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Regan Molatore: And. All right. Well, welcome to this October 5 regular board meeting and

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Regan Molatore: We're very excited to have Joe Walters here with us tonight, on behalf of the Westland Wilson, though. Education Foundation.

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Regan Molatore: As well as our high school students who get to speak to us for the year and but before we get to that, Kelly and would you take role and

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Regan Molatore: I do know that unfortunately I don't is not going to be with us this evening he just asked that I share that I'm

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Regan Molatore: Burying quarantine. They were exposed to to covet. And while they're asymptomatic. They're, they're all at home, which means he's there with his three children, and there is no babysitter, who can come and help out.

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Regan Molatore: And on top of it. It's his son's birthday, so it's not really what his son was anticipating and

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Regan Molatore: Into please be home and put his family first and just enjoy their time together. So Kelly with that we do take take roll.

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Regan Molatore: Regulatory here.

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Kelly Douglas: Chelsea King

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Kelly Douglas: Here Christie Thompson.

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Kelly Douglas: Ginger Fitch.

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Here.

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Kelly Douglas: Thank you.

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Regan Molatore: All right. And now to the part of the meeting all night. I have personally been looking forward to is, I know Dr downs, you were going to introduce our high school principals and who then get to introduce our students who speak to us this year.

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Aaron Downs: That's correct. So chair monitor and our school board just want to say welcome and good evening. I think I can safely say for all of our panelists. We just want to say thank you to our students.

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Aaron Downs: For volunteering and for spending time not only preparing and working with your principles and assistant principals and teachers.

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Aaron Downs: But just for for making an effort to make it here for Monday nights I know our

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Aaron Downs: Board and all of our panelists just are so thankful and appreciative of your time and energies. And honestly, it's a lot of our. It's what chair monitor just mentioned, it's kind of a highlight for us. So we just want to welcome you

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Aaron Downs: On most board meeting nights chair, Malta, we're just actually invite you to start speaking, but tonight.

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Aaron Downs: Your principles would love to do like this, you know, great introduction for for you. So what I'm going to do is just introduce the principles and then when it's

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Aaron Downs: Your turn your principal introduce you. So with from arts and technology high school principal Saskia Dressler will join us from Wilson Middle High School principal Kelly Schmidt.

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Aaron Downs: And from Westland high school principal Greg Newman, so just on behalf of your teachers of your fellow administrators, we just say welcome and thank you so much for joining and spending some Monday nights coming up with us. So thank you to the students.

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Saskia Dresler: Hi, it is so wonderful to be here tonight and see everybody together. I'm sauce good wrestler, the principal at arts and technology. High School.

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Saskia Dresler: And I am so pleased to introduce our students speaker for this year. Michelle Quinn is a junior at arts and technology. High School.

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Saskia Dresler: And she has been a leader within our student leadership group planning student activities and your book and was a key planner of our prom which sadly didn't happen last year, but we are thinking about how it might happen this year.

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Saskia Dresler: She's very serious student and is working ahead of the pace to graduate from high school, but she's also a very fun person to be around.

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Saskia Dresler: A very kind person and she wants to go into nursing because she is a person who takes care of others. And so I am very honored to introduce Miss Michelle Quinn.

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Michelle Quinn: Good evening my name is Michelle Clint, and I'm a junior at arts and technology high school. I'm glad to be here tonight to update you on what's going on at your school

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Michelle Quinn: Well, as you all know it's been a very different start to the school year. I'm happy to say that classes are going well.

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Michelle Quinn: Teachers are creative and how they're using zoom and google classroom as well as how they're supporting students to active an experiential learning

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Michelle Quinn: Like making art and participating in science exploration labs safely, of course, and P activities outdoors for learning at home.

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Michelle Quinn: Here are a few things we have heard from students about the start of school year and distance learning

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Michelle Quinn: The structure of the classes in Google Classroom are easy to follow students enjoy having the contact with their teacher through the zoom classes.

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Michelle Quinn: And find it really helpful when they have anxiety about speaking up in class because they can do it in a safe and comfortable environment and we are getting better and better each day with communication to keep everyone connected

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Michelle Quinn: Our community meeting start next week during the morning break on Tuesday community meetings, it's time for us to connect with each other and our teachers to hear about what is happening across school

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Michelle Quinn: To celebrate our successes and the half one together our parent or parents, family group is meeting through zoom and the parents are eager to work together to support our school

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Michelle Quinn: Right now they are working on a teacher appreciation event to sacred teachers for all the hard work that they're doing.

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Michelle Quinn: The big focus of the starter square has been making sure that everyone is connected to school and has the support that they need in order to be successful.

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Michelle Quinn: Before the school year started our school counselor Cheryl Wilson and our student success coordinator, Katie. Katie

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Michelle Quinn: Made a personal connection with every student and family in the school.

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Michelle Quinn: Our teachers are connecting with students and I had a class through email under reaching out to students who are not in class to make sure that they're doing well.

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Michelle Quinn: All in all, the school year has been going very smoothly so far and I can't. And I look forward to seeing you all again next month. Thank you.

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Greg Neuman: Good evening, everyone. Nice to see everybody virtually once again it's my pleasure to introduce Mr. Cole Peters Cole is our student body president this year.

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Greg Neuman: I had a chance to meet Cole, my first year that's being my third year and close a sophomore. He was effing one of the very first students. I met at Westland high school and he made a immediate impact on me with all of his leadership abilities.

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Greg Neuman: Call is currently captain of both the football and wrestling team. He's also a national merit scholarship semi finalists one of only seven students at Western High School.

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Greg Neuman: I know he got all of this stuff. And so we're eager to get that all submitted for coal. Coal is applying at john Johns Hopkins MIT and several service military academies.

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Greg Neuman: Cole's a great lion, a young man have a lot of respect for and admiration for so it's my it's my pleasure to introduce Mr. Cole Peters call

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Cole Peters: Good evening. Dr. London Ludwig and the school board members, as Mr Newman said, my name is Cole Peters and I'm Westland high schools ASP president

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Cole Peters: I appreciate the opportunity to be able to share with you what is happening at West Line.

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Cole Peters: We just finished the fourth week of quarter one comprehensive distance learning and both students and staff are adapting mode of the online education model.

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Cole Peters: While we are definitely missing the social and active elements of our high school experience. We're all coming up with alternative ways to stay connected with each other and involved with the school community.

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Cole Peters: We started out the quarter with five drive through distribution this three of which had to be rescheduled twice due to air quality.

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Cole Peters: As each student drove through they received a welcome packet that included a couple of small gifts and information that they would have received in person during the first week of classes.

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Cole Peters: And then their textbooks supplies and yearbooks were taken out to their vehicles we have additional opportunities for students to drop off and pick up materials at school. Two afternoons each week. And we're already planning the quarter to drive two days for early November.

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Cole Peters: The week of September 21 was Westland strong spirit and service week with fun dress up days ways for students to share experiences and gratitude virtually

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Cole Peters: And a GoFundMe for the Red Cross cascade region that raised over $1,000 to support their efforts with Oregon families affected by the wildfires.

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Cole Peters: We posted a club fair video compilation on the SP Instagram last Tuesday to help some of our Westland clubs advertise that organizations to students.

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Cole Peters: And then parents join teachers for both recorded and live class meetings that that evening for virtual curriculum.

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Cole Peters: Last Friday, we had a drive thru opportunity for a ninth graders, a kind of one month celebration at which they received the gift bag sponsored by our district student success department.

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Cole Peters: Our ASP officers the cheer team and DJ Chrome joined our counselors and administrators mask and distance, of course, to help celebrate our ninth graders.

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Cole Peters: We want to let you know how grateful we are to have been given the opportunity to have small groups of students outdoors on campus masked and distanced both training and their sports and making music together.

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Cole Peters: We are taking the safety protocols very seriously, and it's really great to have even a little bit of time together, doing the activities we love so thank you for the chance to do that.

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Cole Peters: Coming up later this month will be national team driver safety week, the week of October 19 and the drive through breast cancer awareness fundraising event on the evening of October 28 thanks for your time and I'll see you again next month.

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That's

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Kelly Schmidt (she/her): Good evening. It's so nice to see all of you. It is my pleasure to introduce Kylie hadn't to all of you this evening.

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Kelly Schmidt (she/her): Kylie is a senior at Wilson bill high school and I think immediately. You'll be drawn to her energetic and kind disposition. I'm highly is a leader and a member of several groups in our school but but the one that connects her most appropriately to

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Kelly Schmidt (she/her): To you representing Wilson mill as our school board rep is that Kylie is a part of web end which is our Wilson bill broadcast network and through that.

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Kelly Schmidt (she/her): It'll, it'll match perfectly that she'll be reporting for web and then bringing her reports to you at the school board as well.

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Kelly Schmidt (she/her): And she'll tell you a little bit more about it but W bn has been very active this year already

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Kelly Schmidt (she/her): Putting together videos and things prior to the school year. They've been working, most recently on some things related to our club fair and also continuing to bring our school community together through their broadcast so Kylie

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Kylie Hadden: High

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Kylie Hadden: High School Board and Doug Ludwig, thank you for giving me this opportunity to talk to you all tonight.

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Kylie Hadden: I'm Kylie hadn't and I'm a senior this year. It was a little high school some activities. I've done in the past was that I was on the dance team.

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Kylie Hadden: For two years and was their team manager last year. And I've also been playing on the varsity softball team for the past three years.

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Kylie Hadden: And as Miss Schmidt said, I'm also part of web and where I am able to inform my fellow classmates about news and activities going on.

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Kylie Hadden: Even though our school year started with video web n n lincou were able to create informational videos that were shown during our virtual freshman orientation that was hosted by elite crew.

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Kylie Hadden: They showed an introduction video from freshman teachers and a Virtual School tour web and has also been able to continue writing articles, creating podcasts and posting episodes of

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Kylie Hadden: Their online nine sub notice of no show keeping students informed each week sports and activities like band and orchestra have started training or rehearsing on Monday, September 28

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Kylie Hadden: It's been a success so far with participants and teachers and coaches, being able to be six feet apart and save

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Kylie Hadden: Every activity has their own reserve time to be outside on campus other programs like ISIS and robotics and clubs are starting to connect virtually as well this year to begin their year

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Kylie Hadden: Either fear has also recently began to start their fall production of trap the cast was recently announced and they began virtual zoom rehearsals on Friday.

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Kylie Hadden: Lastly, fundraising has begun for the class of 2021 SENIOR NIGHT. Our first event was held at AAA on Wednesday night, September.

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Kylie Hadden: September 30 and a poinsettia fundraiser is starting soon.

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Kylie Hadden: I know and then November night we hope to return to campus soon and resume traditional senior year activities. Thank you all for this opportunity to talk to you all tonight and I can't wait to explain what's going on, more in the future or next month.

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Regan Molatore: Michelle Colton Kylie. Thank you again so much for coming and speaking to us and

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Regan Molatore: As much as you guys have been missing being present in in our buildings with your peers. We've actually really missed seeing our students as well. So it's just a really special treat.

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Regan Molatore: Every year to have students come talk to us, but I think this year, in particular, so thank you so much for giving of your time once a month to come and talk to us.

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Regan Molatore: And Dr. Ludwick

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Kathy Ludwig: Yeah. Michelle Cole and Kylie. Thank you for signing on to this extra duty in your leadership role this year.

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Kathy Ludwig: And it really becomes a highlight for us to start off every evening having you just talk about what you're experiencing.

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Kathy Ludwig: And how school is going from your perspective, because the reason all the adults are here is to make sure that our students.

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Kathy Ludwig: Are connecting to their learning and connecting to one another. And I just really appreciate hearing so many specific examples of how creative

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Kathy Ludwig: You are becoming as students and keeping each other connected and you're going to think of far more creative ways than we could come up with. So continue to do that drive bys electronically.

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Kathy Ludwig: Social media. We're here to support you and we're just so thrilled that each of you have stepped into this role, and we look forward to hearing from you, each month. So thank you so much.

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Regan Molatore: And as we move on to the rest of our agenda at you guys are more than welcome to stay

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Regan Molatore: But if you have other activities that you would like to do, by all means feel free to leave the meeting as whenever you choose.

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Regan Molatore: And with that.

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Regan Molatore: We get to move on to our recognitions

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Regan Molatore: Portion of the meeting.

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Regan Molatore: And

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Regan Molatore: Dr. Ludwig end up introducing Joe Walters, who's here from the Westland Wilson Ville education found well can do it as well, but

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Regan Molatore: Just, just going to catch us up to date on the contribution that the Education Foundation has made to support I'm teaching positions in our district as well as just share us share with us what their plans are for the future and Dr Ludwick

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Kathy Ludwig: Did you have anything or I'll just add to that, because I think you've set the stage beautifully chair mala tour.

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Kathy Ludwig: Joe Walters, and Laura to do sable who's not able to be here tonight have really been such champions for our school district, and particularly with the Education Foundation holding on to leadership positions well past the sign up date.

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Kathy Ludwig: As the foundation continues to evolve during the pandemic and in response to community need and feedback and

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Kathy Ludwig: Under typical circumstances, you'd see kind of the passing of the torch and the next group coming and these certainly aren't typical circumstances and

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Kathy Ludwig: You know, one of the roles. The Foundation has always played is to be responsive to district need and whether that's been in lean times or unprecedented times the ask of how can we support you and incredibly sensitive also to the community.

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Kathy Ludwig: Several times suspending certain fundraisers when they knew that economics was a tight reality for a lot of families and so

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Kathy Ludwig: This is a community organization, a nonprofit that really is about connecting members of the community, but about serving the district across all schools and

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Kathy Ludwig: Joe and Laura, as I mentioned, stayed on in these leadership roles long past their term in order to provide consistency and they'll provide an update tonight, both financially as well as

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Kathy Ludwig: How the foundation is going to continue to manifest during this year and then look forward to the future. So I'm going to turn it over to Joe, thank you again for joining us. Joe and Dan will let you take it from here.

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Joe Walters: Thank you, Dr. Ludwig

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Joe Walters: I can follow up such an eloquent statement. Thanks, Dr. Ludwig to your school district staff to the school board members and to all the other guests are on the call tonight.

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Joe Walters: Tonight I am here to present a check for $70,000 to the Western Wilson Ville school district, on behalf of the many generous donors to the Western Wilson bill Education Foundation during the 2019 2020 school year.

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Joe Walters: And I, and it's a wonderful opportunity to be able to do that, but I'm also here for a big ask of the school board.

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Joe Walters: The Education Foundation began in the 1992 93 school year when Oregon school districts lost the ability to set their own budgets and became limited by the amount allocated by the state.

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Joe Walters: For almost 30 years the Western Wilson Education Foundation has been a mechanism to raise funds specifically to hire teachers and attempt to bridge the gap between state funding and what is needed needed to maintain effective student teacher ratios.

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Joe Walters: Last year House Bill 3427 was signed into law by Governor Kate brown to provide added state level funding for public schools in Oregon.

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Joe Walters: In November, our community stepped up again to pass a bond measure to fund capital improvements as well as local option levy to fund approximately at teaching physicians

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Joe Walters: Their passage was a big show support from our community that education matters and the foundation was proud to support the significant actions to protect the excellence of education in our district.

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Joe Walters: That said, in recent years, support for the foundation has diminished financial contributions and Community interest in board membership has decreased.

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Joe Walters: As our test scores and graduation rates have gone up the perceived need has faded in response foundation leadership has spent considerable effort to rediscover our purpose and to find innovative ways to support the school districts efforts and then covert 19 happened.

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Joe Walters: With limited community support and the new realities of distance learning upon us. We made the difficult decision to put the Education Foundation on hold. At the end of the 2019 2020 school year.

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Joe Walters: intention is to pause the operations of the foundation and to take this time to reevaluate reevaluate the purpose of the foundation and reimagine the role the foundation can take in support of our excellent schools.

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Joe Walters: I'm asking the school board to take the lead on this effort.

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Joe Walters: Community Outreach serving and thoughtful discourse can create a new mission for the foundation that will allow it to exist in better synergy with our PTs and patios

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Joe Walters: Offer more targeted support for education in our district and more relevance for our community of supporters

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Joe Walters: With the social and economic uncertainties we face in the near future, it is likely that a new cadre of leaders will step forward to take on this charge

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Joe Walters: When that happens, there will be a small fund waiting for startup costs and I will assist and Laura sable will assist in any way we can to help get the foundation back up and running.

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Joe Walters: In the meantime, we'd like to thank all of the supporters over the years, who have given so generously to the Westland Wilson bill Education Foundation. We'd also like to thank the district staff for your support and thanks to you on the school board for your leadership. Thank you.

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Regan Molatore: Joe, thank you so much and I

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Regan Molatore: So much of what you say definitely resonates. You know, I, my former

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Regan Molatore: Vice President of the foundation so I know the tremendous hard work that all members of the foundation have put in to

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Regan Molatore: Raising money to support teaching positions as well as supporting our bond and local option lobbies and for that I am immensely immensely grateful, as well as to the extent that you've asked the board to take this on and kind of run with it and see how our

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Regan Molatore: Future Foundation can better you know help support our schools as well as gain Community interest. I'm happy also to take on and serve in that role at to move this mission forward. So thank you so very much.

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Joe Walters: Thank you, Ray. Good.

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Regan Molatore: And did anybody else have any questions or comments.

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Kathy Ludwig: Any other board members before I jump in Christie.

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Christy Thompson: Christie. I just wanted to say thank you and I miss Joe, how long have you been on how long have you served on the education, education,

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Joe Walters: That's gotta be like three years. My wife was actually the President

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Joe Walters: For I think we've been involved with the it's been a few years I've been on the board for about the last two or three years. Okay.

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Christy Thompson: Yeah, I thought that it had been a stretch. And so I just want to acknowledge that that is a huge commitment beyond what you do on an everyday basis.

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Christy Thompson: You know, being a husband, a father, your full time job all the other stuff and just to say thank you. I think

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Christy Thompson: One of the things that makes our district so special is because we have amazing people like you and your wife and other volunteers who stepped into these hard not easy roles that take a lot of time so

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Christy Thompson: I just want to acknowledge and just say, thank you so much for what you have given and I personally I don't know what the amounts of the past, but I hate my $70,000. So thank you.

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Joe Walters: Well thank. Thank you very much. Those are very kind.

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Joe Walters: Words, you know, our whole family.

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Joe Walters: owes a lot to the district.

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Joe Walters: Our kids have received an excellent education here and you know we've always wanted to give back in any way we could. So thank you so much.

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Thank you for that.

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Regan Molatore: And then I also just really fast, Chelsea. And then I'll call you wanted to also acknowledge that Laura to say bow is also

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Regan Molatore: Present in this meeting Roman on video but available as an attendee and she's been working right alongside Joe here especially this year, and she's a former but she and her husband are former Westland high school graduates.

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Regan Molatore: And have also been giving a tremendous amount of their time to get to where the foundation currently

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Joe Walters: Yeah, Laura. Laura really is an incredible leader and incredible leader.

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Regan Molatore: And Chelsea.

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Chelsea King: Yeah, just echoing some of whatever heard Joe, thank you so much for all the time and energy you put into this and I just appreciate

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Chelsea King: The way that you talked about where we are as a pivot with the foundation as being one that's largely reflective of

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Chelsea King: The amount of Community support that we do have and the good work that the education has done over decades and Education Foundation and

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Chelsea King: Just I keep the faith that this time of reflection and reevaluation is one of a pivot.

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Chelsea King: And one of just an opportunity to be responsive to what our community needs and it's asking for what our students need. So just wanted to recognize that good work and express my hope for what the future work might look like.

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Joe Walters: Thank you.

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Joe Walters: And

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Kathy Ludwig: Joe. I'll just conclude here to again thanks as everyone's mentioned and just appreciating the wisdom in this moment to take the pause and then

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Kathy Ludwig: You know district staff is right there with the board to take a look at what are the trends and needs that surface. Now, I think you did it. You did a great job of revisiting

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Kathy Ludwig: Where funding has abdin flowed and house bills and legislation that have come in and filled in some of those niches are gaps where the foundation was

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Kathy Ludwig: Advocating at the state level, but then also supplementing over the years. And as those political and fiscal landscapes shift.

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Kathy Ludwig: You know, staying nimble as a foundation is is wise, you know, so that we can keep strategizing where now is the support that the district needs.

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Kathy Ludwig: And we're now are ways that the community can give and everybody's looking for a place to contribute time, energy, enthusiasm.

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Kathy Ludwig: Support and many find it you know nested right in their school and they want to stay pretty localized and others want to kind of broaden and find a bigger scope and look at systems and support across the district and

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Kathy Ludwig: Organizations like map in the ED foundation give some of our parents that responsibility that opportunity to respond in that way. And so I don't see this as

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Kathy Ludwig: The end of the foundation, just the next pivot as director King mentioned and it's good timing for pause because we are in a unique situation and

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Kathy Ludwig: District staff is committed chair mala tour to come alongside board members and support work with the survey and query looking at some other ways other districts use their foundations as things Evan flow.

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Kathy Ludwig: And then engaging the community in a reimagining for the foundation so we commit our staff and time to also support in this

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Kathy Ludwig: New process. So, and again, thank you Joe. And thank you, Laura.

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Joe Walters: Thanks, Laura.

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Regan Molatore: All right, well, and I just

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Regan Molatore: Checked or what do you mean member

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Kathy Ludwig: Here it is.

