 90 00:12:19.410 --> 00:12:25.980 Ginger Fitch: These are some ideas I have for my fellow board members about providing that guidance and clarity. I did work with 91 00:12:27.180 --> 00:12:28.980 Ginger Fitch: Mr. McAfee on this as well. 92 00:12:30.540 --> 00:12:45.660 Ginger Fitch: So to start out with talking about what, what is the overall purpose of the bond oversight aspect of the Long Range Planning Committee, and that would be to serve as a conduit of information. 93 00:12:47.250 --> 00:12:59.940 Ginger Fitch: Between the community, the board and the board and the community on matters of financial accountability regarding the bond, the spirit and obligations of the bond projects themselves, which are listed 94 00:13:01.230 --> 00:13:13.380 Ginger Fitch: In the bond and and in our long range capital plan feedback and about the implementation of each project and then the execution. 95 00:13:14.730 --> 00:13:30.540 Ginger Fitch: And then to their particular role of providing review and presentation of quarterly reports to the board and the content to be the financial aspects, the accomplishments and execution barriers. 96 00:13:31.680 --> 00:13:39.540 Ginger Fitch: For those things that were to be done in that quarter and then look forward for the next quarter of anticipated activities. 97 00:13:40.500 --> 00:14:02.100 Ginger Fitch: And then specifically to advance the idea that individual members could become experts on a particular project to see it to know in depth about it and to be communicator. So for instance, if it was one where the Stafford Hamlet Association had some 98 00:14:03.480 --> 00:14:17.910 Ginger Fitch: Concerns that there would be some conversation that they might be attending maybe something with the Stafford Hamlet hearing what the hamlet had to say, bringing that back to their meetings and then also sharing information with the Stafford Hamlet, for example. 99 00:14:19.170 --> 00:14:22.230 Ginger Fitch: And then finally, one more. 100 00:14:23.340 --> 00:14:24.990 Ginger Fitch: Oh what it isn't. 101 00:14:26.340 --> 00:14:48.090 Ginger Fitch: The bond oversight role isn't administering the bond. That's the role of the school district staff, but it does permit the idea that the staff might bring specific proposal design proposals to the committee and receive feedback. Then from a community perspective. 102 00:14:50.130 --> 00:15:05.250 Ginger Fitch: But it doesn't the role of the committee members isn't to approve designs or to make designs, but to provide that feedback when asked that's more the only limiting 103 00:15:06.090 --> 00:15:13.920 Ginger Fitch: Statement. So those are some I'm looking for if that's the kind of thing that this board would think would be helpful to share with the 104 00:15:15.000 --> 00:15:21.120 Ginger Fitch: Committee, I, I would indicate that in my two meetings of listening. 105 00:15:22.890 --> 00:15:27.660 Ginger Fitch: That they could use some guidance and some understanding about 106 00:15:30.300 --> 00:15:39.750 Ginger Fitch: The boundaries of their role and our expectations of what we're looking for from them. And this, in particular, to the bond oversight. 107 00:15:40.830 --> 00:15:42.120 Ginger Fitch: That's all, thank you. Curtis. 108 00:15:46.920 --> 00:15:51.180 Regan Molatore: Thank you, Ginger, and what we can do is this is really helpful to present to us now because 109 00:15:51.660 --> 00:16:04.410 Regan Molatore: I'm in next week's work session, then we can read, it's on there as a topic where then we can revisit it and give you that feedback as well as revisit the work we did prep prayer and have a kind of a 110 00:16:04.470 --> 00:16:05.280 Ginger Fitch: Cohesive 111 00:16:05.310 --> 00:16:06.240 Regan Molatore: Plan of Action. 112 00:16:06.630 --> 00:16:07.800 Regan Molatore: That work. Okay. 113 00:16:09.060 --> 00:16:12.000 Regan Molatore: Thank you everyone and Dylan. 114 00:16:14.850 --> 00:16:15.990 Dylan Hydes: Good evening, everybody. 115 00:16:16.890 --> 00:16:28.770 Dylan Hydes: Since last time we were together I the chance to attend a collector school back to town or back the town hall. So I want to thank Brittany Colton for inviting me to take part in that. I believe 116 00:16:29.490 --> 00:16:44.220 Dylan Hydes: Dr. Thompson was also had a chance to sit in on that with us and we just valuable we've read so many emails each day about returning to school. It is helpful to actually hear people talk about it and just the way that it affects each family is so unique to everyone circumstances. 117 00:16:45.660 --> 00:16:56.400 Dylan Hydes: I had a chance to check in with facilities. I know notices without a few weeks ago about use of pesticides in our district. And so it was important for me to to 118 00:16:57.030 --> 00:17:03.990 Dylan Hydes: Understand what's happening. And I want to thank pat McGrath for helping to take time to help me understand what's happening. I can share if he was happening. 119 00:17:04.410 --> 00:17:15.630 Dylan Hydes: I was under the mistaken impression that our district was only using round up in places that we couldn't access with tools. So like along fence lines long curves along sidewalks. 120 00:17:16.080 --> 00:17:24.600 Dylan Hydes: And what I discovered is that we are still using roundup in planter beds. And the reason for that, as explained to me was that if we don't use round up 121 00:17:25.590 --> 00:17:37.860 Dylan Hydes: The invasive species will choke out the native species. And currently, we're using ground up in all of our schools, except Trillium and the reason why Trillium gets to escape the use of Roundup is that they have a very active parent group. 122 00:17:38.250 --> 00:17:47.370 Dylan Hydes: That has followed through with their commitment to come and pull weeds and so it's been conveyed to me and I'll convey to the community is that this is possible at every school 123 00:17:48.030 --> 00:17:51.900 Dylan Hydes: If parents are concerned citizens don't wish for roundup to be used. 124 00:17:52.590 --> 00:18:06.900 Dylan Hydes: They are encouraged to reach out to that school principal and see about pulling weeds and so that that's one option for people who who are able to do that please feel free to reach out to the principles and do that. And also we talked before about 125 00:18:08.070 --> 00:18:11.100 Dylan Hydes: Fence guard, which is a product that goes under fences in the community. 126 00:18:11.460 --> 00:18:15.660 Dylan Hydes: And last time we discussed this almost a year ago, the plan that was shared with with the board. 127 00:18:15.870 --> 00:18:23.520 Dylan Hydes: Was at the district would be using would be the goal that about 20% of the district per year where we would apply the fence card product under the fence. 128 00:18:23.760 --> 00:18:29.490 Dylan Hydes: And the reason the game on at a staggered is because this is a pretty huge project. And this has, it has a shelf life. 129 00:18:29.790 --> 00:18:38.250 Dylan Hydes: And so if you do it all at once. It's a huge ass. But it also means having to replace it all the ones which is also a huge cost. So the goal is to 20% per year to keep it staggered 130 00:18:38.760 --> 00:18:43.710 Dylan Hydes: And I was the goal was to get it done this summer. That didn't happen because 131 00:18:44.010 --> 00:18:48.540 Dylan Hydes: The facilities department was being pulled a lot of different directions. So address coded needs inside the schools. 132 00:18:48.810 --> 00:18:57.120 Dylan Hydes: And so I confirmed with Mr. McGOUGH that in order for almost a half a mile offense carb is placed on October 23 and that should be writing in early December. 133 00:18:57.570 --> 00:19:08.940 Dylan Hydes: We're installation can begin shortly thereafter. So that's where we are the pesticide use. If you have any questions, feel free to reach out to me or the district office. And then lastly, I just wanted to note that 134 00:19:10.530 --> 00:19:19.170 Dylan Hydes: From my own perspective, comprehensive distance learning is getting better. My kids are adjusting. And I do want to say the support of the teachers. 135 00:19:19.770 --> 00:19:27.630 Dylan Hydes: And administrators has been really just excellent so I know everyone's situation is different, but it's nice to see that. 136 00:19:27.990 --> 00:19:37.890 Dylan Hydes: Kids are adjusting and at least my kids are doing quite well with at night. I know that's not the situation for everybody, but I just want to acknowledge that a lot of people working hard and a lot of kids are doing well. So thanks. 137 00:19:42.060 --> 00:19:45.120 Regan Molatore: Thank you. Dylan and Christy 138 00:19:45.690 --> 00:19:46.920 Christy Thompson: Thank you. Good evening. 139 00:19:48.570 --> 00:20:03.720 Christy Thompson: Myself, along with I think most of the board attended the OSB a implicit bias training with Brian marks and a three hour training. And so that was back on October night and then 140 00:20:04.470 --> 00:20:12.150 Christy Thompson: The next day I attended or listened in and to Courtney near on hit a town hall and with Colt Gill. 141 00:20:12.750 --> 00:20:21.870 Christy Thompson: And it focused on the reopening of schools and just the opportunity for citizens to ask questions. So I listened in on that and then from that developed 142 00:20:22.200 --> 00:20:33.660 Christy Thompson: And Courtney and I are having a converse at her asking if we could talk that next Sunday. So we had a conversation on Sunday, just to further discuss opening of schools and 143 00:20:35.010 --> 00:20:44.490 Christy Thompson: Excuse me. I also took part or listened in on two different OSPF webinars. One was addressing political speech in schools, which obviously with our 144 00:20:45.300 --> 00:20:57.420 Christy Thompson: election cycle just happening. That was pretty pertinent to what was happening in our school so I listened in on that as well as the legislative update, which was given the following day, and 145 00:20:58.590 --> 00:21:08.370 Christy Thompson: wasn't able to listen to all of it. But listen to some of the presentation that was given on the are the kind of the next update to the community for our new Dollar Street. 146 00:21:09.360 --> 00:21:15.630 Christy Thompson: School and and just continue to see kind of the fun stuff that's happening at that site. 147 00:21:16.020 --> 00:21:21.990 Christy Thompson: And also, along with the director hides was part of that listening session that collective school offered 148 00:21:22.350 --> 00:21:34.800 Christy Thompson: And just appreciated hearing different voices, especially as I know we all do the student voice. And there was a student who talked for quite a long time just expressing and describing her 149 00:21:35.970 --> 00:21:47.400 Christy Thompson: Her experience. And then as I know many of our all of us have been doing and just meeting and talking with parents over text over the phone over emails and 150 00:21:47.850 --> 00:22:03.420 Christy Thompson: Mostly about the reopening of schools. So just clarifying answering questions meeting with parents, helping them understand metrics that sort of thing. So what we've all been doing and reading lots of emails. So thank you. 151 00:22:07.530 --> 00:22:08.520 Regan Molatore: Thank you. Christy 152 00:22:09.090 --> 00:22:20.880 Regan Molatore: And I from my board report. Just something to bring before the Board has to do with our learning the school work plans. We've done that. 153 00:22:21.510 --> 00:22:27.540 Regan Molatore: Every year, and usually we begin that work in October and we try to conclude it by the first of the year. 154 00:22:27.840 --> 00:22:36.540 Regan Molatore: And that's our opportunity we've divided the schools in our district amongst ourselves and then have an opportunity in the in the past two years. 155 00:22:37.410 --> 00:22:46.080 Regan Molatore: We went to those schools on site we engaged in a learning walk. And then we had opportunity to sit down and talk with administrators about what their plans. 156 00:22:46.380 --> 00:23:07.680 Regan Molatore: Work plans for their schools were for that year. Unfortunately, this year, the learning walk isn't possible. But what we can do is have those same discussions via zoom and, you know, there's two different options and you don't need to elect your how you want to go about doing it just yet. 157 00:23:08.880 --> 00:23:20.430 Regan Molatore: But and you we can we can divide the schools amongst ourselves and Option one is you could have your administrators from all three or four of your schools. 158 00:23:20.820 --> 00:23:28.080 Regan Molatore: I get on a zoom call with you at the same time. And then they can kind of walk through their, their work plans and you can ask a few questions. 159 00:23:28.560 --> 00:23:38.820 Regan Molatore: Likely if you have all three or four administrative teams on a zoom call with you. He won't have maybe the opportunity to go in in depth, like you would on a one on one. 160 00:23:39.240 --> 00:23:49.500 Regan Molatore: And but you also do have the option to then have three or four separate zoom meetings with those administrators and and then have those conversations and 161 00:23:50.100 --> 00:23:58.020 Regan Molatore: My wondering for the board tonight is last year. Most of the work plans we learned about we're on kind of 162 00:23:58.560 --> 00:24:12.420 Regan Molatore: Two year work plans and so my wondering is, to what extent would we like to switch up our schools or would it be more beneficial to stay with the schools that we had last year. 163 00:24:12.870 --> 00:24:24.720 Regan Molatore: And just go into that deep deeper dive on to see you know what what worked really well during their first year and then what are they going to fine tune or are they fine tuning this year as they're 164 00:24:27.000 --> 00:24:36.540 Regan Molatore: Teaching and Learning. So just kind of by like thumbs up your who who would who's okay if we stay with the schools. We went with last year. 165 00:24:39.120 --> 00:24:40.980 Regan Molatore: And then, who would like to switch schools on 166 00:24:43.860 --> 00:24:52.560 Regan Molatore: Well, this will work well because we can just have Chelsea until it flip flop schools and the rest of us can and everyone wins, but OK. 167 00:24:52.920 --> 00:25:03.720 Regan Molatore: So we might I'll work on on that and get back to you some variation of that. And, but, and then we'll begin that work. And again, we might try and maybe by the end of January, you know, 168 00:25:04.440 --> 00:25:13.830 Regan Molatore: Conclude that works. It just more more information and organization about how we do this will come out by email. So thank you guys. And then the second. Oh, Christy 169 00:25:16.410 --> 00:25:28.530 Christy Thompson: Were you going to address the weather we do the zoom altogether or the is what I was gonna say, I would be happy to leave that up to what the administration wants from each of the schools and I'm happy. 170 00:25:28.950 --> 00:25:30.210 Christy Thompson: With that, and let them. 171 00:25:30.240 --> 00:25:31.770 Regan Molatore: Know what's gonna yeah 172 00:25:32.130 --> 00:25:32.820 Regan Molatore: Sorry, I'm talking 173 00:25:33.510 --> 00:25:40.560 Regan Molatore: Yeah, that was the idea is, those are kind of your options and then once you get your assigned schools. You guys, you can work with. 174 00:25:41.760 --> 00:25:55.260 Regan Molatore: Kelly, Dr. Ludwig your administration team defined what's going to work best for you. We don't all have to do the same thing. And so there's flexibility in that regard. So, but I once we get our schools assigned, then you can get into that. So, 175 00:25:56.520 --> 00:26:01.590 Regan Molatore: All right, and then just. The second thing I wanted to talk about is just 176 00:26:02.130 --> 00:26:09.990 Regan Molatore: Um, you know, I've received a responded to a large number of comments in the past couple weeks that have come to the school board. 177 00:26:10.260 --> 00:26:24.780 Regan Molatore: And I just wanted an opportunity to share with you kind of what those general sentiments are that I've, I've been receiving as well as what I've shared back with our community. I have noticed, I mean the bulk of information or 178 00:26:26.430 --> 00:26:35.730 Regan Molatore: Communications we've received event about in person learning and wondering you know when and how fast we can return our students in person learning 179 00:26:36.150 --> 00:26:50.100 Regan Molatore: And I have noticed a shift in the request and that seems to increasingly demonstrate and understanding that you're currently our board does not have the local decision making power over returning to students to in person learning 180 00:26:50.640 --> 00:27:00.330 Regan Molatore: I've also seen kind of increased understanding that our district can return students to school months metrics are met. 181 00:27:01.320 --> 00:27:01.860 And 182 00:27:02.880 --> 00:27:10.620 Regan Molatore: I just kind of wanted to reiterate here that I I have been in communication with with families that our schools are currently 183 00:27:10.620 --> 00:27:11.430 Regan Molatore: Preparing 184 00:27:11.490 --> 00:27:14.070 Regan Molatore: For returning students to in person learning 185 00:27:15.690 --> 00:27:17.580 Regan Molatore: This isn't an agenda item. 186 00:27:17.610 --> 00:27:19.140 Regan Molatore: Tonight, as there 187 00:27:19.470 --> 00:27:22.770 Regan Molatore: Is no additional action pending before this board. 188 00:27:22.830 --> 00:27:24.390 Regan Molatore: That needs to 189 00:27:24.600 --> 00:27:26.700 Regan Molatore: Happen in order for students to 190 00:27:26.700 --> 00:27:27.990 Regan Molatore: Return to school. 191 00:27:28.050 --> 00:27:34.620 Regan Molatore: Once health metrics are met this board has approved all documents required by the state. 192 00:27:35.010 --> 00:27:36.480 Regan Molatore: Currently for safe. 193 00:27:36.480 --> 00:27:38.730 Regan Molatore: And healthy schools are saving all the schools. 194 00:27:38.790 --> 00:27:42.780 Regan Molatore: Blueprint and our district has been taking active steps. 195 00:27:42.810 --> 00:27:44.790 Regan Molatore: Towards returning to 196 00:27:45.330 --> 00:27:46.890 Regan Molatore: Students into our schools. 197 00:27:47.280 --> 00:27:49.140 Regan Molatore: And it at the high school level has 198 00:27:49.170 --> 00:27:54.000 Regan Molatore: Opened for small cohorts to engage in co curricular activities. 199 00:27:54.630 --> 00:27:56.250 Regan Molatore: And the district has 200 00:27:56.880 --> 00:28:01.380 Regan Molatore: The District is looking to next open some co curricular small cohort. 201 00:28:01.380 --> 00:28:02.820 Regan Molatore: Activities at our middle school. 202 00:28:02.820 --> 00:28:04.050 Regan Molatore: Level since we've been able to 203 00:28:04.050 --> 00:28:05.220 Andrew Kilstrom: Successfully do so. 204 00:28:05.280 --> 00:28:06.210 Regan Molatore: At our high school 205 00:28:06.510 --> 00:28:07.680 Regan Molatore: Level to date. 206 00:28:08.250 --> 00:28:09.870 Regan Molatore: And the district has been 207 00:28:09.900 --> 00:28:11.730 Andrew Kilstrom: Able to bring some students onto campus. 208 00:28:11.730 --> 00:28:17.310 Regan Molatore: For limited instructional time and it is and has been actively 209 00:28:17.310 --> 00:28:19.740 Regan Molatore: preparing our primary schools. 210 00:28:19.770 --> 00:28:20.370 Regan Molatore: Originally 211 00:28:20.670 --> 00:28:21.690 Andrew Kilstrom: At a K through third 212 00:28:21.690 --> 00:28:22.200 Regan Molatore: Grade 213 00:28:22.440 --> 00:28:23.760 Andrew Kilstrom: Level for students to 214 00:28:23.760 --> 00:28:25.560 Regan Molatore: Return. But in light of the new 215 00:28:25.620 --> 00:28:26.640 Regan Molatore: Health metrics. 216 00:28:27.000 --> 00:28:29.550 Regan Molatore: And it's now a K through five. 217 00:28:29.610 --> 00:28:31.560 Regan Molatore: Preparation and our primary schools. 218 00:28:31.890 --> 00:28:33.900 Andrew Kilstrom: Because those health metrics are now. 219 00:28:34.230 --> 00:28:37.020 Regan Molatore: Even more achievable and those will be our students who 220 00:28:37.290 --> 00:28:38.130 Regan Molatore: Currently can 221 00:28:38.160 --> 00:28:39.990 Andrew Kilstrom: Can go back to school before 222 00:28:40.500 --> 00:28:44.280 Regan Molatore: The others, and I just as we take each of these steps. 223 00:28:44.610 --> 00:28:45.510 Andrew Kilstrom: We are 224 00:28:45.600 --> 00:28:47.340 Andrew Kilstrom: We've been able to do so safely, which is 225 00:28:47.340 --> 00:28:48.360 Regan Molatore: very encouraging. 226 00:28:48.900 --> 00:28:50.160 Regan Molatore: And yet in 227 00:28:50.190 --> 00:28:52.770 Regan Molatore: Many of my letters I did find myself reiterating 228 00:28:52.800 --> 00:28:56.700 Regan Molatore: That we will not return to in person learning 229 00:28:56.880 --> 00:28:59.190 Regan Molatore: Unless and until the health metrics. 230 00:28:59.220 --> 00:28:59.940 Regan Molatore: are met. 231 00:29:00.840 --> 00:29:01.890 Regan Molatore: So it just 232 00:29:01.950 --> 00:29:03.090 Regan Molatore: Wanted to share that 233 00:29:04.470 --> 00:29:07.590 Regan Molatore: Again for our community to hear, as well as for 234 00:29:08.340 --> 00:29:10.440 Regan Molatore: My peers to know what I'm communicating 235 00:29:10.470 --> 00:29:11.280 Andrew Kilstrom: On their behalf. 236 00:29:12.660 --> 00:29:14.400 With that Dr. Ludwig 237 00:29:25.620 --> 00:29:28.590 Kathy Ludwig: Curtis. It's not letting me share my screen. 238 00:29:29.820 --> 00:29:30.120 So, 239 00:29:31.770 --> 00:29:34.800 Kathy Ludwig: This is only host. Oh, I gotta change it up panelists. 240 00:29:40.140 --> 00:29:40.530 Kathy Ludwig: Here we go. 241 00:29:46.440 --> 00:29:50.040 Kathy Ludwig: All right. Thank you very much. Chairman Latour 242 00:29:52.830 --> 00:30:06.810 Kathy Ludwig: Much of my report will be a review that you so beautifully gave to the community. Maybe it doesn't hurt to repeat it again in case someone missed your summary. But this is what parents could access on the 243 00:30:07.860 --> 00:30:25.080 Kathy Ludwig: Oregon Department of Education website regarding the new health metrics that came out on October 30 so we're looking at that top row because we have a large county Clackamas County. And so our metrics are that pertain to us are in that top row. 244 00:30:26.910 --> 00:30:34.080 Kathy Ludwig: In order for us to be fully all together on site. We do need to have a less than 50 per hundred thousand 245 00:30:35.070 --> 00:30:46.170 Kathy Ludwig: What we were looking at just a couple weeks ago, hoping that we would have a downward trend was getting to some on site starting k five with a phase in 246 00:30:46.950 --> 00:31:00.720 Kathy Ludwig: But as we know, right after the metrics came out our new rate bumped right up to 111.2 400,000 which put us into the orange or this called transition phase. If we had already been 247 00:31:01.200 --> 00:31:09.840 Kathy Ludwig: Learning on campus with our students. We actually would have been asked to start transitioning back to comprehensive distance learning, since we hadn't started yet. 248 00:31:10.650 --> 00:31:22.680 Kathy Ludwig: It's not an area in which we're allowed to start. And so we're in this waiting area around hoping that our health metrics do begin a downward trend and we can open 249 00:31:23.160 --> 00:31:46.530 Kathy Ludwig: We did learn today that unfortunately we're up to 195 for 100,000 so this is likely because of holidays and some social gatherings. We also learned today that the got the governor included Clackamas County is one of the nine counties. Now for what's called a pause. 250 00:31:48.390 --> 00:31:51.930 Kathy Ludwig: In in some of the opening regulations. 251 00:31:53.070 --> 00:32:01.470 Kathy Ludwig: So our county along with eight others are in what's called a two week pause this mostly affects businesses restaurants. 252 00:32:01.980 --> 00:32:10.410 Kathy Ludwig: Workplaces again to consider having folks work at home, and especially indoor activities with limited numbers of people again. 253 00:32:10.920 --> 00:32:20.580 Kathy Ludwig: And a real caution around social gatherings, especially as we go into the holidays. So again, I would reiterate, as all of our board members have that 254 00:32:21.450 --> 00:32:30.510 Kathy Ludwig: We absolutely want to open school as soon as we safely. Can it does take collective effort. It does take all of our community members. 255 00:32:31.320 --> 00:32:42.150 Kathy Ludwig: Being as safe as possible so that we can get those numbers down and we can have children back in school in person. So this is what that table looks like. Again, it's accessible on 256 00:32:43.620 --> 00:32:45.030 Kathy Ludwig: The O D website. 257 00:32:46.260 --> 00:32:47.970 Kathy Ludwig: If you're not able to find that 258 00:32:49.050 --> 00:32:53.370 Kathy Ludwig: Feel free to call Kelly Douglas and we can help link you to that as a parent. 259 00:32:55.470 --> 00:33:13.710 Kathy Ludwig: Also as your monitor mentioned, we are having students on campus where we are allowed to these are under different health metrics limited in person instruction has a very different health metric criteria is approved by Oh ha and O. D. It just requires that cohorts. 