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Regan Molatore: A many, many hands that went into making that possible. So thank you very much.

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Regan Molatore: And with that, then we will move into our next

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Regan Molatore: Agenda item, which is our board and superintendent reports and I'm

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Regan Molatore: Chelsea, you like to start us up.

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Chelsea King: Yes, thank you.

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Chelsea King: Well, one would think that with not much happening with place based school that the

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Chelsea King: The workload of a school board member might be reduced. But everybody in this room knows that that's not true. When the work is grown and complexity and intensity and

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Chelsea King: So I've been engaged in that work primarily over several topics focusing the past month on on the digital distance learning

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Chelsea King: Program, the return to place based school discussions that are happening. And then just my role as an individual school board member and

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Chelsea King: Exploring the school resource officer program. And so what that has looked like for me is just a lot of communicating with my community.

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Chelsea King: Reading the local news sources and consuming official reports from our district and from state agencies.

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Chelsea King: Meeting regularly with the school board chair and the superintendent and connecting with fellow school board members from surrounding school districts and being in direct conversation and advocating with our state representatives Courtney named Ron and Rachel per sec

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Chelsea King: In regards to the school board commitment to have a deeper exploration of the role of our work and disrupting systems of racism and we have the January meeting. And so I've reached out and

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Chelsea King: I believe secured a experienced and knowledgeable facilitator for that meeting. Bill de la Cruz has agreed to do the work and

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Chelsea King: Also some semi related to that goal. But independent of this particular school board. I've been working to create a

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Chelsea King: White anti racist school board members affinity group that will be convening school board members from surrounding districts to meet monthly in the context of an affinity group. So that's just something I'm doing independently in my efforts to work on that district goal number one.

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Chelsea King: On a lighter note, I had the joy of attending the Wilson Ville high school curriculum night and just having the opportunity to interact directly with teachers and a classroom setting was

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Chelsea King: Just very enjoyable and gave me a taste of what my students and our students are living

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Chelsea King: And also watching the videos that were posted for would Middle School. And so it was just a great way to get to know the teachers and have a sense of what's going on in our students lives.

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Chelsea King: And much like our student representative from wessling high school communicated I'm observing in my own household

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Chelsea King: The renewed vigor that has come from my own high school student with being permitted to go on campus and safely practice some athletics. So that's also been a highlight in the household.

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Chelsea King: Thank you.

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Regan Molatore: Chelsea.

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Regan Molatore: And ginger.

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Ginger Fitch: I don't have a board report to me.

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Regan Molatore: Excellent.

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Regan Molatore: Thanks. Ginger.

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Christy

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Christy Thompson: Thank you. And so just in my continued endeavored to be a learner constantly about being a school board member I attended the OC as policy, one one webinar. I'm just going over the policies and reminding myself.

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Christy Thompson: Of those, and that was right after our last meeting.

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Christy Thompson: And then like Chelsea, I

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Christy Thompson: Want our representative representative Christine Drazen and I met with her. She is a representative from can be and just spoke with her.

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Christy Thompson: Victor bringing it all in school, having to do our legislature and health metrics that and stuff like that and continue to try to make those contacts representatives and stay abreast of what's going on down and say, look,

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Christy Thompson: I have listened to almost all of our principles messages from curriculum. I have a few more that I that I still need to listen to and I just appreciate listening to all of those each one of them flavor that each one of our principal spring.

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Christy Thompson: And I'm gonna I'm Patrick minor, who is our principal at Willamette primary. I don't know if he's listening or not, but I thought he used a very good to me. He

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Christy Thompson: Talked about realistic optimism and that's what I felt like that was the theme that I heard from all of our principles was being realistic about how hard it is, how distance learning is hard. What we're doing is hard, but still having that sense of optimism.

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Christy Thompson: You know, putting that optimism.

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Christy Thompson: Out in front of our kids in front of our families.

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Christy Thompson: And I just really appreciate it. I felt like that was kind of the overall theme that I

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Andrew Kilstrom: Heard from all of our principles.

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Christy Thompson: And so I look forward to. I have a couple more that I need to listen to

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Christy Thompson: That's it.

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Regan Molatore: Right.

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Regan Molatore: Thank you. Christy

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Regan Molatore: And, um, I also attended a couple of the virtual back to school night and I will just say as far as a method goes. I mean, I, I'm not certain how attendance was across schools or how it compared to past years.

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Regan Molatore: But it was actually very convenient to not have to fight for parking and, you know, attend to those events, but just sit in the comfort of my own home and just click into the various classrooms.

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Regan Molatore: I don't know. You know, sometimes we find changes along the way that we like and really work for our parents. And who knows, maybe some some form of that might stick with us, even after we can return to our classrooms.

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Regan Molatore: And I also had the opportunity to attend to principles coffee talk at reading Creek middle school and I like Chelsea had mentioned have still had the weekly meetings with Chelsea and Dr. Ludwig and

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Regan Molatore: Talking about the work of the districts and how we as a board can help support that work and move it forward.

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Regan Molatore: And and then I just wanted to mention tonight that I am trying a little bit something new with our moving of our meetings.

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Regan Molatore: And we'll just have to, you know, play it by ear and you guys will have to give me feedback as to whether or not it does or does not work for you, but we have tried putting our time limits kind of our approximation for each

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Regan Molatore: Agenda item back into our agendas, with the hope that we can actually try and maintain those those timeframes and the ideas then tonight as we

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Regan Molatore: Introduce You know the subsequent agenda items is I'll roughly be able to just say, Hey, you know, we have

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Regan Molatore: 20 minutes we have 10 minutes for this, you know, just kind of set us up. And then as we get close to the end of that designated time

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Regan Molatore: I will just kind of share that again that hey, we're getting close, you know, are we ready to wrap this up. But the idea at the same time is not to curtail any of the boards.

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Regan Molatore: We don't want to tell the staff sharing information either pertinent information.

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Regan Molatore: And we don't want to curtail the board, being able to have meaningful discussion or questions. So if anybody would feel that they're falling into that pitfall with

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Regan Molatore: The cues. Just give me that feedback because then we'll adjust accordingly. So, and also I wanted to recognize on real fast, that we have

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Regan Molatore: It is Christy Thompson's birthday tonight. So, not only that Dylan son's birthday but it's Christie's as well as I believe Dr. Dr. Jennifer Spencer items. So, um, thank you all for being here.

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Regan Molatore: On your birthday, and it's kind of a rite of passage I think both to be here on a kid's birthday, as well as your own. So thank you guys for being here and Happy birthday.

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Regan Molatore: And with that, then we will move on to our OH superintendent. So Dr. Ludwig

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Kathy Ludwig: Thank you. And I believe I can share screen here.

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Kathy Ludwig: Thank you so much. I think it's a great testament to commitment when people share their birthday with their work, family, in addition to their home family. Well, thank you.

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Kathy Ludwig: Well, as you've all mentioned school is on in our students talked about how school is on and we've even gotten through curriculum nights and

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Kathy Ludwig: Like you Christy. I've been listening to principals messages and and know that this was a unique year where teachers could go right virtually into their classroom and begin to

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Kathy Ludwig: Zoom with their, their children's teacher and hear a message and begin to connect for the school year. These are just a few images to capture how

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Kathy Ludwig: Teachers are working from home or have set up space in a classroom to really engage during zoom time and connect with students. You've heard a lot about

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Kathy Ludwig: Additional connecting points like curbside drive bys to pick up items. Last week we had some students at boons fairy.

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Kathy Ludwig: Or do I knew was Lowry who got to pick up pumpkins kindergarten group was they drove by to pick up their learning kits. So anytime we can safely with social distance extend our care and connection outside of our virtual classroom to kids we're looking for those opportunities.

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Kathy Ludwig: Here is just another glimpse and and most of our board members are current parents of students. So you're on the receiving end watching your students.

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Kathy Ludwig: The top left is a primary PE teacher getting kids engaged in physical activity and showing them how simple items at home can also even spur movement rolling up your socks into a ball and then doing some juggling down below, there's that.

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Kathy Ludwig: Choir that I believe this is sold out at Wilson avail high schools. I don't know. Reagan. If you can see, Claudia. There are choosing one of the groups.

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Kathy Ludwig: But again, that opportunity for some limited return to campus for our students. Again, you can see they are so surely distance and probably getting some challenge with acoustics there, but they're going to sing loud and strong.

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Kathy Ludwig: In a safe way. And then again, just, just some highlight of how teachers are going above and beyond, when they're thinking about even their digital lessons and embedding video

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Kathy Ludwig: And helping students connect. So we've got hard working, teachers and staff delivering instruction school is definitely up and running and on

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Kathy Ludwig: I thought you might enjoy this. This is a kindergarten classroom. And you can even see prior who got to do a learning walk and get into the classroom with

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Kathy Ludwig: Katie Butler, our teacher here at Lowry and he just was so delighted and

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Kathy Ludwig: Sharing so many stories of kids actually interacting as kindergarteners they knew what buttons to push. They knew how to raise their hand. They knew how to engage and talk

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Kathy Ludwig: And sing along with their teacher. And this was one of their zoom meetings. I think it's great for us to see how even our youngest learners.

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Kathy Ludwig: Are interacting and for the most part, pretty independently every now and then there'd be a parent kind of walking by in the distance or checking in.

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Kathy Ludwig: But our youngest learners. They're digital natives and they know how to manipulate a lot of these tools even better than ourselves. So we're looking forward to some

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Kathy Ludwig: Virtual Learning walks. I'm eager to start them we let our teachers get up and going first without guests in the room, and now we're slowly making our way into some of these zoom meetings and online classes to support instruction.

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Kathy Ludwig: We're also delivering support and support can look in a variety of ways, whether it's again, continuing those information nights for parents, but doing it online, whether it's a special event like the curbside ninth grade appreciation or those pumpkins that you saw

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Kathy Ludwig: Whether it's support from a specialist who is partnering with a classroom teacher to deliver specially designed instruction or bilingual language support.

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Kathy Ludwig: Or whether it's even a study session or virtually students can have another session this what is Wilson bill.

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Kathy Ludwig: A few days a week to just connect about homework and work. So this is just a small sample, but almost every school is also considering what are ways that we not just deliver instruction, but we deliver support during this time.

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Kathy Ludwig: And the creativity will just continue to flow and also as we get feedback from parents

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Kathy Ludwig: And we're delivering meals and as you know families first were asked to come take up at our locations and now we've got our buses up and running to

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Kathy Ludwig: Select spots throughout the district. I'm going to let you just quietly read these quotes here and I think they just

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Kathy Ludwig: exemplify often the care and connection that even comes through a meal.

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Kathy Ludwig: And through another group of not our staff, but certainly our partners, our bus drivers who are there and care so deeply about our children.

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Kathy Ludwig: You can see in the Tupperware tubs here those individually prepared boxes that have the meals in and this one fam parent says there's a lot of thoughtfulness and caring packed along with these boxes.

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Kathy Ludwig: That my, my child feels every day. It's a connection to normalcy a distant solidarity with other students that are eating the same lunch and a wonderful surprise.

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Kathy Ludwig: So I want to thank our partners at first student bus company and our tremendous nutrition staff for adding this service in addition to daytime pickup at school location still

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Kathy Ludwig: We're also delivering hands on science experiences. So this is in addition to science that is happening with classroom teachers are amazing staff at crest.

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Kathy Ludwig: Elena kills Jerome and Becky Hancock have been assembling more hands on science.

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Kathy Ludwig: experiences for our young people, they're putting the units together that supplement the standards.

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Kathy Ludwig: Teachers are then informing their students and families and then they're kind of integrating it into their lessons. Hey, if you wanted to use that packet that came from crest. Here's some things you could do.

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Kathy Ludwig: Parents pick them up at the curb side. Students can engage at home.

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Kathy Ludwig: And then the cross team will also offer some virtual visits as a follow up to these. So you can see all these packets here that were in the boardroom ready to go out to schools.

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Kathy Ludwig: Here's a little bit of what's inside. There's the lesson the background for parents and students to read these are optional, but they again they supplement the learning

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Kathy Ludwig: And it's an English and Spanish. So the directions come in both English and Spanish. And then this is a sample of what was in that manila envelope. What were the hands on materials.

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Kathy Ludwig: Thousands of little microscopes that later purchased

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Kathy Ludwig: And so when a student gets their Manila packet. They have a little workbook in their little observation log and some materials to us along with it. This is a sample from fifth grade. So thank you, Elena and Becky for for that delivery.

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Kathy Ludwig: Of care and connection and learning for our students.

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Kathy Ludwig: We're also delivering library books. So this is a theme of delivering and our schools have gotten up and running this curbside service where

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Kathy Ludwig: Students can check out books. They've got the list available to them electronically. There's the QR code that they can easily scan to get into the catalog. Then they place their books on hold. This is a teacher out at Stafford, who was there waiting for students to pick them up.

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Kathy Ludwig: They pick up their items they had them for a period of time and then they can return those books on those same days and then the way that we

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Kathy Ludwig: sanitize is we actually just quarantine the books because we know that over a period of time that they naturally

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Kathy Ludwig: Quarantine themselves in terms of. We don't need to spray anything liquid on those pages just by keeping them separated for a period of time.

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Kathy Ludwig: We outlast any of the viral contact. So he said, happened and then they're ready to be checked out again. So we've got

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Kathy Ludwig: Students coming up already. And taking advantage of our curbside library. And I want to thank

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Kathy Ludwig: Our teacher librarians are getting that organized and are tremendous library peer educators who are actually running that system because some of our teacher librarians have gone back to teaching in the classroom.

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Kathy Ludwig: And so it's really our library pair educators that are running this whole system.

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Kathy Ludwig: And consulting with a few teacher librarians that are managing this across the district and they're there in the evenings and throughout the day, checking these out packaging them and also taking care of the returns

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Kathy Ludwig: We're delivering a message of equity and you've talked about visiting the the principles and their

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Kathy Ludwig: Curriculum nights and I just have been so impressed. This is a sample from some primary at principles. I want to thank David for passing these screenshots along for me.

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Kathy Ludwig: To assemble. But there's such alignment that I don't know. Christy if you've noticed that you've been watching all of these connected to the board goals that district goals.

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Kathy Ludwig: To each other and around a message of equity and disrupting systems of racism and it's really tremendous when that powerful message has a thread across the whole organization and it becomes a commitment that we all

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Kathy Ludwig: give voice to and give action to and it isn't just a platitude in a policy or on a wall, but really becomes embedded in our work and proud of our principles for stepping up leading in leading forward.

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Kathy Ludwig: With their messages to families that involve that included messages of equity and anti racism.

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Kathy Ludwig: And lastly, we're delivering hope and we've been sharing with you about how is it that we take

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Kathy Ludwig: Generosity from the community and coordinate it in a way that it gets to our families in need and up until now, we've been doing that through each individual school. It made sense.

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Kathy Ludwig: But this year the outpouring has quadrupled. And then there are times when just having a location.

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Kathy Ludwig: And a few people managing it seems to be also the appropriate response and coordinating with communities who want to give

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Kathy Ludwig: Funds, but also a general donations throughout the district they they're not sure how to connect with an individual school but they want to give to the district.

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Kathy Ludwig: And so we have launched our Westland will civil family Resource Center. And I want to thank Cindy linsley Maria Horton, and Dr Matta Gomez, who are championing this they're figuring out the logistics. There were working next week on a purpose statement a mission statement.

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Kathy Ludwig: And temporarily, we will be. Thank you, Kelly Schmidt in this small room.

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Kathy Ludwig: Off the cafeteria and open common space here at Wilson bill high school. It's perfect. It's also got a side entrance that we can

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Kathy Ludwig: Get families into right now there's some robotics equipment. Thank you, robotics team for being willing to move think we actually gave them a bigger room to store things in

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Kathy Ludwig: And so we're going to get that location up and going in the meantime Maria Horton has just been a champion. She is our bilingual family engagement specialist

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Kathy Ludwig: And has spent all spring and all summer, making sure that we don't lose any families during these difficult times or transition times and this resource center has really been an outcrop of

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Kathy Ludwig: Of her connection with community long term, we have our eyes on those portables that Beckman Creek because they're fantastic. They're not your typical kind of single wide mobile

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Kathy Ludwig: Portable, these are these are like professional office buildings with high ceilings.

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Kathy Ludwig: And we're using them right now because we need that extra space. But once the primary school opens up at frog pond and Beckman Creek does no longer needs the portables

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Kathy Ludwig: Our thought is, instead of moving this structure that it's actually in the perfect setting.

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Kathy Ludwig: For a family resource center because folks will already be used to traveling over near Wilson to high school. And this actually sits between the two properties. I think it's just

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Kathy Ludwig: serendipitous. There's a little playground. I don't know if you can see that and a picnic table. So we can envision

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Kathy Ludwig: Family kind of out, you know, outdoor events here with a big tent. And there's a number of rooms here that could be both an office and then adult education classroom spaces as well as places for

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Kathy Ludwig: High school youth to take some maybe evening courses and really becoming a connection to the community.

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Kathy Ludwig: So let me

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Kathy Ludwig: Just end there and just wanted to, again, work with that theme of we're not just delivering instruction with school starting

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Kathy Ludwig: But we're really working with that idea of how do we provide care and connection to our families in the terms of additional learning opportunities.

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Kathy Ludwig: Still connecting with getting a book to read. Getting the meal that you need and getting hope in the forms of maybe some tangible resources. So I will end there. And if you don't have any comments or questions.

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Kathy Ludwig: I'll just exit.

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Regan Molatore: I see. I see your hand raised.

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Christy Thompson: I was just curious as far as the the Resource Center, which I'm super excited about. If people want to get involved in that and helping community members or others. Is that something that people can get involved with, or is it going to be district staff only

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Christy Thompson: Just in case you know for myself and for anybody else who might be watching wondering how they might be able to contribute to that.

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Kathy Ludwig: I think that's a perfect question and I think this is an area where it will just continue to grow and evolve and scale.

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Kathy Ludwig: And so we're starting it and maybe it's fine that we're in a pandemic, because we have to kind of limit those interchanges right now anyway.

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Kathy Ludwig: But we're just trying to actually set a strong purpose and clarity and communicating to the community and that that takes time will continue to get those messages out

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Kathy Ludwig: And then most importantly, make sure our families know that in addition to their school. There's also this other

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Kathy Ludwig: Location and group of people that they can reach out to and I think every year. We're just going to find new and amazing ways

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Kathy Ludwig: That we become a resource to our community and that our community, like you mentioned Christie wants to become part of a health agency.

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Kathy Ludwig: And so I think right now, we would overwhelm Maria and and Cindy by signing up volunteers because we're still want to get that purpose and mission honed in but we're, we're getting coats and we're getting backpacks and we're getting

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Kathy Ludwig: You know, even monetary donations to take to take care of things like utility bills and rent. And so, Cindy and Maria are making these multi layered Excel spreadsheets, just

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Kathy Ludwig: compiling all of our generous donors and our Resource Network and people who have said, Hey, we're here to help. And these are the things that we can do.

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Kathy Ludwig: So thank you for that additional question.

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Kathy Ludwig: All right, I'm going to stop share and turn it back over to your monitor.

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Regan Molatore: All right. Thank you.

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Regan Molatore: And now we will move on to our consent agenda. And is there emotion.

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Chelsea King: I move that we approve the Consent Agenda.

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Regan Molatore: It's been moved. Is there a second

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Regan Molatore: Or second

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Regan Molatore: Some if

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Regan Molatore: You want to call it.

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Regan Molatore: Yes.

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Kelly Douglas: Nice checking

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I

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Kelly Douglas: Directed Thompson.

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Kelly Douglas: Director Fitch.

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Kelly Douglas: Thank you.

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Regan Molatore: All right, thank you. And now we will move on to communications from comments.

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Regan Molatore: From members of our community. And during this time in which we're having virtual meetings. We've been accepting public comment by email being submitted to Kelly was by 4pm before our meeting. We did receive a letter to the board. It's

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Regan Molatore: A little unclear as to whether it was for

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Regan Molatore: Public Comment or for the board in general and it came from a group called Westland Wilson, the veil, excuse me var W E bar, we did not our board operating agreement requires like a name of an individual and an address with public comment. In this particular group.

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Regan Molatore: While it said it's a group of teachers staff and administrators committed to racial justice. It did not actually save it was wessling most involve

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Regan Molatore: Staff teachers at, you know, administrators, and we've reached out to kind of get some clarification on that. But, um,

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Regan Molatore: So I'm just going to wait and we can share that. Then at the next meeting. Once we get additional information. We're not required to share out

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Regan Molatore: The content of communications in advance or during this time. Anyways, it's just been something I've been doing as a courtesy.

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Regan Molatore: But I just want to acknowledge that we have the entire board did receive that letter and we're just trying to ask to team, a little bit more information about the sender, just so that we know as a board. How to weigh the content of that communication.

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Regan Molatore: And Dr. Ludwig

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Kathy Ludwig: Just to add that that acronym be a RW G stands for building anti racist white educators

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Regan Molatore: Thank you. Thank you for adding that

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Regan Molatore: So, um, alright and then with that we go on to our general administration or business and first is a policy review and we will have Miss Shiloh Waldron help us through this. There are four policies before the, oh, Chelsea.

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Chelsea King: I'm sorry to interrupt. I'm a little slow on the draw here I it does say that it's it does say WL WV in the letter for what that's worth. So I know you're seeking some sort of confirmation, but I am seeing that acronym here.

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Regan Molatore: But, but they don't actually in there when they establish who they are. They don't say that their teachers, administrators from the district.

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Regan Molatore: Hmm, just a gmail email account. I mean,

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Regan Molatore: It doesn't matter. I mean, yeah, it could be verified and and and potentially two and one other troubleshooting as if for some reason they weren't comfortable sharing, you know the identity of their group they are able to reach out to me directly.

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Regan Molatore: And just provide that it just helps us as a board way the content of that when you know more accurately.

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Regan Molatore: Who the center is and where they came from.

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Kathy Ludwig: And just a reminder, they could resubmit it and now that maybe they have some clarity on those conditions for submitting a comment for the next board meeting in the meantime all board members to have a copy of that and they could resubmit it for public

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Kathy Ludwig: Recognition of receipt at the next board meeting.

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Regan Molatore: Okay. And so with regards the policies and I think we all so do we have anybody from mercereau Law Office on as well. Okay, I'm seeing Dr Ludwick not I just wasn't seeing that

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Regan Molatore: Okay, and with the policy review, we have allowed ourselves 25 minutes so sila, I'm gonna hand it over to you for policies 25 minutes

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Shyla Waldern: Thank you, Peter. Most world is planning to log in at 7pm. So in a couple minutes each, to be on without

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Shyla Waldern: And reviewed all of the policies that were bringing before you as well because they're all due to legislation changes.

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Shyla Waldern: But so the first policy that we're bringing across the board for view is Jay H E, the reporting of suspected abuse of a child. And this has to do with new definitions of what

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Shyla Waldern: Is considered a child or student as far as the state goes and a new required trainings around electric electronic communication. And so those changes are reflected in this new policy for your with you.

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Regan Molatore: Do we have a motion.

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Chelsea King: Are you looking for just to handle one policy at a time.

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Regan Molatore: Yes, please. Yeah.

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Chelsea King: I'll move that we approve the proposed.

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Chelsea King: A H E policy as written.

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Regan Molatore: Thank you Chelsea. Is there a second

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Christy Thompson: I'll second.

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Regan Molatore: All right, thank you. It's been moved and seconded. And so then we can have discussion and she said anything in particular are the definitions, in particular, anything you would like to draw attention to, or I know you to give us a very detailed memo and so

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Shyla Waldern: One of the main changes has to do with it's no longer just an employee and now includes contractors agents and volunteers of the district.

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Shyla Waldern: And then this student definition changed as well, so a student is now any student who's receiving services from the district up to the age of 21 or within 90 days of graduation.

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Regan Molatore: Dinner.

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Ginger Fitch: Use your memo says it's just a definition of the child. But when I'm looking at all the red lines. What, what am I missing. Isn't there a lot of substantive changes.

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Shyla Waldern: Yes. So Peter also made a note that the other action items and changes are consistent with the changes to policy KH

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Shyla Waldern: So this piece of legislation changed the definitions in this policy and then also in the other. The next policy that we're going to be reviewing the GB and a dash f H, fm

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Ginger Fitch: They're not consistent as my only concern and it's just there. Any chance we could get up on the screen. So it'd be easier to work through

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Regan Molatore: And did you just for me when you say it's not consistent. Can you just

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Ginger Fitch: What do you find out. Let me find my

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Comment here.

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Regan Molatore: And welcome, Peter, we've just started our discussion on

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Regan Molatore: FB

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Ginger Fitch: Okay, it's on the second page.

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Ginger Fitch: It is the one to third full paragraph first sentence.

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Ginger Fitch: Why under Dan from the other changes is what is really meant is when a designee receives a report of suspected abuse by

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Ginger Fitch: A district employee or contractor or age of whatever those lists are I think that's

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Ginger Fitch: What you mean there. Am I right.

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Curtis Nelson: Here you're muted.

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Crap.

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Regan Molatore: And ginger. Is it the word designee that you're seeking clarification on

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Ginger Fitch: No, I think what happens is, we've switched from just a report of child abuse to a report of child abuse by a district employee or agent or whatever that list is

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Ginger Fitch: That there's another procedure that has to occur when that happens. And I think it just doesn't say that in the paragraph that it just applies to that second

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Ginger Fitch: Kind of report of child abuse. Am I right.

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Regan Molatore: Yeah, but I think we have we have a separate policy that deals with that other instance

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Ginger Fitch: Oh, I know. But I think that

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Ginger Fitch: This policy is copying without

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Ginger Fitch: Saying

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Shyla Waldern: So I'm wondering if it's not included in that line specifically because the following paragraph addresses.

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Shyla Waldern: Where there is reasonable cost to support the report in it when it's a district employee and then where there was reasonable cause to support the report for a contractor agent or volunteer, um,

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Ginger Fitch: So the, the proceeding paragraph is only applying to reports of child abuse, not by a parent, not by a community member, not by another student, but by particular

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Ginger Fitch: Person's related

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Ginger Fitch: To the school district employment or

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Shyla Waldern: What I I'm going to guess that that paragraph applies to all reports of child abuse, in effect, and then where it has to do with the district employee in that next following paragraph or with a contractor. We have to handle those in a specific way.

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Ginger Fitch: So I think you're wrong. I think from my reading is everyone who gets a report of child abuse has to report it directly if they're a mandatory reporter

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Ginger Fitch: But only when the abuse is suspected to be from a district employee or an agent or such then you have to go also to the designated person in your building.

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Ginger Fitch: And is that the correct procedure.

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Peter Mersereau: I think it is ginger, that is the correct procedure. It may be that this language could be tightened up a little bit.

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Peter Mersereau: But if you look from a four corners approach, starting with the first page that's clearly the intent of the policy. It's meant to cover employees agents volunteers and contractors

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Peter Mersereau: And

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Peter Mersereau: It is possible that in this policy and some of the others. They happen. Oh SBA has not always included the volunteers contractors and agents language, but that's clearly the intent.

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Ginger Fitch: I own.

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Ginger Fitch: I think if that's I think there's if there's two separate procedures, one for child abuse generally and one for child abuse by

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Ginger Fitch: suspected to be perpetrated by some district employee, there are two different procedures and I think it should be clear.

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Ginger Fitch: And I won't be

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Ginger Fitch: It just needs to be written clearly in my mind.

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Regan Molatore: And we're not under are we under a time constraint with regards to passage. So if we did this as a first Street, and then we may be sent it back to us for some tightening of that language to. We've got time to do that. Correct. Alright.

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Regan Molatore: And Peter. If we were to send it back. Is that something you would feel come

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Regan Molatore: printable being able to align for us or advise the district as to how to do that if

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Peter Mersereau: Yes. Yeah, that's

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Ginger Fitch: Probably have that language. Excuse me.

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Ginger Fitch: It just is missing from that particular paragraph.

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Kathy Ludwig: I

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Peter Mersereau: Think

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Kathy Ludwig: We would want to do that with our SBA, who has crafted these policies, after a lot of consultation. So I think part of it is just querying oh SBA what went into creating these paragraphs. Is there something we're missing or not missing. And if we added some clarity.

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Kathy Ludwig: Does that compromise the policy in any way. And if the school district.

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Kathy Ludwig: Gets in the middle of some of these and and add some

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Peter Mersereau: Okay, and I might

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Peter Mersereau: I might be able to to help clarify. I jumped on a little bit late here and I wasn't able to open gingers attachment earlier this afternoon, so I'm

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Peter Mersereau: I'm still not 100% clear on exactly what the concern is here on the second page of this policy, but I think I got the gist of it that it may be that we can harmonize the language in this current draft or if not,

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Peter Mersereau: Add some language here and there in a discussion with OSB aided to satisfy these concerns.

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Regan Molatore: And then ginger. Just one other question to Ben for my clarification and possibly for the subsequent conversation is you would reference that another policy.

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Regan Molatore: As that language what policy is that because that will help Shiloh, or even if you could just send that because maybe what we do this. Hold this. If Chelsea Christie are okay with

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Regan Molatore: treating it as a first read I secrecy, shaking her head and Chelsea. Okay, so we're going to go ahead and just delay. We're going to postpone our vote on this and send this back and then ginger just at some point, you could send an email to clarify me the other policy, just the language.

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Regan Molatore: But then I think that'll help expedite conversations around this. But that'd be agreeable. Sure.

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Ginger Fitch: Yeah, I mean, you're going to see it in the next policy.

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Regan Molatore: Oh, okay. Oh, it's okay. Gotcha. All right. Thank you.

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Regan Molatore: And anybody else have any comments on this policy.

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Chelsea King: shutting off formerly withdraw the motion, just for perceptual cleanliness and it sounds like maybe there won't be emotion. On the next policy if the same feedback is OK, my understanding that right

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Regan Molatore: Well, I think the next policy has the language. So we'll be okay. We just want that language in this one.

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Regan Molatore: Okay. All right, thank you all and thank you for helping me understand oh Christie.

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Christy Thompson: Yeah, only and I'm not the lawyer. I'm going to defer to the course, but my only question is, I read through the policy was

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Christy Thompson: That same paragraph, paragraph three, on page two, at the very beginning where it says when there's reasonable cause to support the report and I don't know if there's a way to, I mean, be more specific there or or or what, but I think that's a pretty

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Christy Thompson: Arbitrary Arbitrary statements and again I know that's probably a hard thing because you can have a plethora of circumstances, but

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Christy Thompson: I don't know, that's just a statement that stood out to me that I would love to see with a little more definition and backbone behind it.

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Christy Thompson: Just hang

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Regan Molatore: Out too long with your boy your board members.

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Christy Thompson: Put lawyer terms to what I just said, please.

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Regan Molatore: Oh no, you're totally like you. Yeah, the essence of every lawyers job.

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Regan Molatore: These words apart like this. So, okay, Chelsea.

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Chelsea King: I do have one question that this policy doesn't address and that is what happens with if a report is made, um, does that go into a personnel file. And what happens with that file. If that person transfers to a different district.

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Shyla Waldern: Server report is made. If they're licensed staff member we are required to submit that report to TSP. See, so it will be

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Shyla Waldern: Maintained with the teacher Standards and Practices Commission for the state of Oregon.

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Shyla Waldern: And then if the person is not licensed. We are required now to report to O. D.

469
01:09:26.280 --> 01:09:39.300
Shyla Waldern: And it would mean maintained with that person's record with Oregon permanent education and new education employers in the state are required to check with both agencies before hiring someone to see under investigation. Another district.

470
01:09:42.990 --> 01:09:45.960
Regan Molatore: These new policies came forth as a result of

471
01:09:47.670 --> 01:09:56.310
Regan Molatore: Legal issues with regards to somebody that worked with the school district and then moving and that not following them so

472
01:09:56.670 --> 01:10:05.880
Regan Molatore: We not new policies establish a procedure so that it could in fact follow those people if they tried to gain employment at another school, at least within this state.

473
01:10:08.520 --> 01:10:17.640
Regan Molatore: Okay, so we're going to first read this one you can do a little work on it and we'll bring it back, and then we're going to move on now to

474
01:10:19.290 --> 01:10:23.430
Regan Molatore: GB na Jay H EF f

475
01:10:25.050 --> 01:10:28.860
Regan Molatore: And Alec Do you want to just introduce that a little bit and then we'll do

476
01:10:29.790 --> 01:10:51.120
Shyla Waldern: So this policy was previously just Jay H and it's now GB and ha ha. It's regarding reporting requirements regarding sexual conduct with students. It expanded the definition of what is considered sexual conduct it again just further expanded. What is the definition of a student

477
01:10:52.830 --> 01:11:04.500
Shyla Waldern: And then it's provided procedures or if an employee is reported as being considered under investigation for sexual misconduct requiring us to put them on paid administrative leave immediately.

478
01:11:05.880 --> 01:11:17.520
Shyla Waldern: District employees contractors agents and volunteers are not able to assist co workers in obtaining new employment if they were if they're under investigation.

479
01:11:18.060 --> 01:11:33.120
Shyla Waldern: And there's guidelines again regarding electronic communications between the staff contractors agents and volunteers in students and then new reporting requirements to O D AMP T SPC

480
01:11:34.140 --> 01:11:51.840
Shyla Waldern: And then it requires this each district to designate a licensed administrator at each site and then an alternate licensed administrator for each site for all of these reports to come to and that person is the person responsible for making it important to SBC and for God.

481
01:11:59.310 --> 01:12:00.270
Regan Molatore: Thank you. Sheila.

482
01:12:01.980 --> 01:12:12.240
Chelsea King: I'll make the motion so we can have this discussion and I move that we approve policy GB and a slash Jay h f f as revised.

483
01:12:15.780 --> 01:12:16.470
Regan Molatore: Second,

484
01:12:20.280 --> 01:12:25.920
Regan Molatore: Ginger working. Okay, thank you. It's been moved and seconded and discussion.

485
01:12:26.940 --> 01:12:27.210
Regan Molatore: Right.

486
01:12:29.040 --> 01:12:29.730
Regan Molatore: Now for Ginger.

487
01:12:30.480 --> 01:12:40.890
Ginger Fitch: Okay, so this is I probably screwed up when I sent my email. So this is the one I actually include the comment. So if you're looking at page.

488
01:12:43.710 --> 01:12:44.610
Ginger Fitch: One.

489
01:12:48.390 --> 01:12:57.420
Ginger Fitch: Where it says any district employee or contractor agent or volunteer who has reasonable cause to believe the student has been subjected to sexual contact

490
01:12:58.350 --> 01:13:08.100
Ginger Fitch: This is apart by another district employee or contractor agent or volunteer. That's the phrase that I think was missing from the other part.

491
01:13:09.660 --> 01:13:10.320
Ginger Fitch: The

492
01:13:11.190 --> 01:13:16.380
Ginger Fitch: Policy conduct by another district employee, contractor agent or volunteer.

493
01:13:23.190 --> 01:13:25.200
Peter Mersereau: You know there's there's some confusion.

494
01:13:25.860 --> 01:13:34.290
Peter Mersereau: Ginger. Some of these when we talk about the reporting party as opposed to the party against whom the report is made.

495
01:13:34.560 --> 01:13:42.810
Peter Mersereau: Right, and that's where some of my, that's where some of the language is not carried forward but

496
01:13:43.860 --> 01:13:55.380
Peter Mersereau: Clearly the attempt as I read these policies is to include those other three categories on both sides of that equation. The reporter and the report he, if you will.

497
01:13:57.180 --> 01:14:00.870
Peter Mersereau: That it may not have come through in each case that can be finished.

498
01:14:06.210 --> 01:14:11.610
Regan Molatore: Yeah, perfect. And I think that that's the ask is online yet both policies so that the

499
01:14:13.110 --> 01:14:17.640
Regan Molatore: We don't have to infer the intent. It's also clear on the face of the policy.

500
01:14:19.200 --> 01:14:31.620
Kathy Ludwig: Director pitch, if, if the first policy that we did the first read had that qualifier when a designee receives a report of so suspected abuse.

501
01:14:32.100 --> 01:14:40.710
Kathy Ludwig: By a district employee or contractor agent or volunteer if it was just that qualifier in there. Would you feel then

502
01:14:41.460 --> 01:15:02.370
Kathy Ludwig: Ready to do it. So I'm wondering, Peter and your expert opinion. Does that qualify or change the substance of that paragraph that we would need to consult with OSB or is that something we could with with your approval actually do tonight and then amend the policy to read that way.

503
01:15:04.860 --> 01:15:07.950
Kathy Ludwig: And I'm just wondering, is there an interest in going back

504
01:15:09.240 --> 01:15:13.770
Kathy Ludwig: And not having it be a first read now that director fishes found the phrase that

505
01:15:15.390 --> 01:15:31.170
Kathy Ludwig: We could drop in. But I'm wondering because director Thompson also still had a concern about reasonable cause. So do we do we still want to keep the first policy as a first read or are we have net. How do we now have a solution to that first one that we could go back and amend it

506
01:15:32.340 --> 01:15:32.700
Kathy Ludwig: With a

507
01:15:34.050 --> 01:15:34.500
Kathy Ludwig: Lovely.

508
01:15:35.040 --> 01:15:42.360
Peter Mersereau: Kathy. What was your proposed solution that you're getting language to that paragraph on page two or four back to the first policy. Yeah.

509
01:15:42.420 --> 01:15:59.430
Kathy Ludwig: The first policy if what I'm hearing from director, which is in the second paragraph, when a designee receives a report of suspected abuse by any district employee, contractor agent or volunteer.

510
01:16:00.690 --> 01:16:01.380
Kathy Ludwig: Comma.

511
01:16:03.450 --> 01:16:06.720
Kathy Ludwig: The designee will follow procedure established by the district.

512
01:16:09.000 --> 01:16:24.330
Kathy Ludwig: So it's inferred in that paragraph and what I hear our director saying is let's not rely on inference. Let's name, who you know where we're designating that report about have suspected abuse about

513
01:16:26.820 --> 01:16:35.880
Kathy Ludwig: And to my opinion, it wouldn't change substantively unless you believe, Peter, we need to double check that that that was the intent of that paragraph.

514
01:16:40.230 --> 01:16:43.770
Peter Mersereau: Yeah, no, I don't think I've what I don't see a problem and adding that

515
01:16:47.370 --> 01:16:48.900
Peter Mersereau: I think it's consistent with

516
01:16:50.520 --> 01:16:53.790
Peter Mersereau: The obligations that are set forth on the first page of the policy.

517
01:17:00.630 --> 01:17:07.290
Ginger Fitch: And here just to respond to. I'm Dr. Thompson's concerned about reasonable

518
01:17:08.340 --> 01:17:09.540
Ginger Fitch: cause to believe

519
01:17:10.590 --> 01:17:17.400
Ginger Fitch: So it's just my experience as a mandatory reporter for The Last any decades that

520
01:17:19.050 --> 01:17:30.360
Ginger Fitch: That's what we're left with. That's what we're what the legislature has given us is that standard. And that's why we get ongoing training. So we can say, hey,

521
01:17:30.720 --> 01:17:38.490
Ginger Fitch: If this happened in the grocery store. This happened in my classroom or this happened at the bus stop that we

522
01:17:39.000 --> 01:17:59.580
Ginger Fitch: We just get trained on trying to sort out what it means to have reasonable cause I think you're spotting, that is, is good. I think it's an ongoing struggle for me as a mandatory reporter, but I do think that's what the legislature has chosen to us and we're stuck with it.

523
01:18:02.700 --> 01:18:02.970
Kathy Ludwig: And

524
01:18:04.230 --> 01:18:04.650
Peter Mersereau: Me.

525
01:18:05.700 --> 01:18:09.990
Peter Mersereau: Kathy and ginger. Let me ask you this, the more I focus on that second paragraph.

526
01:18:11.550 --> 01:18:19.830
Peter Mersereau: Wouldn't it be better in some respects to leave the language, the way it is, which would be when a designee receives a report of suspected abuse.

527
01:18:21.180 --> 01:18:24.180
Peter Mersereau: Really by anyone by any mandatory reporter

528
01:18:25.500 --> 01:18:32.280
Peter Mersereau: The fact is that some volunteers agents and contractors are not mandatory reporters.

529
01:18:33.330 --> 01:18:48.900
Peter Mersereau: And so they're not going to be making reports, what what this paragraph does now is say, look, whenever a report is received, presumably by a mandatory reporter, then the designate will follow procedures.

530
01:18:51.480 --> 01:18:53.130
Peter Mersereau: If you look in the first page.

531
01:18:54.540 --> 01:19:02.160
Peter Mersereau: The basic reporting requirement replies applies to any district employee who has reasonable cause to believe that any child.

532
01:19:03.450 --> 01:19:07.110
Peter Mersereau: With whom the employees come into contact has suffered abuse.

533
01:19:08.190 --> 01:19:12.300
Peter Mersereau: Then there's a lighter reference to mandatory reporters and of the IRS, but

534
01:19:13.560 --> 01:19:14.580
Peter Mersereau: That language.

535
01:19:15.630 --> 01:19:24.660
Peter Mersereau: Of employees contractors agents and volunteers really only applies to potential of users not reporters.

536
01:19:26.310 --> 01:19:38.310
Peter Mersereau: So I think that's why the language on page two, is in fact consistent with page one. But if you want to want me to take some more time to try to harmonize this and look further at it, or certainly can, but

537
01:19:39.660 --> 01:19:40.050
Kathy Ludwig: Yeah.

538
01:19:41.280 --> 01:19:47.100
Kathy Ludwig: I think let's I think that just stick with the first read have a little more time to

539
01:19:48.330 --> 01:19:49.410
Kathy Ludwig: parse this out.

540
01:19:50.700 --> 01:19:57.990
Kathy Ludwig: Get some consultation from OSB a what I thought maybe was now some clarity. Clearly, we want to go back and

541
01:19:59.370 --> 01:20:00.540
Kathy Ludwig: We're going to do this right

542
01:20:01.860 --> 01:20:12.360
Kathy Ludwig: All of our staff in the meantime are getting trained on these new policies. I know I completed mind the languages in there all the new updates are and all of our safe school training.