260 00:33:15.420 --> 00:33:26.070 Kathy Ludwig: That are together not have any cold case, and if so, then we need to follow the processes and procedures for that. It's very site based and cohort based 261 00:33:26.490 --> 00:33:36.690 Kathy Ludwig: And we started that back the end of September, and we have been increasingly and carefully scaling that across our schools and with more and more students each week. 262 00:33:38.160 --> 00:33:48.780 Kathy Ludwig: And it's your monitor mentioned also we had been open to on campus co curricular for high school and we're going to begin to scale that to middle school for some cross country conditioning and training. 263 00:33:49.380 --> 00:34:00.720 Kathy Ludwig: And then expanding at some point to band and choir very safely. We're looking now at how we can move from outdoors to indoors and again keeping students spread apart. 264 00:34:02.490 --> 00:34:19.770 Kathy Ludwig: And safe always with our processes and protocols and then again we are looking to when we can meet the metric. And this will be the first group will be allowed to be a k five phase in start, we are looking at preparing our sites we've done a lot of progress on that, including 265 00:34:20.790 --> 00:34:26.100 Kathy Ludwig: spray painting areas of sidewalk for walking and there's just a lot of 266 00:34:27.330 --> 00:34:36.690 Kathy Ludwig: Moving a furniture safely, considering that isolation rooms, but we've got things moved to a place where we believe now that when we meet the metrics. 267 00:34:36.960 --> 00:34:53.640 Kathy Ludwig: We will be in that 14 day transition phase, about two weeks, and we'll have kids in the building and that two weeks is era is about leaving those last minute details that we can only lead to last minute the training of staff, the practice run and simulation of protocols. 268 00:34:55.110 --> 00:35:07.020 Kathy Ludwig: The connecting with families about their intentions. The setting of bus routes. There are those factors that just wait until the last couple weeks we also did not hire back a number of temporary staff. This year they're 269 00:35:07.470 --> 00:35:13.860 Kathy Ludwig: Either on wait on hold. We didn't need a number of them for CDs, but we would need them for hybrid 270 00:35:14.250 --> 00:35:21.840 Kathy Ludwig: And so that would also wait until those two weeks, let me know for absolutely sure we need those additional staff and on our payrolls 271 00:35:22.740 --> 00:35:32.190 Kathy Ludwig: So we're at that place now where we believe we've got everything prepared that we can. And we're just waiting for that two week window for when we meet the health metrics. 272 00:35:35.880 --> 00:35:49.890 Kathy Ludwig: I want to give you an update on enrollment and it's really important for board members to remember and anyone listening or watching this recording that enrollment this year will be unusual. 273 00:35:51.090 --> 00:35:59.940 Kathy Ludwig: This is not a typical year and I would just also caution any assumption of enrollment as connected to 274 00:36:00.690 --> 00:36:14.220 Kathy Ludwig: Is something happening to the livability of our cities or interest in our district, actually, quite the contrary. We're still hearing that as soon as people move out other people are moving in and houses are still selling quickly. 275 00:36:15.420 --> 00:36:28.500 Kathy Ludwig: What this is a reflection of his family's making choices for their children around coven and what they intend to do this year that would help their family and their circumstance. 276 00:36:30.090 --> 00:36:41.640 Kathy Ludwig: So we are down in enrollment for this year compared to last year. This is not untypical of what other public school districts are experiencing across Oregon. 277 00:36:42.090 --> 00:36:50.400 Kathy Ludwig: In fact, our percentage is very comparable to our neighboring school districts in Clackamas County we talk to each other and 278 00:36:51.360 --> 00:37:05.460 Kathy Ludwig: Compare the trends and where we're seeing reduced enrollment. What I will share with you is that most of our reduced enrollment. The large portion of it is in our primary schools. 279 00:37:07.680 --> 00:37:21.840 Kathy Ludwig: And just going to slide it. I hope you all can see the chart pretty well. So you'll see that our primary schools have about 3705 students this year that is down. 280 00:37:23.700 --> 00:37:25.290 Kathy Ludwig: From last year. 281 00:37:27.270 --> 00:37:31.260 Kathy Ludwig: By about 400 450 282 00:37:32.880 --> 00:37:35.490 Kathy Ludwig: So that's what we're seeing are our largest decrease 283 00:37:37.110 --> 00:37:42.540 Kathy Ludwig: Our middle schools. Interestingly, are only down about 20 students 284 00:37:45.780 --> 00:37:49.080 Kathy Ludwig: And our high school is actually up 285 00:37:51.030 --> 00:37:53.550 Kathy Ludwig: About 20 or 30 286 00:37:54.660 --> 00:37:55.530 Kathy Ludwig: Students 287 00:38:00.480 --> 00:38:07.410 Kathy Ludwig: Actually, I'm going to correct that our middle school is down 50 and our high school is up about 23 students 288 00:38:08.550 --> 00:38:12.270 Kathy Ludwig: And our primary are down about 430 289 00:38:13.950 --> 00:38:20.400 Kathy Ludwig: We're seeing a large group of that in our kindergarten. And I think that's where we're seeing families who maybe 290 00:38:20.760 --> 00:38:32.370 Kathy Ludwig: Have an option of keeping their children in a child care facility which is allowed to stay open and in person, especially if the child care facility extends through kindergarten, which a number of our 291 00:38:33.480 --> 00:38:40.560 Kathy Ludwig: Local child care facilities do take up to kindergarten and first grade children. So we did have family say they were going to keep their children. 292 00:38:42.330 --> 00:38:48.390 Kathy Ludwig: And their child care facility. We had a number of families of young children tell us they were going to homeschool 293 00:38:49.020 --> 00:38:56.820 Kathy Ludwig: So that they could control for the pace and the content for their very young children. We did have some families who 294 00:38:57.540 --> 00:39:10.380 Kathy Ludwig: Decided to go to a virtual charter school. Some of this happened before we established our own online program, some of it happened. Regardless, and reasons ranged from 295 00:39:11.340 --> 00:39:28.410 Kathy Ludwig: I know a group of families were going to become a learning pod, or I think I'd rather go to program that's already well established for many years, and I know the district is launching this one in their first year. So there was just some wonder about that. 296 00:39:29.490 --> 00:39:35.460 Kathy Ludwig: But again, most of these enrollments that we're finding our in our youngest grades. 297 00:39:37.980 --> 00:39:46.530 Kathy Ludwig: What we've heard when we started the one the new health metrics came out, we started getting a few phone calls from families, saying, as soon as you 298 00:39:47.100 --> 00:39:56.790 Kathy Ludwig: Open for hybrid we're coming back. So we do have a sense from a number of families that this may not even be a year decision, but it may just be 299 00:39:57.180 --> 00:40:05.340 Kathy Ludwig: A decision for a while we're in CDs and then once we returned to hybrid families who are either homeschooling or maybe at a private school 300 00:40:05.730 --> 00:40:24.420 Kathy Ludwig: And some private schools have opened to impersonal learning that they may return back many of the families who are enrolled would enter their email with will see you next year. This is really something we're just doing for the year because of what it how it meets the needs of our family. 301 00:40:25.470 --> 00:40:36.660 Kathy Ludwig: And our response has always been, you know, will miss you. If there is anything we can do on this end to keep you, you know, please let us know. But in the end of this is a pandemic and families have a number of 302 00:40:37.170 --> 00:40:47.880 Kathy Ludwig: Complexities rather it's whether it's economics or their own job or who's caring for their children while they're working and we want families to to be where it makes sense for them to be this year. 303 00:40:54.120 --> 00:41:05.880 Kathy Ludwig: Next week, next month. I will come with a report if you recall in the spring occasion, there'd be times, we'd say how our students doing with distance learning and we'd like to 304 00:41:07.050 --> 00:41:13.680 Kathy Ludwig: Present next month, also with and how our students doing we've wrapped up quarter one. We're in quarter to 305 00:41:14.670 --> 00:41:22.200 Kathy Ludwig: It'll be an opportunity for for us to share with you what we're noticing about in attendance. What we're able to share with you about engagement of students. 306 00:41:22.770 --> 00:41:36.750 Kathy Ludwig: Some examples. And then what does it mean to have meaningful participation, how the students explained us where they feel they can meaningfully participate and tools that our teachers are creatively using to engage students 307 00:41:38.280 --> 00:41:45.600 Kathy Ludwig: Any data that we have at that time that we can share with you around students who are on track will provide at that time. 308 00:41:49.890 --> 00:41:59.280 Kathy Ludwig: And then, just lastly you saw the announcement that went out last week we have shifted to a new meal service system that we believe will now sustain us through the year. 309 00:42:00.030 --> 00:42:08.070 Kathy Ludwig: We're going to have families who are going to be in the online program all year families who might choose CDs from time to time depending on what's going on for their family or their choice. 310 00:42:08.610 --> 00:42:17.100 Kathy Ludwig: And then students when we shift to hybrid who will be eating at school. So we need to create a system that will allow for all three of those options. 311 00:42:17.760 --> 00:42:26.940 Kathy Ludwig: While we maintain this the same level of staff and we want to make sure that we're strategic with our meal delivery reduce 312 00:42:27.600 --> 00:42:38.970 Kathy Ludwig: Waste and really be as convenient as possible for families. So this plan is to use our bus system and deliver a week's worth of meals to a family once a week. 313 00:42:39.840 --> 00:42:49.830 Kathy Ludwig: they'll receive their five breakfast five lunches per, per child and each family will get their day of the week and their time when that delivery will happen, they'll be a little transition time 314 00:42:50.490 --> 00:42:58.890 Kathy Ludwig: But we're really confident that this will be a system that then will allow us to also when we return to hybrid continue back with onsite meals. 315 00:42:59.490 --> 00:43:15.210 Kathy Ludwig: We sent out the message on Friday. And I heard as of today, we have over 650 families who have already filled out their form and we might even find a few more than who had been taking part of the meal service in our other system. So I want to thank 316 00:43:16.290 --> 00:43:17.850 Kathy Ludwig: Pat McGough, and 317 00:43:18.870 --> 00:43:22.290 Kathy Ludwig: Especially Brian Quinn, who is taking over for 318 00:43:24.030 --> 00:43:32.490 Kathy Ludwig: Lindsay while she's on maternity leave. So, want to thank the Nutrition Services Department for all of their work on this and Cindy linsley as well. Who's been doing a lot of the 319 00:43:32.490 --> 00:43:34.410 Kathy Ludwig: Coordinating and also our first student 320 00:43:35.220 --> 00:43:36.660 Kathy Ludwig: Transportation partners. 321 00:43:38.610 --> 00:43:39.900 Kathy Ludwig: That's it. Thank you. 322 00:43:46.860 --> 00:43:48.900 Regan Molatore: Anybody have any questions. Oh, Dylan. Yeah. 323 00:43:49.650 --> 00:43:51.360 Dylan Hydes: Sorry, I'm going old school, the hand in the air. 324 00:43:51.390 --> 00:43:52.800 Regan Molatore: It's helpful thank 325 00:43:52.800 --> 00:43:52.920 Regan Molatore: You 326 00:43:53.910 --> 00:44:08.160 Dylan Hydes: I'm definitely like two questions. One is, can you talk a little bit about the, the two week prep. So, in the event we meet metrics is going to take two weeks. Is there any way that can be shortened. For example, Can we do any of the training ahead of time or 327 00:44:09.420 --> 00:44:09.960 Dylan Hydes: Can we 328 00:44:11.580 --> 00:44:16.200 Dylan Hydes: Know some of the things that you listen and you that that can be front loaded a short nap for maybe 14 days to seven. 329 00:44:18.360 --> 00:44:18.870 Kathy Ludwig: And 330 00:44:22.290 --> 00:44:31.920 Kathy Ludwig: We can take a look at it. It is our best thinking at this time in terms of getting some of the staff hired back and then training them will take some time. 331 00:44:32.460 --> 00:44:39.840 Kathy Ludwig: Teachers. We want them to keep teaching for as long as we can have them teaching there will be a few days, then that will need them to 332 00:44:40.770 --> 00:44:54.780 Kathy Ludwig: Pause on teaching so they can come back setup finished setting up their classrooms and then engage in the trainings on site and that those are trainings that they just need to do on site because they'll need to walk through and see what's been put away and what's been set up. 333 00:44:56.700 --> 00:45:07.020 Kathy Ludwig: It's, it's our best thinking of this time we first had it at three weeks and actually had it longer, because we had a lot of work to do, but we've been just chipping away at at 334 00:45:07.590 --> 00:45:18.090 Kathy Ludwig: That to do list while we're in studio. But right now, two weeks is about the tightest we've been able to get it but we can continue to take a look at that. 335 00:45:18.720 --> 00:45:24.150 Dylan Hydes: Okay, I'm in. Is that pretty typical furniture districts are doing around the state, two weeks. 336 00:45:24.330 --> 00:45:35.610 Kathy Ludwig: And actually that was under the Advisement of O. D. When you look in their new ready school safe learners and guidance. They've said, you know, they predict that most districts will need 337 00:45:36.270 --> 00:45:49.740 Kathy Ludwig: A couple weeks to get up and going, unless you've already started. And then you move to CDs and then you're coming back to hybrid THAT RUNWAY doesn't need to be as long, but when I've talked to other colleagues and our 338 00:45:51.030 --> 00:46:01.980 Kathy Ludwig: Other colleagues of mine in the county. Most are at that two week place. There might be a few larger districts or districts that have other complexities like hiring back all their Buster their bus drivers. 339 00:46:02.610 --> 00:46:15.030 Kathy Ludwig: We contract that out and we've been using our drivers, so we don't have to do all that hiring. There are other districts that actually need to hire back drivers when they hit that window and expect that to be quite a process. 340 00:46:15.480 --> 00:46:18.630 Dylan Hydes: And I'm so there'll be some days and that 14 day period where 341 00:46:18.840 --> 00:46:23.160 Dylan Hydes: There'll be no school because teachers are making costumes ready. Is that right, 342 00:46:23.340 --> 00:46:33.570 Kathy Ludwig: That's what, that's what we need to plan for is the teachers will then take a pause from instructing during the day and they'll actually be on site setting up 343 00:46:34.170 --> 00:46:38.340 Dylan Hydes: Okay, and last question. I'm just having trouble getting the enrollment numbers to add up. 344 00:46:38.670 --> 00:46:51.930 Dylan Hydes: I thought that we were almost at exactly 10,000 students last school year and expecting to be over 10,000 this year and now we're 9002 92 so it looks like we're down about 750 kids. 345 00:46:52.410 --> 00:47:05.700 Dylan Hydes: And it sounds like. But so for 50 is that the primary level 50s. At the middle school level and then 20 to 30 or gain at the high school. So there's like 300 kids that I my math says or unaccounted for. I'm just wondering if my math is wrong or 346 00:47:06.300 --> 00:47:07.440 Kathy Ludwig: Yeah, so remember 347 00:47:08.700 --> 00:47:13.740 Kathy Ludwig: We pull reports for enrollment four times a year, and those numbers can change depending on 348 00:47:15.630 --> 00:47:24.960 Kathy Ludwig: How many kids we have when that report is pulled. So you'll see last year. Anywhere from what was the count, September looks different than what it was in December. 349 00:47:25.590 --> 00:47:44.910 Kathy Ludwig: It goes down a little bit, then it picks up again maybe in March and then where did we ended June. And you can see that variability of 100 or so students there. So when I did the comparison I actually just compared it to December of last year, I didn't compare it to September. 350 00:47:45.960 --> 00:47:52.800 Kathy Ludwig: I was just pulling largely for you to see where the difference was I anticipated your biggest questions being 351 00:47:53.310 --> 00:48:11.610 Kathy Ludwig: You know, where do we have more of the student enrollment last this year and I wanted you to see that it was in primary. So the numbers it you know every day will be a different number. And so that's why the state uses that ADM average daily membership. 352 00:48:12.690 --> 00:48:18.690 Kathy Ludwig: Count for funding because they know that each day depending on students coming and going to be different. 353 00:48:20.280 --> 00:48:21.450 Kathy Ludwig: So we were not at 354 00:48:22.590 --> 00:48:27.720 Kathy Ludwig: Not that 10,000 last year we were. I think it's like 9800 at our highest 355 00:48:28.140 --> 00:48:28.470 Huh. 356 00:48:31.980 --> 00:48:38.670 Dylan Hydes: What I see for me. I was able to find my chart. My September 30 2018 we're at 9009 48 357 00:48:39.780 --> 00:48:40.500 Kathy Ludwig: Yeah. 358 00:48:40.920 --> 00:48:43.860 Kathy Ludwig: A little lower. Last year, we're not sure why. 359 00:48:45.660 --> 00:48:58.290 Kathy Ludwig: But that that can happen. I do believe. I remember saying that there was a speculation by some community members as to our enrollments going down, and are we on a downward trend as a district and 360 00:48:59.400 --> 00:49:05.820 Kathy Ludwig: We don't believe we are because of our 10 year trend, but growth may not look you know 361 00:49:06.990 --> 00:49:12.930 Kathy Ludwig: Perfectly straight line. It could have some small dips and curves from year to year, but we do know it's going up. 362 00:49:13.620 --> 00:49:22.350 Kathy Ludwig: And so the the trend is upward. You know, you drive to the neighborhood. You can see new homes being built, both in Westland, and for sure. We know that 363 00:49:23.070 --> 00:49:36.030 Kathy Ludwig: The frog pond development, while it has slowed a little bit is still there building and those families will move in. So we do know we're growing district. We took a little dip last year, we're not sure why. 364 00:49:37.350 --> 00:49:37.770 Kathy Ludwig: So, 365 00:49:39.330 --> 00:49:40.980 Dylan Hydes: Okay, very much. Yeah. 366 00:49:41.190 --> 00:49:45.720 Kathy Ludwig: Thank you. Good question. I know that folks listening in might have that same wonder. So I'm glad you asked it. 367 00:49:46.920 --> 00:49:48.660 Regan Molatore: Ginger, did you have something 368 00:49:51.390 --> 00:49:52.620 Ginger Fitch: Yes, thank you. 369 00:49:52.680 --> 00:49:57.390 Ginger Fitch: Dr. Ludwig, can we start with that first screen where it talks about 370 00:50:00.840 --> 00:50:01.560 Ginger Fitch: That one. 371 00:50:02.700 --> 00:50:19.410 Ginger Fitch: Can you explain to me in the community members, what happens. Let's say we do begin on site learning and not that we have an outbreak in our school but that the metrics. 372 00:50:20.490 --> 00:50:25.440 Ginger Fitch: Change. Could you walk me through that scenario. 373 00:50:26.130 --> 00:50:36.930 Kathy Ludwig: Yeah, so what the guidance shares with us. And I'm just leaning back here so that folks may get home can see what I'm referencing 374 00:50:37.350 --> 00:50:50.910 Kathy Ludwig: There is periodically, a new ready school safe learners guidance that is put out by the Oregon Department of Education in conjunction with Oh, ha, and in the new guidance this metric is there. 375 00:50:53.040 --> 00:51:07.920 Kathy Ludwig: When our health metrics reach at the place where we are between the yellow that top row between 50 to less than 100, then we may, and you can see the writing down below, we may begin the careful phasing in 376 00:51:08.970 --> 00:51:25.050 Kathy Ludwig: Of an onsite or hybrid for elementary schools and that is now allowing up to k five if you're an elementary school that has a sixth grade included in it, it would be K six but not sixth grade as part of a standalone Part of Middle School. 377 00:51:27.390 --> 00:51:40.080 Kathy Ludwig: So if we reach that number, we can begin planning for that k five phase in hopefully that number stays stable or even lessons, week to week because we're on a downward trend. 378 00:51:41.490 --> 00:51:48.360 Kathy Ludwig: If one of those weeks that director hides was mentioning, let's say we're prepping in those two weeks and one of those weeks. 379 00:51:49.620 --> 00:51:56.940 Kathy Ludwig: We hit 101. It does not mean and those 14 days that we have to stop. 380 00:51:57.810 --> 00:52:10.980 Kathy Ludwig: We can continue to plan forward for opening because we had met that metric. So in the ready school safe learners. There is a allowance for continuing to plan to open 381 00:52:11.340 --> 00:52:23.430 Kathy Ludwig: Even in those two weeks that that they predict most districts will need once they hit the metric to fully open to get their bus route set up to get staff set up and to open 382 00:52:25.290 --> 00:52:33.060 Kathy Ludwig: However, if we do plan to open and the numbers start to trend higher up into that orange. 383 00:52:34.230 --> 00:52:42.150 Kathy Ludwig: Then you'll see in the words that are in the orange down below. It says, consider transition to comprehensive distance learning 384 00:52:42.570 --> 00:53:02.520 Kathy Ludwig: So there may be a point where we would need to once again pause on site and go back to comprehensive distance learning. We might have only been open one or two weeks. But if like we see that's happening to us right now with 195 cases per 100,000 385 00:53:03.570 --> 00:53:18.870 Kathy Ludwig: We would be in a place where both O. D. Oh, ha, and our local health authority would say you're taking greater risks for students and staff with that large of a number and we'd be advised them to transition back to see do 386 00:53:20.100 --> 00:53:28.650 Ginger Fitch: Thank you. So just to clarify, there are even once we start on site learning 387 00:53:30.960 --> 00:53:46.890 Ginger Fitch: Two scenarios could reverse or onsite learning back to distance learning and that would either be county rates trending upward or an outbreak in our 388 00:53:47.970 --> 00:53:50.460 Ginger Fitch: In a specific school, is that correct 389 00:53:50.490 --> 00:54:02.490 Kathy Ludwig: Yeah, and I should also add that while I have circled in red that county case rate because it seems our community focuses quite a bit on that. And that's the health metric that gets quoted the most 390 00:54:02.850 --> 00:54:10.800 Kathy Ludwig: If you see that third row where it says county test positivity that percentage also has to be met. 391 00:54:11.430 --> 00:54:22.710 Kathy Ludwig: So for example we just hit for the first time Clackamas County, not only 195 per 100,000 county case rate, but we also jumped up to 10% 392 00:54:23.280 --> 00:54:36.930 Kathy Ludwig: County test positivity. So both of those components need to be met. So to move into the yellow to begin having some onsite and distance learning, not only do we have to be between 50 and 100 393 00:54:37.530 --> 00:54:50.340 Kathy Ludwig: But down in the third row, we need to be between five and 8% county test positivity. So our local health authority and Oregon Health Authority are looking at school districts meeting both of those. 394 00:54:51.450 --> 00:55:02.820 Kathy Ludwig: Now, if the, if we move into k five phasing in and it's going well and we're still in the yellow and our numbers are stable hopefully even on a downward trend. 395 00:55:03.450 --> 00:55:13.470 Kathy Ludwig: We don't have to wait till we get to the green to begin adding in middle and high school, you'll see the verbiage continues down below that middle of school and high school 396 00:55:14.190 --> 00:55:19.230 Kathy Ludwig: First, they would start and comprehensive distance learning. But then if elementary schools can demonstrate 397 00:55:19.740 --> 00:55:36.540 Kathy Ludwig: The ability to limit transmission in the school environment, then they can also transition to on site or hybrid. So we want things to be really successful without a five and then we can start bringing in our middle and high school students. 398 00:55:37.830 --> 00:55:39.510 Ginger Fitch: I have one more question to her. 399 00:55:39.690 --> 00:55:40.200 Mm hmm. 400 00:55:42.720 --> 00:55:58.500 Ginger Fitch: So regarding the enrollment, particularly that kindergarteners may have chosen to stay either at home in a homeschooling kind of environment or in childcare environment. 401 00:56:00.720 --> 00:56:01.920 Ginger Fitch: Is that 402 00:56:04.020 --> 00:56:13.680 Ginger Fitch: One of the factors that create some time to figure out how many families of kindergarteners are coming back coming teachers, you'll need and classrooms. 