543
01:20:13.440 --> 01:20:19.410
Kathy Ludwig: Procedures. So we've got good systems in place. And now we just need to make sure that our

544
01:20:20.910 --> 01:20:24.090
Kathy Ludwig: Our policies are there to support that as well and to guide our

545
01:20:25.230 --> 01:20:26.490
Kathy Ludwig: Our processes. So

546
01:20:27.510 --> 01:20:32.400
Kathy Ludwig: I'll retract the wonder about going back to the first policy chair motors.

547
01:20:33.120 --> 01:20:45.510
Regan Molatore: Okay, great. We'll save it for, and we have then emotion before us on GB and a. Is there any further discussion on that policy.

548
01:20:47.370 --> 01:20:56.940
Peter Mersereau: Reagan, let me add one comment before that discussion closes on this. Yeah, just so just so the board is aware of the potential impacts of this policy.

549
01:20:58.110 --> 01:21:03.300
Peter Mersereau: If you look at page two. And I think there was some reference to this language earlier.

550
01:21:04.350 --> 01:21:14.460
Peter Mersereau: In the middle of the paragraph. It states that district employee, contractor or agent will not assist another district employee contract or or agent.

551
01:21:15.090 --> 01:21:27.360
Peter Mersereau: In obtaining a new job if that individual has reasonable cause to believe that the district contractor or agent has engaged in sexual conduct as defined by page one.

552
01:21:28.170 --> 01:21:47.940
Peter Mersereau: I just want to alert the board this this emphasizes one of the themes that runs through all three of these policies which is training and reporting and notifying staff of obligations under these new statutes. And this is a really broad obligation, you realize what this says is it

553
01:21:48.990 --> 01:21:54.120
Peter Mersereau: Prohibits employees if they have reasonable cause that this conduct.

554
01:21:55.140 --> 01:22:14.580
Peter Mersereau: Has occurred from referring or supporting an application for employment by those individuals. And who knows, in a given situation what reasonable cause is or who has it, but yet this is what the statute says now as passed last year and this is what the policy.

555
01:22:15.660 --> 01:22:29.040
Peter Mersereau: Yeah, so this just I guess my point is this underscores the need to make sure that in training at notice that these categories of individuals know what this says, because it's very broad.

556
01:22:33.570 --> 01:22:37.200
Regan Molatore: Thank you Peter for that additional information and clarification.

557
01:22:37.650 --> 01:22:39.510
Ginger Fitch: Sure, I have one more question then.

558
01:22:39.960 --> 01:22:40.170
Regan Molatore: Yeah.

559
01:22:41.010 --> 01:22:42.090
Ginger Fitch: So when I look at

560
01:22:42.120 --> 01:22:42.690
The

561
01:22:43.740 --> 01:23:02.520
Ginger Fitch: On the agenda, the one that isn't supposed to be red line, there is a parent article and read and I'm not clear. Then when we're voting. Are we voting for that parents settle fo to be in the policy or that it was an option.

562
01:23:05.580 --> 01:23:17.040
Kathy Ludwig: Child. Could you clarify that we left one sentence in red. My understanding is for you to see that it's still there, but it was an optional sentence. And so we

563
01:23:18.420 --> 01:23:22.560
Shyla Waldern: Yeah, I should have. I apologize. I should have removed that so I'm

564
01:23:23.610 --> 01:23:40.650
Shyla Waldern: In any event, but a licensed staff member fails to report, there is now a requirement to report them to TSP see so TSP see has the potential now to sanction a license based on failure to report. So, um, so I

565
01:23:41.760 --> 01:23:50.520
Shyla Waldern: We didn't insert this piece because there will be a process through T SPC versus a process to the destruction. That makes sense. I apologize.

566
01:23:52.410 --> 01:23:59.490
Ginger Fitch: So when we're voting we're voting on the policy without the bracketed read language is that right

567
01:23:59.880 --> 01:24:00.840
Shyla Waldern: Yes, that's correct.

568
01:24:02.550 --> 01:24:04.890
Regan Molatore: Thank you. Thank you for that clarify.

569
01:24:06.900 --> 01:24:10.080
Regan Molatore: All right. And with that one call per boat.

570
01:24:12.390 --> 01:24:13.260
Kelly Douglas: Dragon Miller toy.

571
01:24:13.620 --> 01:24:16.320
Kelly Douglas: Yes base checking

572
01:24:17.280 --> 01:24:17.670
Hi.

573
01:24:18.930 --> 01:24:19.950
Kelly Douglas: Tracy Thompson.

574
01:24:22.110 --> 01:24:23.010
Kelly Douglas: Ginger fit.

575
01:24:23.520 --> 01:24:25.170
Kelly Douglas: I think

576
01:24:29.730 --> 01:24:32.280
Regan Molatore: Alright, so the next one.

577
01:24:33.510 --> 01:24:43.170
Regan Molatore: Is proposed word policy G B E A around workplace harassment Shiloh, did you want to just set the stage.

578
01:24:43.530 --> 01:24:47.760
Shyla Waldern: Yes, so maybe a little by my notes here.

579
01:24:49.710 --> 01:24:56.010
Shyla Waldern: Um, has to do with the new legislation passed regarding workplace harassment that is

580
01:24:57.690 --> 01:25:10.950
Shyla Waldern: It has to do with discrimination against an employee based on their race, color, religion, sex, sexual orientation, national origin, marital status, age or juvenile record.

581
01:25:12.990 --> 01:25:16.620
Shyla Waldern: And including cart conduct that constitute sexual assault.

582
01:25:17.640 --> 01:25:35.640
Shyla Waldern: That's prohibited under an hour a statute and discrimination against persons in uniform service and discrimination based on disability and it were, it is a requires the district to implement our practice for accepting reports of workplace harassment from stuff.

583
01:25:42.720 --> 01:25:43.980
Regan Molatore: And emotion.

584
01:25:47.850 --> 01:25:49.170
Chelsea King: Sure, I'm willing to do that.

585
01:25:50.550 --> 01:25:55.590
Chelsea King: I'm move the way approve policy GB a

586
01:25:56.880 --> 01:25:57.510
Christy Thompson: Second,

587
01:25:58.590 --> 01:26:09.840
Regan Molatore: Moved and second dead and I will just add the comment to this that I do appreciate that it does also hold elected school board members to the same

588
01:26:11.340 --> 01:26:22.830
Regan Molatore: You know, standard that we would hold all of the employees in our district. I just appreciate that alignment. I think we try to hold ourselves there, but it's also nice to have a policy that holds us accountable.

589
01:26:23.970 --> 01:26:26.100
Regan Molatore: Any other additional discussion.

590
01:26:32.520 --> 01:26:34.260
Peter Mersereau: Reagan. Can I add a couple of comments.

591
01:26:34.500 --> 01:26:35.430
Regan Molatore: Yes, please. Peter

592
01:26:36.900 --> 01:26:47.400
Peter Mersereau: This unlike the others is a new policy, although I want to be clear. I think the board would recognize that in reality.

593
01:26:48.300 --> 01:27:02.250
Peter Mersereau: We do have a free standing sexual harassment policy already in place and we do have a free standing policy dealing with Harris went cyber bullying and menacing, that sort of thing.

594
01:27:03.930 --> 01:27:04.980
Peter Mersereau: This policy.

595
01:27:06.120 --> 01:27:27.570
Peter Mersereau: borrows from some of the language from our earlier Paris my policies, but it is as a practical matter, a new one. And you'll remember this policy comes out of the legislation last year that arose out of claims against the legislature itself for Harris.

596
01:27:28.950 --> 01:27:49.800
Peter Mersereau: And it didn't have prior policies. So in many respects this legislation started from scratch and they defined in workplace harassment, but we already have many of these prohibitions in language in earlier policies, but a couple of quick points. If you look at the very first paragraph.

597
01:27:51.120 --> 01:28:08.070
Peter Mersereau: Where it says second sentence. This includes workplace harassment that occurs between district employees or between a district employee and the district now on its face, that's a little confusing, but here's what it means.

598
01:28:09.210 --> 01:28:22.740
Peter Mersereau: The first phrase between district employees is co employees on the same level. The second one between a district employee in the district means between an employee and supervisor.

599
01:28:24.120 --> 01:28:29.970
Peter Mersereau: So the word district. There's borrow from the word employer that is actually in the legislation.

600
01:28:32.670 --> 01:28:46.530
Peter Mersereau: And then secondly, just for background. The real significance of this policy, in our view, and this is different from our earlier policies is on page two, when it talks about the kinds of agreements.

601
01:28:47.610 --> 01:28:54.450
Peter Mersereau: That districts can enter into both with victims of harassment and with the harasser

602
01:28:55.620 --> 01:28:59.730
Peter Mersereau: And so, it deals with this issue about non disclosure agreements.

603
01:29:03.240 --> 01:29:10.110
Peter Mersereau: Non disparagement agreements and that sort of thing. And you just have to read through on page two each category.

604
01:29:11.070 --> 01:29:28.890
Peter Mersereau: Of agreement that you're dealing with. And what terms are acceptable in each agreement, but that is new. That is not in our earlier policies and it clarifies an issue that has been kind of high profile about non disclosure agreements and so forth.

605
01:29:30.600 --> 01:29:49.050
Peter Mersereau: And I think what SBA did was try to take the legislation and then could form the policy language. The legislation as best it could. And I think it did a pretty good job, overall, it's never perfect and frankly I think this particular policy will be

606
01:29:51.600 --> 01:29:57.210
Peter Mersereau: Tweaked or wordsmith a little bit over time as more experiences have changed and dealing with these new clauses.

607
01:30:05.190 --> 01:30:10.440
Regan Molatore: Alright. Thank you, Peter. Is there anything additional you wanted to add as you're looking at that.

608
01:30:13.410 --> 01:30:14.340
Peter Mersereau: I think that's

609
01:30:15.900 --> 01:30:21.510
Peter Mersereau: I think that's it it's it's pretty clear on the second page as to the types of agreements that can be entered into

610
01:30:24.600 --> 01:30:30.510
Regan Molatore: All right, thank you and Kelly. When do you then call it for a vote.

611
01:30:32.190 --> 01:30:33.060
Kelly Douglas: Reagan molecular

612
01:30:33.630 --> 01:30:35.850
Kelly Douglas: Yes, nice checking

613
01:30:36.660 --> 01:30:38.790
Kelly Douglas: I Christy Thompson.

614
01:30:43.530 --> 01:30:44.520
Regan Molatore: You're on mute. Christy

615
01:30:47.460 --> 01:30:48.330
Christy Thompson: I sorry

616
01:30:49.380 --> 01:30:50.220
Kelly Douglas: Jeff it

617
01:30:51.720 --> 01:30:52.230
Kelly Douglas: Thank you.

618
01:30:54.330 --> 01:30:58.890
Regan Molatore: Thank you. And Peter. Thank you, as well, for joining us and helping us through this and

619
01:31:00.300 --> 01:31:07.890
Regan Molatore: Thank you to my fellow board members. We always have robust discussions around policy, but I can never tell which ones are going to stir up the conversation and so

620
01:31:08.880 --> 01:31:22.740
Regan Molatore: But you know policy is a huge part of our job and taking it seriously and it's very clear that, you know, people do do their due diligence, as we're working through amending our policy. So thank you very much. And thank you, Peter. Well, we'll see you again.

621
01:31:23.130 --> 01:31:24.180
Peter Mersereau: Okay. Thanks, Ryan.

622
01:31:25.260 --> 01:31:27.270
Christy Thompson: Can make a quick comment I

623
01:31:27.480 --> 01:31:46.440
Christy Thompson: Guess. And I just wanted to thank Shiloh, I really appreciated how in your memo you laid out each policy with the changes were the action items, the scope. Anyway, I just appreciate it. That. So I just wanted to acknowledge that. Thank you for again us know mines.

624
01:31:47.880 --> 01:31:58.830
Regan Molatore: Thank you. Christy as well, and especially since Shiloh is newer to this role, I'm certain that that positive feedback is probably created by Silas, I thank you for not neglecting to mention that

625
01:32:00.000 --> 01:32:01.380
Peter Mersereau: Thank you. Okay, thanks. Right.

626
01:32:01.440 --> 01:32:16.860
Regan Molatore: Right, thank you all and we will now move forward and and we're now back on time so that that last agenda item took a little longer than I anticipated, but it's 735 and we are moving on to our business report and

627
01:32:18.180 --> 01:32:25.440
Regan Molatore: Dr. Hughes, you have approximately 10 minutes with discussion. But you gave us a fantastic mouse. So hopefully we can do it.

628
01:32:25.920 --> 01:32:39.060
Son Le Hughes: Okay, thank you so much. Good evening, everyone. So tonight I have four updates that I would like to present it to you. The first one status updates on the general fund.

629
01:32:39.600 --> 01:32:50.070
Son Le Hughes: finance or accounting report. The second was the Dead Sea Tambo revenue and economic forecasts that task was a parade for by any of them.

630
01:32:51.120 --> 01:33:03.360
Son Le Hughes: 2021 and 20 2020 and the last item is just an FYI about FYI you on the internet right for the LG it

631
01:33:08.880 --> 01:33:11.250
Son Le Hughes: I will share the screen so you can see it.

632
01:33:17.430 --> 01:33:25.380
Son Le Hughes: So in fun opera house is the general fund finance or accounting report as obscene tember thought as

633
01:33:25.980 --> 01:33:34.770
Son Le Hughes: This general fund finance or accounting, Report Layout under the income statement format that so the total revenue.

634
01:33:35.670 --> 01:33:43.590
Son Le Hughes: And a total expenditure and the different between the revenue and and the expenditure is our end and fund balance.

635
01:33:44.370 --> 01:34:16.890
Son Le Hughes: So in here, when you look at year end project that you will see that the we anticipate to have 129.1 million in our top on revenue for this year and the total expenditure is 123.7 million that different between driver revenues and expenditures. A 5.4 million of 4.18% of our total revenue.

636
01:34:18.030 --> 01:34:18.480
Son Le Hughes: So,

637
01:34:20.250 --> 01:34:28.890
Son Le Hughes: As we wrap up the first quarter our business office, be able to report to you to save in that we have on the following day.

638
01:34:29.340 --> 01:34:44.730
Son Le Hughes: The following day, as we have in July and August, a much less compared to the May and June because of May and June, a combined or SAP in the district but july and august only focus on

639
01:34:45.450 --> 01:35:07.980
Son Le Hughes: Because of the month, we only have administrator and 12 months classifies so total saving honest a 92,000 but we have to send it to a house and do the state of Oregon Department. They are for the next seven we have on the follow be 39,000

640
01:35:09.090 --> 01:35:21.810
Son Le Hughes: I anticipate or decline in tuition fees and rental up buildings do to carve it up 19 but try now's is still too early for me to report test number two you

641
01:35:24.540 --> 01:35:39.390
Son Le Hughes: The second items I have on the agenda of today's is the September 2020 revenue and economic forecast. So, as you recall back in late March, early April.

642
01:35:40.410 --> 01:35:56.130
Son Le Hughes: Do you know we have a very optimistic. This revenue that's coming in for measure 98 and student investment account. So at that time we were so excited to receive 7.6 million for our si K

643
01:35:56.730 --> 01:36:12.270
Son Le Hughes: And then later in mate and tune. We had a tone, it could economic revenue and forecast came out, is say that, you know, with all the deficit net coming best state face in the deficit. So therefore, our

644
01:36:13.440 --> 01:36:42.480
Son Le Hughes: We not going to receive a full amount. So we drop it out. We dropped. Our si pon pon 7.6 million down to 4 million and then late into nice and early August the advice for us if we should move down to 2.5 million in our SBA. But then when September economics and revenue forecast come in.

645
01:36:43.500 --> 01:36:55.140
Son Le Hughes: The revenue for the by any and 1921 as rebounds from the tune forecasts and a projected to increase by to billions. So with that,

646
01:36:55.500 --> 01:37:13.980
Son Le Hughes: Let's say school infant formula measured it as a student investment account will not be reduce any further as men for our electric we still remained 2.5 million file si eight grand and 2.4 million for our measure 98

647
01:37:14.850 --> 01:37:32.010
Son Le Hughes: So even though the September economics part has a coming back the end of June, but a still much lower end of March and April forecast. So therefore we have to be very careful careful and not lose sight as we move forward.

648
01:37:35.370 --> 01:37:47.160
Son Le Hughes: This a charter graph that showed you the Quran working but chat and the actual not the actual year and protection. So for the whole virtual. You can see this information here.

649
01:37:49.470 --> 01:38:03.420
Son Le Hughes: The next items here is the parade for by any of 2123 and you know it's like for a whole year are facing so many challenges. This is one of the good news that we have so far.

650
01:38:04.650 --> 01:38:20.850
Son Le Hughes: So on this table. You can see by any of 1921 and tier one, tier two there, right. A 24 point 25% for the officer or some people call it to to a 18.8%

651
01:38:21.540 --> 01:38:37.200
Son Le Hughes: Moving forward to buy any of 21 2020 there is a decrease of 4% what's a good press the 20 15% and 17.04% for up, sir.

652
01:38:37.950 --> 01:39:05.280
Son Le Hughes: So you know if I'm using the current staffing level that we have right now at addict trick. How many staff that belong to you wanted to. How many staff belong to up, sir, with their dropping rate in biennium 2123 I anticipate that we could save around 1.5 million in our order or P benefit.

653
01:39:09.060 --> 01:39:10.860
Son Le Hughes: Several reason

654
01:39:12.240 --> 01:39:29.820
Son Le Hughes: Why key why we have the CLI or decrease in the parade first reason is purple implement a one time re amortization up the Tier one and Tier two on frontage actuary liability.

655
01:39:31.980 --> 01:39:41.550
Son Le Hughes: With this re amortization, it gives us a significant decrease in the poor rate for biennium 2123

656
01:39:42.480 --> 01:40:04.740
Son Le Hughes: And then the second is member individual or Cal program gray director redirected men effective July 4 of 2020 a portion of 6% salary member contribution to the I aap will redirect it to the EMPLOYEES. EMPLOYEES pension stability account.

657
01:40:05.850 --> 01:40:06.570
Son Le Hughes: Is mean

658
01:40:08.010 --> 01:40:36.270
Son Le Hughes: The Senate bill 1049 required at any member who earn more than $2,500 per month, have a portion of their 6% of their IP contribution redirected into a new employees pensions stability account and apopo will do that money to pay for part or employees pension benefits at retirement.

659
01:40:37.650 --> 01:40:48.540
Son Le Hughes: So remember for tier one, tier two member who hired before August 29 2003 so right now the school district country to sit percent

660
01:40:49.470 --> 01:40:55.500
Son Le Hughes: To do tier one, tier two, actually, to all employees but for Tier one and Tier

661
01:40:56.130 --> 01:41:24.780
Son Le Hughes: Two 2.5% of employees salary is currently contribute to their a IP will start going today employees pension liability account and that remaining to a point 5% of their salary continue to go to a certain IP account and I'll fodder to to a officer anyone higher after August 28 of 2003

662
01:41:25.800 --> 01:41:33.240
Son Le Hughes: Out of 6% point seven 5% OF THIS WILL READ OUR read will continue to their pension.

663
01:41:33.960 --> 01:41:52.800
Son Le Hughes: Employees pension liability account so employees have the option to make up for that different I for sample and Tier two and 2.5% of my set percent redirect, I can make up for that. And I just need to walk to the business office and come up with that.

664
01:41:54.480 --> 01:42:05.100
Son Le Hughes: The last one is the employer right Relief Program is called throw the employee incentive fund last year when I did a presentation on the

665
01:42:05.100 --> 01:42:13.980
Son Le Hughes: Pearl pension I did mention about Russ having the opportunity to participate in to the employer incentive fund.

666
01:42:15.060 --> 01:42:31.170
Son Le Hughes: But at that time, we decided not to move forward currently in 2004 we did went out for the pole barn of 42 million. So we do have the site account for site account, but we did not continue what a second option.

667
01:42:32.400 --> 01:42:47.160
Son Le Hughes: Last but not least for the key reason is that tongue and asthma and perform and dad, we received not way but I'm the Pope or Oregon Oregon received in the 2019 so this reason.

668
01:42:48.570 --> 01:42:57.810
Son Le Hughes: Is contribute and support the decrease in pro rate for by any of 2020 2123

669
01:43:02.130 --> 01:43:04.440
Son Le Hughes: This one, Richard for your FYI.

670
01:43:05.640 --> 01:43:19.200
Regan Molatore: And after us just just doing a time check. I don't want to cut you off. But that was a 10 minutes and we still need time for questions. So if you're able just to highlight some of the more pertinent stuff that's wonderful.

671
01:43:19.500 --> 01:43:36.120
Son Le Hughes: Yes, so this one if do this either link that I provided into the memo. So if you open that link, you will see the Oregon Trail pump on here, you move down here, it will show you the last three years in write that.

672
01:43:37.380 --> 01:43:39.600
Son Le Hughes: Out tip provided to us.

673
01:43:41.490 --> 01:43:42.000
Son Le Hughes: And then

674
01:43:44.490 --> 01:43:54.030
Son Le Hughes: And then on deck right on deck length right here, it will show the laughter does send out to all their governmental agency is say

675
01:43:55.080 --> 01:44:03.120
Son Le Hughes: The money that we put into our tip will not asset 51.1 million. So what's the interest earned

676
01:44:03.480 --> 01:44:08.310
Son Le Hughes: Like for example, right now the current interest on our tip is 1%

677
01:44:08.580 --> 01:44:26.610
Son Le Hughes: Down 1% apply to debt limited station. So if we have 1 million or 2 million that we would like to invest somewhere. We only on the market rate and the market rate right now is a point 2% or less than that. So they say, Jeff for FYI only

678
01:44:27.930 --> 01:44:30.000
Son Le Hughes: That's it. Any question.