403 00:56:14.910 --> 00:56:16.980 Ginger Fitch: As I guess I have one other question, but 404 00:56:18.480 --> 00:56:33.210 Kathy Ludwig: In that two week period from when we hit the metric to opening the doors. It could be that we all of a sudden, get a number of these 430 families that I mentioned that say you know now that you're open, we'd like to come back. 405 00:56:33.600 --> 00:56:40.890 Kathy Ludwig: So we need to then think about class placement for them in our hybrid with their teachers and assigning them. 406 00:56:41.490 --> 00:56:54.990 Kathy Ludwig: We also at that point. Need to query our families and say, who doesn't intend to come back. Do you plan to stay in CDs. We've offered that choice that then creates an adjustment. 407 00:56:55.590 --> 00:57:03.690 Kathy Ludwig: And so we want to make sure that our bus routes really accurately reflect who will need those routes and who gets picked up that teachers then have 408 00:57:04.920 --> 00:57:12.720 Kathy Ludwig: A plan for how to teach with hybrid but also make sure the students with CDO are still accessing their learning with them as well. 409 00:57:14.040 --> 00:57:21.420 Ginger Fitch: And then I forget what the acronym ADM stands for, but the impact on our monies, could you just remind me. 410 00:57:22.890 --> 00:57:24.690 Ginger Fitch: Whether that is not 411 00:57:26.100 --> 00:57:28.500 Ginger Fitch: Being done this year or not. 412 00:57:28.860 --> 00:57:41.400 Kathy Ludwig: And every year enrollment does count in Oregon our public school funding is based on the highest enrollment of two years. 413 00:57:42.690 --> 00:57:54.300 Kathy Ludwig: So that's fortunate for us in in Oregon, because we can use our last enrollment numbers that were the highest were december of 2019, which is why I actually pulled 414 00:57:54.780 --> 00:58:05.280 Kathy Ludwig: Those numbers because I was looking at those. So we can continue to be funded on that enrollment number also for this year, regardless what happens 415 00:58:05.850 --> 00:58:21.000 Kathy Ludwig: If we go into a third another year of this, you know, our public school leaders and our state is a little concerned about what that could do in terms of enrollment and charter schools and school districts, but we do have 416 00:58:22.530 --> 00:58:28.590 Kathy Ludwig: We do have this provision in Oregon law where we we get funded the highest of your two years. 417 00:58:28.980 --> 00:58:41.400 Kathy Ludwig: And part of that is just to create some stability for school districts, because just like director heights mentioned your enrollment from one year to the next. Could waiver for no reason, just that it wavered. 418 00:58:42.750 --> 00:58:55.560 Kathy Ludwig: And so that kind of funding instability is difficult to create a budget balance. So if you know that you're going to be funded on your highest of your two years. There's a little bit more stability there. 419 00:58:56.970 --> 00:58:59.460 Kathy Ludwig: And for us, with Kobe that's really been 420 00:59:01.020 --> 00:59:03.210 Kathy Ludwig: A relief around funding. 421 00:59:06.090 --> 00:59:08.610 Kathy Ludwig: Thank you. Great questions. Appreciate it. 422 00:59:11.310 --> 00:59:11.850 Kathy Ludwig: Okay. 423 00:59:12.720 --> 00:59:15.810 Regan Molatore: Thank you Oh Christie Christie has a question. Looks like 424 00:59:17.760 --> 00:59:27.660 Christy Thompson: Sorry, I was saying with Henry the actual hand raising since we had started that. And I know you mentioned a little bit, you know, once we get if everything's going well for K through five. 425 00:59:27.990 --> 00:59:36.570 Christy Thompson: And then we can start transitioning into our upper schools. I'm just wondering if you can quantify it and I know it's hard to know. But 426 00:59:37.470 --> 00:59:46.230 Christy Thompson: How long that transition would be and and and partly just because as we've been seeing, especially in the last week we have several we've gotten several 427 00:59:46.710 --> 00:59:58.860 Christy Thompson: emails from high school students and just talking about their desire to be back in person, as well as from their parents and talking about that. So I'm just, you know, wondering 428 01:00:00.030 --> 01:00:10.920 Christy Thompson: What you envision, you know, right now, you've talked about it. Once we the metrics are okay, it's going to be about two weeks between when those metrics look good. And when we can get our K through five back end. 429 01:00:11.730 --> 01:00:22.620 Christy Thompson: Have you envisioned what the next how long the next transition or how long we would wait to see what that might be. And I understand that that's there's a lot of what ifs in that 430 01:00:23.610 --> 01:00:30.450 Christy Thompson: But just for our high school students that might be listening as well as our high school parents and middle school parents. Great. 431 01:00:30.630 --> 01:00:42.450 Kathy Ludwig: And thank you, Director Tom and and and I would just say to you know none of us have done this before. This is a first for everybody. So it's not that there's been 432 01:00:43.500 --> 01:00:59.490 Kathy Ludwig: A roadmap before that we could say typically this is what we do. And now we're just perfecting it were a new territory with everything. And what I hear guidance consistent from our local health authority is 433 01:01:00.510 --> 01:01:14.610 Kathy Ludwig: Really what what makes the biggest difference is just watching that trend. If the trend is going upwards in cases, then we're inviting more risk of exposure and spread and their guidance is going to be 434 01:01:15.480 --> 01:01:22.290 Kathy Ludwig: You should limit that if the trend is stable or going down their guidance is going to be. Let's try and get kids back in school. 435 01:01:22.980 --> 01:01:33.720 Kathy Ludwig: And so all of these decisions were making very carefully with our local public health authority and that has been the consistent guidance from O D and Oh ha as well. 436 01:01:34.110 --> 01:01:43.200 Kathy Ludwig: To work with Clackamas county public health we have at least two to three meetings with them a week just checking in clarifying questions. 437 01:01:45.030 --> 01:01:54.600 Kathy Ludwig: Working through scenarios, almost like tabletop exercises one school district had a positive case. How did communication get sent out 438 01:01:55.260 --> 01:01:59.340 Kathy Ludwig: What were processes and procedures. What's happening with testing. So we're constantly in 439 01:01:59.790 --> 01:02:11.790 Kathy Ludwig: Conversation with them. And when we get closer as a county to that yellow will be in more conversations with preparing for our K five to open. And how do we do that a little more aligned in our county 440 01:02:12.600 --> 01:02:22.680 Kathy Ludwig: And then when it comes time for us all to think about our middles and high schools, we're all going to be talking about does it make the most sense. Now for us to open up our middle schools and high schools. 441 01:02:23.130 --> 01:02:27.000 Kathy Ludwig: And there's actually more of a desire to be aligned across our county, then 442 01:02:27.510 --> 01:02:40.890 Kathy Ludwig: Maybe some other counties and part of its are just our proximity and we have a number of districts relatively about the same size, but every district has to make the decision that's right for them. Others have different layers of complexity that they have to work through 443 01:02:42.060 --> 01:02:46.740 Kathy Ludwig: Either with their staffing or their associations or just their building preparations. 444 01:02:48.000 --> 01:02:49.710 Kathy Ludwig: So I know I didn't answer it. 445 01:02:50.760 --> 01:03:03.930 Kathy Ludwig: With definitive notice or specifics, because I just don't know yet, but I will assure you that our goal is to open as soon as we can, at all levels and to open safely. And when we have 446 01:03:04.890 --> 01:03:15.450 Kathy Ludwig: Kind of the nod from our local public health authority that they believe it's the right time and they are proponents for opening our schools as soon as we can. When it's safe to do so. 447 01:03:16.050 --> 01:03:26.760 Kathy Ludwig: They know that this has been difficult for students. They understand about the importance of connection and mental health and getting students back in the classroom and what their teachers. 448 01:03:28.140 --> 01:03:35.400 Kathy Ludwig: So they're proponents and advocates, but they also want a guide as wisely as doctors and health professionals. 449 01:03:36.600 --> 01:03:47.910 Christy Thompson: So, can I ask one more, because I think maybe let me ask it, maybe a little bit more specifically that once we get the okay from them to say, hey, it would be okay to put middle and high school back 450 01:03:48.660 --> 01:03:55.530 Christy Thompson: I guess my question is, do you anticipate just like we've said, it'll take about two weeks to get our, our 451 01:03:55.920 --> 01:04:01.620 Christy Thompson: K through five back in just hiring team, you know, hiring our staff back and trainings and stuff. Do you 452 01:04:01.950 --> 01:04:15.540 Christy Thompson: I guess that's more what I'm wondering when once that decisions made that yes we can bring middle and high school back are you anticipating about the same amount of time to transition those students back another two week period. 453 01:04:15.840 --> 01:04:22.050 Kathy Ludwig: Yeah, it could be that we need two weeks for those levels to. It could be that we don't need as much of that time that we have 454 01:04:23.430 --> 01:04:29.250 Kathy Ludwig: You know, or maybe longer with more staff. I don't want to be on record saying it's going to 455 01:04:29.640 --> 01:04:37.890 Kathy Ludwig: Be for each level. I think that would be unfair to surprise our staff with that when we haven't even discussed it 456 01:04:38.670 --> 01:04:42.750 Kathy Ludwig: Internally as a staff, but we have talked about it as primary because that's been 457 01:04:43.560 --> 01:04:50.760 Kathy Ludwig: You know, our focus for a while we were even working towards the K three exception for a while. So we've had many more conversations at the primary level. 458 01:04:51.000 --> 01:05:01.530 Kathy Ludwig: Many more walkthrough of the building. We've been able to move the furniture. We've just had more conversations with our staff at that level than at the other two. 459 01:05:02.130 --> 01:05:07.470 Christy Thompson: Now, and I appreciate. Thank you for explaining all of it for for explaining that. Thank you. 460 01:05:12.180 --> 01:05:14.670 Regan Molatore: All right. Thank you, Dr. Ludwig 461 01:05:16.890 --> 01:05:22.470 Regan Molatore: And now we get to move on to our consent agenda is their emotion. 462 01:05:26.580 --> 01:05:28.530 Ginger Fitch: I'm if that would pass the consent agenda. 463 01:05:29.430 --> 01:05:29.970 Dylan Hydes: I'll second. 464 01:05:31.260 --> 01:05:36.540 Regan Molatore: All right, Jennifer, Ginger is moved and Dylan has second name and 465 01:05:36.570 --> 01:05:37.590 Dylan Hydes: Just discussion. 466 01:05:38.790 --> 01:05:39.690 Regan Molatore: I guess. 467 01:05:40.710 --> 01:05:45.780 Dylan Hydes: I just want to say that the board made a commitment three half years ago to improve the quality of our minutes 468 01:05:46.140 --> 01:06:01.110 Dylan Hydes: And we have not back slid these minutes are absolutely amazing. So thank you to miss Douglas Fir putting together amazing minutes that seemed to get better every month. So I, I know the community appreciates that and I appreciate that. So thank you for all your hard work. 469 01:06:06.450 --> 01:06:07.020 Kelly Douglas: For a living. 470 01:06:07.380 --> 01:06:08.190 Kelly Douglas: I really do. 471 01:06:10.860 --> 01:06:12.870 Regan Molatore: Thank you for that discussion time 472 01:06:13.110 --> 01:06:13.740 Dylan Hydes: Yeah. 473 01:06:14.490 --> 01:06:18.090 Regan Molatore: All right. And with that was Douglas you do, please call it for bow. 474 01:06:19.410 --> 01:06:19.770 Kelly Douglas: Tie 475 01:06:20.220 --> 01:06:22.290 Kelly Douglas: Yes. Ginger Fitch. 476 01:06:22.440 --> 01:06:22.860 Right. 477 01:06:23.970 --> 01:06:24.840 Kelly Douglas: Jesse key. 478 01:06:25.200 --> 01:06:27.120 Kelly Douglas: I pity Thompson. 479 01:06:28.890 --> 01:06:29.850 Kelly Douglas: Dylan hides 480 01:06:30.090 --> 01:06:31.530 Kelly Douglas: Hi, thank you. 481 01:06:32.280 --> 01:06:45.450 Regan Molatore: All right. Thank you, without our consent agenda passes and we now move on to communications and input from our community and I'm we are receiving 482 01:06:46.380 --> 01:07:05.130 Regan Molatore: Communications under this topic by email. Well, we're meeting remotely, as well as on the one occasion, so far as we've had to meet in person and and we welcome public input and at all times, but one method is during our public meeting and 483 01:07:06.870 --> 01:07:16.110 Regan Molatore: Board. I just need acknowledgement that you've had the opportunity to read. We had roughly 59 comments and advanced tonight's meeting. All right, seeing 484 01:07:16.560 --> 01:07:20.280 Ginger Fitch: Oh, yes. Yeah. Yes. And if I could just say to the public that 485 01:07:21.480 --> 01:07:31.140 Ginger Fitch: Well, it's always nice to see people in here people. One of the benefits of getting them in writing is to be able to go back to them, which we don't always have when we would have 486 01:07:31.650 --> 01:07:38.760 Ginger Fitch: Been I'd be trying to make notes as quickly as possible. So it's actually nice to have them. So we can go back and refer to them as well. 487 01:07:40.110 --> 01:07:48.330 Regan Molatore: Thank you for mentioning that. And in fact, I was even going to comment that I i think our community may actually kind of prefer this method because it doesn't require them. 488 01:07:48.720 --> 01:07:57.030 Regan Molatore: To show up at a specific location on a specific time and potentially Wait, you know, an hour, two hours before they have the opportunity to speak. 489 01:07:57.930 --> 01:08:07.230 Regan Molatore: They, they can send it, and then they know we receive it. So it's actually been pretty beneficial and so either way as I proceed through this 490 01:08:07.860 --> 01:08:19.620 Regan Molatore: We had some requests reviewed read reread kind of into the record and that is not a process that we are utilizing for our public comment. It's an opportunity for the public to address the board. 491 01:08:20.040 --> 01:08:30.930 Regan Molatore: And by our boards acknowledgement that we had the opportunity to read all 59 comments. That's our way of acknowledging that we received it, and in fact of Reddit. 492 01:08:31.410 --> 01:08:41.580 Regan Molatore: And I do, though, just kind of as a courtesy do my best to try to acknowledge receipt by the name of the individual as well as try to 493 01:08:42.540 --> 01:08:59.310 Regan Molatore: Generally categorize the nature of the input that we received. So with that, and the public comment we received is as follows. We received one comment from john mccain regarding our local option levy increase for the 494 01:09:00.750 --> 01:09:12.150 Regan Molatore: A year and the collection of those proceeds, we received six comments sharing support for the addition and or design of a gender neutral gender neutral restroom in our schools. 495 01:09:12.900 --> 01:09:29.190 Regan Molatore: Those individuals comments were from Elizabeth Declan david and michelle Owens Annalise Forster family Julia cynics Todd Wendy and Catherine Gunter and Kelly Dixon. 496 01:09:30.000 --> 01:09:40.740 Regan Molatore: And then we received 30 comments expressing concern worry or disagreement with the design or addition of a gender neutral restaurant and our schools, those comments for from a leg. 497 01:09:41.400 --> 01:09:58.980 Regan Molatore: hurt our era Tracy swartley Stephanie kettle john holiday when he Davis Katie and Shane Richmond's Candace Davis Bruce Wilson Leann Reese David Reese Cheryl Linda zuhri Mary torn bloom. 498 01:09:59.880 --> 01:10:19.080 Regan Molatore: Tammy and Brad Miller Holly Baldwin Lisa rage Lindsey Mia ditch Tricia and Craig Britain cliff and Karen Jones Eric wills Courtney veal Caitlin and David Brandon 499 01:10:21.270 --> 01:10:38.910 Regan Molatore: faker Heather Peterson Linda and Frank, who should go. Janine Pascoe, Brittany, wha Fatima Carter Kathy rupee Angie Benoit and Kelly sloop 500 01:10:39.450 --> 01:10:48.390 Regan Molatore: And we receive 20 comments in support of returning to in person learning and asking the board to return the students 501 01:10:48.840 --> 01:10:55.260 Regan Molatore: To school in the classroom and those comments came from Adam sinned Hauser, Lisa. Some Hauser 502 01:10:56.040 --> 01:11:11.430 Regan Molatore: Hogan Stephenson Nicole Sykes Everett send home Harker Stephenson Findlay Riviera gym and Rachel Stephenson Rhonda knowns. The Jehovah family. 503 01:11:11.910 --> 01:11:28.350 Regan Molatore: Wendy, will it Jennifer Sullivan Megan rank Julian masters Heather Nance Mike mo as Heather Vanden Brink Steve sundholm Melissa hunger Amanda karate. 504 01:11:29.310 --> 01:11:44.910 Regan Molatore: And then finally we received three comments asking that roundup or its equivalent not be sprayed on district property and those were from Elise condi Christina D Bennett Devo and that oh yeah and Christine Blanche 505 01:11:46.140 --> 01:11:46.800 Regan Molatore: So that 506 01:11:48.210 --> 01:11:54.630 Regan Molatore: Concludes our public comment and input. Well, the board typically doesn't response to 507 01:11:55.740 --> 01:12:10.020 Regan Molatore: Input do know that we have the attendees and I would like to encourage them who had interest in the gender neutral restaurants to stay with us towards the end of this meeting because the board will have the opportunity 508 01:12:10.860 --> 01:12:28.830 Regan Molatore: To see and view the designs and design plans around those restrooms and have the opportunity to ask questions, I would also encourage the November 17 and Dr. Linda, would you want to just provide details as to how people can access that community input session. 509 01:12:29.790 --> 01:12:47.190 Kathy Ludwig: Yeah, well, it will need to be a zoom meeting because will still be virtual it will be at 6pm and will be getting information out in listserv and on our website regarding how to log in, just like folks did for this meeting to log into zoom for that presentation and then an opportunity 510 01:12:48.240 --> 01:12:56.040 Kathy Ludwig: To share thoughts and will what we've been having for like some of our bond projects is a facilitator who will read through some of the questions in the chat room and 511 01:12:56.370 --> 01:13:03.000 Kathy Ludwig: And some of them that we can address but certainly depending on the size of the group that attends we do our best to make it 512 01:13:04.290 --> 01:13:09.210 Kathy Ludwig: Interactive in terms of some Q AMP. A by responding to questions and in the chat room. 513 01:13:10.290 --> 01:13:14.670 Kathy Ludwig: And keeping still to a lot of time together. Okay. 514 01:13:14.910 --> 01:13:22.140 Regan Molatore: Great. And I just want to acknowledge that this is early in the design process and so community input does get to help 515 01:13:22.740 --> 01:13:38.280 Regan Molatore: inform what that design looks like. And to the extent that people express issues with safety concerns whether it's a tall doors or lines of site or whatever the case may be, that type of direct input is really helpful in informing a design that hopefully 516 01:13:39.870 --> 01:14:00.150 Regan Molatore: Is a good fit for our community. So stay tuned tonight and then also look for that nose up November 17 community input session. So with that we get to move on to curriculum and instruction and Dr. Spencer irons. 517 01:14:06.330 --> 01:14:08.040 Jennifer Spencer-Iiams: Good evening, board members. 518 01:14:08.040 --> 01:14:22.110 Jennifer Spencer-Iiams: It's nice to see you. And I'd love to just share one brief slide on an update regarding the student investment account part of this student success Act. So I'm going to go ahead and share my screen right here. 519 01:14:25.200 --> 01:14:29.040 Jennifer Spencer-Iiams: And you will see it is literally one slide. 520 01:14:30.090 --> 01:14:36.510 Jennifer Spencer-Iiams: And I wrote a fairly extensive memo to the board to provide a just a reminder of where 521 01:14:37.080 --> 01:14:45.390 Jennifer Spencer-Iiams: We were with the student investment account how we had engaged our community in a number of different ways to determine need 522 01:14:45.720 --> 01:15:00.870 Jennifer Spencer-Iiams: And think about what sorts of activities would most align within our community to meet the goals of this particular grant, which is about reducing academic disparities and improving mental health, health outcomes for 523 01:15:01.500 --> 01:15:10.260 Jennifer Spencer-Iiams: Children in our schools and there's a strong equity focus really thinking about historically underserved students or groups of students who may have 524 01:15:11.220 --> 01:15:24.300 Jennifer Spencer-Iiams: Been experiencing greater difficulty in those areas. So we reviewed that in the memo and also just shared what we're just a reminder of our seven strategies, our district had determined to try to invest in 525 01:15:24.660 --> 01:15:34.680 Jennifer Spencer-Iiams: To align and move us closer towards those goals that move us closer towards our continuous improvement plan and presented that all to the board. After 526 01:15:35.190 --> 01:15:42.540 Jennifer Spencer-Iiams: Dr. Ludwig actually kept the Borden in the loop for quite some time before then about the different parts and processes. 527 01:15:43.500 --> 01:15:56.790 Jennifer Spencer-Iiams: In this very extensive work and then we presented, Dr. Josh Flossie actually presented to the board on April 6 and the board approved our plan at that point and that was great and 528 01:15:57.390 --> 01:16:14.640 Jennifer Spencer-Iiams: Interestingly enough, unlike most other grants in plans that we do the way this legislation was written. It not only required board approval of the plan to submit to the Department of Education, but it also requires board approval. Once the 529 01:16:15.720 --> 01:16:23.580 Jennifer Spencer-Iiams: Oregon Department of Education is ready to enter into a grant agreement with us. So that is the main reason we are coming back to you tonight. 530 01:16:23.910 --> 01:16:34.740 Jennifer Spencer-Iiams: But it's also was a nice opportunity to just inform the board and our public about the reduction in funds, when we wrote that plan. We were looking 531 01:16:35.490 --> 01:16:46.380 Jennifer Spencer-Iiams: This was before mostly before coven had really hit. And so as this comes from taxes on businesses that were new to our state. 532 01:16:46.980 --> 01:16:59.640 Jennifer Spencer-Iiams: Our district was estimated to get about $7.5 million to invest in those strategies to reduce academic disparities and improve mental health outcomes in our district. 533 01:17:00.150 --> 01:17:12.150 Jennifer Spencer-Iiams: And we do not now are not looking at that amount of money but are looking at $2.4 million. And so we were able to share with the board. We haven't changed our plan. 534 01:17:12.510 --> 01:17:21.300 Jennifer Spencer-Iiams: We just are only partially funding. Some of those strategies right now and have had to suspend some of those strategies pending hopefully 535 01:17:21.840 --> 01:17:32.160 Jennifer Spencer-Iiams: More funding in the future. So, that is what we bring to you today. And I just want to pause and see if you have any questions before you'd move forward with that approval process. 536 01:17:38.220 --> 01:17:38.700 Regan Molatore: Ginger. 537 01:17:42.450 --> 01:17:51.030 Ginger Fitch: Thank you. Thank you for Spencer items. The concern I would like to have you address is on 538 01:17:52.080 --> 01:17:55.980 Ginger Fitch: Strategy number six provided in your memo. 539 01:17:57.240 --> 01:18:10.920 Ginger Fitch: And then number three under the strategy which the funding institutes or an extended contract pay for teachers or staff to participate in planning meetings with parents to support students with complex needs. 540 01:18:13.500 --> 01:18:19.830 Ginger Fitch: That based on the information we are receiving and feedback from 541 01:18:21.570 --> 01:18:38.100 Ginger Fitch: The community even during CDO seems to be an ongoing importance, and I'm wondering about the decision to suspend that and how much 542 01:18:39.330 --> 01:18:46.050 Ginger Fitch: You would anticipate that would cost if it were part of the grant or if it were put in another part of our budget. 543 01:18:47.760 --> 01:18:58.920 Jennifer Spencer-Iiams: Well, I appreciate that question that's very close to my heart as well in this work and we certainly continue to provide some opportunities. 544 01:18:59.340 --> 01:19:03.810 Jennifer Spencer-Iiams: For staff. I actually just was signing some pay cards here before. 545 01:19:04.560 --> 01:19:13.290 Jennifer Spencer-Iiams: Earlier in the meeting for some meetings that have happened in this way, where some staff were spending some extended time doing some planning. 546 01:19:13.770 --> 01:19:22.650 Jennifer Spencer-Iiams: Working with families or some additional planning that would happen. We always have done that and we are still doing that. Some now we're certainly having less 547 01:19:23.190 --> 01:19:36.960 Jennifer Spencer-Iiams: Of substitute costs right now because the structure of CBL most likely it's not as much having a substitute. It may be asking a teacher to come in some 548 01:19:37.710 --> 01:19:47.940 Jennifer Spencer-Iiams: Maybe participate in a zoom meeting outside of the contract hours if that works better for the family to meet say much later in the afternoon. So there is some of that that is happening. 