679
01:44:33.630 --> 01:44:37.020
Regan Molatore: Any questions from the board, Chelsea. It looks like you might have been wondering

680
01:44:37.650 --> 01:44:45.810
Chelsea King: Yeah, thank you for this report, and I think that the just a general question I have is, I'm thankful that the

681
01:44:47.370 --> 01:44:57.570
Chelsea King: We're receiving the funds that we and originally were promised with the I'm looking for the exact acronyms, but the Student Success act and measure

682
01:44:58.740 --> 01:45:10.380
Chelsea King: Them. It's not going to significantly change any of the moves that we're going to make for this coming year or in what way does that impact decisions that are being made in real time.

683
01:45:11.400 --> 01:45:19.590
Kathy Ludwig: So we're still only receiving the funds. Unfortunately, the reduced funds that we, the latest reduced funds.

684
01:45:20.100 --> 01:45:31.770
Kathy Ludwig: So we're not getting any more money. It's just that based on the September economic forecast the state is not coming back and saying we need to reduce even further.

685
01:45:32.460 --> 01:45:40.200
Kathy Ludwig: They're saying there's there's some stability that they hadn't projected the economic forecast is looking a little better than we thought. And you can keep

686
01:45:40.950 --> 01:45:48.030
Kathy Ludwig: The money that they did give to us, so we don't get the 7 million. We don't even get the four we're still at the 2.5

687
01:45:48.420 --> 01:45:57.210
Kathy Ludwig: But the good thing is we get to keep the 2.5 because there was a possibility that with this September forecast if things had been even more dire.

688
01:45:57.930 --> 01:46:10.050
Kathy Ludwig: The state could have come back and reduced our state school fund further and maybe even those grants further which when you're when you're this far into the school year and you've hired people you're looking at furlough days.

689
01:46:11.040 --> 01:46:20.550
Kathy Ludwig: As as typically one of the only recourses now maybe in CDs, that would mean tightening up even more. When you go to hybrid maybe not hiring back or something.

690
01:46:21.420 --> 01:46:30.960
Kathy Ludwig: As many folks, but it's really hard when the state makes revenue reductions and you're already started the school year.

691
01:46:31.320 --> 01:46:46.200
Kathy Ludwig: But that has happened in the past, and there was a possibility. It could have. So that's it's good news, but it's cautious. Good news, their words they're giving us the mind letting us keep the money they determined to give us after the May and June forecast.

692
01:46:49.980 --> 01:46:50.310
Regan Molatore: Christy

693
01:46:52.680 --> 01:47:08.280
Christy Thompson: Thank you. And thank you for the report and I'm probably the only one that needs clarification on this. So I apologize if I am on your memo. When you talk about the purse rates. Can you remind me that does that percentage refer to

694
01:47:09.540 --> 01:47:10.020
Christy Thompson: So when it

695
01:47:10.230 --> 01:47:22.020
Christy Thompson: Says tier one, tier two and you know biennium 2123 20.15% you remind me what that percent means

696
01:47:23.130 --> 01:47:23.730
Son Le Hughes: Yes.

697
01:47:25.590 --> 01:47:36.600
Son Le Hughes: So that percent. So when for the payroll when we do Payroll, Benefits. So we have salary every dollar that we pay to employees.

698
01:47:37.140 --> 01:47:50.760
Son Le Hughes: We have other Payroll, Benefits actual creation. Go with that dollar so for tier one, tier two to pull Oregon Kobo determine that in by any 1921

699
01:47:51.750 --> 01:48:16.380
Son Le Hughes: It costs is caught employer 24 point 25% out of that dollar to go to pro to contribute for that employees retire later and then beside at 24 or 25 we have Walker calm, we have order on liability insurance for employees. We have

700
01:48:16.710 --> 01:48:19.170
Son Le Hughes: 6% contribution we how

701
01:48:19.560 --> 01:48:37.050
Son Le Hughes: unfunded liability. So, so I would like to sit down with you and as playing the tone percent it add up to call all the payroll actual creation, and I think this will get one will be a good work section for for you and audible member as well.

702
01:48:39.690 --> 01:48:52.350
Kathy Ludwig: So director Thompson in in very simple a men's terms when we go to hire someone, and we we think about their salary. Dr. Hughes reminds us

703
01:48:52.740 --> 01:49:05.820
Kathy Ludwig: You're not just paying the person $75,000 for their salary. It actually is, you know, much more than that. By the time you pay in diapers and Workman's Comp and unemployment.

704
01:49:06.420 --> 01:49:18.900
Kathy Ludwig: That maybe that employee who we would have posted their, their salary at 75,000 really cost the district perhaps 100,000 or 120,000 once you add in those extra costs.

705
01:49:20.160 --> 01:49:20.790
Christy Thompson: Thank you.

706
01:49:27.120 --> 01:49:34.950
Regan Molatore: Question for me. Yeah, I was just gonna say, and I think I know the answer, and basically done but you allude to, you know, kind of an M.

707
01:49:35.370 --> 01:49:50.070
Regan Molatore: For the next biennium that we know we're probably facing a budget deficit and some sort of cut and with the constant changing economic landscape due to the virus itself and you know people's ability to work or not work and

708
01:49:51.540 --> 01:50:07.830
Regan Molatore: Do you anticipate getting that number to become a little bit more concrete, at what point in time next year. Are you thinking, February, March, April, May, June, like when, when do you think you might starting to put an estimate what that's going to be

709
01:50:08.850 --> 01:50:10.860
Son Le Hughes: Well, for the poor rate that's a

710
01:50:12.360 --> 01:50:21.720
Son Le Hughes: Number. Now that number won't change because it already purpose for us. I will start to make with Dr lark, which in

711
01:50:23.280 --> 01:50:27.060
Son Le Hughes: January, but we can, some even earlier than that.

712
01:50:27.270 --> 01:50:33.450
Regan Molatore: Well, and I was just curious. Like, when does the state typically start to release its information on

713
01:50:34.290 --> 01:50:39.330
Son Le Hughes: It, not it, not really release any information into late March or April.

714
01:50:39.780 --> 01:50:40.320
Son Le Hughes: April.

715
01:50:40.710 --> 01:50:58.260
Son Le Hughes: Yeah, so that's why last, last year we wait until the end. So even though, if I have a meeting early with the board member and Dr language, we still do how a lot of scenario play out. So option ABC and so on.

716
01:50:59.760 --> 01:51:01.830
Regan Molatore: You have your work cut out for you. It sounds like

717
01:51:03.360 --> 01:51:12.150
Regan Molatore: Thank you, Doctor. He's very much. I appreciate it. Any other questions. I'm not okay. All right, thank you lord thank you Dr. Hughes.

718
01:51:12.600 --> 01:51:13.560
Son Le Hughes: Anyway, everyone.

719
01:51:14.550 --> 01:51:26.520
Regan Molatore: Move on to our last agenda. I know we're not sorry not last second to last or and is we're moving on to the Department of teaching and learning and Dr Suisse.

720
01:51:27.870 --> 01:51:36.570
Regan Molatore: And Dr. So we think you have roughly 20 minutes to present on two separate objects and allow some time for questions. Okay.

721
01:51:36.780 --> 01:51:47.160
Barb Soisson: Well, the first one I think can be a record quick one. It's the annual division 22. And as you saw in the memo. This year it's abbreviated

722
01:51:48.420 --> 01:52:07.980
Barb Soisson: Because it's for the 2019 20 school year. We're always reporting on the prior one and the list was amended it this year and probably subsequently we submit that we have done this by November 15 we report by November 1 the focus areas during

723
01:52:10.110 --> 01:52:10.680
Barb Soisson: The state.

724
01:52:11.700 --> 01:52:25.650
Barb Soisson: base this on what really had to be focused on as we went into distance learning was diplomas credits and that means provision. So students could earn them providing instructional support for students with IPS

725
01:52:26.250 --> 01:52:30.930
Barb Soisson: Emerging bilingual students talented and gifted students counseling in student safety.

726
01:52:32.100 --> 01:52:46.260
Barb Soisson: Western Wilson Bill has complied in those areas, you know, with providing those those pieces and what we do, then after we are reporting this then submit the form

727
01:52:47.880 --> 01:52:49.800
Barb Soisson: And the minutes are then on our

728
01:52:51.330 --> 01:52:52.020
Barb Soisson: Website.

729
01:52:55.890 --> 01:53:01.950
Regan Molatore: All right. Do we have a motion. Is that that would be appropriate right burbs add our motion now.

730
01:53:02.400 --> 01:53:04.530
Barb Soisson: It's actually this is just a report.

731
01:53:05.520 --> 01:53:06.180
Regan Molatore: We don't have

732
01:53:06.660 --> 01:53:10.800
Barb Soisson: recorded in the Minutes, I see it's listed as an action item, but it's a

733
01:53:11.340 --> 01:53:16.050
Barb Soisson: That you know that we have met this were required to share the

734
01:53:17.070 --> 01:53:18.000
Regan Molatore: Office. All right.

735
01:53:19.350 --> 01:53:20.490
Barb Soisson: And Curtis, if you

736
01:53:20.520 --> 01:53:24.510
Regan Molatore: Could bring up the slides BB one sec, I think Chelsea's got a question as well.

737
01:53:25.320 --> 01:53:36.180
Chelsea King: Chair military just done. This would be the place where I would ask for a little relief on the time constraints, just because it is such an important discussion and we're doing so great. Staying on time and I appreciate

738
01:53:37.290 --> 01:53:43.140
Chelsea King: Driving the time portion, but I just wouldn't want it to be interrupted and curtailed.

739
01:53:44.940 --> 01:53:49.170
Regan Molatore: So on the digital curriculum that was your perfect. Okay, thank you.

740
01:53:52.110 --> 01:53:54.480
Regan Molatore: All right. Thank you, Barbara. We're ready for that now.

741
01:53:55.020 --> 01:53:55.530
Okay.

742
01:53:59.400 --> 01:54:00.270
Give me one second.

743
01:54:01.680 --> 01:54:03.270
Regan Molatore: Okay. Go a look

744
01:54:04.710 --> 01:54:05.820
Barb Soisson: At now in

745
01:54:05.970 --> 01:54:07.230
Looking at this

746
01:54:08.700 --> 01:54:24.540
Barb Soisson: Kind of reviewing what was was in the memo. One of the first things we want to emphasize is that this is an independent adoption. So, by no means is this saying that we are adopting this curriculum and going through the process that we usually do.

747
01:54:24.870 --> 01:54:33.900
Barb Soisson: Our curriculum processes usually take a full school year. We have groups of teachers representing every school in the subject area. We have

748
01:54:34.830 --> 01:54:40.800
Barb Soisson: Administrators, we have specialists or learning specialist and our teachers and it's a full group.

749
01:54:41.400 --> 01:54:52.290
Barb Soisson: And we start with instruction and we always look at instruction curriculum assessment together materials are then available for parents to look at. And that's, that's one key point.

750
01:54:52.710 --> 01:55:01.680
Barb Soisson: The other thing that I think is important here is that for our past adoptions. We have not adopted one curriculum in a subject area.

751
01:55:02.040 --> 01:55:10.230
Barb Soisson: We are finding increasingly that we don't find anything that's perfect that touches on the, the level of rigor.

752
01:55:10.590 --> 01:55:21.330
Barb Soisson: That provides access for all students that is culturally responsive. So some examples are in our social studies in our science curriculums in our

753
01:55:22.080 --> 01:55:34.290
Barb Soisson: Our math curriculum our K five math curriculum, which was several years ago, we have investigations as a core we have redbird as supplementary and then we have

754
01:55:34.530 --> 01:55:42.360
Barb Soisson: Some performance tasks to put it all together. So increasingly, that's a trend, not just our district, but most districts are taking

755
01:55:43.200 --> 01:55:47.610
Barb Soisson: This independent adoption is occurring because on September eighth the

756
01:55:48.120 --> 01:56:05.580
Barb Soisson: The state realized that with districts, mostly in the state of Oregon and beginning with comprehensive distance learning. There was a scramble to begin and to get online curriculums. And that meant that what was being

757
01:56:06.090 --> 01:56:17.370
Barb Soisson: Adopted needed to still adhere to all of the things that were set out which is grade level standards accessibility equity those basic pieces.

758
01:56:18.420 --> 01:56:31.050
Barb Soisson: The timeline here shows it in our district. We actually this is not a new discussion from the high school study and from our student success act, there was interest in an online curriculum.

759
01:56:31.650 --> 01:56:44.190
Barb Soisson: What we had started to find even prior to the pandemic was there is no perfect curriculum out there in online learning right now. That's the state of the art. A lot of the

760
01:56:44.430 --> 01:56:54.180
Barb Soisson: Research and the professional journals suggest that this is going to change. And it might be that is is the real catalyst for that change.

761
01:56:55.200 --> 01:57:07.440
Barb Soisson: That said, we looked for and a new went process that you see outlined on the slide here, starting with last actually it was last March, even though in

762
01:57:07.950 --> 01:57:28.830
Barb Soisson: December 2019 actually started looking at online program standards and what we were looking for. And that was for the idea of Western Wilson bill just having a an online option for students and also having hybrid or blended learning to go on for regular classroom.

763
01:57:29.910 --> 01:57:30.300
Work.

764
01:57:31.410 --> 01:57:44.610
Barb Soisson: Last March, we actually sat in the boardroom and saw a presentation for for feel ed and that was before we of course knew what we were going to be doing in the

765
01:57:46.590 --> 01:58:00.330
Barb Soisson: SCHOOL YEAR AND HOW THE SCHOOL YEAR WAS BEGINNING IT TAKES considerable time to once you get these curriculums to start to work with the intricacies of the platforms, the

766
01:58:00.960 --> 01:58:11.040
Barb Soisson: integrating them with your student information system and to work with their learning management systems so also the training the staff to use curriculum.

767
01:58:11.910 --> 01:58:20.100
Barb Soisson: So in looking at those pieces. The rationale overall for the fuel ed and the Florida Virtual

768
01:58:20.460 --> 01:58:31.020
Barb Soisson: Was based on the feedback that we collected and we collected pretty robust feedback at the primary middle and high school levels last spring that said that

769
01:58:31.440 --> 01:58:52.200
Barb Soisson: Students being able to have experiences connections with their teachers that having something that was simple. That was clear or every subject area. You didn't have to figure out how to navigate it. And that could lead to some independence was really, really critical.

770
01:58:53.520 --> 01:59:05.550
Barb Soisson: We also know though and want to be really clear that we are not saying that by going through this required process which is looking at using these programs.

771
01:59:05.760 --> 01:59:13.920
Barb Soisson: For this school year only, as opposed to an adoption with which goes for six or eight years that we are not saying that this defines learning

772
01:59:14.460 --> 01:59:25.260
Barb Soisson: It doesn't define learning in fuel ed or in Florida Virtual they're a little different. Those families who opted for why call this year.

773
01:59:25.710 --> 01:59:39.000
Barb Soisson: did so for a variety of reasons. There was the health and the not wanting to be on site in school at all. There also could have been some things about families, looking at their lives differently for the school year.

774
01:59:39.540 --> 01:59:50.940
Barb Soisson: There also was interested in self pacing and something that stands alone. So it was with the feedback that we received from the community that we looked at these pieces.

775
01:59:51.870 --> 02:00:03.330
Barb Soisson: Finally, want to be really clear with looking at our timeline that we look at it now is, though, when it says, and the very bottom systems in place for responding to needs for support.

776
02:00:03.870 --> 02:00:15.210
Barb Soisson: That we are not saying that the outcome of having these systems is meaning that we are satisfied or finished with working with them.

777
02:00:16.050 --> 02:00:27.090
Barb Soisson: There's two different sets of pieces that we're working with, with fuel add we acknowledge that, although they started working with fuel add

778
02:00:27.720 --> 02:00:44.820
Barb Soisson: Formally in July that because nationally, they have just been flooded with requests for districts. They're used in over 2000 school districts in the United States, they quite simply were not prepared for that level of use.

779
02:00:45.900 --> 02:00:59.040
Barb Soisson: And that means that we are daily working with the work and the implementation to work on those problems Curtis Nelson has a and the directors.

780
02:01:00.450 --> 02:01:07.770
Barb Soisson: In the online program have a daily meeting to troubleshoot and to look at and to resolve.

781
02:01:08.250 --> 02:01:15.750
Barb Soisson: Things that are going on. So, we will acknowledge that we know that the start and the delivery of the content.

782
02:01:15.960 --> 02:01:25.170
Barb Soisson: Because they simply had volume that they were not prepared to deal with is not all solved. So we have systems in place, but it's not resolved.

783
02:01:25.410 --> 02:01:35.310
Barb Soisson: With Florida Virtual it's a bit different. That was never meant to be the end all and be all and all teachers use that are the only thing that teachers used

784
02:01:35.910 --> 02:01:43.590
Barb Soisson: It was so that there would be a basis of foundation so that teachers. We're not trying to work with.

785
02:01:44.220 --> 02:01:52.020
Barb Soisson: Engaging with providing feedback doing the things that we have learned and that are outlined in comprehensive distance learning are so important.

786
02:01:52.470 --> 02:02:02.670
Barb Soisson: While they're trying to transcribe and transfer the curriculum that they have developed and our Western Wilson bill school district curriculum so that it works online.

787
02:02:04.020 --> 02:02:06.450
Barb Soisson: So with that said, we look at the next slide.

788
02:02:09.660 --> 02:02:28.200
Barb Soisson: And some of the things in deciding this that we are part of, of course, is we are with all things in in Clackamas county regional and state based on our roles in work groups that are looking at troubleshooting and working with issues in these programs.

789
02:02:29.580 --> 02:02:38.520
Barb Soisson: We consulted, there was participation prior to this in February last year that some district administrators attended

790
02:02:39.570 --> 02:02:55.140
Barb Soisson: In a Digital Learning Conference. We also have been using these national standards that and and equity and learning outcomes that have been vetted to come up with this. But again, we know that this is for this year.

791
02:02:56.190 --> 02:03:16.110
Barb Soisson: That rather than having everyone putting together parts of curriculum. There's a shell there and the word shell is used in the industry to talk about, you have a course and then you can within that course take things out.

792
02:03:17.100 --> 02:03:32.550
Barb Soisson: put things in hide things minimize things and that's being done, specifically in language arts and social studies because of the lack of cultural responsiveness in subject areas.

793
02:03:33.570 --> 02:03:51.360
Barb Soisson: There's more of it being done with the Florida Virtual curriculum that needs to be with the fuel ed curriculum. The work again with the fuel ed curriculum is some of the actual work with the platform and having it all.

794
02:03:52.440 --> 02:03:55.020
Barb Soisson: It all ready for families to access

795
02:03:56.280 --> 02:03:56.790
Barb Soisson: Next one.

796
02:04:00.540 --> 02:04:11.820
Barb Soisson: So when we research these we had a shortlist, and those are listed and they tend to be some of the larger ones used in the United States, there

797
02:04:12.150 --> 02:04:17.820
Barb Soisson: Are the CK 12 is one that we actually started looking at with our high school math adoption.

798
02:04:18.150 --> 02:04:31.170
Barb Soisson: And there's pieces of each of these that are very strong. I think our wish list is if we could find elements of them and maybe, you know, put them together. That might create the ideal piece.

799
02:04:31.980 --> 02:04:44.160
Barb Soisson: In looking at the ones we did go with fuel n had started developing in 1999 for virtual in 1997. So in terms of

800
02:04:44.490 --> 02:04:55.560
Barb Soisson: Having something that was usable. And in looking at equity we were looking at something that could be used and transferred online to

801
02:04:56.160 --> 02:05:07.890
Barb Soisson: A variety of households, a variety of students that was meant to be learned online because again we learned last spring that some of our curriculum just was not

802
02:05:08.700 --> 02:05:20.010
Barb Soisson: Translating that way, our partners at the end have looked at these other programs closely and actually some other districts might be using this schools PLP

803
02:05:20.430 --> 02:05:34.170
Barb Soisson: And one of the factors that they looked at also was was cost. And again, we looked more at the factors that you see on the right. And those come from the national standards.

804
02:05:35.340 --> 02:05:46.680
Barb Soisson: But in looking at that. Those are aspirational. So we certainly know that for example with supports and accessibility. There's pieces that

805
02:05:47.310 --> 02:05:59.880
Barb Soisson: Are there there's pieces that in all of these curriculums that could still be there. We opted for the two that had the most in these areas cultural responsiveness is another area.

806
02:06:02.520 --> 02:06:03.630
Barb Soisson: Go to the next slide.

807
02:06:05.490 --> 02:06:11.610
Barb Soisson: So for this in pendant adoption. The way it works is it actually

808
02:06:13.410 --> 02:06:26.460
Barb Soisson: Says that these are the legal requirements and that we opted for curriculum that maybe had some gaps in areas that we are prepared to fill

809
02:06:27.240 --> 02:06:35.520
Barb Soisson: We have done significant work in our district for eight years with developing for example in grades six through 12

810
02:06:36.330 --> 02:06:56.700
Barb Soisson: Social Studies and language arts units with diverse text. And so what is being encouraged is you can open it up and take out a unit and replace it with another unit. And again, this is mostly in language arts and social studies where that is being done.