549 01:19:49.260 --> 01:20:13.080 Jennifer Spencer-Iiams: What we had been hoping to do with the SI Grant was to do it more systemically and broader and more of it. And it's not that we haven't done it in the past. It's not that we're doing some of it. Now we are, but we were hoping with that additional money to push in there, even more so. 550 01:20:14.790 --> 01:20:20.100 Jennifer Spencer-Iiams: We still as as things come up and we know about a situation with a family or student 551 01:20:20.670 --> 01:20:29.970 Jennifer Spencer-Iiams: We've been out on home visits with families. We've had some really creative times that meetings have been happening we're absolutely committed to that but 552 01:20:30.600 --> 01:20:43.620 Jennifer Spencer-Iiams: We have been helping in the past to maybe add some extra days that might be used in that summer time or some other opportunities to make it a little bit more systematic as we're anticipating needs for certain students 553 01:20:54.390 --> 01:20:56.220 Regan Molatore: Seem any questions. 554 01:21:03.360 --> 01:21:04.560 Regan Molatore: You ready for our emotion. 555 01:21:06.150 --> 01:21:06.420 Regan Molatore: Okay. 556 01:21:09.150 --> 01:21:10.560 Regan Molatore: Someone gonna make us emotion. 557 01:21:22.950 --> 01:21:24.630 Regan Molatore: Hi everybody. I could watch. Yeah. 558 01:21:24.690 --> 01:21:25.440 Chelsea King: Make emotion. 559 01:21:28.380 --> 01:21:36.600 Chelsea King: It's a I feel sad making this motion because it's hard to see that money go but yeah maybe it'll come back soon. 560 01:21:38.280 --> 01:21:54.270 Chelsea King: Definitely start seeing I'm you know those cuts to the plan. So, um, yeah. But how about this. I move that we approve the SI grant agreement as written in this memo. 561 01:21:55.530 --> 01:21:56.220 Ginger Fitch: A second 562 01:21:57.450 --> 01:22:02.370 Regan Molatore: Thank you Chelsea has moved and seconded. Any further discussion. 563 01:22:05.310 --> 01:22:07.290 Regan Molatore: All right, Kelly, would you please call it for vote. 564 01:22:08.070 --> 01:22:08.970 Kelly Douglas: Reagan electronic 565 01:22:09.690 --> 01:22:11.700 Kelly Douglas: Yes Chelsea King 566 01:22:12.060 --> 01:22:13.830 Kelly Douglas: I Dylan. Hi. 567 01:22:14.460 --> 01:22:16.590 Kelly Douglas: hi Ginger fetch. 568 01:22:16.890 --> 01:22:18.870 Kelly Douglas: By Christy Thompson. 569 01:22:19.380 --> 01:22:20.790 Kelly Douglas: I thank you. 570 01:22:24.840 --> 01:22:27.390 Regan Molatore: All right. Thank you, Dr. Spencer items. 571 01:22:27.810 --> 01:22:30.840 Jennifer Spencer-Iiams: You turn the screen share up 572 01:22:32.010 --> 01:22:41.790 Jennifer Spencer-Iiams: Yes, and I look forward to coming back to you at some point with a much better economic outlook and more excitement about continuing to invest. Thank you. 573 01:22:44.460 --> 01:22:50.280 Regan Molatore: All right, we're going to move into some board policy for the board. 574 01:22:50.910 --> 01:23:05.880 Regan Molatore: And so what the first one as Jay H F ee. And it was this will be a second time. It's now before the board and then we will have a brand new policy a CB before the board and 575 01:23:06.330 --> 01:23:17.760 Regan Molatore: That can be as a first read, um, or we can take action on it if we would like. So setting you up Shiloh, do you want to let us know a little bit more about these 576 01:23:18.660 --> 01:23:31.680 Shyla Waldern: Yes, I'm going to talk about the Jay H FTP and Dr. Love biggest kind of talk about a CV. So Jay HIV is a second read on the updates we made regarding the reporting of suspected abuse of a child and 577 01:23:33.450 --> 01:23:39.360 Shyla Waldern: The memo was submitted to you with some we address some of the concerns that came up from the first read of the 578 01:23:40.470 --> 01:23:43.980 Shyla Waldern: Of the updated policy and it corresponds to 579 01:23:45.120 --> 01:23:54.690 Shyla Waldern: The meaning behind the policy and and who the designee that receives reporting is of the questions we had last time. And so 580 01:23:56.040 --> 01:23:59.400 Shyla Waldern: I'm happy to answer any other questions that anyone else. 581 01:24:03.900 --> 01:24:05.370 Regan Molatore: Maybe we can get emotion. 582 01:24:11.520 --> 01:24:19.080 Ginger Fitch: I move that we adopt a policy Jay H FTP, as provided 583 01:24:22.140 --> 01:24:23.820 Christy Thompson: I'll second. I 584 01:24:23.850 --> 01:24:30.120 Regan Molatore: Think you have to move by gender and second by Christy and then discussion if any remains 585 01:24:33.810 --> 01:24:37.500 Regan Molatore: I am not seeing any. All right. Kelly, could you please call it Provo 586 01:24:38.250 --> 01:24:39.210 Kelly Douglas: regen matar 587 01:24:39.660 --> 01:24:41.640 Kelly Douglas: Yes Chelsea King 588 01:24:42.090 --> 01:24:43.800 Kelly Douglas: Hey, Dylan. Hi. 589 01:24:44.490 --> 01:24:49.140 Kelly Douglas: Hey ginger fetch right Christy Thompson. 590 01:24:49.650 --> 01:24:49.920 Christy Thompson: I 591 01:24:50.610 --> 01:24:51.060 Thank you. 592 01:24:56.070 --> 01:24:57.690 Regan Molatore: Alright, we get to move on to 593 01:24:57.780 --> 01:24:59.820 Regan Molatore: A CB and Dr. Ludwig 594 01:25:01.200 --> 01:25:11.850 Kathy Ludwig: Thank you. So this is a brand new policy, not just for us, but for every school district in Oregon. It is policy ACP called all students belong 595 01:25:12.540 --> 01:25:27.390 Kathy Ludwig: It is a policy that follows the temporary Oregon administrative rule 581 dash zero to two dash 2312 all students belong, that was adopted on September 17 2020 596 01:25:29.130 --> 01:25:32.700 Kathy Ludwig: The policy essentially describes 597 01:25:34.470 --> 01:25:48.270 Kathy Ludwig: The protection of students. Most marginal of schools most marginalized students against discrimination and bias. And it also specify specifically prohibiting symbols of hate. 598 01:25:50.100 --> 01:25:59.670 Kathy Ludwig: Those examples of the news swastika and Confederate flag in this policy, the US or display of symbols of hate. 599 01:26:00.750 --> 01:26:09.030 Kathy Ludwig: This is a policy that all school districts in Oregon are being asked to adopt by January 1 of 2021 600 01:26:10.530 --> 01:26:20.910 Kathy Ludwig: OSB just very recently put forward the sample policy, it came out about the middle of October. So most school districts in Oregon are bringing it forward this month. 601 01:26:21.750 --> 01:26:38.460 Kathy Ludwig: As a first read or a final read. We do have one more board meeting, we could we could next week at the board work session to the second read there or move it into December so we still do have time for a second. Read pending the board's decision. 602 01:26:39.720 --> 01:26:54.540 Kathy Ludwig: The memo describes a little bit more about the policy and then and the rationale and then you received a copy of the sample policy from SBA that was drafted by their legal counsel and submitted to school districts 603 01:26:55.200 --> 01:27:13.140 Kathy Ludwig: So what we have been and Kurt can show it on the screen. Each of you also received it attached to board book is the sample policy and there are a few opportunities within it for the board in the bracketed sections to make 604 01:27:14.610 --> 01:27:15.510 Kathy Ludwig: The minor 605 01:27:17.580 --> 01:27:24.630 Kathy Ludwig: Text option choices. So you'll see in the beginning, we can put a district statement. 606 01:27:25.830 --> 01:27:29.430 Kathy Ludwig: Our own district statement on equity if we prefer 607 01:27:30.900 --> 01:27:50.280 Kathy Ludwig: And I'd sent you in a later email this morning a sample sentence that we could include basically re reaffirming policy JB, which does talk about students rights to be in a learning environment without discrimination, harassment, so we could reference that in our opening statement. 608 01:27:51.300 --> 01:27:56.340 Kathy Ludwig: And then most of the policy has a language recommended by OS BA 609 01:27:58.410 --> 01:28:02.370 Kathy Ludwig: As you see in the second, third paragraphs. 610 01:28:05.010 --> 01:28:15.840 Kathy Ludwig: And then down below. There is a place where we could decide if we want it to say school or district, and I would advise that we say district, because we do have campuses. 611 01:28:16.290 --> 01:28:36.900 Kathy Ludwig: That are not often considered a school site like crest or district office. So by saying district instead of school. This policy does extend them to all learning environments across the district. And you can see that line right above the line there before the references. Thank you. Curtis. 612 01:28:39.060 --> 01:28:42.720 Kathy Ludwig: Back up above in paragraphs. 613 01:28:44.250 --> 01:29:07.230 Kathy Ludwig: Two and three where it references employees and visitors those bracketed sections speak to groupings that have often experienced discrimination, harassment perceived by their race, color, religion, gender identity we could keep exactly those groups, as described 614 01:29:08.310 --> 01:29:21.510 Kathy Ludwig: Or that is a place where you as a board if we want to add other groups that have not been referenced there. For example, age, if we want to make sure age discrimination. 615 01:29:22.170 --> 01:29:31.470 Kathy Ludwig: Is one that we want in there for perhaps ethnicity. Sometimes some districts like to differentiate between race and ethnicity. 616 01:29:32.820 --> 01:29:50.880 Kathy Ludwig: We could also add marital status or family economics, but few of those other groups or leave it exactly as it stands, so that's where school districts are making some decisions. 617 01:29:51.780 --> 01:30:04.170 Kathy Ludwig: Around that district statement up above around paragraphs two and three in those bracketed sections. Perhaps there are other policies have other groups referenced and they want to keep it consistent 618 01:30:05.760 --> 01:30:20.730 Kathy Ludwig: And then down below where it says district or school making a decision that's because some districts have only one school or maybe it's a private score charter school that's adopting this policy and district doesn't pertain to them. 619 01:30:23.520 --> 01:30:32.100 Kathy Ludwig: We are strongly recommended by our SBA with this new policy to stay as consistent 620 01:30:33.630 --> 01:30:36.420 Kathy Ludwig: As possible to this sample language. 621 01:30:37.470 --> 01:30:55.530 Kathy Ludwig: As it is a new policy coming forward across the state. There may be other years that it's added to or adjusted, but on its first run and its recommendation across all school districts is to stay as close to similar language as possible. 622 01:30:58.980 --> 01:31:02.700 Kathy Ludwig: There is a second page here, Curtis just hasn't scroll down as far 623 01:31:04.740 --> 01:31:10.740 Kathy Ludwig: But you can see and you have your version with you. There are no bracketed sections. 624 01:31:12.420 --> 01:31:16.740 Kathy Ludwig: In Page two. So that's why I think most of our discussion, maybe, page one. 625 01:31:21.180 --> 01:31:29.130 Dylan Hydes: Regular process question. Yes. So this is our first reading of this. Do we want to talk about it first or do you want to motion first 626 01:31:29.490 --> 01:31:40.380 Regan Molatore: Now, I was thinking that to that because I think we should treat it as a first three and then at the conclusion we decide we want, you know, you're ready for emotion that we can entertain that but yeah let's let's just 627 01:31:41.520 --> 01:31:43.530 Regan Molatore: Discuss are wondering about this. 628 01:31:45.240 --> 01:31:46.740 Dylan Hydes: I had a wondering about it. 629 01:31:46.830 --> 01:31:47.100 Okay. 630 01:31:48.330 --> 01:31:57.060 Dylan Hydes: Yeah, for sure. So I strongly support this policy. I don't believe that symbols of hate belong in schools. And my question though is, 631 01:31:58.230 --> 01:32:00.720 Dylan Hydes: After paragraph five sections one and two. 632 01:32:01.800 --> 01:32:14.520 Dylan Hydes: I am inclined to strike both of those sentences, because as I read it. Yeah. Those two right there. It basis as symbols of hate are fine as long as they don't cause a substantial disruption to school. 633 01:32:14.970 --> 01:32:24.630 Dylan Hydes: Or they're not reasonably likely to interfere with the rights of other students. I, I don't know why we're carving out exceptions for symbols of hate to symbol of hate it shouldn't be in school and so 634 01:32:25.170 --> 01:32:30.630 Dylan Hydes: Right after we're Confederate flag. I think that should be a period and just delete one into 635 01:32:42.150 --> 01:32:42.720 Dylan Hydes: That's only one 636 01:32:43.350 --> 01:32:48.660 Regan Molatore: Yeah, I was just gonna say like, I don't disagree with it, but the part that I struggle with is this 637 01:32:49.680 --> 01:32:57.870 Regan Molatore: This idea that, you know, we, the seas determine that all schools need to create a policy around 638 01:32:59.490 --> 01:33:17.430 Regan Molatore: Elimination of heat symbols and that we have to do it by January 1 but then it's coupled with the fact that they expect litigation over it and we're cautioned very strongly by both SBA and our own legal counsel at this time to not change any of the wording and 639 01:33:19.170 --> 01:33:22.410 Regan Molatore: It doesn't put us as a board. I feel like in a, you know, 640 01:33:23.430 --> 01:33:32.460 Regan Molatore: A really good. It doesn't set us up for success to mandate a policy that now it's gonna be like litigated so 641 01:33:32.610 --> 01:33:33.870 Dylan Hydes: I also don't want to put out a 642 01:33:33.900 --> 01:33:35.580 Dylan Hydes: policy that says hey kids. 643 01:33:36.030 --> 01:33:46.800 Dylan Hydes: It's okay, it's okay to bring in news to school, as long as it's not interfering if anybody's education right or swastikas there okay as long as it's not going to interfere with my students rights. I think those are 644 01:33:47.850 --> 01:33:52.590 Dylan Hydes: Just really stunned that someone wrap this up with basically exceptions for bringing a new system swastikas the school. 645 01:33:53.370 --> 01:34:10.260 Kathy Ludwig: Yeah, and perhaps I don't want to speak for the author and the the lawyers who put this together. I can certainly inquire of OS ba. And I think that's the benefit of doing the first read is to bring forward. What are our specific questions that we'd like to then query OSB attorneys around 646 01:34:11.430 --> 01:34:19.800 Kathy Ludwig: My, my first response and responsive thinking to be to this would be not that it was about excusing or giving 647 01:34:20.160 --> 01:34:40.710 Kathy Ludwig: But that these are the reasons why certain free speech is curb or not allowed in school. So there is an element of student expression and free speech as so long as it does not create a substantial disruption to the learning of students. So that goes way back to 648 01:34:42.420 --> 01:34:43.290 Kathy Ludwig: It's called the tinker. 649 01:34:44.010 --> 01:34:46.080 Regan Molatore: Semi Des Moines or yeah 650 01:34:46.140 --> 01:34:53.790 Kathy Ludwig: Well, it goes back to tinker vs and I forget exactly where it was called the tinker case where 651 01:34:54.900 --> 01:35:07.170 Kathy Ludwig: Again student expression. This is about the Vietnam War. And at what point did it disrupt the education and what point did it not so you'll often see that phrase come up around 652 01:35:08.010 --> 01:35:17.820 Kathy Ludwig: When students feel they have a right to free speech and expression. Yes, so long as it does not disrupt the educational process. So I'm going to make 653 01:35:18.660 --> 01:35:39.000 Kathy Ludwig: A connection there as to why that phrase is in there. And then also, it doesn't interfere with access to education offered by the school. In other words, a student saying I'm not very traumatized or this is a very disruptive. I don't feel I can access whenever I see that symbol. 654 01:35:40.500 --> 01:35:48.000 Kathy Ludwig: displayed by another student in my class. So I'm not going to come to school at all. So those are often to have the 655 01:35:49.170 --> 01:35:54.240 Kathy Ludwig: Tests measures that we use with students around limitations to their free speech. 656 01:35:55.350 --> 01:35:56.670 Kathy Ludwig: Or freedom of expression. 657 01:36:00.030 --> 01:36:06.600 Dylan Hydes: I may see this language as an attempt to avoid litigation, but it's also an invitation for litigation, because now 658 01:36:06.900 --> 01:36:16.170 Dylan Hydes: Of course litigate. Well, was it a substantial disruption or was it a moderate substantial or disruption and I just think that symbols of hate are inherently disruptive. 659 01:36:16.680 --> 01:36:28.980 Dylan Hydes: And I don't want to conflate free speech with hate speech. And so if kids want to speak out about war and poverty and race, that's fine. But when somebody starts promoting hate 660 01:36:29.340 --> 01:36:35.100 Dylan Hydes: That's a different realm and school shouldn't be in the business of protecting hate speech that's an alternate that I know. 661 01:36:36.000 --> 01:36:38.700 Kathy Ludwig: I don't see there's any disagreement of that. 662 01:36:39.390 --> 01:36:41.670 Kathy Ludwig: But these are often the two 663 01:36:43.110 --> 01:36:46.980 Kathy Ludwig: Tests of freedom of speech that school districts 664 01:36:48.780 --> 01:37:01.650 Kathy Ludwig: actually deal with all the time when, when there's something maybe more controversial or a student wants to display or share something that others find offensive or disagree with. 665 01:37:07.410 --> 01:37:10.200 Regan Molatore: Further comments, ginger, 666 01:37:13.170 --> 01:37:28.170 Ginger Fitch: In Oregon. My understanding is that we have our own strong provisions in Article one, Section eight of our Constitution, providing for free expression and 667 01:37:29.310 --> 01:37:46.590 Ginger Fitch: I don't know, to the extent that courts have interpreted in relationship to students and about hate speech, whether it be students or adults in other settings. Additionally, we have the first amendment to 668 01:37:47.910 --> 01:37:59.910 Ginger Fitch: The US Constitution, which also addresses free speech and it's not just speech that we agree with its opt in speech, we don't agree with 669 01:38:01.020 --> 01:38:17.820 Ginger Fitch: So I would as a board member feel much more comfortable having an opportunity to receive legal counsel as a board about this and Executive Session, particularly we're anticipating litigation. 670 01:38:19.410 --> 01:38:42.720 Ginger Fitch: The for the concerns that both the chair and director heights have mentioned the language that we've been both directed in the O. R. And by the SBA is troubling and probably not, in my opinion, going to meet 671 01:38:44.280 --> 01:38:46.200 Ginger Fitch: The onslaught of 672 01:38:47.940 --> 01:38:59.370 Ginger Fitch: Testing of this policy. I looked at the authority purported authority that the Department of Education gave for this directive. 673 01:38:59.850 --> 01:39:05.430 Ginger Fitch: I'm not sure they have authority for that. That's one of the things I'd like to hear about from our legal counsel. 674 01:39:06.060 --> 01:39:21.210 Ginger Fitch: I want to know what the consequences are. If we don't implement a policy that specifically says that things that that are the Oregon administrative rules that were passed by the Department of Education requires us to do and 675 01:39:22.530 --> 01:39:28.320 Ginger Fitch: I'm wondering if we don't already have policies like 676 01:39:31.050 --> 01:39:36.000 Ginger Fitch: That address this, or the would better address this, um, 677 01:39:37.380 --> 01:39:44.040 Ginger Fitch: So those are some concerns I have that I'd certainly like to hear from our Council about 678 01:39:45.150 --> 01:39:49.050 Ginger Fitch: Before we were take take action on this policy. 679 01:39:58.590 --> 01:40:08.910 Regan Molatore: I'm just agree with both of those things I do find it really, I do like Dylan said I don't think any of the five of us disagree. 680 01:40:09.540 --> 01:40:23.370 Regan Molatore: Or I think we all can agree that heat and symbols of hate do not belong in our schools. They do not create a safe and welcoming environment that we strive to ensure our students haven't feel but i i do have 681 01:40:25.140 --> 01:40:29.040 Regan Molatore: I it's troubling for me to adopted policy. 682 01:40:30.660 --> 01:40:36.960 Regan Molatore: Kind of with the full knowledge and advice is that, you know, they anticipate that there will be litigation over it. 683 01:40:37.890 --> 01:40:40.860 Kathy Ludwig: So I want to be real careful with with that last sentence. 684 01:40:41.880 --> 01:40:44.340 Kathy Ludwig: Okay, I have never heard someone say they'll 685 01:40:44.430 --> 01:40:52.890 Kathy Ludwig: That there will be there has been there could be. This is a new policy. And it may be that 686 01:40:54.300 --> 01:41:03.990 Kathy Ludwig: Where things are in our society today just around policies that speak just perhaps draw the line or create 687 01:41:07.290 --> 01:41:12.090 Kathy Ludwig: Some new language about what can or cannot be displayed. 688 01:41:13.170 --> 01:41:26.760 Kathy Ludwig: There could be pushed back. And as far as even possible litigation. So I have not heard that there is any lawsuit out there today or that anyone has said will be for sure. 689 01:41:27.390 --> 01:41:35.580 Kathy Ludwig: But there could be. And I think there's always a could with any policy, but in particular, there is a sense that this one could stir. 690 01:41:36.420 --> 01:41:37.530 Kathy Ludwig: Some sentiment. 691 01:41:39.000 --> 01:41:41.730 Kathy Ludwig: Of pushback, especially since it's 692 01:41:43.770 --> 01:41:52.350 Kathy Ludwig: Coming on in the timing that it is. And so I just want to make sure that we're clarifying the will to the may 693 01:41:53.100 --> 01:42:03.450 Kathy Ludwig: And I. These are great questions you're asking. And again, it was not our attorney who authored this or myself and it's new for all 694 01:42:03.900 --> 01:42:20.430 Kathy Ludwig: District legal counsels to take a look at the group that knows it best in terms of why this language was crafted so newly and I just said like less than a month ago are the attorneys from SBA. So it could be that we could get one of them in our meeting and our next meeting. 695 01:42:21.630 --> 01:42:25.080 Kathy Ludwig: Who may even have more responses than what our own legal counsel could 696 01:42:26.100 --> 01:42:26.880 Kathy Ludwig: could offer 697 01:42:31.950 --> 01:42:39.930 Kathy Ludwig: Any other questions about this policy that will allow us as staff to do some research director Thompson. 698 01:42:40.800 --> 01:42:43.650 Christy Thompson: Yeah, thank you. In regards to 699 01:42:44.790 --> 01:42:54.390 Christy Thompson: Kind of the warning that and I warnings probably too too strong a word, but that we don't change the words too much. 700 01:42:55.530 --> 01:43:06.180 Christy Thompson: From what they have drafted did that also apply to those top three paragraphs, where you had mentioned that some other districts had added some other 701 01:43:08.400 --> 01:43:14.280 Christy Thompson: Some other entities like age and marital status, and ethnicity and economic status. 702 01:43:15.750 --> 01:43:28.110 Kathy Ludwig: The bracketed sections are the sections where OSB has said, you may want to look at those sections and see how they align to maybe other policies you have that speak to 703 01:43:28.950 --> 01:43:35.550 Kathy Ludwig: groups that have experienced discrimination or tend to experience or could experience bias or discrimination. 704 01:43:36.180 --> 01:43:49.710 Kathy Ludwig: And some districts have evolved that language over time they've added like marital status or age, they've updated that or for their community have added it and may want this to have that alignment. 705 01:43:50.520 --> 01:44:08.790 Kathy Ludwig: For other school districts. They may, you know, take exactly the language that is here, which is fine too. So it's just those two bracketed. And I think what would we what we would write in the paragraph on employees, we would probably repeat in the paragraph on visitors. 706 01:44:11.220 --> 01:44:27.060 Christy Thompson: And I guess my thing. There is some of the things that you mentioned, like age and marital status and economic status and ethnicity that I would be open to adding on to that. But I'm just curious, how am I how my fellow board members would feel about that and 707 01:44:28.860 --> 01:44:30.930 Christy Thompson: So I'm just, I'm just putting that out there. 708 01:44:39.450 --> 01:44:46.110 Chelsea King: My personal take on that would be just to put a period after free from discrimination, harassment period. 709 01:44:52.290 --> 01:44:58.110 Chelsea King: I don't know if we need the list of groups that are traditionally historically and current date discriminated against, or not, but 710 01:44:59.010 --> 01:45:00.630 Chelsea King: Will be free format. 711 01:45:01.530 --> 01:45:16.710 Regan Molatore: I think to some sense that goes to possibly but Ginger was saying about another other policies that are they cover that, because I do know that we have harassment policy that then specifically states category you know category had to go work Lee. 712 01:45:18.840 --> 01:45:23.070 Regan Molatore: Who all should be free from harassment. So there's overlap there. 713 01:45:27.660 --> 01:45:41.640 Ginger Fitch: I just want to know that one of the things that I thought I'd heard was that there has not ever been a policy or a law that prescribes specific speech and if 714 01:45:45.030 --> 01:45:52.230 Ginger Fitch: The core were to view under either the state or the federal constitution. 715 01:45:53.340 --> 01:45:57.360 Ginger Fitch: A symbol of hate speech. 716 01:46:00.660 --> 01:46:07.770 Ginger Fitch: I don't know. I think I just think there's a lot we have to. I'm not disagreeing with Mr. Hyde's that 717 01:46:10.560 --> 01:46:23.160 Ginger Fitch: Certain symbols could be defined as hate, I just do think that we need to know that intersection with both our state and federal constitutional 718 01:46:25.710 --> 01:46:35.550 Ginger Fitch: Freedom of expression and freedom of speech before we are able to move forward. And I'm also wondering about 719 01:46:41.310 --> 01:46:41.850 Ginger Fitch: I don't know. 720 01:46:44.580 --> 01:46:44.640 I 721 01:46:47.520 --> 01:46:51.960 Regan Molatore: Don't know have you come back to this, but just as I'm listening to this discussion and on a first read 722 01:46:52.380 --> 01:47:07.740 Regan Molatore: I think we may try to aim to get this may be back for a second. Read, if we can, and some additional information for our next work session. Dr. Ludwig, and then I almost anticipate, we may end up meeting a third read potentially 723 01:47:08.970 --> 01:47:14.550 Regan Molatore: In December, just because, in light of new information and stuff, then maybe not just as we're planning so 724 01:47:16.200 --> 01:47:23.640 Kathy Ludwig: I could get some of that information for me next week, the turnaround is a little tight to see if even someone could attend our meeting. 725 01:47:24.060 --> 01:47:32.340 Kathy Ludwig: But we do also have that meeting in December, maybe that's when someone could be able to attend timeline wise, but we could be continuing to work through it. 726 01:47:35.100 --> 01:47:36.090 Regan Molatore: And tell them I'm sorry. 727 01:47:36.510 --> 01:47:46.950 Dylan Hydes: Yeah, just real quick. I was gonna say i i will be interesting hearing what Peter Mercer has to say about this, but I also have a really strong feeling that fear of litigation shouldn't stop us from doing what we think is right. 728 01:47:52.020 --> 01:47:55.920 Regan Molatore: And I would agree with that and it wouldn't, wouldn't stop me from 729 01:47:57.750 --> 01:48:05.910 Regan Molatore: From a pre approving or adapting this recommended policy, but I would be more inclined to keep caution about changing or deleting 730 01:48:06.420 --> 01:48:13.740 Regan Molatore: wording here, but I would be more inclined to keep this policy, as is and then maybe market for a year from now. 731 01:48:14.610 --> 01:48:26.760 Regan Molatore: Potentially when dust settles or to find out if dust even needs to settle then to revisit it and tinker with the language would probably be what I would urge maybe the board to consider. 732 01:48:29.580 --> 01:48:38.400 Regan Molatore: Okay. Anything further for tonight purposes on this in preparing to come back to this. Okay. All right. Thank you. You 733 01:48:40.710 --> 01:48:41.040 Regan Molatore: Okay. 734 01:48:42.150 --> 01:48:51.750 Regan Molatore: And then next up on our agenda is a report from our business office and Dr. Hughes. 735 01:48:54.600 --> 01:48:57.660 Ginger Fitch: Sure. We're going to have a break, built in. Just like a five minute 736 01:49:05.160 --> 01:49:06.660 Regan Molatore: You're on mute. Sorry. 737 01:49:06.690 --> 01:49:10.800 Regan Molatore: Yes, I was thinking that after the financial report is that 738 01:49:10.860 --> 01:49:12.600 Regan Molatore: doable. Okay, perfect. Thank you. 739 01:49:23.370 --> 01:49:24.960 Regan Molatore: Dr. Hughes, you're on mute. 740 01:49:33.210 --> 01:49:35.880 Kathy Ludwig: And can we get that presentation full screen. 741 01:49:36.390 --> 01:49:38.010 Kathy Ludwig: Instead of or is it 742 01:49:44.820 --> 01:49:46.230 Son Le Hughes: Oh, can you hear me now. 743 01:49:46.620 --> 01:49:52.800 Son Le Hughes: Mm hmm. Okay. Well, good evening. So nice to see how are you tonight. 744 01:49:54.480 --> 01:50:04.380 Son Le Hughes: So this year, once again, the district received a certificate for excellence in our financial report from the chip away. 745 01:50:05.400 --> 01:50:25.260 Son Le Hughes: At you know this is one of the highest a word and recognition in government of financial report. So I would like to take a moment here to really express my sincere appreciation to each member of my staff in the business office for their hard work and throughout the whole year. 746 01:50:27.120 --> 01:50:28.530 Son Le Hughes: And I'm very excited. 747 01:50:29.910 --> 01:50:36.900 Son Le Hughes: For, you know, working with more member and superintendent do what you're a guide and lead in this year. 748 01:50:39.960 --> 01:50:51.120 Son Le Hughes: In for now. Plus data financial report. This report capture up to October 31 and indeed report, I have three new items that I would like to present it to you. 749 01:50:51.810 --> 01:51:02.970 Son Le Hughes: The first two items listed under the revenue. The first item that show 70,000 right here. This 70,000 came from their foundation donation. 750 01:51:03.720 --> 01:51:16.290 Son Le Hughes: When they present a chapter us in October and a second new items. A the inter alone that we have between them land proceeds into tech general one 1.5 million 751 01:51:17.880 --> 01:51:25.590 Son Le Hughes: The task items, a news indictment report a listed under the expenditure session and dancing right here. 752 01:51:27.270 --> 01:51:39.840 Son Le Hughes: In this one, the total of 916,000 this data comprise from last year. Nutrition Services when into the deficit of a 600,000 753 01:51:40.290 --> 01:51:48.630 Son Le Hughes: And then at this current year we anticipate for Nutrition Services to go into deficits again because of the 754 01:51:49.440 --> 01:52:06.420 Son Le Hughes: challenges that we are facing last year and this year. So in total we have a total of 900 around 916,000 dad. We need to support a Nutrition Services. So nice Devon your journey so q 755 01:52:08.070 --> 01:52:08.670 Son Le Hughes: So, 756 01:52:09.900 --> 01:52:22.470 Son Le Hughes: So with that we talking with artists conduct track and we are not in this alone because with a challenging and crisis also conducted facing the same challenge enlighten us. 757 01:52:23.370 --> 01:52:35.790 Son Le Hughes: Consultant with our auditor. There are two option that he advised us. The first one is to keep the expenditure in the Nutrition Services Program. 758 01:52:36.270 --> 01:52:54.450 Son Le Hughes: And then bring the revenue in from Canada on fun order sources to cover that deficit or the second option is to move the expenditure out of that Nutrition Services to somewhere else and down the clear and transparency way that 759 01:52:55.890 --> 01:53:15.750 Son Le Hughes: The auditor gray would miss a to whatever money that we have to support Nutrition Services. We move that money into Nutrition Services program that way is allow everyone to see exactly how much it contradictory to run that program. And because of that. 760 01:53:16.860 --> 01:53:22.440 Son Le Hughes: The plan is to provide general fund support for Nutrition Services this year. 761 01:53:25.020 --> 01:53:26.010 Son Le Hughes: So with that, 762 01:53:37.050 --> 01:53:37.380 Son Le Hughes: In 763 01:53:38.880 --> 01:53:40.920 Son Le Hughes: May or June, if we don't have any 764 01:53:48.210 --> 01:53:49.350 Regan Molatore: Dr. Hughes. 765 01:53:50.160 --> 01:53:51.810 Regan Molatore: Somehow they are 766 01:53:52.110 --> 01:53:55.380 Son Le Hughes: Yeah, it's so fun. It's a live demo host muse me 767 01:53:56.310 --> 01:54:08.970 Regan Molatore: Well, okay. That's because for whatever reason, it was making a very bizarre noise when you're speaking. So if you would go back like one thought ago like he started to say something. If in day or 768 01:54:09.030 --> 01:54:11.010 Son Le Hughes: Yesterday, yes. 769 01:54:11.190 --> 01:54:15.750 Son Le Hughes: So in May late May or early June, if we don't have 770 01:54:15.780 --> 01:54:28.110 Son Le Hughes: Any significant expenditure happen in our general fun, then we can free up the 1 million contingency money here that will raise up our end and fund balance. 771 01:54:31.980 --> 01:54:39.750 Son Le Hughes: So before I move on to next items. I wonder if you have any questions for me in this report. 772 01:54:42.390 --> 01:54:45.600 Regan Molatore: Yeah I did have just a wandering around. 773 01:54:46.620 --> 01:54:51.600 Regan Molatore: The new Nutrition Services deficit and this idea that 774 01:54:56.160 --> 01:55:13.770 Regan Molatore: Even when coven hit and we kind of went into more of our lockdown mode, our schools were still encouraged to provide meals to students and families and and to do so through the summer and and I'm happy and I fully support that my wondering though is 775 01:55:15.000 --> 01:55:34.890 Regan Molatore: Do we think or have any insight that there could potentially be movement at the state level and or federal level, you know, to the state to help augments supplement the deficit from doing as we were directed by the state or 776 01:55:37.860 --> 01:55:48.450 Kathy Ludwig: I could add something. And then Dr. Hughes, I certainly want you to answer it for for folks listening in. As Chair monitor mentioned in the spring when we 777 01:55:49.560 --> 01:56:06.180 Kathy Ludwig: When all school districts close there was a mandate to continue beating all students. And in fact, it was expanded all the way up to age 18 and we were also mandated to continue paying staff and to not 778 01:56:07.200 --> 01:56:21.060 Kathy Ludwig: Let let staff go due to that. So what happened was we we had our staff that we continued had to pay on the payroll. But we were, but our demand for meals went down. 779 01:56:21.510 --> 01:56:38.220 Kathy Ludwig: We still had families who need meals, but we also have in our district a substantial number of families who choose to purchase meals and the addition of that revenue source, along with the reimbursement of meals for families who need them financially. 780 01:56:39.300 --> 01:56:45.210 Kathy Ludwig: Is what creates that staffing level for us and our meal delivery service. So we had to keep 781 01:56:45.540 --> 01:56:57.000 Kathy Ludwig: Maintaining the staffing level. But we had reduced revenue. So while the state did reimburse us for the number of meals. We served. We did not have that augmented revenue. 782 01:56:57.840 --> 01:57:09.630 Kathy Ludwig: Of income coming in a families who purchase meals and yet we still had to keep staff employed at the level at which we were when we started this school year. 783 01:57:10.470 --> 01:57:23.550 Kathy Ludwig: We kept our staff at that level, not knowing when we might move into hybrid member we thought for a while we were going to move in start the school year with hybrid and need that level of staff and be able to offer meals at school. 784 01:57:24.300 --> 01:57:36.570 Kathy Ludwig: We then move to see DL. We didn't know how long, we'd be in studio. So we did not reduce our nutrition staff because that mandate to continue feeding all families who needed a meal remained 785 01:57:37.530 --> 01:57:46.350 Kathy Ludwig: So that was one of the areas where it was difficult to predict where we could make reduction at any point as we moved into CDO 786 01:57:47.070 --> 01:58:00.120 Kathy Ludwig: So our biggest hit was actually in the spring, where we ended the school year from that March to June, where we didn't take in that additional revenue and and yet we did get reimbursed for some of the meals. We served 787 01:58:01.740 --> 01:58:08.940 Kathy Ludwig: We are hopeful that further grant release could come from the federal level. 788 01:58:10.260 --> 01:58:22.500 Kathy Ludwig: Less likely from the state level and this are some federal level support. I think we've gotten what we what we likely will get from the state without there being more another federal package that passes through legislature. 789 01:58:24.600 --> 01:58:40.440 Kathy Ludwig: And some of the relief funds that we did get we applied to other things. And so this is kind of where we are with our Nutrition Services. We do believe that moving to the new meal model will slow down that rate of loss. 790 01:58:41.640 --> 01:58:51.180 Kathy Ludwig: Because it allows us to really use our staff more strategically really pinpoint how many families do need meals reduce over producing 791 01:58:51.630 --> 01:58:59.520 Kathy Ludwig: And waste. And so I think we're going to slow down that loss rate quite considerably is the work that Dr. Hughes. 792 01:58:59.940 --> 01:59:15.690 Kathy Ludwig: And Pat McGough have done in putting this new meal plan together, but we still have to contend with what occurred last year and how we started this year just unsure how many families would need meals Dr shoes. What would you add to that, yes. 793 01:59:16.080 --> 01:59:17.850 Son Le Hughes: No, I was mentioned, because 794 01:59:19.560 --> 01:59:26.010 Son Le Hughes: Birthday asking about is the any support from the audience and like superintendent mentioned 795 01:59:26.610 --> 01:59:42.240 Son Le Hughes: We have the money coming in from all the ease and the NSF grant, but we already have earmarked for that grant, but others conductor. There was to that going to cover Nutrition Services but majority is conducted for your general fund as well. 796 01:59:45.390 --> 01:59:46.740 Son Le Hughes: Any auto question. 797 01:59:49.860 --> 01:59:54.450 Regan Molatore: Okay, before we just move on real fast. I also don't want to 798 01:59:56.100 --> 01:59:58.140 Regan Molatore: Skip too fast past that. 799 01:59:59.790 --> 02:00:16.950 Regan Molatore: The 21st year in a row that our accounting department has received the certificate of achievement of excellence in financial reporting and I just want to acknowledge and 800 02:00:17.490 --> 02:00:29.580 Regan Molatore: Say fantastic job. Congratulations, that it's not just a one year, but this is a tradition of excellence in financial reporting and 801 02:00:30.960 --> 02:00:49.140 Regan Molatore: Thank you to you, Dr. Hughes, as well as your entire financial department. And if you can please express the board's appreciation to them tomorrow and gratitude for the work they do. And the thorough reporting that they put together, we would really, really appreciate it. 802 02:00:49.890 --> 02:00:52.200 Son Le Hughes: I will, thank you so much. Yes. 803 02:00:53.340 --> 02:00:59.760 Son Le Hughes: So moving on to the next items agenda that I have is the proposed budget calendar. 804 02:01:00.570 --> 02:01:19.290 Son Le Hughes: So, so this a chat to propose that I have, if you're already held the opportunity to review and ready to make the motion tonight. You are welcome. If not, if you want to take time to review and give me feedback and then approve it internet marketing passes okay too. 805 02:01:20.310 --> 02:01:26.400 Son Le Hughes: So with that, I'm open for either the discussion for makin of motion and 806 02:01:26.550 --> 02:01:27.240 Feedback. 807 02:01:29.460 --> 02:01:33.600 Regan Molatore: Like, why don't we start with emotion and then we can always have a discussion. 808 02:01:33.930 --> 02:01:37.110 Dylan Hydes: I'll move at the board adopt the budget calendar is proposed. 809 02:01:44.280 --> 02:01:45.240 Regan Molatore: Is there a second 810 02:01:45.570 --> 02:01:52.170 Regan Molatore: Second. Thank you. Okay, mood five second advice by Christy. And then is there a discussion. 811 02:01:57.090 --> 02:01:59.430 Regan Molatore: All right, let's please call it provokes 812 02:02:00.480 --> 02:02:01.470 Kelly Douglas: regen melatonin. 813 02:02:02.460 --> 02:02:02.970 Yes. 814 02:02:05.910 --> 02:02:06.330 Chelsea King: Hi. 815 02:02:07.560 --> 02:02:08.730 Kelly Douglas: Hi. Hi. 816 02:02:11.430 --> 02:02:11.790 Ginger Fitch: Hi. 817 02:02:12.570 --> 02:02:13.650 Kelly Douglas: Christy Thompson. 818 02:02:14.160 --> 02:02:15.960 Kelly Douglas: I thank you. 819 02:02:19.590 --> 02:02:25.050 Regan Molatore: The next topic, gender, I noticed that you have your hand raised. I didn't have that. Did I skip you 820 02:02:25.200 --> 02:02:26.130 Ginger Fitch: That's okay. 821 02:02:26.670 --> 02:02:27.060 Regan Molatore: I'm sorry. 822 02:02:27.690 --> 02:02:35.490 Ginger Fitch: I'm not sure when it's appropriate, but I have some questions about our taxing rate and 823 02:02:38.370 --> 02:02:41.820 Ginger Fitch: I don't know if the district is planning to address that. 824 02:02:43.200 --> 02:02:47.370 Ginger Fitch: At another time or now's the right time to get some understanding 825 02:02:48.420 --> 02:02:56.340 Son Le Hughes: Yes, we are planning to present in detail during the regular December board meeting as a pass okay with you. 826 02:02:57.900 --> 02:02:59.550 Son Le Hughes: Yes. Yeah, thank you. 827 02:03:01.230 --> 02:03:17.310 Son Le Hughes: So the next items I have is the Budget Committee vacancy, this a position number two and it currently horn by hoon Sayre and it's aspire to entity as of 2020 so 828 02:03:18.090 --> 02:03:28.470 Son Le Hughes: If you allow me to declared it vacancy. Then I will post it on the local newspaper and are now website to recruit for the replacement 829 02:03:31.140 --> 02:03:31.590 Ginger Fitch: Sure. 830 02:03:31.800 --> 02:03:32.370 That 831 02:03:35.070 --> 02:03:39.030 Son Le Hughes: Second part of motion to declarative vacancy. 832 02:03:40.080 --> 02:03:45.300 Ginger Fitch: Chair, if I could ask a question or making an inquiry before we have emotion. 833 02:03:48.300 --> 02:03:53.400 Ginger Fitch: I looked back at the statute. And my understanding is that we can make an appointment. 834 02:03:54.630 --> 02:04:02.310 Ginger Fitch: If we have a vacancy during the tenure. Am I wrong about this touch tutorial authority that would permit that. 835 02:04:03.720 --> 02:04:06.000 Kathy Ludwig: This 10 year actually concluded. 836 02:04:07.500 --> 02:04:09.900 Kathy Ludwig: This position was only open for the one year. 837 02:04:11.430 --> 02:04:11.670 Regan Molatore: This 838 02:04:12.300 --> 02:04:20.490 Regan Molatore: Arm because we had the last time when we appointed the we were trying to stagger them because we had 839 02:04:21.600 --> 02:04:39.870 Regan Molatore: Now I can't even remember why, but I think we had too many coming on and off. And so we staggered. So we have to one year to the next year and then this one that goes like the third year. And so when we filled them. The last time. This position was appointed for just that one one year. 840 02:04:41.190 --> 02:04:45.540 Regan Molatore: We just had to do with I remember I went back to train last and 841 02:04:47.430 --> 02:04:54.630 Son Le Hughes: I drink while you're on the air. What I hear our superintendent and Kelly share with me is 842 02:04:55.050 --> 02:05:15.810 Son Le Hughes: I think that that time when Vijay, so on the budget committee and NC appointed to become board member than 30 years up instead of three years. So for one year intensive become board member. So then we hire someone is set up to year, then we hire someone to a year so it become off. 843 02:05:16.800 --> 02:05:23.550 Regan Molatore: Our cycles got off because we did have a vacancy. And so then we refilled it for three years and we really should have only refilled reef. 844 02:05:23.760 --> 02:05:30.450 Regan Molatore: Filled the position for the remainder of the term like you're right, ginger, we should have appointed just for the remainder of that term. 845 02:05:30.990 --> 02:05:45.960 Regan Molatore: And so we, the last budget cycle when we appointed we to fix that error we waited, just for one term that one term is up. And so now we will be reappointing for a three year term. Correct. 846 02:05:48.750 --> 02:05:50.370 Regan Molatore: And just to to 847 02:05:51.870 --> 02:06:04.830 Regan Molatore: gingers POINT DID THIS PARTICULAR COMMITTEE MEMBER they didn't leave the district though correct that they could potentially ok I see Chelsea could potentially reapply for this position. All right. Yes. 848 02:06:09.030 --> 02:06:10.170 Regan Molatore: Okay. All right. 849 02:06:10.710 --> 02:06:23.040 Chelsea King: I'll make emotion I moved that we declare one budget committee position vacant for the purpose of seeking a replacement from the public to assist in the budget process. 850 02:06:25.290 --> 02:06:27.120 Christy Thompson: A second right 851 02:06:27.240 --> 02:06:31.140 Regan Molatore: It's been moved by Chelsea and seconded by Christy a further discussion. 852 02:06:32.670 --> 02:06:33.630 Dylan Hydes: We're just going to say that 853 02:06:36.270 --> 02:06:37.680 Dylan Hydes: The wording was you reapply 854 02:06:41.550 --> 02:06:44.460 Regan Molatore: The emotion, the emotion was to read. I'm sorry. Did you 855 02:06:45.360 --> 02:06:53.910 Dylan Hydes: The language of the proposed motion was to find a replacement. And I just want to point out that the person who's vacating this position is welcome to reapply I know 856 02:06:54.450 --> 02:07:01.410 Chelsea King: Yeah, thank you. Gina novels, she questions about this and I think she even had a conversation with 857 02:07:02.070 --> 02:07:13.530 Chelsea King: Dr. Sunlight Hughes about it. So she she knows it's coming and won't be a surprise. And I'm sure that typically we communicate to people at their welcome to apply again. And I'm sure that will be communicated to her. 858 02:07:14.130 --> 02:07:24.450 Dylan Hydes: I was more concerned about the how am I come across the Community, if we're moving for a replacement. I know she understands. I'm one whichever one else understands to yes 859 02:07:24.870 --> 02:07:35.370 Son Le Hughes: And I besides posting the vacancy on the news local news and websites, I will send her an email to to let her know and encourage her to reapply 860 02:07:39.420 --> 02:07:39.870 Regan Molatore: All right. 861 02:07:40.920 --> 02:07:42.120 Regan Molatore: She moved for vote. 862 02:07:43.230 --> 02:07:44.070 Regan Molatore: Right. Thank you. 863 02:07:45.660 --> 02:07:46.590 Kelly Douglas: Megan melatonin. 864 02:07:47.190 --> 02:07:49.290 Kelly Douglas: Yes Chelsea King 865 02:07:49.590 --> 02:07:51.840 Kelly Douglas: I Golan Heights. 866 02:07:52.050 --> 02:07:52.290 I 867 02:07:56.070 --> 02:07:57.090 Kelly Douglas: Christy Thompson. 868 02:07:57.630 --> 02:07:59.190 I thank you. 869 02:08:00.360 --> 02:08:02.280 Son Le Hughes: Thank you so much for member 870 02:08:03.150 --> 02:08:20.220 Regan Molatore: Thank you, Dr. Hughes. All right, with that board, we're not doing too bad, and our time this evening we are about 10 minutes currently off, but we will take a five minute break and then come back and start on our last agenda item so 815 report back 871 02:08:34.530 --> 02:08:36.450 Regan Molatore: People might be in hearing distance 872 02:08:37.860 --> 02:08:43.680 Regan Molatore: And go give I know Dylan is around. I've seen him popping in and out. I'm just going to give Christy another minute. Whoa. 873 02:08:45.450 --> 02:08:47.040 Regan Molatore: Oh there she. All right. 874 02:08:48.450 --> 02:08:57.180 Regan Molatore: Thank you guys so much. And we're going to move on to our last topic on the agenda. It was my hope and desire to 875 02:08:57.210 --> 02:08:57.600 Christy Thompson: Include 876 02:08:57.870 --> 02:09:09.390 Regan Molatore: Meeting by 915 at the early at latest sorry. The earliest. Um, and so we have roughly, you know, an hour's worth of time to hear 877 02:09:10.170 --> 02:09:22.470 Regan Molatore: Dr. Susan and remote share with us about the gender neutral bathroom design aspect and feature in our new schools and how we arrived at this 878 02:09:22.920 --> 02:09:35.940 Regan Molatore: Design design feature within our schools. And then, as well as allowing the board. The first opportunity to kind of ask their questions and wanderings around this design and then 879 02:09:37.080 --> 02:09:45.690 Regan Molatore: As we know our community gets an opportunity to have input on November 17 and as well as the input that 880 02:09:45.930 --> 02:09:48.300 Regan Molatore: We've had from other community members to date. 881 02:09:48.330 --> 02:09:56.340 Regan Molatore: Which again, Dr. Susan and or remember will be able to share with the board. So with that, I will turn it over. 882 02:09:58.560 --> 02:10:00.090 Barb Soisson: Thank you. Good evening. 883 02:10:01.980 --> 02:10:08.430 Barb Soisson: Remote Douglas capital construction program manager and I are sharing together this evening. 884 02:10:09.090 --> 02:10:21.480 Barb Soisson: Just as an example of how, when we look at new spaces in our school district. It always comes from our teaching and learning and I work with teaching and learning and 885 02:10:21.930 --> 02:10:36.180 Barb Soisson: He works with design also want to be clear that colleagues David prior Aaron Downes Jennifer Spencer items are also involved very much in the thinking behind this, and also that it's 886 02:10:36.240 --> 02:10:40.200 Barb Soisson: Very important to know that we are starting this conversation. 