811
02:06:57.930 --> 02:07:11.760
Barb Soisson: This form is what, just to be clear what will be submitted and it's asked that they be kept on file for each subject area with each curriculum.

812
02:07:12.870 --> 02:07:15.300
Barb Soisson: And it talks about the

813
02:07:16.530 --> 02:07:22.140
Barb Soisson: Just the four areas that we have to sign off on and if we go to the next slide. It will show

814
02:07:23.970 --> 02:07:33.660
Barb Soisson: So in reading these and in both of them, yes they align with bazell instructional materials, meaning content standards.

815
02:07:34.380 --> 02:07:41.640
Barb Soisson: In that we have questions in both curriculum areas, sometimes about the depth of knowledge.

816
02:07:42.360 --> 02:07:58.560
Barb Soisson: But again, that's a place where the reason that we look and started with these curriculums. And then also staff this with our own teachers because with fuel, Ed, you can have a much higher ratio of

817
02:07:58.980 --> 02:08:07.620
Barb Soisson: Students to teacher was so that teachers are manipulating and working with and making adjustments with the content.

818
02:08:08.640 --> 02:08:28.860
Barb Soisson: We realize that a lot of our families and our students are just beginning to experience that because of the delay in delivery with the materials, but that is how they work. You, you open it up and teachers can hide content and they can replace it with other content.

819
02:08:30.570 --> 02:08:42.690
Barb Soisson: In looking at the equity criteria. The reason that both programs, especially Florida Virtual received a two was because there's more subject areas. The Language Arts and Social Studies

820
02:08:43.050 --> 02:09:01.530
Barb Soisson: So if you look across at adhering to the criteria for equity. They tend to be stronger in the the math and science areas for that than they are in the language arts and social studies. So again, we want to be clear, because we do feel that

821
02:09:02.040 --> 02:09:10.830
Barb Soisson: Our teachers are working with that. We also know that we have to put some structures in place. So, for example, last week we had the first session.

822
02:09:11.040 --> 02:09:23.820
Barb Soisson: With middle level and we worked together with the teachers who are teaching fuel ed and the teachers who are working with Florida Virtual to look at what are the

823
02:09:24.270 --> 02:09:36.660
Barb Soisson: Four initiatives around equity in Oregon right now. And how are we going to be using these materials to teach to them and using our own material.

824
02:09:37.470 --> 02:09:48.630
Barb Soisson: To them, and we are doing the same thing in high school also want you to know that this summer and just we couldn't do our camps and we didn't do our

825
02:09:49.290 --> 02:10:02.100
Barb Soisson: Regular summer learning, but we did. We do have k five units anti-racism units that have been developed by instructional coordinators that are being embedded

826
02:10:02.430 --> 02:10:10.500
Barb Soisson: Both whether you are using fuel ed or whether you are working with Florida Virtual we have a new unit in

827
02:10:11.070 --> 02:10:22.230
Barb Soisson: Middle School, and that is going to be stamped and it's going to be in Language Arts and Social Studies. We thought that this year is especially important to have new units brought forward.

828
02:10:22.530 --> 02:10:28.380
Barb Soisson: And both of our high schools now are expanding their work with just mercy, which is something that

829
02:10:29.070 --> 02:10:39.570
Barb Soisson: Had been adopted previously but expanding the work that we can do with that. And especially be because it's a nonfiction work. So that's just an example. And I'm kind of going to quickly here.

830
02:10:39.990 --> 02:10:58.620
Barb Soisson: So the also one we want to be clear about is, they, they just they pass muster, but certainly don't want to say that everything is in place with accessibility with these materials or learning specialist or working with factors and working with students to work with them.

831
02:11:01.110 --> 02:11:01.920
Barb Soisson: Next slide.

832
02:11:04.620 --> 02:11:12.270
Barb Soisson: So our priorities for working with them for this school year. It takes quite a bit to get them in place and as is

833
02:11:13.020 --> 02:11:29.850
Barb Soisson: We believed and I was interested to see how actually are just started significantly earlier and some of our partner districts and getting this in place. And so, in looking at just the working with the platforms and

834
02:11:30.840 --> 02:11:38.070
Barb Soisson: You know having this here as this foundation for this year is all that this independent adoption is asking for

835
02:11:39.420 --> 02:11:52.740
Barb Soisson: But these are our priorities that we have to continue the work with families for actually accessing the content and using the platforms. And again, I really want to point out the

836
02:11:53.490 --> 02:11:58.860
Barb Soisson: Contributions of curse Nelson and all of our IT staff and

837
02:11:59.670 --> 02:12:09.990
Barb Soisson: Jewels. Luke Perry and documented Gomez and Becca chuck in work the directors and the online program in working with and just troubleshooting dealing with this.

838
02:12:10.560 --> 02:12:19.050
Barb Soisson: And again, the significant substitution and addition of content that's ongoing work. We can't just say, yes, you can do that and work with it once.

839
02:12:19.800 --> 02:12:30.810
Barb Soisson: Schools are set up to work collaboratively. This year we are working collaboratively in these areas across the white cup program and the CEO hybrid

840
02:12:32.910 --> 02:12:38.010
Barb Soisson: Meeting time this year is all used for this collaborative planning and and learning.

841
02:12:38.550 --> 02:12:45.720
Barb Soisson: We are finding that we are especially needing to work with supporting our younger students in working with these

842
02:12:46.170 --> 02:12:59.370
Barb Soisson: And again, just the bringing forward the pieces consistently around speaking to what Westland Wilson build curriculum is and how this fits in. So, in

843
02:12:59.820 --> 02:13:09.930
Barb Soisson: Closing before questions. I think the best way to to look at this would be that we are asking for this independent adoption to fit in to

844
02:13:10.500 --> 02:13:25.200
Barb Soisson: wessling Wilson bill teaching and learning in subject areas because it is not the real the usual means for adopting materials and we have other things in place that we can use to

845
02:13:26.430 --> 02:13:31.800
Barb Soisson: To not just supplement curriculum, but to work with the instructional practices.

846
02:13:36.480 --> 02:13:38.010
Barb Soisson: And questions and

847
02:13:39.120 --> 02:13:39.600
Kelly Douglas: Thoughts

848
02:13:42.360 --> 02:13:48.300
Regan Molatore: And if we could start like with a motion on this one. That would be helpful. And then we can do discussion.

849
02:13:50.850 --> 02:14:02.760
Ginger Fitch: We get clarification. I don't think this came with a memo about what we are moving for what, what is the motion that you're looking for.

850
02:14:04.080 --> 02:14:19.290
Barb Soisson: As it. I think it described it in the beginning that an adoption requires and approval and this is a process and independent adoption process where you will approve you're approving the use of this for the

851
02:14:21.270 --> 02:14:21.870
Barb Soisson: School year

852
02:14:23.490 --> 02:14:34.260
Regan Molatore: So, ginger, essentially we put the this curriculum into place and then subsequently the state then required districts to

853
02:14:35.130 --> 02:14:51.270
Regan Molatore: Have school boards adopt the curriculum. So even though we have put these in place, we now have to go through the just the process of a formal adoption so emotion would be that we adopt the use of fuel ed and Florida Virtual

854
02:14:52.440 --> 02:15:01.380
Regan Molatore: And then we can ask our questions or have the board discussion if we have emotion or tonight, but it's already in place. So it's a little bit tough.

855
02:15:02.190 --> 02:15:14.910
Ginger Fitch: It can, I guess that's, yeah. Jen, is the motion to adopted as a online curriculum or is it to adopted as an online curriculum for this school year.

856
02:15:16.710 --> 02:15:25.230
Barb Soisson: And that's why I would appreciate that question. We did not Dr. Ludwig did not recommend it and think about

857
02:15:25.860 --> 02:15:36.420
Barb Soisson: Having us ask us to bring this forward for an adoption, because we aren't considering it a formal adoption, we're considering it. What we're using

858
02:15:36.960 --> 02:15:48.810
Barb Soisson: As a base for online for the situation in CDO hybrid or online learning. So we're asking for it to be used.

859
02:15:49.140 --> 02:16:01.350
Barb Soisson: The word adopt I understand kind of throws us off, off and that's why in starting to explain. And I said, you know, this is not something that we didn't come to you and ask you to adopt because we would have done that, if we were

860
02:16:01.980 --> 02:16:12.240
Barb Soisson: Knowing that we were planning to use this and make this something that we were saying this is our curriculum for mathematics. This is our curriculum for

861
02:16:12.600 --> 02:16:24.660
Barb Soisson: It's a very different process and one that I described earlier, that takes us you know quite, quite a significant amount of time and it involves all of our teachers and it is different business.

862
02:16:24.840 --> 02:16:36.870
Regan Molatore: I think, for our purposes tonight. I think the answer is that we're not disregarding any other curriculum. We currently use you're looking to add this to our curriculum for the present.

863
02:16:38.070 --> 02:16:38.670
Regan Molatore: School year

864
02:16:38.730 --> 02:16:50.790
Kathy Ludwig: Yeah, that's, that's the key here. Thank you, Director fish for helping us clarifying for viewers at home. We already have an adopted math curriculum. We already have adopted language arts health curriculum. As you know, last year.

865
02:16:51.120 --> 02:17:05.160
Kathy Ludwig: We've gone through those processes there in place for six to eight years, we're in this unique circumstance where we've added some digital curriculum that families and students will be using because of the online nature.

866
02:17:06.390 --> 02:17:22.500
Kathy Ludwig: that's unique to digital curriculum. It's hard to replicate Lucy caulkins language arts into an online platform so there there is these two curriculums have those standards embedded within them. This is just for one year.

867
02:17:23.670 --> 02:17:35.550
Kathy Ludwig: And so we did not need to go through this whole process, except that the state on September 8 decided that it was important to actually slow down and do this.

868
02:17:36.060 --> 02:17:47.100
Kathy Ludwig: Because there were some decisions being made pretty quickly and and perhaps with some curriculum that warrior subpar and did not meet the muster.

869
02:17:47.550 --> 02:17:59.610
Kathy Ludwig: That Dr. Boyce, and has described and some of that were decisions districts had to make very quickly due to economics and getting things uploaded pretty fast. And there's some regret right now with that.

870
02:18:00.870 --> 02:18:17.760
Kathy Ludwig: So there was some coming back to districts and saying, please make sure you're only using a digital curriculum that meets the standards which are which ours did and we made sure of that in our, in our own setting. So in terms of what are you looking now for emotion language for emotion.

871
02:18:19.140 --> 02:18:23.010
Christy Thompson: I wondering, can we say we approve the use

872
02:18:24.060 --> 02:18:28.290
Christy Thompson: Of Florida Virtual and

873
02:18:30.000 --> 02:18:37.860
Christy Thompson: The fuel, Ed, if we if we said it like that versus adopt, but we approve the use, is that a better use of her

874
02:18:41.310 --> 02:18:43.080
Kathy Ludwig: Yeah, he's a hand.

875
02:18:44.130 --> 02:18:44.640
Regan Molatore: Chelsea.

876
02:18:45.690 --> 02:18:51.330
Chelsea King: Um, yeah, I don't know if that was a formal motion. So I'll take a go at this I

877
02:18:52.260 --> 02:19:03.150
Chelsea King: I recognize that this is something that's already in place and that there was a lot of work that went into this prior to the state mandating this conversation to occur. So I respect that and

878
02:19:03.600 --> 02:19:14.640
Chelsea King: At the same time, I'm thankful that we have the opportunity to have a discussion about it and to further examine it for me, it would be useful to

879
02:19:15.690 --> 02:19:22.860
Chelsea King: Tease apart fuel ed and Florida Virtual and so I'm willing to make a motion to get discussion going.

880
02:19:23.490 --> 02:19:40.440
Chelsea King: And I'm comfortable with just starting with Florida Virtual and that just is easier for me to just take them because they're two separate entities. So I will move that we adopt Florida Virtual or the NFL vs for the 2020 2021 academic year.

881
02:19:46.050 --> 02:19:46.710
Regan Molatore: Second,

882
02:19:49.980 --> 02:19:50.370
Christy Thompson: I'll second.

883
02:19:51.900 --> 02:19:56.430
Regan Molatore: Okay. It's been moved and seconded and discussion.

884
02:20:00.210 --> 02:20:02.730
Chelsea King: On I'll go ahead and

885
02:20:04.890 --> 02:20:07.620
Chelsea King: Thank you so much for this information and

886
02:20:07.980 --> 02:20:11.310
Chelsea King: You know, I already said kind of my piece about how I know it's in place and

887
02:20:12.480 --> 02:20:27.900
Chelsea King: You know it's currently being used in a lot of investment went into putting it into place and I respect that and really respect. Dr. Ludwig and Dr Swanson and your whole team and all the work that you've done. I do have concerns that I would like to voice about Florida Virtual

888
02:20:29.130 --> 02:20:34.740
Chelsea King: I have concerns about whether or not this curriculum meets our standards that are particular to our district.

889
02:20:35.130 --> 02:20:44.460
Chelsea King: And particularly, just this love, you know, a very high level of academic rigor and the fostering of that teacher, student relationship. I'm

890
02:20:45.120 --> 02:20:53.910
Chelsea King: Primarily that I think I'm concerned about whether or not this is a useful tool to our students and our teachers. I'm wondering if our teachers are using it and loving it.

891
02:20:54.540 --> 02:21:11.430
Chelsea King: I'm wondering if it's engaging our students and I recognize her spending just a short period of time using it and and also I recognize that nothing. No system is perfect. And this may have been the best choice out of that list of, you know, vendors

892
02:21:13.140 --> 02:21:20.700
Chelsea King: But I also recognize. Sometimes the best intentions and the best decisions we make with information we have, at a certain time.

893
02:21:21.090 --> 02:21:31.200
Chelsea King: To always yield the outcome that we think it's going to yield. And so that's what I'm curious about. Now that we've been implementing it for some time, you know, what is the actual impact.

894
02:21:31.800 --> 02:21:45.570
Chelsea King: And I also have a concern that the two areas that Florida Virtual seems to be the weakest are around cultural responsiveness and supports for students on IPS and ELD and

895
02:21:46.080 --> 02:21:58.320
Chelsea King: And six years on the board. I know those two areas to be of utmost important to our work and areas where we've worked very hard to move the dial. And so to adopt and implement

896
02:21:58.920 --> 02:22:08.490
Chelsea King: Florida Virtual when that's their weak side I have concerns about that. I also have concerns about the significant contribution of time by

897
02:22:09.600 --> 02:22:14.580
Chelsea King: Our staff and just the sheer amount of effort that they put into making this work.

898
02:22:15.600 --> 02:22:25.200
Chelsea King: Makes me wonder is it the best use of our money or if on the ground implementation that our teachers are having to put in

899
02:22:25.530 --> 02:22:40.290
Chelsea King: And the level of engagement from our students if it would make more sense to spend that time and money on our own curriculum and our own professional development and meeting our own standards and I say this from a place of just

900
02:22:41.280 --> 02:22:54.240
Chelsea King: You know, complete respect for our district and our teachers and our administrators and what you're capable of and what you deliver on your own. And so I'm I'm wary of Florida Virtual

901
02:22:55.110 --> 02:23:03.840
Chelsea King: I see. I don't know if teachers and students are finding it a useful tool or if there be a better place to use our time and money.

902
02:23:04.500 --> 02:23:11.550
Chelsea King: So those are those are my concerns that I guess you know if I was to put that into a question I would wonder

903
02:23:12.210 --> 02:23:21.840
Chelsea King: You know, I heard you say that the Language Arts and Social Studies curriculum are areas where you know those were we're seeing the greatest weakness with cultural responsiveness.

904
02:23:22.530 --> 02:23:30.120
Chelsea King: So I become curious. I think about two things. One is, do is Florida Virtual all or nothing situation.

905
02:23:30.810 --> 02:23:38.040
Chelsea King: Is it a menu option. Can we get an all a cart with math and science or do we have to take the whole package. So I became curious about that.

906
02:23:38.550 --> 02:23:45.930
Chelsea King: And then I also become curious about, even though I just made that motion to generate some movement on a discussion.

907
02:23:46.230 --> 02:24:02.670
Chelsea King: And I don't love adopting it for an entire academic year, particularly because of the unique circumstances in which the decision had to be made and I do wonder if it's possible to do something more month by month with some sort of a simultaneous

908
02:24:03.960 --> 02:24:12.330
Chelsea King: Advisory Committee being ran by teachers so we can really hear from teachers and students if if they're using the tool if it's working for them or not.

909
02:24:13.260 --> 02:24:25.950
Chelsea King: And does it behoove us to instead be lifting our brick and mortar curriculum up onto an online platform instead. So those would be my two primary wanderings I think based off of those concerns that I express

910
02:24:27.210 --> 02:24:36.900
Barb Soisson: So in starting with the fostering student teacher relationships. I think one thing that we know is that that doesn't come from a curriculum.

911
02:24:37.590 --> 02:24:50.100
Barb Soisson: It comes from looking at instruction with curriculum and the intent behind this was if teachers are spending so much of their time.

912
02:24:50.550 --> 02:25:02.760
Barb Soisson: Transferring and working with trying to make what was created to be used in a live setting as opposed to making and finding materials.

913
02:25:03.120 --> 02:25:18.420
Barb Soisson: That that was the idea that if they had that to us, not necessarily instead of but for some parts that that would be a starting place Payless. We did find of the

914
02:25:18.900 --> 02:25:33.450
Barb Soisson: curriculums that are available now in the areas, especially of accessibility and cultural responsiveness. It did me better than the others. And that's, I think, indicative of where

915
02:25:34.020 --> 02:25:42.570
Barb Soisson: These curriculums are with looking again at talking about just as important point about, is it a useful tool.

916
02:25:43.230 --> 02:25:54.120
Barb Soisson: So to say that we trust most our teachers professional decision making and how we work with teaching and learning and developing that

917
02:25:54.780 --> 02:25:59.430
Barb Soisson: And if we gave them something to draw from as opposed to

918
02:26:00.030 --> 02:26:11.040
Barb Soisson: What was happening where they were having to go and just find what am I going to use for this. How am I going to make this fit online. And then the other piece we were finding was

919
02:26:11.490 --> 02:26:18.360
Barb Soisson: Things just the form that they were in somewhere in PDFs, which is problematic than for

920
02:26:18.960 --> 02:26:27.780
Barb Soisson: Families that you know can't have access to printing that we ran into lots of how do you have something that's new to us like that.

921
02:26:28.620 --> 02:26:38.880
Barb Soisson: If we were to do a month by month. It takes two months just to actually get something you know in place and familiar and up and running and what

922
02:26:39.240 --> 02:26:54.540
Barb Soisson: We know right now, even in talking about what we're doing with Language Arts and Social Studies, especially with feel Ed. That's just beginning as our, our teachers are now having access to the curriculum. So it could be

923
02:26:56.220 --> 02:27:04.020
Barb Soisson: Challenging for teachers to have to be either starting with something else. We are saying that

924
02:27:04.710 --> 02:27:18.810
Barb Soisson: This is like most tools you use it more for some parts than for others. We also have found that because we have more collaboration. It's not everyone doing something separately.

925
02:27:19.080 --> 02:27:30.900
Barb Soisson: But we do have teachers working together across subject areas, especially in grade 612 to look at what would it be useful to us from this and to draw from so that

926
02:27:31.410 --> 02:27:43.410
Barb Soisson: The purpose was to have teachers, being able to focus on the feedback with students, the actual kinds of activities that they developed to work with them.

927
02:27:43.740 --> 02:27:53.820
Barb Soisson: And the actual it takes quite a bit for a teacher to make a zoom and to be doing that so that that works with students. That's the engagement part and

928
02:27:54.150 --> 02:28:05.550
Barb Soisson: But if they're looking at how am I going to find something that has these basic ideas that students need for this discussion listed doing both.

929
02:28:05.970 --> 02:28:17.760
Barb Soisson: In consult with our teachers is what seemed overwhelming. The other thing we want you to know as we again are not we're not looking to adopt this

930
02:28:18.390 --> 02:28:30.000
Barb Soisson: I don't think any of us would say that it is something that would make it as a full adoption and that we're not looking for that anyway for something for our

931
02:28:30.480 --> 02:28:34.560
Barb Soisson: ongoing learning, but because it is standards aligned

932
02:28:35.190 --> 02:28:41.520
Barb Soisson: And we know that a lot of those standards are things that we can do with this with critical thinking.

933
02:28:41.760 --> 02:28:52.350
Barb Soisson: With analysis, it gives you the pieces to work with to do those things. It doesn't mean that the curriculum ever tells you to do those things. When we're in school.

934
02:28:52.980 --> 02:29:03.480
Barb Soisson: We have textbooks on the shelves that certainly we would not say in math or in social studies or in science, define what the learning is

935
02:29:03.540 --> 02:29:18.720
Barb Soisson: In that class, but it's are they tools that allow teachers to draw from them and do that learning. We also we have made objections to some content that is in Florida Virtual and they removed it.

936
02:29:19.740 --> 02:29:29.790
Barb Soisson: And we are not using it without being we hope critical consumers have it as we as we use it.