887 02:10:40.590 --> 02:10:49.680 Barb Soisson: This evening, and that the things that we're going to share are where we are right now at this point in time, but nothing is yet set 888 02:10:49.980 --> 02:10:57.180 Barb Soisson: There's always the danger that when we show slides or pictures of things. It's as if that's already something that has 889 02:10:57.510 --> 02:11:05.010 Barb Soisson: Been done and that it truly is the process here where we're just wanting to share what we're looking at. 890 02:11:05.610 --> 02:11:22.170 Barb Soisson: So as we look at the Capitol bond projects and the ones that we're in the midst of right now would be at would school where there's going to be access to the outside and where a restroom can be used for 891 02:11:23.640 --> 02:11:31.110 Barb Soisson: Community use of the school after hours and also be adjacent to an art swing of the building, there will be 892 02:11:31.650 --> 02:11:39.270 Barb Soisson: A space in the Performing Arts Center where of course there will be a restroom, including that were included in that it will single high school 893 02:11:39.810 --> 02:11:50.250 Barb Soisson: At with Westland high school with the stadium and parking expansion. There will also be a restroom facility and then at the new middle school. 894 02:11:50.820 --> 02:12:09.390 Barb Soisson: At Creek $1 street there will be the design of new restaurants, but want to be really clear that on these ones where we're adding restrooms. We are not changing what is already there and that with all of these, there are options and how we look at them. 895 02:12:10.500 --> 02:12:29.610 Barb Soisson: The information came to us, first of all, and we're just going to quickly go through how this information came to us as about acceptance self safe and welcoming schools during a lot of our work recently with health and sexuality education. And it's also been influenced by legislation. 896 02:12:31.140 --> 02:12:39.900 Barb Soisson: So as you know, this board was very involved with looking at starting in 2009 the laws around human sexuality education. 897 02:12:40.650 --> 02:12:52.200 Barb Soisson: Healthy teen relationship. Sexual Abuse Prevention and then the new health standards in 2016 and the requirement that every two years there be a 898 02:12:52.620 --> 02:13:02.190 Barb Soisson: Approval of a health and sexuality education comprehensive plan. We have a task force in in our school district where it involves 899 02:13:02.790 --> 02:13:14.460 Barb Soisson: Parents community members, along with staff in looking at adding to that this brought forward through the community meetings, the five community meetings that we had around that. 900 02:13:15.570 --> 02:13:16.920 Barb Soisson: Student focus groups. 901 02:13:18.750 --> 02:13:33.750 Barb Soisson: People in the community in looking at this idea of acceptance of inclusion and how this would be part of education as part of this more and more, we do. 902 02:13:35.460 --> 02:13:49.950 Barb Soisson: Parent focus groups. We also do, and this was part of the student Investment Act, which was already mentioned this evening that also brought forward information about what's important from our families and from our students. 903 02:13:51.030 --> 02:14:06.030 Barb Soisson: Oregon student wellness survey, the last one in 2017 gave us information about mental health, social, emotional support and just what it really means to students to have an inclusive climate. 904 02:14:06.840 --> 02:14:16.530 Barb Soisson: You saw all that, I think, at length in the board memo and also seeing the slides. So I'm going to move through this quickly, so we can get to discussion. 905 02:14:17.640 --> 02:14:32.910 Barb Soisson: There was a district equity summit in 2020 which followed a regional one and Dr. Ludwig lead that and that also just in the high school students who are part of that and he chose to speak again. 906 02:14:34.410 --> 02:14:47.430 Barb Soisson: Their thoughts around gender related safety came forward always whenever we do any kind of building projects we always involve the students. They're the ones who are in the schools all day. 907 02:14:47.880 --> 02:14:57.810 Barb Soisson: And in looking at that we, of course, ask them about all the learning spaces about all the social and activity spaces and we do very much what we're doing here. 908 02:14:58.110 --> 02:15:07.830 Barb Soisson: This evening where we actually show them some possibilities and plans and get their reactions. So there have been students involved middle school students. 909 02:15:08.130 --> 02:15:21.210 Barb Soisson: At to school at would middle school and at at Creek middle school so far. And again, they were showed pictures, not just a restrooms, but also maker spaces library space. This is what classrooms would look like. 910 02:15:22.530 --> 02:15:34.200 Barb Soisson: And some of their responses. No surprise light and color and we included this because it's let's make sure that the restrooms are 911 02:15:35.700 --> 02:15:42.840 Barb Soisson: Are not are not gross that they really are, you know, have some color in them. And that's really important, the aesthetics of a restroom. 912 02:15:43.530 --> 02:16:05.670 Barb Soisson: Is something that students did talk about. We also saw overall a balance in school spaces between I like some space where it's my workspace my locker something where I can feel a sense of privacy and also a sense where I can not just be with my friends but work collaboratively be collective 913 02:16:07.290 --> 02:16:17.250 Barb Soisson: They will the restroom that they actually that the groups that both schools like was this one that showed some balance between privacy. 914 02:16:17.760 --> 02:16:33.570 Barb Soisson: having my own bathroom and also there are some other things that are important in that is that a restroom has more than one way to go in and out. There was also commentary about sometimes having a restroom. That's more private makes it feel more like it's at home. 915 02:16:36.060 --> 02:16:39.060 Barb Soisson: We're also influenced by this 916 02:16:40.770 --> 02:16:50.610 Barb Soisson: Information that came from the federal Department of Education in justice and this was a letter that was sent to all school districts in the United States in 2016 917 02:16:51.030 --> 02:16:57.090 Barb Soisson: And what it emphasizes is that you can have separate restrooms. 918 02:16:57.810 --> 02:17:07.740 Barb Soisson: But if you provide single occupancy for some students, you would provide that for all students because the question has sometimes come 919 02:17:08.100 --> 02:17:25.680 Barb Soisson: Up. Well, if we need to have a certain kind of restroom for some students. We can do that and keep everything as it is and it became very clear that a school if you have individual user options does need to be available to all students. 920 02:17:29.640 --> 02:17:45.120 Barb Soisson: In some of the research and this is just a summary and this came from groups that included American school counselors psychologists and groups of principles. The idea for considering 921 02:17:45.840 --> 02:17:52.350 Barb Soisson: How to designate restrooms based on guidance is something that there is some leeway. 922 02:17:53.250 --> 02:18:12.870 Barb Soisson: And the idea is that there's a rationale for that in doing that, but it doesn't necessarily say exactly what the signage would look like in terms of being male or female, but saying that more and more facilities are being designed for everyone to use 923 02:18:13.950 --> 02:18:20.370 Barb Soisson: And that if there's a single user that that could be open to all users. 924 02:18:25.170 --> 02:18:32.700 Barb Soisson: Some of the things that the all of the research has shown and that recommendations from those who 925 02:18:33.930 --> 02:18:47.760 Barb Soisson: Design schools from those who actually look at the the practices and the change in something as basic as a restroom design is to make sure that you don't just think about what you design and build 926 02:18:48.360 --> 02:19:03.990 Barb Soisson: But that there's actually a lot of education about practices and routines in the school and that whenever you do any design of a new space. For example, when we have moved in the school district two 927 02:19:04.500 --> 02:19:10.050 Barb Soisson: shifts in our libraries and openness in our libraries uses of maker space. 928 02:19:10.590 --> 02:19:24.570 Barb Soisson: We can't assume that everyone is comfortable with the way to use that. But there are some practices and routines and it's been made very clear that it's important to make sure that that's clear to students. 929 02:19:25.020 --> 02:19:39.420 Barb Soisson: Also supervision and that might sound like. Well, we all know we need to supervise but when you have new space, you need to look at things such as lines of sight, you need to look at times of day, you need to look at 930 02:19:39.960 --> 02:19:54.390 Barb Soisson: What's the difference from when the school is used during the school day to when it's after school hours and it would be used for events. So we are asked as schools to consider that. 931 02:19:54.750 --> 02:20:15.000 Barb Soisson: And that we build that into a design and then the three big ideas that come through our privacy acceptance of all students and also ease of use proximity and where things are in a school, and especially with something like a restroom is is very important. 932 02:20:18.990 --> 02:20:37.770 Barb Soisson: One of the key ideas from this study that was done is that when you look at gender neutral restrooms. We aren't looking at, let's create different kinds of restrooms for students with specific 933 02:20:39.120 --> 02:20:50.160 Barb Soisson: needs specific ways of being supported, but actually a restroom is a restroom and that when you create something that allows that balance of privacy. 934 02:20:50.790 --> 02:21:08.430 Barb Soisson: And when it contributes to the overall school climate with supervision and expectations for behavior, you're not looking at this is something that you are just doing for any particular group of students. 935 02:21:09.120 --> 02:21:28.200 Barb Soisson: School Climate, we know from surveys and from the work that we have done the school climb and the Oregon Health Surveys, we've done so far is that climate of acceptance and support benefits every student in the school. And so there's encouragement to 936 02:21:29.310 --> 02:21:39.450 Barb Soisson: To build towards this and to recognize that our students and all people notice daily how practices and how things are done with individuals. 937 02:21:39.840 --> 02:21:52.650 Barb Soisson: And that that is something that contributes to the overall climate of the school and now remote going to show you a couple of the kinds of things that we've been talking about and looking at in this process. 938 02:22:00.000 --> 02:22:09.600 Regan Molatore: And as he moves through these we pause occasionally in case it has a question about your actual whatever it is you're showing 939 02:22:09.720 --> 02:22:14.310 Remo Douglas: Sure. I know I I tend to get going. So I appreciate that feedback. 940 02:22:15.510 --> 02:22:22.170 Regan Molatore: Well, it's a delicate balance. Sometimes we're like, go go go faster and sometimes. Take it, take it slow. Sure. 941 02:22:22.380 --> 02:22:25.920 Remo Douglas: Sure. Well, I'll make intentional pauses and 942 02:22:27.030 --> 02:22:29.910 Remo Douglas: Keep an eye on the faces. I can see over here on the right. 943 02:22:31.170 --> 02:22:37.680 Remo Douglas: So yeah, thank you barbon board and and everyone who's made it to 830 with us this evening. 944 02:22:38.790 --> 02:22:49.560 Remo Douglas: First, I'm going to quickly show a few images of examples that were reviewed and to lead up to our conversations with students and staff, for instance, the one here. 945 02:22:51.420 --> 02:22:59.160 Remo Douglas: You'll see variations in the layout shown demonstrating the capacity for privacy and transparency available through design of these restrooms. 946 02:23:00.540 --> 02:23:05.250 Remo Douglas: How hallways doors sinks and more implemented is important to function. 947 02:23:06.510 --> 02:23:07.200 Remo Douglas: And many 948 02:23:07.290 --> 02:23:12.660 Remo Douglas: design details are have been considered and will continue to be as we're talking with the community. 949 02:23:13.740 --> 02:23:23.460 Remo Douglas: For instance, how wide is the gap below a door, a simple question like that turns into a whole long conversation about all the reasons why it might grow or shrink. 950 02:23:31.290 --> 02:23:31.710 There. 951 02:23:33.360 --> 02:23:33.870 Remo Douglas: There we go. 952 02:23:36.030 --> 02:23:38.130 Remo Douglas: So here's a second 953 02:23:39.450 --> 02:23:43.050 Remo Douglas: Rendering here a little different orientation. 954 02:23:47.550 --> 02:24:00.660 Remo Douglas: It's important to remember that the design concept for would middle school is being brought forward as part of a deliberate process and that design is iterative in response to feedback. You're hearing a lot to hit this evening about that. 955 02:24:01.950 --> 02:24:11.340 Remo Douglas: It's something that is a tremendous challenge when we're looking to get community feedback early in a process, and yet once an image is seen 956 02:24:12.540 --> 02:24:15.270 Remo Douglas: It's viewed as being decided or railroaded 957 02:24:16.500 --> 02:24:24.750 Remo Douglas: And so we always struggle with, you know, when, when do you start talking about it. How much imagery is available at the time. 958 02:24:25.980 --> 02:24:29.610 Remo Douglas: And so we've we've selected this tack in this instance. 959 02:24:36.180 --> 02:24:55.650 Remo Douglas: After internal review of various layouts for options were presented to students and staff each group was asked to talk about what they thought would make them feel comfortable or uncomfortable about each and as Bob mentioned, we didn't go have students or staff bathroom meetings. 960 02:24:56.820 --> 02:25:02.430 Remo Douglas: You know, we let those groups engage with the broader portions of design talk about the different elements. 961 02:25:03.510 --> 02:25:08.250 Remo Douglas: I particularly I don't tend to speak in student meetings I allow 962 02:25:08.670 --> 02:25:09.090 Remo Douglas: You know, 963 02:25:09.390 --> 02:25:25.710 Remo Douglas: BB and principles and others to end that the designers interact. But it's so great to hear the students speak to different spaces and, you know, even at the middle school level you you take away little nuggets things, things that they say that end up being kind of profound 964 02:25:27.210 --> 02:25:30.690 Remo Douglas: And you can carry those things with you as you keep going in the design. 965 02:25:33.240 --> 02:25:38.010 Remo Douglas: So here are the four options that we presented 966 02:25:39.270 --> 02:25:47.040 Remo Douglas: You'll see green. There were toilet rooms are and the purple color, where the sinks are 967 02:25:48.240 --> 02:25:59.460 Remo Douglas: And each of the four options is is a is a different layout based on all of those different layouts that we'd seen you know I showed a few, but there are a lot more from various schools. 968 02:26:00.270 --> 02:26:12.900 Remo Douglas: Around the state and the country and, you know, again, talking with students and staff. What you know if if the sinks were like this and your line of sight from the hallway of your peers. 969 02:26:14.100 --> 02:26:22.080 Remo Douglas: Were like this and the restroom stall doors are oriented like this, you know what, what would be comfortable about that. What would be uncomfortable. 970 02:26:22.470 --> 02:26:35.550 Remo Douglas: You know is there. Could there be a change to it that would make it better and walk through the four options which which we felt covered most of the iterations that we saw. And it was interesting to 971 02:26:35.610 --> 02:26:36.690 Get that feedback. 972 02:26:39.990 --> 02:26:43.230 Regan Molatore: remark. Can I ask a question, because this is the one in particular. 973 02:26:44.340 --> 02:26:59.490 Regan Molatore: When I was looking at these layouts. I understand what when you asked about lines of sight and ingress and egress that was where I conceptually was having a hard time understanding like sure where you could, yeah. 974 02:26:59.820 --> 02:27:02.370 Remo Douglas: Yeah, what's what's visible and not and why and how. 975 02:27:02.790 --> 02:27:15.450 Remo Douglas: Yeah, so we'll, we'll pick on option A first. So you've got the, the kind of rectangle, where you see the purple and green shading. So again, green is toilet rooms. 976 02:27:15.960 --> 02:27:32.190 Remo Douglas: Purple is the sink areas and the white with no shading is the kind of common chord or space between. And then below that on the sheet is the adjacent hallway sees. There's a little 977 02:27:32.760 --> 02:27:41.970 Remo Douglas: arrow going here. So students walk, left to right along that green arrow or line and then they have the opportunity to view. 978 02:27:43.200 --> 02:27:43.800 Remo Douglas: In 979 02:27:45.030 --> 02:27:46.650 Remo Douglas: At these different angles. 980 02:27:48.330 --> 02:28:06.360 Remo Douglas: Like that. And so, as someone is walking down the hallway, you know, you're getting views of different portions of the design. So I'll just, you know, it's, it's the same spot in the school where we we took these different designs and I'll just kind of run lines of sight. 981 02:28:07.770 --> 02:28:28.050 Remo Douglas: Hopefully that's being meaningful and the exercise of doing it. So there are individual pockets. In some cases, A and B. Let's change color here to read or reds, not a very friendly color if if you have color site issue. So we'll go blue. I think that's more friendly. 982 02:28:30.540 --> 02:28:32.310 Remo Douglas: And we'll make little rectangle so 983 02:28:33.720 --> 02:28:42.840 Remo Douglas: I'll make a blue rectangle, there, and there. So there's there's areas that would be, you know, not the whole restroom, but a small portion of it where it'd be less visible. 984 02:28:44.220 --> 02:28:57.420 Remo Douglas: Often students, particularly at middle school thought the idea of having some of the restroom doorways not immediately visible to someone who's in the hall. They felt more comfort in that 985 02:28:58.380 --> 02:29:06.330 Remo Douglas: That they don't open the door from their toilet stall and there's 32 kids from Mrs. So and so's class staring at them. 986 02:29:07.470 --> 02:29:14.130 Remo Douglas: And so, you know, they, they like that, that there was some OPP opportunity for that in those two 987 02:29:15.240 --> 02:29:20.460 Remo Douglas: Will continue over here and go back to green. So obviously an option. See 988 02:29:22.050 --> 02:29:23.070 Remo Douglas: You can see 989 02:29:24.090 --> 02:29:32.610 Remo Douglas: Effectively, the entire space, you know, that's a sink counter so it wouldn't block it so you could see into everywhere. 990 02:29:34.350 --> 02:29:46.020 Remo Douglas: In the open Common Spaces there. And you'd have a fair amount of visibility from different angles to look and perhaps see a short distance into a restroom stall. 991 02:29:47.760 --> 02:30:07.530 Remo Douglas: And then I'll, I'll stop coloring, but for option D. It's very similar to see you can see throughout the whole area and those doors are coming in from the sides for those restroom stalls. It was consistent between different groups that option A was the most preferred 992 02:30:08.880 --> 02:30:13.200 Remo Douglas: They all seem to agree that having the sinks. 993 02:30:14.580 --> 02:30:24.840 Remo Douglas: This excuse me more visible as opposed to the doorway into the individual stall that that was the preference and, you know, they said they, you know, 994 02:30:25.830 --> 02:30:40.350 Remo Douglas: They there. Okay, everyone seeing handwashing that people wash hands. Some of our primary schools, the hand washing stations are actually in the hallway to begin with. So, some of them are coming from that experience and that's that's familiar and comfortable for them. 995 02:30:41.370 --> 02:30:44.700 Remo Douglas: But it's that that stall door entry way that 996 02:30:45.810 --> 02:30:48.540 Remo Douglas: They expressed a preference for that. 997 02:30:49.710 --> 02:30:51.450 Remo Douglas: For that privacy, I should say. 998 02:30:52.260 --> 02:30:52.620 Christy Thompson: Okay, the 999 02:30:53.220 --> 02:30:54.960 Remo Douglas: Questions. Absolutely. 1000 02:30:55.440 --> 02:31:09.750 Christy Thompson: OK, so my first question. If you go back to auction CND can show. And what I would maybe even all of them with exactly how big is the opening into those spaces. Can you just point out the openings. 1001 02:31:11.040 --> 02:31:19.440 Christy Thompson: I saw the lines of sight. But I'm just curious, exactly like the width. If you can speak to that. So that entire. Okay, that's what I'm 1002 02:31:19.590 --> 02:31:23.130 Remo Douglas: I'll go, I'll go blue again because we've got green on the screen, but 1003 02:31:23.760 --> 02:31:28.500 Christy Thompson: Yeah, the entire opening so that would be helping the door would be 1004 02:31:29.040 --> 02:31:42.870 Remo Douglas: Right, right. And, and the idea at the moment. And again, everything's a conversation. But at the moment, the ideas that at these blue lines. These are openings, meaning 1005 02:31:44.010 --> 02:31:44.910 Remo Douglas: There's not a door. 1006 02:31:45.150 --> 02:31:45.870 Christy Thompson: It's not a door. 1007 02:31:45.930 --> 02:31:47.400 Remo Douglas: Right. It's an it's an opening 1008 02:31:48.510 --> 02:31:58.290 Remo Douglas: So they vary depending between these different options. That's of course another expression of the flexibility of this, how, how do we as a district want to approach this in the best way. 1009 02:31:59.580 --> 02:32:10.170 Remo Douglas: For reference on option C and D. There's a funny little shape down here. I'll highlight part of it with blue down below. 1010 02:32:11.190 --> 02:32:21.450 Remo Douglas: That's a double door opening. So the little two blue lines I drew are the doors and then the the arcs are the pathway of the end of the door. That's a typical 1011 02:32:22.800 --> 02:32:28.680 Remo Douglas: Way design represents doors. So that's a six foot wide double doors. So when you're seeing 1012 02:32:29.460 --> 02:32:43.680 Remo Douglas: A blue line that's longer than that width of that opening of the double doors you know that's somewhere between the six and eight foot zone. And again, this is of course very schematic and nature right there. The purple and green rectangles. 1013 02:32:44.910 --> 02:32:46.440 Remo Douglas: But those are 1014 02:32:47.970 --> 02:32:53.220 Remo Douglas: Examples of current restrooms sets that exist in our schools today. 1015 02:32:54.810 --> 02:33:02.610 Remo Douglas: And that that square footage that shape of that rectangle and how one might convert this though sets into the style. 1016 02:33:04.020 --> 02:33:12.000 Remo Douglas: Again, for the purpose of this conversation about this project, my next slide actually has the the design concept for wood. 1017 02:33:13.050 --> 02:33:20.700 Remo Douglas: And we are only doing that addition. We're not going back into the other restrooms and manipulating those at this time. 1018 02:33:21.420 --> 02:33:35.670 Christy Thompson: Okay. And can I ask my second question. And as you're referring to. They and this is what could you give a number to the they like how many students, staff were involved in looking at this design. 1019 02:33:37.320 --> 02:33:38.550 Christy Thompson: As he went to that. Thank you. 1020 02:33:39.180 --> 02:33:41.550 Remo Douglas: Yeah, I think, a moment. 1021 02:33:44.430 --> 02:34:01.890 Remo Douglas: I think it was five middle schoolers several middle school staff certainly a couple of principles and BB at the middle school level, I think it was also five, I want to say it was five high schoolers. 1022 02:34:03.480 --> 02:34:07.620 Remo Douglas: And a broader number of staff there. 1023 02:34:08.970 --> 02:34:10.950 Remo Douglas: Particularly for Wilson Bell High School. 1024 02:34:12.390 --> 02:34:13.170 Remo Douglas: Where 1025 02:34:14.190 --> 02:34:22.830 Remo Douglas: The nature of that project. The new auditorium, there's quite a bit of staff from different specialties that are part of that committee as well as some community members. 1026 02:34:24.120 --> 02:34:31.290 Remo Douglas: And so, you know, a larger number there, there might have been eight to 10 other adults in addition to administration. 1027 02:34:33.720 --> 02:34:50.160 Christy Thompson: Okay, so in total, you would say that we had five middle schoolers and five high schoolers that looked at these designs. So a total of 10 students. And then when you say several middle school and high school staff is several like five or 10 is that 1028 02:34:50.850 --> 02:34:57.240 Remo Douglas: At middle school. I think it was four or five and at the high school. It was closer to 10 1029 02:34:58.500 --> 02:34:58.890 Christy Thompson: Okay. 1030 02:34:59.310 --> 02:35:07.680 Remo Douglas: And again it in my position. Unfortunately, despite how much I enjoy these particular meetings. I'm not always able to attend all of them. 1031 02:35:08.850 --> 02:35:17.070 Remo Douglas: But I did hear that, you know, the students that were reached out to there was good responsiveness. They did attend and participate 1032 02:35:18.180 --> 02:35:31.170 Remo Douglas: I know the one for would middle school where it was the, the couple of would middle school students. I was there for that one. And I was there for one of I think it's two so far meetings or high school with students. 