937
02:29:35.760 --> 02:29:42.510
Kathy Ludwig: Yeah. Could I just add um I think barb described it so thoroughly and if I could just summarize

938
02:29:43.380 --> 02:29:52.350
Kathy Ludwig: Two pieces that a feedback that we heard in the spring, one from teachers with distance learning is the extraordinary amount of time.

939
02:29:52.680 --> 02:30:03.330
Kathy Ludwig: That they were spending making videos in their bedrooms and garages at night, just to be able to upload the next day extraordinary amount of time creating

940
02:30:03.870 --> 02:30:12.000
Kathy Ludwig: Practice sheets, because their typical curriculum wasn't built for an online platform. It was built to use in person.

941
02:30:12.540 --> 02:30:23.280
Kathy Ludwig: And they were spending hours manipulating that into an online version doing it very differently. Finding challenge collaborating around that.

942
02:30:24.090 --> 02:30:36.720
Kathy Ludwig: And this request for if I already knew that a video was made. Could I use that video. But then I'll bring the rigor to it. I'll bring the discussion to it that frees up the teacher.

943
02:30:37.530 --> 02:30:47.400
Kathy Ludwig: To bring the learning with the curriculum so that was one of our quests to say how could we save teachers time becoming less

944
02:30:47.970 --> 02:31:05.010
Kathy Ludwig: Film producers of all these videos and here we've given you something. Now, you pick and choose and Florida Virtual is designed to be much more open like a shell that Dr. Seuss and described and Florida Virtual allows you to take more things apart.

945
02:31:06.030 --> 02:31:16.170
Kathy Ludwig: Not use a whole unit add things in it and manipulate it much more than fuel left which is integrated with so many other components and serves more as a standalone

946
02:31:16.920 --> 02:31:27.540
Kathy Ludwig: So that appealed to us that teachers as they got to know what was available in Florida Virtual could do exactly that. That they could bring their best professional critique.

947
02:31:28.050 --> 02:31:36.750
Kathy Ludwig: And manipulation to what we would say is a solid curriculum, the standards are there. But then how do you make it even better.

948
02:31:37.560 --> 02:31:45.930
Kathy Ludwig: What we also heard from parents. The second piece was whatever you do in this in the fall, if we're in, you know, distance learning again.

949
02:31:46.650 --> 02:31:58.770
Kathy Ludwig: Please have some similarity across classrooms and levels because with a family with multiple children could not juggle so many different platforms acronyms.

950
02:31:59.640 --> 02:32:04.320
Kathy Ludwig: If everybody created their own and they were finding and experiencing some of that.

951
02:32:04.770 --> 02:32:17.310
Kathy Ludwig: So by giving one digital curriculum to use a base allowed all the families to say, okay, we just have to learn Florida Virtual and from there. My teacher could then adapt and adjust

952
02:32:18.060 --> 02:32:29.520
Kathy Ludwig: But I'm not getting multiple different links and resources to so many different things. It's making it hard for a parent. So it had a sense of some alignment to it.

953
02:32:29.940 --> 02:32:38.610
Kathy Ludwig: But our choice of Florida Virtual for all the reasons, Doctor. So I said mentioned in terms of the best that was out there was also its ability to be unpacked

954
02:32:39.060 --> 02:32:51.990
Kathy Ludwig: And repacked in a way that teachers feel as that rigor. The first four weeks in, we're just letting people kind of figure out how does Florida Virtual work. You have to start with it in order to know how to manipulate it.

955
02:32:53.040 --> 02:33:02.940
Kathy Ludwig: It's just like any good recipe you first make a cake. The first few times and you get good at making it and then you know how to make a better cake and a different cake and as swap out ingredients.

956
02:33:03.390 --> 02:33:08.250
Kathy Ludwig: And so there's a little bit of an insistence on having some fidelity with

957
02:33:08.760 --> 02:33:18.480
Kathy Ludwig: Getting students and teachers and families acclimated to how Florida Virtual functions so that then as a teacher begins to work with it and change it.

958
02:33:18.930 --> 02:33:30.030
Kathy Ludwig: There's understanding within the family with the student and with everyone involved around what we're referencing and how we're using it and I'm going to turn it over to Dr. Prior well

959
02:33:31.260 --> 02:33:43.080
DAVID PRYOR  (he/him/his): Thank you. Catherine, you actually hit upon some of the key points that I just wanted to first affirm our Vice Chairs questions, but I think their questions that we talk about every day as we think about how to do this work better. They're really good questions.

960
02:33:43.410 --> 02:33:55.560
DAVID PRYOR  (he/him/his): And it's also just reminds me that the beloved curriculums that we want to go back to, we asked the same questions, two months into those curriculums. Do you know we had to really learn how to do them well and

961
02:33:56.280 --> 02:33:58.650
DAVID PRYOR  (he/him/his): And how to help students access

962
02:33:59.010 --> 02:34:12.210
DAVID PRYOR  (he/him/his): them really well. But the one thing I wanted to add to what Kathy was saying is, you know, as you know, we're also very hopeful that we can participate in the K three exemption as we move forward this year. And so, you know, as we kind of track the metrics.

963
02:34:12.810 --> 02:34:16.860
DAVID PRYOR  (he/him/his): We're still planning to be successful in a transition like that. And we know that

964
02:34:17.190 --> 02:34:23.070
DAVID PRYOR  (he/him/his): When if we get to a point where kindergarten through third graders are in school one day and then at home, the second day

965
02:34:23.310 --> 02:34:34.020
DAVID PRYOR  (he/him/his): That teachers are going to be with those students, which students every day and they won't have the same capacity to offer guidance and feedback to the students who are at home while they're with students at school.

966
02:34:34.320 --> 02:34:44.940
DAVID PRYOR  (he/him/his): And so, as Dr level. We've been saying we want to invest enough time where students and families know how for to virtual works. They can grow in their independence and then because you can imagine.

967
02:34:45.240 --> 02:34:55.590
DAVID PRYOR  (he/him/his): At teacher which students at school and living into our typical curriculums and even extending that learning sub child might take home a writing assignment or a math assignment.

968
02:34:55.980 --> 02:35:02.280
DAVID PRYOR  (he/him/his): But when they finish it instead of just sort of being stuck and not knowing what to do. Now they can flow smoothly into

969
02:35:02.490 --> 02:35:11.040
DAVID PRYOR  (he/him/his): The components of for to virtual and continue to work until they come back to school. The following day. So we see it being a tool that will allow us to

970
02:35:11.970 --> 02:35:20.070
DAVID PRYOR  (he/him/his): To extend learning during the hybrid K three exemption which students aren't at school each day. And I just want to reiterate

971
02:35:20.460 --> 02:35:28.620
DAVID PRYOR  (he/him/his): Regardless of our curriculum as dr Laguna was saying, teachers, bring the rigor to it and we are steeped in the learning curve right now and

972
02:35:28.920 --> 02:35:40.470
DAVID PRYOR  (he/him/his): One thing that I've learned by working in a district that takes bold moves, is that every time you make a big change. There's a lot of pushback to sort of step back, just as you're about to reap the results of it. And I think that by sort of

973
02:35:40.710 --> 02:35:51.420
DAVID PRYOR  (he/him/his): Being really consistent in maintaining what we said we're going to work on will will allow the system to get smoother, more efficient, more in line with student needs each day.

974
02:35:52.140 --> 02:35:59.430
DAVID PRYOR  (he/him/his): So I would encourage us to kind of stick with the the steep learning curve for now because there are some some benefits that will be gained.

975
02:35:59.670 --> 02:36:07.320
DAVID PRYOR  (he/him/his): And our teachers are going to get better. They're going to keep bringing value there already. I can tell you now I have many instances in primary where they're bringing

976
02:36:08.010 --> 02:36:18.960
DAVID PRYOR  (he/him/his): Lucy caulkins into the work they're bringing investigations right alongside the Florida Virtual and we're getting better at it being seamless each day. So thank you for that opportunity.

977
02:36:20.100 --> 02:36:31.350
Barb Soisson: And vice chair King, I just want to add. We didn't answer one of your great questions. And we're going to, I wrote them down. We're going to keep these questions in front of us. Because I think they'll be helpful as we continue to

978
02:36:31.770 --> 02:36:45.930
Barb Soisson: To work with this and that was the can we do an all a cart or is it all or nothing. And one of the things we quickly LEARNED BOTH IN consult with others and not just in the Portland metro area, but also across the state was

979
02:36:46.770 --> 02:36:49.290
Barb Soisson: These programs kind of fall into categories we also

980
02:36:49.350 --> 02:37:01.890
Barb Soisson: found this out from the conference, the national conference and that CK 12, for example, is one that when we spent a year on our high school math adoption our teachers were really interested in it.

981
02:37:02.310 --> 02:37:14.130
Barb Soisson: Then we actually have someone who has worked extensively with online curriculums who explained to us that it would take a school year.

982
02:37:15.120 --> 02:37:17.340
Barb Soisson: Another school district, a very large

983
02:37:18.120 --> 02:37:31.440
Barb Soisson: Suburban school district has been doing that with some of my math curriculums. And they have found that in these kind of our current ones. It takes a year to put together the right dishes and to get it, you know, to

984
02:37:31.860 --> 02:37:40.020
Barb Soisson: To blend and we know that we don't want to use a losing year of learning. So we found that you either have just these

985
02:37:40.290 --> 02:37:51.180
Barb Soisson: Grab and Go ones that you actually need to then have something much more significant in place than teachers, while they're teaching full time you'd need

986
02:37:51.720 --> 02:38:07.860
Barb Soisson: A lead time of, you know, a year or some things to put it together before they used it and that's why we went with one of the comprehensive ones that have its own problems. So that was the reason that we actually landed on that.

987
02:38:09.150 --> 02:38:15.870
Barb Soisson: Rather than going with something where we could just grab and go, and we think also that you know it's it's really

988
02:38:17.250 --> 02:38:27.630
Barb Soisson: Understandable that our teachers have had some of the things that I think you have heard voiced. And that's because these other

989
02:38:27.750 --> 02:38:29.010
Barb Soisson: Processes that we

990
02:38:29.010 --> 02:38:40.080
Barb Soisson: Do you know are much more extensive and we have problems still when we spend this time landing on the one thing that will define it for that subject area.

991
02:38:40.350 --> 02:38:45.150
Barb Soisson: So if we expected to use Florida Virtual asking where it's used

992
02:38:45.450 --> 02:39:00.000
Barb Soisson: There are some areas where it's used more than others. There are grade levels where it's used more than others. When we look over all comprehensively is, is it something that we can draw from, that's what led us to say, we could we could do it for this year.

993
02:39:01.980 --> 02:39:03.900
Regan Molatore: And ginger question.

994
02:39:05.460 --> 02:39:21.630
Ginger Fitch: Yeah, can we just do an agenda check to. I know that you have people here the bond. Are we, is that important for us to move forward in this meeting or we at a point where we decide not to. I'm not complaining. I'm just doing a check.

995
02:39:25.080 --> 02:39:25.620
Regan Molatore: I'm

996
02:39:27.900 --> 02:39:28.830
Regan Molatore: Took a question.

997
02:39:29.790 --> 02:39:32.310
Ginger Fitch: But I'm gonna ask my questions on this way, your consumer

998
02:39:32.670 --> 02:39:33.630
Regan Molatore: Let me thank you

999
02:39:35.250 --> 02:39:38.970
Ginger Fitch: So anything. My wondering regarding

1000
02:39:41.850 --> 02:39:44.940
Ginger Fitch: Approval of the use of these is

1001
02:39:46.290 --> 02:39:47.400
Ginger Fitch: And then hearing

1002
02:39:48.540 --> 02:39:52.770
Ginger Fitch: Dr. Ludwig and Dr Swanson and Dr. Prior is

1003
02:39:56.550 --> 02:40:07.590
Ginger Fitch: Was our choices of either. And right now we're talking about for to virtual based on assumptions that haven't played out to be accurate.

1004
02:40:08.190 --> 02:40:20.880
Ginger Fitch: And while I understand what is particularly Dr prior was saying is like when a learning curve. We're almost there. Hold on. This is how we would see a plane out during a hybrid

1005
02:40:22.470 --> 02:40:23.130
Ginger Fitch: Um,

1006
02:40:24.570 --> 02:40:42.000
Ginger Fitch: When do we know and what would happen for us to know those assumptions that we made going in having borne out like we we made assumptions based on things that happened in the spring, but we're in a really different place now so

1007
02:40:43.920 --> 02:40:44.430
Ginger Fitch: What

1008
02:40:46.140 --> 02:40:51.540
Ginger Fitch: Have we already resolved those or have things played out the way that we thought they would

1009
02:40:56.610 --> 02:40:57.150
Barb Soisson: One.

1010
02:40:57.180 --> 02:41:01.320
Barb Soisson: First thing. And again, it's too early in the school year. Um,

1011
02:41:01.980 --> 02:41:03.780
Barb Soisson: We are seeing that

1012
02:41:04.830 --> 02:41:15.870
Barb Soisson: students are learning to learn virtually and that's a, that's a process. So whether we will need to use as much of the things that are

1013
02:41:17.250 --> 02:41:26.850
Barb Soisson: Prepared for online and especially once we're in hybrid. No, we will not, you know, that we assumed that we did. Assume that as

1014
02:41:27.210 --> 02:41:38.700
Barb Soisson: Children work with this longer that they will become more used to using these platforms. And actually, there were some some things that came out nationally last spring that

1015
02:41:39.060 --> 02:41:43.740
Barb Soisson: You know that predicted that. And that's been something that's been said about online learning.

1016
02:41:44.010 --> 02:41:53.310
Barb Soisson: That when you moved online learning, you actually have to teach students how to learn online. And so, as students are doing that and learning how to interact

1017
02:41:53.520 --> 02:42:03.060
Barb Soisson: And teachers are finding more ways to engage check in and what are the things that support them, you know, again, it's

1018
02:42:03.900 --> 02:42:16.770
Barb Soisson: We see we foresee that we will probably be using more of a hybrid of this and our regular curriculum and does that mean that we shouldn't

1019
02:42:17.580 --> 02:42:41.220
Barb Soisson: Have it at all. It's well that's what Dr. Ludwig was saying is, where do we want to ask our teachers to put their time if they have something that they can draw from, but they draw from it less than less. We don't look at that as a reason not to have something that they used partially

1020
02:42:43.020 --> 02:42:59.130
Barb Soisson: If we opted not to to use it at all. That would go back to I don't think it would be an assumption to say that everyone has a fully consistent way of finding presenting

1021
02:42:59.910 --> 02:43:11.520
Barb Soisson: Preparing on a daily basis, especially across subject areas. So, but I think that's it. That the we did assume that we would get better at this.

1022
02:43:13.020 --> 02:43:15.330
Barb Soisson: And that's playing out

1023
02:43:19.650 --> 02:43:23.070
Chelsea King: It may follow up on that question, I'm

1024
02:43:23.460 --> 02:43:29.130
Kathy Ludwig: Good. I'm going to actually direct us to chair mala tour we have guests who

1025
02:43:30.330 --> 02:43:47.220
Kathy Ludwig: WERE SCHEDULED TO PRESENT about I think 45 minutes ago. And would it be okay with you, Chair monitor if we just pause this discussion here the presentation from our presenters who then need to go for the evening and then come back to this one with our staff who are able to stay late

1026
02:43:48.330 --> 02:43:48.930
Kathy Ludwig: Is that

1027
02:43:49.560 --> 02:43:49.980
Barb Soisson: Will get

1028
02:43:50.160 --> 02:44:02.760
Regan Molatore: You that makes a lot of sense. So we will pause this discussion will return to it momentarily, and we will then move on to Mr Douglas and he's consultants who can

1029
02:44:03.930 --> 02:44:10.140
Regan Molatore: Walk us through site plans for a couple of projects, hopefully kind of quickly.

1030
02:44:11.700 --> 02:44:12.090
Yeah.

1031
02:44:13.350 --> 02:44:17.700
Remo Douglas: Thank you share good evening board this evening. We'll get to hear from the designers of

1032
02:44:17.700 --> 02:44:32.010
Remo Douglas: Two of the largest projects from the 19 capital bond program. I apologize in advance presentation probably run a little longer than noted, but I expect the presentations will demonstrate the scale and the quality of the work underway.

1033
02:44:33.120 --> 02:44:49.530
Remo Douglas: First, I'm excited to introduce Rebecca Sucre with IBM group architects IBM has been a long term partner with the district and Rebecca has produced a lot of exemplary work for us over the years in various designs, as well as the writing of our

1034
02:44:50.910 --> 02:45:01.470
Remo Douglas: Long Range facilities plan. She is the project designer for the new middle school at Dollar Street project and Rebecca will be presenting the current design concept, this evening.

1035
02:45:02.340 --> 02:45:08.010
Remo Douglas: In addition to staff and administrator input this concepts been informed by a broad array of public feedback.

1036
02:45:08.400 --> 02:45:15.600
Remo Douglas: After three community meetings, as well as surveys emails, phone calls and virtual conversations with community members.

1037
02:45:16.440 --> 02:45:33.000
Remo Douglas: It has also taken direction from various technical studies that are currently wrapping up we expect to more community meetings for the project ahead of our land use application in early 2021 and we'll be happy to answer any questions you might have. After she presents the design.

1038
02:45:34.650 --> 02:45:36.630
Remo Douglas: that'll turn it over to Rebecca

1039
02:45:41.670 --> 02:45:50.430
Rebecca Stuecker: Great. Thank you, remote and Hi everyone, it's good to see familiar faces, even though we're not in the same room together.

1040
02:45:51.000 --> 02:46:01.680
Rebecca Stuecker: And I'm extremely happy to join the meeting today to present the new middle school design our progress and our process. Most importantly, which I think has been quite successful.

1041
02:46:03.840 --> 02:46:11.220
Rebecca Stuecker: We're about a third of the way through design as you could see on this graph, and we're in what we call design, development, until the end of the year.

1042
02:46:12.780 --> 02:46:14.760
Remo Douglas: I'm not seeing your share our others.

1043
02:46:14.970 --> 02:46:16.650
Rebecca Stuecker: Oh, I apologize.

1044
02:46:19.140 --> 02:46:19.620
I'm

1045
02:46:24.150 --> 02:46:24.900
Rebecca Stuecker: Sorry for that.

1046
02:46:25.680 --> 02:46:26.460
Rebecca Stuecker: Able to see it now.

1047
02:46:29.040 --> 02:46:30.960
Rebecca Stuecker: Let's schedule. Okay. Yep.

1048
02:46:31.230 --> 02:46:33.090
Remo Douglas: That's what, that's where we're all right.

1049
02:46:33.330 --> 02:46:40.800
Rebecca Stuecker: So as you can see, about a third of the way through the design process here on that top bar.

1050
02:46:41.340 --> 02:46:46.470
Rebecca Stuecker: We're in design, development, till the end of the year. And then we kick off our final phase called construction documents.

1051
02:46:47.340 --> 02:46:53.310
Rebecca Stuecker: In January at the turn of the year. And at that time, will also be putting together our land use package to submit to the city.

1052
02:46:54.210 --> 02:47:05.820
Rebecca Stuecker: What you see tonight is that many of the design decisions we've made. As I said in the past several months have been guided by the input and feedback from the local jurisdiction, of course, and also the community.

1053
02:47:09.390 --> 02:47:25.380
Rebecca Stuecker: And context. This is an overall aerial view of the 22 plus acre site and its surrounding region, we can see the 12 river I 205 and of course the connection formed Bible Emmett falls drive from the highway to the new middle school.

1054
02:47:29.490 --> 02:47:35.460
Rebecca Stuecker: And since it's often difficult to get a sense of scale. We also have indicated the location of the limit primary school as a reference.

1055
02:47:36.690 --> 02:47:46.440
Rebecca Stuecker: The site extends between Dollar Street and William it falls drive and it's surrounded by the neighboring communities of arbor Cove and river heights is adjacent to feels bridge Park.

1056
02:47:48.780 --> 02:47:55.260
Rebecca Stuecker: Our property has a rich history and in more recent years we can begin to see the important role it's played

1057
02:47:55.740 --> 02:48:07.470
Rebecca Stuecker: And meeting the cultural needs of the population during the Depression and as the 20th century went on, we could start to see that groves of trees were planted in many fields are maintained for agriculture.

1058
02:48:10.320 --> 02:48:28.110
Rebecca Stuecker: And the next photo did in 1998 we see river Heights neighborhood is now established with some young trees dotting the perimeter of Dollar Street and then in the 2000s feels bridge Park is now in place in the community of arbor Cove is under construction and the lower right.

1059
02:48:29.310 --> 02:48:36.180
Rebecca Stuecker: Aerial photographs are one way that we can understand the rich history and rich information that this property can share with us.

1060
02:48:37.680 --> 02:48:48.210
Rebecca Stuecker: Another way is just by walking out there and seeing how enriched the site is by its proximity to the 12 River. This view is taken from the pathways around fields bridge Park.

1061
02:48:50.310 --> 02:48:58.290
Rebecca Stuecker: We can start to see the rich and varied topography or slopes that are along the river and the steep hillside, that will be in view of the new middle cool school site.

1062
02:49:02.550 --> 02:49:11.490
Rebecca Stuecker: In addition to studying the relationship of the property to the river and park. We also look at the threshold between the site and the neighborhood is a view along Dollar Street here.