1033 02:35:32.400 --> 02:35:45.390 Christy Thompson: Okay, so you would say about total that looked at these designs was about 35 sound like been writing about 35 people five middle schoolers five high schoolers. That's about 10 students and then about 15 staff. 1034 02:35:47.730 --> 02:35:48.600 Christy Thompson: These designs. 1035 02:35:48.930 --> 02:36:01.830 Remo Douglas: Right. And it's, yeah. And it's very deliberate that you keep an initial conversation small and get sample feedback develop a concept. And then, you know, progress broader is we're doing now. 1036 02:36:03.000 --> 02:36:11.550 Barb Soisson: In next definitely a so far. For example, one of the things that is going to happen in the next week or so is 1037 02:36:12.990 --> 02:36:28.530 Barb Soisson: As part of a health and looking at applying a lot of the health standards, ask students in high school to apply concepts and they are also going to be looking at if you were designing a space so that will involve 1038 02:36:29.160 --> 02:36:40.560 Barb Soisson: All the high school health classes, for example. So you we start with focus groups are typically a real focus and there are a smattering of students representing you know just the 1039 02:36:40.860 --> 02:36:48.480 Barb Soisson: whole gamut of the high school or the middle school and then you start to have more experiences. And that's exactly what we're doing. 1040 02:36:48.750 --> 02:37:03.930 Barb Soisson: Now is starting to introduce this and then we will have students participate and you know community participate, once we started to establish some things of interest and it'll, it'll grow that way. 1041 02:37:07.740 --> 02:37:20.070 Christy Thompson: And that's one more question, because I saw all of those other. So, are these the only for designs that are being put forward. Was that my understanding that you said 1042 02:37:20.730 --> 02:37:31.950 Remo Douglas: So there were a number of photos and and renderings shown, but this was the primary document used to explain options. 1043 02:37:32.460 --> 02:37:32.970 Remo Douglas: And to 1044 02:37:33.090 --> 02:37:42.690 Remo Douglas: Prompt feedback, particularly around comfort and discomfort. You know what, what would make this option A, for instance, or Option D. 1045 02:37:43.650 --> 02:37:52.140 Remo Douglas: You know what, what about that is favorable to you, what, what would be comfortable to you about this one might what might make you uncomfortable. 1046 02:37:52.920 --> 02:38:06.780 Remo Douglas: And, you know, work through each of them. And then the designers do a great job and BB as well, you know, reading trying to read between the lines and and draw that feedback, particularly around discomfort. 1047 02:38:08.250 --> 02:38:17.310 Remo Douglas: To try to make sure that we understand what it is and why and how can we make an adjustment that addresses that. And we believe we've done so. 1048 02:38:18.120 --> 02:38:24.000 Barb Soisson: And then the other piece to that is you get some basic parts, you know, you have the 1049 02:38:25.110 --> 02:38:34.230 Barb Soisson: The individual stalls and then you have the sinks and then you start to say, well, maybe. These were the four that were shown, but 1050 02:38:34.470 --> 02:38:45.480 Barb Soisson: How can we continue to vary. Some of those parts. And so that's the part that is still it's not limited to just these four. But, you know, it became very clear that 1051 02:38:46.410 --> 02:38:59.490 Barb Soisson: Students don't like students washing their hands to see who walks into which stores. And so that was that was something that they moved around right away. Now that will continue with some of those basic parts. 1052 02:39:03.240 --> 02:39:11.460 Kathy Ludwig: I think a way to describe that might be, you know, I don't know if any families worked with a home designer. But, you know, if you got these green and purple tiles. 1053 02:39:11.850 --> 02:39:26.700 Kathy Ludwig: And you had a rectangular space and your designer said let's let's move these tiles around and and place them in different places. What would be the advantage of the green titles. Here the purple tiles that represent things in various places and then react to it. 1054 02:39:28.530 --> 02:39:29.550 Barb Soisson: And then another 1055 02:39:29.730 --> 02:39:31.920 Barb Soisson: piece that's come up in answer to your 1056 02:39:32.670 --> 02:39:39.300 Barb Soisson: Question directed Hobson, is that sometimes when you think about, well, what if there is 1057 02:39:39.720 --> 02:39:47.760 Barb Soisson: You're thinking about the difference between the restroom being used during the school day and being used after school hours. 1058 02:39:48.030 --> 02:40:04.470 Barb Soisson: Would you orient a single stall another direction for someone who isn't going to walk into the whole facility. So those are other pieces that that's exactly why this is, you know, in its stage that it's in right now because we have to look at that as well. 1059 02:40:10.260 --> 02:40:12.660 Remo Douglas: Any others while we're on this one. We've got a next 1060 02:40:12.810 --> 02:40:16.500 Remo Douglas: Next slide with with the act, the design concept that we're starting at 1061 02:40:17.610 --> 02:40:20.490 Regan Molatore: That time I'd say let's move to the next time. Sure. 1062 02:40:20.790 --> 02:40:21.360 Remo Douglas: We'll see if 1063 02:40:22.410 --> 02:40:23.730 Remo Douglas: It'll cooperate with me here. 1064 02:40:28.020 --> 02:40:28.650 Remo Douglas: There we go. 1065 02:40:29.880 --> 02:40:40.920 Remo Douglas: So the result of of all those conversations and processes are that we tried to kind of break down the major themes that we heard, and we saw 1066 02:40:41.760 --> 02:40:52.530 Remo Douglas: Repeatedly with students and came to this drawing. And, you know, again, the, the word that we always use is design concept. 1067 02:40:53.430 --> 02:41:11.970 Remo Douglas: Meaning you know we have some idea. It's deliberate. It's on purpose. It's the result of some initial study. It's not for the list, but it's not set in stone yet exactly what the style is but you need something to look at. And to talk about in order to take those next steps. 1068 02:41:13.170 --> 02:41:17.430 Remo Douglas: So, you know, this is, as we said, a set of restrooms. 1069 02:41:18.930 --> 02:41:21.690 Remo Douglas: That is proposed for would Middle School. 1070 02:41:22.800 --> 02:41:26.310 Remo Douglas: And there's a number of reasons why it's being 1071 02:41:27.630 --> 02:41:35.850 Remo Douglas: proposed for the school. I read through all of the feedback that it come through from the community through just after two o'clock this afternoon. 1072 02:41:37.290 --> 02:41:44.700 Remo Douglas: And so I wanted to make clear, and in particular response to those questions. Some of the reasons why we're doing this particular set of restrooms. 1073 02:41:46.260 --> 02:41:49.350 Remo Douglas: So first the relocation of the office. 1074 02:41:50.400 --> 02:42:02.130 Regan Molatore: Language clarification because I was a question that everything is still up for design modifications, but your language is now is saying this is why we're doing this restaurant. 1075 02:42:05.010 --> 02:42:12.720 Regan Molatore: Either they're still opportunity for community have input and ultra the Designer, there's not. I think we have to be really careful about how 1076 02:42:12.720 --> 02:42:20.310 Remo Douglas: We run it. Right. So for clarity, we're building restrooms, in terms of quantity 1077 02:42:21.330 --> 02:42:41.640 Remo Douglas: We need to build a restroom set as a result of the way the wood projects being designed so the the in order to create a secure entry for the school in the style that we've been doing. Now we have for Don under the 2014 bond we did five more this summer. 1078 02:42:42.750 --> 02:42:46.590 Remo Douglas: And this schools will be rebuilt next summer. 1079 02:42:47.850 --> 02:42:53.130 Remo Douglas: In order to locate that office correctly to create that secure entry system we 1080 02:42:53.250 --> 02:42:57.930 Remo Douglas: Needed to demolish and build something else over the top of a current restroom set 1081 02:42:59.520 --> 02:43:07.140 Remo Douglas: So we're not going and adding a single occupant gender neutral restroom, just to do that. 1082 02:43:08.310 --> 02:43:16.890 Remo Douglas: We're saying, okay, a project has necessitated restaurant construction. Let's be thoughtful about how we design that restroom. 1083 02:43:19.500 --> 02:43:32.190 Remo Douglas: I'm an ex point. So also, it would middle school visitors for after school gym use don't have access to restrooms, apart from the locker rooms which contains a single stall. 1084 02:43:33.210 --> 02:43:33.720 Remo Douglas: In each 1085 02:43:34.770 --> 02:43:35.670 Remo Douglas: gendered locker room. 1086 02:43:36.840 --> 02:43:45.270 Remo Douglas: Third, the bond contemplated a concessions a storage addition to the school and that requires plumbing. 1087 02:43:47.520 --> 02:44:00.390 Remo Douglas: Finally, there's been a strong interest for a long time in providing restrooms that be available to participants at athletic events in the evenings at select times 1088 02:44:01.080 --> 02:44:20.370 Remo Douglas: And so we took all of those factors together and said, you know, the concessions and storage needs to be in this location. We've got plumbing bringing water supply taking water away from that we need to build restrooms somewhere because they've been displaced. 1089 02:44:21.630 --> 02:44:36.120 Remo Douglas: We need we'd really like to accommodate gym users who could use a lot better situation than a single student locker room restroom stall and there's occasions where it'd be nice to have limited access from the outdoors. 1090 02:44:37.410 --> 02:44:43.530 Remo Douglas: To a restroom set at the school, it's something that we're trying to propagate across the district over time. 1091 02:44:44.070 --> 02:44:59.520 Remo Douglas: And we need to be able to do that in a way that we can secure the rest of the building as appropriate. When that after school or outside of school hours activities happening. And so, it brought us to bringing a restroom set 1092 02:45:00.570 --> 02:45:09.150 Remo Douglas: Over to this location off of the gym and the music wing and adjacent to the concessions where we're already bringing utilities. 1093 02:45:11.160 --> 02:45:20.460 Remo Douglas: Then the conversation about, is this a single occupant gender neutral bathroom happened and like, it's important to recognize that 1094 02:45:21.150 --> 02:45:36.930 Remo Douglas: Whatever the shape that THIS RESTAURANT WAS GOING TO TAKE IT WAS THE financially responsible and in the best interest of the district in the community to have a restroom set here, both in terms of its quantity and its location. 1095 02:45:43.500 --> 02:45:43.920 Remo Douglas: Imagine 1096 02:45:44.220 --> 02:45:50.940 Barb Soisson: The question we know I hear you kind of naming all the variables that this project needs to address. 1097 02:45:51.360 --> 02:45:56.550 Barb Soisson: Correct. And so, and I think tomato that might answer your question of 1098 02:45:56.970 --> 02:46:08.100 Barb Soisson: The variables are set. These are the things that it has to accomplish. But exactly how and how we arrange it in some of the points that were brought up. For example, when we 1099 02:46:08.550 --> 02:46:21.120 Barb Soisson: Share this with the Long Range Planning Committee about the orientation of, you know, single restroom out what that could look like that design is not finalized. Correct. 1100 02:46:22.080 --> 02:46:35.430 Barb Soisson: Nor is how, in looking within a school for example, you know, if we open a new school and we want to build the restrooms, a certain way that doesn't speak to 1101 02:46:35.730 --> 02:46:43.920 Barb Soisson: The signage and all of the restrooms within the school, especially, you know, when we open the school. So those are the parts that, aside from 1102 02:46:44.160 --> 02:46:57.060 Barb Soisson: Working with these variables. There's also those kinds of things that we really need to now broaden and widen the scope of getting feedback from the community and from students 1103 02:46:58.380 --> 02:46:58.620 Barb Soisson: All right. 1104 02:46:58.800 --> 02:47:04.500 Regan Molatore: Well, thank you, and that was that really was my question wasn't like where it was located so much in the school because that part I'm 1105 02:47:05.010 --> 02:47:18.300 Regan Molatore: Thankful you would provide us with the sep tember up UPDATE. Was it September, October meeting where you first shared the wood remodel, as well as on that's our first glimpse at the idea of 1106 02:47:19.350 --> 02:47:28.260 Regan Molatore: How gender neutral bathroom work can be placed. I just wanted to be clear that the design and the layout. While it's at this location. 1107 02:47:28.650 --> 02:47:41.130 Regan Molatore: And like, for example, the of the four images you showed us you showed us some lines of sight. But then I actually look at this particular layout. It doesn't seem to have anywhere near the lines of sight. 1108 02:47:41.580 --> 02:47:56.940 Regan Molatore: That any of those four options, had I mean I, you know, so that was just like, yeah, I was wondering like how did you take that feedback online site and then apply it to this particular layout. 1109 02:47:58.230 --> 02:47:58.560 Regan Molatore: Sure. 1110 02:47:58.950 --> 02:47:59.430 Regan Molatore: The fact that 1111 02:47:59.640 --> 02:48:01.650 Regan Molatore: Students that they don't like lines of sight. 1112 02:48:04.080 --> 02:48:05.010 Remo Douglas: Yeah, so 1113 02:48:06.060 --> 02:48:09.120 Remo Douglas: You know, another aspect of it is size of a restroom. Right. 1114 02:48:10.350 --> 02:48:23.940 Remo Douglas: Those particular examples from the, you know, that was a, you know, maybe currently three restrooms, you know, three fixtures per restroom, where this one is, you know, much larger is a total of 12 fixtures. 1115 02:48:25.590 --> 02:48:28.680 Remo Douglas: And it's an open question. How do we do that. 1116 02:48:30.300 --> 02:48:34.590 Remo Douglas: This design accommodates line of sight to sinks. 1117 02:48:35.880 --> 02:48:42.780 Remo Douglas: And an important thing to factor in again i i always drive the architects crazy marketing at the drawings, but I think it's 1118 02:48:42.780 --> 02:48:43.380 Instructive 1119 02:48:44.880 --> 02:48:48.960 Remo Douglas: When you think about sinks. What's directly above a sink. It's a mirror. 1120 02:48:50.100 --> 02:48:53.250 Remo Douglas: And if you include the factor. 1121 02:48:54.660 --> 02:49:01.200 Remo Douglas: That you've got mirrors all along those ways as someone is walking down a corridor. 1122 02:49:02.700 --> 02:49:11.970 Remo Douglas: You know, if you're approaching from this direction, or you're walking that direction, or you're walking that direction. And now I get crazy with my lines, but 1123 02:49:13.560 --> 02:49:21.660 Remo Douglas: It's very deliberate about how those things line up and you create line of sight. Again, it's 1124 02:49:22.440 --> 02:49:30.690 Remo Douglas: You know, it's that notion of Kathy often talk about and I always brag about how clever, it is safe in a welcoming. How do you create 1125 02:49:31.560 --> 02:49:47.370 Remo Douglas: Safety and, you know, in this case, privacy, comfort, while maintaining the welcoming. How do you, how do you keep it safe and have lines of sight, and yet allow students to feel like they've got some space that's their own 1126 02:49:49.140 --> 02:49:51.900 Remo Douglas: It's a tricky. It's a tricky balance to strike. 1127 02:49:53.280 --> 02:49:55.590 Remo Douglas: And as we've said this is by no means permanent 1128 02:49:57.150 --> 02:50:06.450 Remo Douglas: But there's more than immediately apparent when you when you factor in what those materials are how those lines aside are affected by mirrors and so forth. 1129 02:50:11.970 --> 02:50:22.650 Barb Soisson: So far we've learned to this idea of privacy is something that is pretty extensive of liking having my own restroom. There were things around. 1130 02:50:23.910 --> 02:50:25.170 Barb Soisson: You know having it feel 1131 02:50:26.640 --> 02:50:35.280 Barb Soisson: More soundproofing just more that I'm comfortable, you know, with this in school is something that has been has come out. 1132 02:50:38.310 --> 02:50:45.660 Christy Thompson: Our. I love that you said that about the privacy. And I think especially for our middle school students and our high school student 1133 02:50:46.290 --> 02:50:59.310 Christy Thompson: I think about some of the changes things are going through, particularly our females and privacy. And so just kind of going off of that. Have we ever thought about putting in a row of 1134 02:50:59.970 --> 02:51:13.890 Christy Thompson: Like the Starbucks type bathrooms to it. That would give the students kind of that ultimate privacy that would come right off the hallway. So we'd have really good sight into them, but it would not only give them their own toilet, but also their own 1135 02:51:15.060 --> 02:51:19.440 Christy Thompson: Sink in case they needed to watch something on their hands. I'm 1136 02:51:20.790 --> 02:51:30.030 Christy Thompson: Wondering if that was you know bound. If that idea was bounced around, just as we think about our kids privacy. 1137 02:51:31.050 --> 02:51:34.440 Barb Soisson: Well, you know, one of the things I appreciate that question because 1138 02:51:35.520 --> 02:51:39.360 Barb Soisson: There's spaces in the school where you know the 1139 02:51:39.690 --> 02:51:46.860 Barb Soisson: Starbucks type or the all inclusive restroom is is what I hear you talking about with the sink all everything's plumbed everything's in there. 1140 02:51:47.070 --> 02:51:57.300 Barb Soisson: That's one thing. One of the things, a factor that a design team has to work with is, you have to figure so many units, you need to get in. 1141 02:51:57.570 --> 02:52:04.980 Barb Soisson: For the usage in the school. So sometimes when it comes down to, you know, how many of those can you have 1142 02:52:05.250 --> 02:52:20.880 Barb Soisson: within a school of those Starbucks type restrooms. And so that's where there's some balance for having something where you can get considerable more considerably more units in as opposed to the separate one so you don't have a 1143 02:52:21.330 --> 02:52:32.520 Barb Soisson: You know, it looks like a school full of closets or something like that, because there is a ratio and remote can actually know the ratio, more than I do have the number that you have 1144 02:52:34.230 --> 02:52:37.260 Barb Soisson: Individual styles that one needs to have in a school 1145 02:52:38.130 --> 02:52:44.880 Barb Soisson: So that's the reason you know for something like that and not just saying that we build every single unit to be all inclusive. 1146 02:52:45.150 --> 02:52:55.770 Barb Soisson: Because both the square footage needed to do that. And the number of them that you would need makes makes it challenging in a school you know to do throughout the whole school 1147 02:52:58.410 --> 02:53:10.830 Christy Thompson: I wasn't thinking about the whole school. I'm just thinking, I don't know. I'm just wondering if you know you could do it more kind of any use shape that went around the outside of so you're keeping that same 1148 02:53:12.210 --> 02:53:20.550 Christy Thompson: Course, it's hard to do this when we're on zoom. But as I flail my hands around, and I apologize and assume that you can all see what I'm talking about. 1149 02:53:21.510 --> 02:53:30.120 Christy Thompson: I'll try to explain this. So I'm thinking about, like if you took out that front wall there that's right against the hallway and instead use kind of 1150 02:53:31.800 --> 02:53:32.070 Christy Thompson: Any 1151 02:53:33.360 --> 02:53:41.010 Regan Molatore: Christina sorry to cut you off. The only to help if you like. I think when you're talking to you pretend that there's like a North, South, East, West grid on here. 1152 02:53:41.370 --> 02:53:45.720 Regan Molatore: So what good about would be the Western Wall. 1153 02:53:45.780 --> 02:53:53.040 Christy Thompson: Yes, you do that North hot that North side. Yeah, exactly. Remote thank you for interpreting my Jumbled words. 1154 02:53:53.370 --> 02:53:53.700 Remo Douglas: I 1155 02:53:54.090 --> 02:53:56.640 Remo Douglas: I interpret I'm waving for a living. 1156 02:53:58.830 --> 02:54:08.610 Christy Thompson: Will you do it really well. So thank you. Yes. So something that is. Yeah. So something to that. I'm wondering, you know, yes. 1157 02:54:11.400 --> 02:54:16.770 Remo Douglas: So, in, in short, I came to that conclusion on on purpose. Yes. 1158 02:54:17.310 --> 02:54:19.410 Remo Douglas: That sort of thing was talked about 1159 02:54:20.940 --> 02:54:29.490 Remo Douglas: It's certainly not efficient in terms of square footage and restrooms do the high level of finishes required for durability and cleaning 1160 02:54:30.090 --> 02:54:47.430 Remo Douglas: And all those things are very expensive square footage so you know every one square foot of of the building that we're up into the you know 400 plus dollars per square foot. At this point, and particularly in in these types of spaces. And so there's a challenge there. 1161 02:54:48.780 --> 02:54:56.640 Remo Douglas: Is creating a number of large fully enclosed double lockable rooms. 1162 02:54:58.110 --> 02:55:02.670 Remo Douglas: may not help some of the other concerns that folks have raised 1163 02:55:04.380 --> 02:55:19.410 Remo Douglas: And certainly that that notion of that privacy and in the way that I heard it from from students, it certainly wouldn't seem to be as responsive to that, but it's certainly something that one could consider doing 1164 02:55:21.570 --> 02:55:27.570 Kathy Ludwig: And I think what we're, what we're doing tonight is you're beginning to engage in the design. 1165 02:55:28.260 --> 02:55:47.130 Kathy Ludwig: Your thinking as board members as if you had those green and purple tiles. What if we move this over here. You know, I know that students may have like this, but as a parent, I think I like this one. And that's how we want to engage in the listening session. And then as both 1166 02:55:48.240 --> 02:56:00.150 Kathy Ludwig: And Mr. Douglas mentioned how we then take these two maybe some larger focus groups with students and keep hearing back from community. What feels 1167 02:56:02.100 --> 02:56:12.330 Kathy Ludwig: Comfortable again line of sight, and everybody begins to start engaging in moving ideas around. And that's what this project. 1168 02:56:13.410 --> 02:56:20.370 Kathy Ludwig: You know, that's where we are right now. So again, to emphasize to the community that's listening. This is not what we've landed. 1169 02:56:20.880 --> 02:56:38.760 Kathy Ludwig: This is a sample based on some initial feedback to begin now to imagine moving and that happened with our Long Range Planning Committee and director Fitch was there that immediately, people began to orient doors, a certain way or stalls a certain way. 1170 02:56:40.410 --> 02:56:46.350 Kathy Ludwig: And I know that our timeline slide is next to show that we have a ways to go with this at some point. 1171 02:56:47.310 --> 02:56:54.240 Kathy Ludwig: You know the feedback we've got does need to land somewhere and we'll go forward with a plan and we'll build something 1172 02:56:54.870 --> 02:57:00.510 Kathy Ludwig: And that's not to say that even what we finally build is permanent for all time. 1173 02:57:01.140 --> 02:57:19.470 Kathy Ludwig: It could be that as we live into that design for several years that we continue to get feedback and could adjust things and we do that to classroom spaces, all the time library spaces stages gymnasiums stairways and bathrooms would be no different. 1174 02:57:21.150 --> 02:57:29.610 Kathy Ludwig: Especially as we install a few of these and begin to get feedback on the style that may be the Wilson bill High School. 1175 02:57:29.970 --> 02:57:39.060 Kathy Ludwig: Bathrooms oriented versus the ones that would maybe the ones that are different than at the stadium and patrons will give us feedback. Students will give us feedback. So 1176 02:57:40.290 --> 02:57:56.310 Kathy Ludwig: This, this has many years of being an iterative process that we could adjust down the road is we live into these spaces. I just want to do a time check and share monitor. I know that they have one more slide that just talks about timeline, then we can go back to discussion. 1177 02:57:57.120 --> 02:58:02.640 Regan Molatore: Yep, that would be great. And then maybe all board members can share some some thoughts. 1178 02:58:03.930 --> 02:58:24.510 Barb Soisson: So just again with the with the process is we've had one discussion so far and had some first points really around. So what's the degree between privacy and supervision that one needs in in school restrooms and 1179 02:58:25.740 --> 02:58:32.070 Barb Soisson: And also, what is the peace between something that's used during the school day and then something that's used by the Community. 1180 02:58:32.550 --> 02:58:46.950 Barb Soisson: And during this. We are, of course, receiving and using not just receiving but using the questions in in the public comments that have been given. And considering those and then the 1181 02:58:48.510 --> 02:58:55.950 Barb Soisson: Tonight, you're just looking for the first time at really specific discussion points of these variables. 1182 02:58:56.370 --> 02:59:12.060 Barb Soisson: The Community listening session will be set up to elicit information. And that's the idea of doing this is not to present something, but to put enough of these variables out there to gather from interested 1183 02:59:12.930 --> 02:59:30.870 Barb Soisson: Members of the community. What, what we want. And so this will all be contributing to the design, which, you know, when we get to January, we will want to be finalizing and getting this in into shape. That's when that's when the next step would occur. 1184 02:59:34.770 --> 02:59:36.090 Kathy Ludwig: I think director Fitch. 1185 02:59:37.440 --> 02:59:38.040 Been waiting 1186 02:59:39.810 --> 02:59:47.130 Ginger Fitch: So I looked again on the board agenda. And we were just supposed to receive information, but this slide talks about 1187 02:59:47.190 --> 02:59:55.500 Ginger Fitch: Receiving school board feedback. So I'm still curious if you're looking for feedback today when you might be looking for feedback. 1188 02:59:56.640 --> 02:59:59.100 Barb Soisson: You know what. Thank you, Director Finch. That's my 1189 02:59:59.520 --> 03:00:13.920 Barb Soisson: Wording air I consider whenever we have a discussion. I know I'm listening and taking notes just from your question. So I broadly consider that feedback you know that this isn't a formal deciding or an only opportunity to give to give feedback. 1190 03:00:16.620 --> 03:00:22.170 Barb Soisson: So we would continue to, you know, continue to do that throughout the process. 1191 03:00:23.970 --> 03:00:31.560 Ginger Fitch: So I think just my observation is for tonight. I think we started at 815 on this and if you had looked for feedback for us. 1192 03:00:31.860 --> 03:00:41.100 Ginger Fitch: We have just eight minutes left, of what we anticipated our discussion, and I hope that when you do the community forums that you're balancing the time in a different manner. 1193 03:00:42.510 --> 03:00:42.960 Thank you. 1194 03:00:46.200 --> 03:00:58.170 Kathy Ludwig: Yeah, and I think that's something we'll have to think of do we do the presentation without interruption. And then, you know, create the feedback or do we stop along the way and allow for interaction which 1195 03:00:59.580 --> 03:01:04.710 Kathy Ludwig: You know occurred tonight. And so we would probably want to keep it more structured for the listening session. 1196 03:01:08.130 --> 03:01:08.670 Regan Molatore: Well, I think. 1197 03:01:08.700 --> 03:01:15.300 Regan Molatore: To potentially knowing the call the question to helps direct more focused feedback. 1198 03:01:16.350 --> 03:01:19.650 Regan Molatore: So, but that's all stuff we're working through. I mean, 1199 03:01:20.370 --> 03:01:30.420 Regan Molatore: If ginger, if you have some questions or comments or feedback, you'd like to provide we can definitely do that. And I also know like at any time you like we are members of the community, while 1200 03:01:30.930 --> 03:01:48.240 Regan Molatore: Probably a sharing our feedback during the community lesson session isn't optimal you know you we we you any individual member can always write their thoughts to urban probably remote as as a parent and the patron. 1201 03:01:49.170 --> 03:01:51.570 Regan Molatore: To be considered amongst with everything else. 1202 03:01:54.510 --> 03:01:54.870 Regan Molatore: Testing. 1203 03:01:57.810 --> 03:01:58.140 Chelsea King: I'll take 1204 03:01:58.200 --> 03:02:08.970 Chelsea King: A few minutes to give some feedback. Thank you for the designed it was interesting to see just the different time, particularly the one at the green and the purple and the different lines of 1205 03:02:09.600 --> 03:02:20.610 Chelsea King: Sight and I'm personally just very excited about these bathrooms, I can think of a lot of different ways that they create comfort and a sense of security for our students. 1206 03:02:21.150 --> 03:02:31.650 Chelsea King: Regardless of our students age or identity and I think of my son, one time in kindergarten and going to the bathroom and having a troubling interaction. 1207 03:02:32.490 --> 03:02:41.010 Chelsea King: With another boy in the bathroom and since then never wants to go big potty in the school bathroom. 1208 03:02:41.580 --> 03:02:53.460 Chelsea King: And so I see how even just, you know, something like that, having the walls, all the way down increases comfort. I think about even the time I accidentally walked into the boys bathroom in middle school. 1209 03:02:53.820 --> 03:03:03.390 Chelsea King: And was just so mortified. You know, and had to turn around and walk back I had walked into the wrong bathroom and so designs like this. I think we're we're rethinking 1210 03:03:03.870 --> 03:03:12.510 Chelsea King: How we create a bathroom space because it does create discomfort for students, regardless of who they are and and we know that it 1211 03:03:13.020 --> 03:03:23.580 Chelsea King: Creates an increased sense of security for students who are identify as gender non binary or, you know, are not gender non normative and so 1212 03:03:24.090 --> 03:03:33.600 Chelsea King: You know, that's a small percentage of our students, but we want them to feel just a safe, going to the bathroom. Was any other student and there's myriad reasons why. 1213 03:03:33.960 --> 03:03:42.840 Chelsea King: Any of our students would like to use a bathroom like this. So I'm excited about them. I think the the details and the design. 1214 03:03:43.470 --> 03:03:57.570 Chelsea King: Are important but I trust that we're moving forward with these single stalled bathrooms and that they're going to be coveted by our, our students from all different backgrounds. 1215 03:03:59.730 --> 03:04:00.300 Regan Molatore: Thanks, Chelsea. 1216 03:04:00.330 --> 03:04:00.750 Dylan. 1217 03:04:03.420 --> 03:04:05.370 Dylan Hydes: Yeah, I had a question and some comments. 1218 03:04:06.090 --> 03:04:08.430 Dylan Hydes: My first question is, my understanding is that 1219 03:04:08.790 --> 03:04:22.890 Dylan Hydes: We're not going to schools and demolishing existing bathrooms to create new bathroom but that these are being used for bad things that are being designed in either completely new facilities or facility or facilities that we're going to be remodeled anyways. Is that correct, 1220 03:04:23.370 --> 03:04:25.440 Remo Douglas: Correct. That's exactly correct. 1221 03:04:25.800 --> 03:04:39.060 Dylan Hydes: Okay, thank you. Because I mean, people were saying in the comments. So this is not what my bond dollars are going towards so it's like, well, we're building a lot of trauma will civilians going to need a restroom in there so you know i something I thought was important to to clarify. 1222 03:04:40.980 --> 03:04:56.160 Dylan Hydes: I like some of the ideas here. I do have some some concerns, though, to somebody talking about the value of soundproofing I think that should be off the table. I don't think that we should be soundproofing any bathrooms in our middle schools are high schools. 1223 03:04:57.480 --> 03:05:07.110 Dylan Hydes: And some of the pictures that came in the materials. I was concerned about the size of these rooms that have doors to go all the way to the bottom is the four 1224 03:05:08.940 --> 03:05:16.680 Dylan Hydes: I was thinking, if we're increasingly these bathroom that's creating the size of the bathrooms on airplanes, like where you can get one person there, and no more than one person. 1225 03:05:17.850 --> 03:05:26.760 Dylan Hydes: I mean you guys been way more thought into this and I have but I started to some people have some co workers that have middle school, high school students to my office and they were 1226 03:05:27.090 --> 03:05:34.590 Dylan Hydes: In horror like knowing that these rooms where things could happen in those rooms and we don't need a lot of imagination to imagine some of those things are so 1227 03:05:34.980 --> 03:05:46.950 Dylan Hydes: I want to make sure we make every student feel safe and comfortable without creating havens of the bad things. And so I think some obvious things are not soundproofing making sure the doors. Do not go all the way to the floor. 1228 03:05:48.570 --> 03:05:55.980 Dylan Hydes: So, and the public comments and I think definitely echoed, a lot of those concerns and trying to make sure that's being taken to consideration. 1229 03:05:57.360 --> 03:06:07.350 Remo Douglas: Appreciate that I, as I said, Bob, presenting I read all of it all that feedback as of two, I think it was two or three or something this afternoon. 1230 03:06:08.010 --> 03:06:18.870 Remo Douglas: And I tried to kind of hit those points. It's one of those tensions folks would say, well, what if there's a toilet in a sink and it's a full meal deal bathroom and they're all there well 1231 03:06:19.350 --> 03:06:25.050 Remo Douglas: You've made the room larger the ones we're showing here as small as you can get. While fitting the door. 1232 03:06:26.310 --> 03:06:33.360 Remo Douglas: You know, how do we how do we find the right path there. And that's, you know, one of the questions we're looking to answer in this process. 1233 03:06:34.050 --> 03:06:40.200 Barb Soisson: And one clarification about soundproofing. I think that was my word choice when we had had portables in the past. 1234 03:06:40.530 --> 03:06:49.800 Barb Soisson: We have had feedback from parents and from community members about how students feel as though the restrooms in there are so 1235 03:06:50.400 --> 03:07:06.900 Barb Soisson: There's so little installation or whatever that students won't use them and they're embarrassed to use them. So again, it's what's that spot where students feel comfortable using the restroom, not to him imply that it would be a soundproof room. 1236 03:07:09.960 --> 03:07:10.380 Kathy Ludwig: And then I think 1237 03:07:10.440 --> 03:07:26.220 Kathy Ludwig: Just to clarify with this drawing, maybe, to your point, director hide those individual little stalls just fit the toilet and the door. The ones on the ends would be the ADA accessible that would have the sink and the toilet. 1238 03:07:26.250 --> 03:07:29.280 Kathy Ludwig: In there is what I understand. So 1239 03:07:29.430 --> 03:07:32.910 Dylan Hydes: Over it the doors open. Now you can make them even smaller. Just an idea. 1240 03:07:34.740 --> 03:07:36.510 Kathy Ludwig: The ADA accessible once 1241 03:07:38.250 --> 03:07:43.500 Dylan Hydes: No, but if you look in every bathroom on here, the size of it doubles, because the door opens inward. 1242 03:07:43.920 --> 03:07:47.760 Dylan Hydes: It does doors opened outward. You could decrease the size of that significantly 1243 03:07:49.650 --> 03:07:51.840 Dylan Hydes: Right. Like, like an airplane restroom doesn't 1244 03:07:55.110 --> 03:07:59.100 Regan Molatore: Then we got safety issues because doors are swinging into students walking in. 1245 03:08:00.390 --> 03:08:06.600 Regan Molatore: Yeah, I'm just teasing me feel a little bit. But yeah, you can see how things, these, these issues and flip back and forth, um, 1246 03:08:06.870 --> 03:08:14.640 Regan Molatore: I would say, like, just my my two things are definitely lines of sight, and I appreciate the students want privacy, but 1247 03:08:15.060 --> 03:08:21.930 Regan Molatore: In our school setting, you know, students kids in general, as a matter of law have a reduced sense of privacy. 1248 03:08:22.440 --> 03:08:28.830 Regan Molatore: And there's a reason for that. Our school at will can go search their lockers, if we want, and we have the right to do that. 1249 03:08:29.310 --> 03:08:38.760 Regan Molatore: Um, you know, if parents let let police officers into children's rooms and they can search those rooms. They don't need because permission. So there is a delicate balance. 1250 03:08:39.390 --> 03:08:48.570 Regan Molatore: Balance and that you want children to feel that they are students to feel that they want to use these restaurants. We don't want to build a bunch restrooms that nobody's going to use 1251 03:08:49.020 --> 03:08:58.200 Regan Molatore: But I do think we as parents have safety concerns and issues that maybe our average student may not. And I think that 1252 03:08:59.100 --> 03:09:15.870 Regan Molatore: Your real work is going to be balancing those and trying to find a good fit between what our students want and what our community parents want and and somehow trying to find the best fit, but between those two. And probably, if you upset. Everyone, then you've done a fantastic job. 1253 03:09:17.520 --> 03:09:18.090 Regan Molatore: But 1254 03:09:19.230 --> 03:09:28.050 Regan Molatore: The one thing I you know I the parent in me. I like lines of sight I it does our bathrooms in all buildings that exist now are 1255 03:09:29.040 --> 03:09:33.420 Regan Molatore: And and to Dylan's point making some of the points of our feedback was this idea of 1256 03:09:33.810 --> 03:09:44.580 Regan Molatore: we're switching all bathrooms to gender neutral and that is not the case, we, we just have we're adding an additional choice bathroom of gender neutral, we will still have our 1257 03:09:45.480 --> 03:09:59.340 Regan Molatore: Gender assigned restrooms as well. Those are not going away. So I'm on on these gender neutral restrooms, you know, for me, it's this idea of going from an enclosed like an enclosed 1258 03:09:59.790 --> 03:10:13.110 Regan Molatore: Larger space into then the ability to have an even more enclosed space. And I think this is comic director hides is mentioning, you know that that's a lot. Um, and that ability to 1259 03:10:14.580 --> 03:10:24.300 Regan Molatore: Just our gender assigned restrooms, you know, our in our primary schools where their kids are smearing smearing soap on the walls are doing, you know, 1260 03:10:24.870 --> 03:10:34.050 Regan Molatore: Water and toilet paper and throwing it on to the ceiling. You know, those, those things just happen because it's an enclosed space that does not have lines of sight. 1261 03:10:34.470 --> 03:10:48.180 Regan Molatore: And I think that our parents and families concerns about gender neutral restrooms and not having minds of sight are legitimate and warranted and I just definitely would. 1262 03:10:49.530 --> 03:11:01.560 Regan Molatore: Hope that we can find a balance between that privacy and that ability to have an adult, be able to stand in the hallway and see very clearly. 1263 03:11:03.600 --> 03:11:12.330 Regan Molatore: Who's passing through and or if there were more than one bathroom occupant in a stall so 1264 03:11:13.500 --> 03:11:16.770 Regan Molatore: That is my as a parent concern. 1265 03:11:19.020 --> 03:11:20.640 Regan Molatore: Christie, did you have something else. 1266 03:11:21.990 --> 03:11:22.170 Christy Thompson: Yeah. 1267 03:11:22.200 --> 03:11:24.900 Christy Thompson: I just had a cup. Can I ask a couple questions. 1268 03:11:25.290 --> 03:11:34.440 Christy Thompson: I just, it's still some more questions. And so my first question and Barb. I was just wondering because you mentioned it several times in your 1269 03:11:34.980 --> 03:11:42.810 Christy Thompson: In your memo was the importance of supervision and it says it right there in the slide you just brought up visible super you know supervision. 1270 03:11:43.470 --> 03:11:57.150 Christy Thompson: Was is that supervision referring to just what will be able to be seen as someone walks down the hallway. Or was there an actual plan for more supervision, because one of the things you said, and part of that. 1271 03:11:57.870 --> 03:12:04.800 Christy Thompson: In one part of that memo was that one of the things that the success of these type of bathrooms hinges on his supervision. 1272 03:12:05.280 --> 03:12:16.980 Christy Thompson: So I was wondering if you could speak to that. And then my other question because we've talked about these bathrooms going in places where our community will use them. So what middle school when there's 1273 03:12:17.820 --> 03:12:23.580 Christy Thompson: The outdoor sporting events. And so our community would be coming in and using this as well as 1274 03:12:24.210 --> 03:12:36.660 Christy Thompson: Our Wilson bill high school Auditorium, where we're going to have families and other members of the community coming and this would be the restroom. They use as well as that are well slid high school stadiums. So now we have 1275 03:12:37.290 --> 03:12:46.770 Christy Thompson: Adult adults in our bathrooms with our children in places that we don't have lines of sight it depending on what what we use. 1276 03:12:47.640 --> 03:12:57.030 Christy Thompson: And I know that we as a district and I can't remember because I didn't have to sign anything this year, but I know we always ask our volunteers that are coming into our schools. 1277 03:12:57.360 --> 03:13:10.290 Christy Thompson: To sign. You have to actually sign up to volunteer and you have to kind of put all this stuff down before you're allowed into our school to volunteer and so can you speak to the difference of that. 1278 03:13:10.500 --> 03:13:10.770 Christy Thompson: And the 1279 03:13:10.920 --> 03:13:17.550 Christy Thompson: Prince of now letting any community member walk into said bathrooms. 1280 03:13:17.730 --> 03:13:32.070 Barb Soisson: Yes, those are both great questions. First, that the first one, the supervision supervision and line of sight go together. And so it's not intended in these in this study that was that I captured in the board. 1281 03:13:32.070 --> 03:13:34.680 Barb Soisson: memo that oh, you would have to have this 1282 03:13:34.800 --> 03:13:44.970 Barb Soisson: New intensive added supervision plan that you never had before, but that you'd have to consider those routines and practices. So that's what was meant by that. 1283 03:13:45.270 --> 03:14:00.210 Barb Soisson: But then when you do that you would want to look at what is and that's what director monitor was talking about, what is that line of sight balance with with privacy that you need to have so that that works with 1284 03:14:01.560 --> 03:14:15.180 Barb Soisson: Regard to the being used by adults and children. There's the during the school day. And one of the things that I know when we got some feedback from a Long Range Planning Committee members was 1285 03:14:15.450 --> 03:14:24.840 Barb Soisson: Talking about how with the vetting of volunteers now and looking at that. I mean, there's, there is a difference. 1286 03:14:25.440 --> 03:14:35.340 Barb Soisson: In the school day, and after school you so again you want these things to work together where you want to have, you know, 1287 03:14:36.030 --> 03:14:44.100 Barb Soisson: A volunteer checking plan so that when somebody has has cleared that there are known volunteer in our schools. 1288 03:14:44.610 --> 03:15:02.760 Barb Soisson: There was also talk the at the first discussion of how would that be different if you're building a restroom set of restrooms, that will be used after school hours by the community. So for example, if you are 1289 03:15:03.990 --> 03:15:18.780 Barb Soisson: You know, father, and you have a new 11 year old daughter, how might you want to without walking in into the entire set of restrooms, be able to see and that could be, would you orient 1290 03:15:19.020 --> 03:15:28.350 Barb Soisson: Your Ada unit. How would you look at that. So that there could be some way of seeing for adult student use right now. 1291 03:15:29.430 --> 03:15:36.210 Barb Soisson: In our restrooms for performances. There are the audience uses the restroom and that's 1292 03:15:37.020 --> 03:15:52.800 Barb Soisson: both adults and students. But those are considerations that we need to look out for that after school use. And I think those questions have been brought up, but it's a little different than during the school day where you already have some checks in place for that. 1293 03:15:54.090 --> 03:16:02.640 Christy Thompson: Yeah. And I guess my concern is, is that we're now letting allowing community, you know, if the ideas. These are used after our schools and and 1294 03:16:03.120 --> 03:16:14.130 Christy Thompson: That now we don't know what community members are walking into these bathrooms, they be there for other purposes besides watching their children or watching an event and 1295 03:16:15.150 --> 03:16:24.630 Christy Thompson: So I want just that statement, you know, we, I think something is really important that we think through with whatever bathroom design that we come up with 1296 03:16:25.140 --> 03:16:31.140 Barb Soisson: Absolutely and that's where your idea of line of sight in those considerations come into play. Also, 1297 03:16:31.860 --> 03:16:32.610 Thanks bar. 1298 03:16:33.810 --> 03:16:41.760 Regan Molatore: Right, I'm going to move towards closing this meeting this evening. We've gone long and um, you know, and 1299 03:16:42.270 --> 03:16:52.590 Regan Molatore: There are times to just to Chris's point where you know I don't always feel comfortable. My children going to the restaurant without me, especially when they were younger, they're now getting to an age where I will let them go more independently. 1300 03:16:52.950 --> 03:17:03.180 Regan Molatore: But, you know, at the end of the day, parents need to make the choice as to whether or not they're gonna let the child run to the bathroom on, you may have to accompany a child to the restroom. If you're not comfortable with it. 1301 03:17:03.720 --> 03:17:22.710 Regan Molatore: And. Okay, so this is an ongoing conversation and primo and Dr. Susan, thank you both for bringing this and allowing us as a board to begin to talk through this matter and we look forward to seeing how our public 1302 03:17:23.880 --> 03:17:28.020 Regan Molatore: Comment and input session ends up altering and changing the ultimate 1303 03:17:29.130 --> 03:17:35.640 Regan Molatore: Designs and layouts that you guys have planned and how that influences future design aesthetics 1304 03:17:36.840 --> 03:17:44.580 Regan Molatore: Is there anything else, somebody feels that they would like to add to this conversation before we close out this meeting Dr Ludwick 1305 03:17:45.420 --> 03:17:56.460 Kathy Ludwig: I would only say that always board members are avail are invited for a fireside chat. There are times when I think director hides mentioned his board report that he met with Mr. 1306 03:17:56.460 --> 03:18:04.260 Kathy Ludwig: McGough, there's times when some of you have met with Dr. Hughes to learn a little bit more to provide some input on finances so 1307 03:18:05.430 --> 03:18:07.530 Kathy Ludwig: This certainly can be an area where 1308 03:18:07.680 --> 03:18:10.560 Kathy Ludwig: individually or as a pair. If you wish to 1309 03:18:10.680 --> 03:18:15.120 Kathy Ludwig: Continue to meet with Dr Swanson, Mr Douglas 1310 03:18:15.720 --> 03:18:26.010 Kathy Ludwig: With or without me there to just say I'm hearing more from the community. Just want to think a little bit more. Can you show me those layouts and I've been moving purple and green tiles around and here's an idea I've got 1311 03:18:26.790 --> 03:18:30.990 Kathy Ludwig: Outside of this meeting, that is fine too. Because you certainly represent the voice of our 1312 03:18:30.990 --> 03:18:31.740 Kathy Ludwig: Community and 1313 03:18:31.980 --> 03:18:33.300 Kathy Ludwig: People will share with you. 1314 03:18:34.590 --> 03:18:36.540 Kathy Ludwig: The anticipation that you'll share with us. 1315 03:18:36.720 --> 03:18:39.390 Kathy Ludwig: So those kinds of fireside chats are available as well. 1316 03:18:41.700 --> 03:18:42.540 Regan Molatore: Thank you, Dr. 1317 03:18:42.720 --> 03:18:43.110 Regan Molatore: Wang. 1318 03:18:43.500 --> 03:18:53.580 Remo Douglas: I've just mentioned, I, I appreciate the board's immediate and deep thinking on this. It was it's been interesting to observe 1319 03:18:54.210 --> 03:19:08.280 Remo Douglas: All of the same conversations that we've been having emerge in very much the same way in the same kinds of orders. But what if you did this, and how do you go there. And so I appreciate that. As as Kathy said more than welcome to 1320 03:19:09.390 --> 03:19:15.240 Remo Douglas: Have a chat one on one where you can talk more. At length I I talk about these things for a living and enjoy. 1321 03:19:15.240 --> 03:19:15.390 It. 1322 03:19:16.530 --> 03:19:19.920 Remo Douglas: So I appreciate the board's time this evening. Look forward to more conversation. 1323 03:19:21.960 --> 03:19:23.880 Regan Molatore: All right, thank you. Remote 1324 03:19:23.940 --> 03:19:25.170 Regan Molatore: Thank you, Barb as well. 1325 03:19:25.560 --> 03:19:40.350 Regan Molatore: And I am just before I close out, we will have our work session next Monday and Chelsea, we have executive session beforehand. It starts at four, is that what we decided okay 1326 03:19:40.920 --> 03:19:48.480 Regan Molatore: Thank you. I just wanted to be confirmed that so we will have executive session at four and then our work session will begin at five. 1327 03:19:49.560 --> 03:19:51.690 Regan Molatore: Thank you all so much for your time this 1328 03:19:51.720 --> 03:19:54.390 Regan Molatore: Evening, and we will see you next Monday.