1063
02:49:12.600 --> 02:49:17.040
Rebecca Stuecker: Looking east, and you can see on the right side, that the street is unimproved

1064
02:49:17.580 --> 02:49:23.640
Rebecca Stuecker: Middle School side is within the jurisdiction of the city of Atlanta, of course, and therefore subject to the Westland, community development code.

1065
02:49:24.180 --> 02:49:29.340
Rebecca Stuecker: Or design parameters like setbacks and regular parking building height storm water treatment.

1066
02:49:29.850 --> 02:49:42.390
Rebecca Stuecker: So making those improvements to the right away as part of our land use process and a condition of approval, based on the municipal code. These improvements will include parallel parking occurred trees down and a sidewalk.

1067
02:49:45.510 --> 02:49:57.930
Rebecca Stuecker: And it's test for viability as a school site that district grad gathered a great deal of information about the property before the bond pass, but since then has engaged and many other consultants provide a variety of investigations as remote mentioned

1068
02:49:59.100 --> 02:50:10.230
Rebecca Stuecker: We have received data from our geotechnical engineer from our arborists as well as environmental consultants, all of these some of these reports will be part of the land use application.

1069
02:50:10.770 --> 02:50:22.710
Rebecca Stuecker: But they have all provided information to our design team so that as we iterate through those options for a site plan and we can make the best decisions about the placement of buildings fields parking

1070
02:50:25.560 --> 02:50:31.410
Rebecca Stuecker: So for our design team this diagram was really where we started. Every represented organizing party.

1071
02:50:31.830 --> 02:50:38.580
Rebecca Stuecker: The site is hugged on one side by the neighborhood fabric and on the other by the natural assets of the river and forest at hillside.

1072
02:50:39.420 --> 02:50:53.940
Rebecca Stuecker: And our charge as designers who are placing a building on this land is to develop a design response that's thoughtful of the concerns and experience of a Jason community that can also embrace the spectacular views and beauty of the surrounding environment.

1073
02:50:56.910 --> 02:51:14.400
Rebecca Stuecker: Or major site elements that were designing the program essentially is an 850 students middle school parking separate parent and bus drop off areas a track and field with lights outdoor play and learning areas emergency vehicle access and storm water treatment facilities.

1074
02:51:15.840 --> 02:51:24.120
Rebecca Stuecker: And undeniable feature we have to work with is the topography. So as you can see these typography lines as they get closer together, that's an indication of a steeper slope.

1075
02:51:24.990 --> 02:51:33.480
Rebecca Stuecker: And it presents us with challenges, but also a great many opportunities because we can then design I hills, a building that Nestle's into the hillside on the northeast.

1076
02:51:34.380 --> 02:51:41.580
Rebecca Stuecker: And gently front the neighborhood ed for them to understand the presence will get to see that a little bit more in the next slides.

1077
02:51:42.150 --> 02:51:52.890
Rebecca Stuecker: These are photographs of a laser cut typical model that we that we built in our office to really get a sense of the relationship of existing grade of surrounding areas.

1078
02:51:55.410 --> 02:52:09.330
Rebecca Stuecker: And these two views these simple section cut views that we'd share it in a community meeting there early schematic section cuts that illustrate the opportunity we have to nestle or burn the building into the hillside and reduce the height along Dollar Street.

1079
02:52:12.630 --> 02:52:26.550
Rebecca Stuecker: In addition to views and topography. Our Southwest orientation gives us an opportunity to take advantage of daily classrooms create outdoor zones like play areas gardens learning courtyards that will have plenty of light, even in the Oregon winners.

1080
02:52:30.270 --> 02:52:34.920
Rebecca Stuecker: So beyond understanding the history and environmental and technical conditions of our site.

1081
02:52:35.790 --> 02:52:43.620
Rebecca Stuecker: The success of the design solution also must be measured by the needs of many stakeholders neighboring communities, the city.

1082
02:52:44.340 --> 02:52:53.130
Rebecca Stuecker: Tax pairs. What is the most fiscally responsible and efficient design and meets the bond promise, of course, what are those the everyday experience for students and teachers.

1083
02:52:53.700 --> 02:52:59.580
Rebecca Stuecker: How does the building respond to the site and the and the way that provides a teaching and learning environment, the next generation.

1084
02:53:00.990 --> 02:53:07.830
Rebecca Stuecker: And links through the space in between spaces that provide a connection between pedagogy and space.

1085
02:53:09.210 --> 02:53:15.420
Rebecca Stuecker: We continually can turn our perspective to the sixth, seventh, and eighth graders, it'll be inhabiting the site for many decades.

1086
02:53:18.840 --> 02:53:26.460
Rebecca Stuecker: So, the city is right away improvements we've spoken about that a little bit on both dollar sweet animal on the false drive. I should be clear. It's both. It's both frontage

1087
02:53:27.000 --> 02:53:41.310
Rebecca Stuecker: They'll provide Safe Routes to School for increased likability and walkability but also a connector road will be included and a response to the traffic flow concerns and land use permissions, the connector. It'll be an extension of Brandon place.

1088
02:53:43.590 --> 02:53:45.690
Rebecca Stuecker: And connect all the street to Atlanta falls drive

1089
02:53:48.090 --> 02:53:53.430
Rebecca Stuecker: And our vigilance are designed to budget. Our team is highly aware, the fact that earthwork is a major cost component

1090
02:53:54.030 --> 02:54:02.370
Rebecca Stuecker: Of any construction projects or design solution needs to be cognizant of the slopes and work with typography to reduce earthwork and retaining walls.

1091
02:54:03.030 --> 02:54:19.140
Rebecca Stuecker: Large flat elements like the track and field that can't really slope or step in any way, the way that a building or a parking area can should be placed in the flattest area of the site and the building should be multi level following the contours of the site.

1092
02:54:22.470 --> 02:54:33.630
Rebecca Stuecker: So here you can see a look at the current site plan their major site online start to find their logical location on the health side the track and field that require that flat space is

1093
02:54:34.980 --> 02:54:36.510
Rebecca Stuecker: Located in the northeast corner.

1094
02:54:37.530 --> 02:54:44.160
Rebecca Stuecker: Which is the flattest area of our site and the split level school building curves to follow the contours.

1095
02:54:45.360 --> 02:54:53.550
Rebecca Stuecker: With a bus drop off at the upper level entry point and then parent and visitor entry on the lower level.

1096
02:54:55.080 --> 02:54:57.180
Rebecca Stuecker: Can you all see my cursor. I don't know if you can see my

1097
02:55:00.030 --> 02:55:01.770
Rebecca Stuecker: Buddy is a laser pointer, just in case.

1098
02:55:02.850 --> 02:55:03.840
Rebecca Stuecker: So this that

1099
02:55:03.870 --> 02:55:07.080
Regan Molatore: Our board books did have this map in it.

1100
02:55:07.230 --> 02:55:11.430
Regan Molatore: We are great with the arrows colored showing which traffic flows where

1101
02:55:11.910 --> 02:55:12.630
Rebecca Stuecker: Okay, great.

1102
02:55:14.160 --> 02:55:21.780
Rebecca Stuecker: So the star being the main entry. I'll try to move along at a good clip here and parking is divided between visitor and staff lots

1103
02:55:22.290 --> 02:55:36.390
Rebecca Stuecker: And the staff, the parking count actually exceeds the everyday requirements of the school use to account for sporting and performing arts events, but also to respond to community concerns about parking particular access by bus and staff leave around the fields.

1104
02:55:38.040 --> 02:55:49.290
Rebecca Stuecker: And all the parent visitor traffic is routed to that new connector road and consideration of community feedback. The routing of the parents and buses in this manner is intended to reduce the traffic on Dollar Street as much as possible.

1105
02:55:50.040 --> 02:56:01.620
Rebecca Stuecker: Bus and staff are less frequent typically more orderly, in comparison to parents and visitors. Therefore, the site connection from Dollar Street is dedicated only to bus and staff use

1106
02:56:03.690 --> 02:56:11.580
Rebecca Stuecker: The fully inclusive outdoor play socializing and dining areas are HUD's between the field and the building this area is lowered.

1107
02:56:12.090 --> 02:56:20.640
Rebecca Stuecker: And therefore protected from Dollar Street with one of the few retaining walls on the site and ensures a large outdoors on that's fairly flat and accessible to all students.

1108
02:56:21.300 --> 02:56:35.550
Rebecca Stuecker: And instructional greenhouse and outdoor sport support areas are located adjacent to the staff parking for easy truck delivery access and also the most sun exposure and an outdoor learning courtyard is hug between the two major classroom wings.

1109
02:56:36.720 --> 02:56:44.460
Rebecca Stuecker: The school itself is oriented with a large gymnasium volumes at the north end of the building that are personally buried into the hillside.

1110
02:56:44.940 --> 02:56:58.440
Rebecca Stuecker: Being tall volumes were able to bury those and still maintain tall windows of above on the wall and daylight into those spaces essential zone of the school includes the two entry points with a split level commons joining them together.

1111
02:56:59.670 --> 02:57:08.730
Rebecca Stuecker: The south of the comments is the library, which is the heart of the school and classroom neighborhoods radiating from it with windows and courtyards oriented towards the river views.

1112
02:57:12.420 --> 02:57:21.840
Rebecca Stuecker: This site rendering also shows the existing and new vegetation, the thorough analysis and has revealed. Many of the substantial trees on this site are located along the perimeter.

1113
02:57:22.920 --> 02:57:32.310
Rebecca Stuecker: And the right ways on that is slated for those required street improvements. So as a result, many of those perimeter trees will need to be removed to accommodate the new sidewalks and bike lanes that we mentioned before.

1114
02:57:34.110 --> 02:57:41.280
Rebecca Stuecker: Those are required right away improvements, I should be clear in order to maintain a visual leaf along the perimeter of the site though along Dollar Street.

1115
02:57:42.240 --> 02:57:51.570
Rebecca Stuecker: Our design contemplates a new vegetative buffer in excess of code required plantings so that were existing trees will need to be removed, we're maintaining that buffer.

1116
02:57:52.260 --> 02:58:02.640
Rebecca Stuecker: While the design team is reviewing grading plans and effort to balance the construction costs and tree preservation, along with southern slopes. Many of the trees in this area have been determined unhealthy.

1117
02:58:04.620 --> 02:58:09.450
Rebecca Stuecker: By the consulting arborist. So the design team is working to preserve significant trees.

1118
02:58:11.100 --> 02:58:13.020
Rebecca Stuecker: Eastern slope and ravine.

1119
02:58:14.100 --> 02:58:22.260
Rebecca Stuecker: Currently act as a buffer between the site and they are joining property of our river arbor Cove and the district intends to maintain and restore this natural area.

1120
02:58:23.040 --> 02:58:36.990
Rebecca Stuecker: The portion of the site west of the brand and place extension currently lacks acts as a link to fields which Park and the district and tends to maintain and restore that natural area and includes a new path to facilitate access to the park.

1121
02:58:40.680 --> 02:58:43.680
Rebecca Stuecker: And the section cut, you can see the building and relation to Dollar Street.

1122
02:58:45.690 --> 02:58:48.570
Rebecca Stuecker: The hillside and William befalls drive

1123
02:58:52.500 --> 02:59:02.940
Rebecca Stuecker: And the closer view of this parent dropoff zone. You can see how Dollar Street begins to climb up the hill, alongside the building with windows and the brick facade facing out and down the slope.

1124
02:59:05.790 --> 02:59:18.660
Rebecca Stuecker: This section code is taken through the outdoor play area reveals again the understated height right here of the building that faces Dollar Street and the gentle slope from the building down to limit falls drive

1125
02:59:22.020 --> 02:59:31.920
Rebecca Stuecker: And this view. We've taken a section cut that's due east, west, and you can see the location of the track and field areas of top of the hill and then the location of Lima falls drive

1126
02:59:33.030 --> 02:59:35.640
Rebecca Stuecker: There's a little car about halfway up the hillside.

1127
02:59:37.710 --> 02:59:50.400
Rebecca Stuecker: And this our last and personally my favorite section we've cut right through the building and you can see start to really see how deeply the main gymnasium is pushed into that hillside right here.

1128
02:59:52.650 --> 02:59:55.980
Rebecca Stuecker: And the scale of the river and forested slope beyond

1129
03:00:01.470 --> 03:00:08.700
Rebecca Stuecker: I just want to close by saying the design process for this new middle school has been one of incredible collaboration group thinking

1130
03:00:09.240 --> 03:00:16.410
Rebecca Stuecker: Iteration many iterations and I'm presenting our work tonight, but there's a whole team of really talented, folks.

1131
03:00:16.860 --> 03:00:25.200
Rebecca Stuecker: On our team from our my fellow architects to our many Consulting Engineers structural civil landscape architects.

1132
03:00:25.560 --> 03:00:32.730
Rebecca Stuecker: Plumbing engineers acoustician technology engineers food service designers, etc. Our team is lucky to design also with

1133
03:00:33.360 --> 03:00:44.250
Rebecca Stuecker: The District administrator staff and project managers who are always available to us answer questions and able to give us the direct and critical input and feedback that we need to drive smart decision making.

1134
03:00:44.880 --> 03:00:58.290
Rebecca Stuecker: So I look forward to completing the galvanizing phase of design, development and the next few months as we hone that student driven place making and as we get into it and the new middle school and thank you again to the board for providing me this opportunity.

1135
03:01:02.700 --> 03:01:08.430
Regan Molatore: Thank you, Rebecca, very much for joining us and being so patient this evening, while you needed to share

1136
03:01:10.050 --> 03:01:13.470
Regan Molatore: Or any questions on the x

1137
03:01:16.230 --> 03:01:25.800
Regan Molatore: Alright, I'm not seeing Amy and so thank you for the the images and that thorough discussion of walking us through this project as well as the primo the

1138
03:01:26.820 --> 03:01:34.170
Regan Molatore: Memo leading up to this. I think that helps the board not have to ask a ton of questions. All right. Ready for the next one.

1139
03:01:35.490 --> 03:01:43.320
Remo Douglas: Yeah, yeah. And thank you board for the clarity on some of what you guys are looking for on memos, as I'm coming into this role.

1140
03:01:44.700 --> 03:01:51.540
Remo Douglas: Each time it's been helpful to get a little bit of notation ahead of the meeting, so I can try to provide what you folks are looking for.

1141
03:01:52.770 --> 03:01:53.310
Remo Douglas: So,

1142
03:01:54.450 --> 03:02:03.390
Remo Douglas: Now, I'm pleased to get to introduce Chris Linn and Becca Cavell with bar architects I've mentioned in previous reports that this is our first project with Bora.

1143
03:02:03.810 --> 03:02:12.270
Remo Douglas: And that they've been exceptional to work with for the Wilson Ville high school auditorium and addition sorry auditorium addition and renovation projects.

1144
03:02:13.080 --> 03:02:23.490
Remo Douglas: Chris is that design principal and Becca is their project manager, they have designed a number, number of schools and auditoriums in the past.

1145
03:02:24.540 --> 03:02:40.350
Remo Douglas: And their experience and creativity has been evident to us through the design so far. They'll get to elaborate further on their work with the various stakeholders as well as the latest design concept and we'll look forward to answering any questions the board might have afterwards.

1146
03:02:41.400 --> 03:02:43.290
Remo Douglas: Go ahead. Chris and Becca. Thank you.

1147
03:02:45.570 --> 03:02:47.760
Chris Linn: All right, let me share my screen here.

1148
03:02:50.670 --> 03:02:51.420
That's working

1149
03:02:52.710 --> 03:02:54.180
Chris Linn: The work. Everybody can see it.

1150
03:02:55.350 --> 03:02:56.010
Chris Linn: Terrific.

1151
03:02:57.030 --> 03:03:00.810
Chris Linn: Thanks for having us. Thanks for the intro video. I'm Chris Linn and the partner.

1152
03:03:01.680 --> 03:03:12.810
Chris Linn: aura and want to take a couple minutes just to introduce ourselves, our process show you the progress we've made on a really interesting and exciting project.

1153
03:03:13.470 --> 03:03:29.130
Chris Linn: But first I want to say that, you know, constructing a middle school or a theater in times like this is a really hopeful act. That takes courage in leadership in. We thank you and the entire community that you serve thanks you as well.

1154
03:03:36.390 --> 03:03:37.410
Chris Linn: So we'll go through

1155
03:03:38.520 --> 03:03:45.120
Chris Linn: We'll talk a little bit about ourselves, our stakeholder engagement process how we've developed some goals, objectives.

1156
03:03:45.330 --> 03:03:46.710
Chris Linn: That little man.

1157
03:03:47.430 --> 03:03:57.450
Regan Molatore: I'm sorry to interrupt you but you're hard to hear you able to move a little closer to your microphone turn my volume up as much as possible. And I haven't worked number saying the same

1158
03:03:57.750 --> 03:03:59.070
Chris Linn: About now. Can you hear me now.

1159
03:03:59.520 --> 03:04:00.420
Regan Molatore: Yeah, that's better.

1160
03:04:00.720 --> 03:04:04.170
Regan Molatore: Yeah, you're able to get me closer than even be better.

1161
03:04:04.830 --> 03:04:05.730
Chris Linn: When we try this.

1162
03:04:08.640 --> 03:04:09.450
Chris Linn: Computer here.

1163
03:04:20.130 --> 03:04:21.900
Chris Linn: Okay, how's that

1164
03:04:24.300 --> 03:04:24.600
Regan Molatore: Yeah.

1165
03:04:25.290 --> 03:04:26.220
Chris Linn: You hear me now.

1166
03:04:26.730 --> 03:04:28.050
Regan Molatore: Yes, thank you.

1167
03:04:28.500 --> 03:04:30.930
Chris Linn: Better. Okay. Terrific. Sorry about that.

1168
03:04:32.220 --> 03:04:36.420
Chris Linn: We'll talk about the the the building and some milestones that are coming up.

1169
03:04:37.560 --> 03:04:48.990
Chris Linn: This district. When you pass the bond, you made a promise to your voters and happy to say that at West Wilson Ville high school were able to really keep all the promises that you made.

1170
03:04:49.500 --> 03:05:04.140
Chris Linn: We're looking at safety, security improvements expanding access to the parks and CTE some renovations and repairs, as well as updating technology. So we're tracking and firing on all cylinders.

1171
03:05:05.070 --> 03:05:13.440
Chris Linn: One of the reasons we're really excited to work with you is I think we share a lot of values, our practices rooted in education.

1172
03:05:13.980 --> 03:05:24.210
Chris Linn: And the driving force in our work is using architecture to increase engagement in student performance. And so we share a lot in common.

1173
03:05:24.720 --> 03:05:30.270
Chris Linn: In our entire team is really excited to be working with you moving forward on this front.

1174
03:05:30.900 --> 03:05:42.000
Chris Linn: At the same time, the firm has grown over the past couple of decades to have an additional focus on the performing arts. And so this is an area of expertise that we've developed, we have

1175
03:05:42.450 --> 03:05:53.400
Chris Linn: honed our, our design designed tools and dozens of performing arts centers across the country of for k 12 theater and civic uses

1176
03:05:55.110 --> 03:06:14.010
Chris Linn: Wherever we go, we get engaged with the community, whether it's through internships or volunteerism service projects or even advocated for policy change and at the state level, like the Family Leave Act. We are a community focused and community driven architecture firm.

1177
03:06:15.990 --> 03:06:21.060
Chris Linn: In terms of the fears that we've done across the country. There are numerous

1178
03:06:22.260 --> 03:06:33.900
Chris Linn: And we, I think, are bringing a lot of experience to bear on a really exciting new theater for Wilson Middle High School. That's really a hybrid theater, it, it will serve as school

1179
03:06:34.440 --> 03:06:40.650
Chris Linn: It also serves the community, the Community's been deeply engaged in our design process up to now.

1180
03:06:41.310 --> 03:06:49.920
Chris Linn: And has really resulted in, I think, a building that will be an asset for everyone in the community for decades to come.

1181
03:06:50.820 --> 03:06:57.210
Chris Linn: I think one thing that we really believe about teaching theaters, is that every space is a teaching space.

1182
03:06:57.600 --> 03:07:05.100
Chris Linn: So whether you're up on the catwalk or the gridiron or the control room or the scene shop. These are all teaching and learning spaces.

1183
03:07:05.520 --> 03:07:12.900
Chris Linn: And in a lot of ways. These are the CTE spaces for the Performing Arts, and as such they will really compliment

1184
03:07:13.350 --> 03:07:19.530
Chris Linn: The additional CPU spaces that will be putting in the renovated spaces such as the theater that we're vacating

1185
03:07:19.890 --> 03:07:27.990
Chris Linn: And you'll the green the theater as well. So a great synergy the amazing synergy of programmatic elements coming together to make

1186
03:07:28.950 --> 03:07:37.470
Chris Linn: A really great project and green addition. I was really moved by the superintendent's comments around equity and inclusion.

1187
03:07:38.190 --> 03:07:49.950
Chris Linn: Closing the opportunity gap has been a real driving theme in many of our projects, most recently at the new Pre K through rate school at Fabio for PPS

1188
03:07:50.430 --> 03:07:58.500
Chris Linn: Which is such a service oriented educational program a model for for for all of us to think about

1189
03:07:59.010 --> 03:08:12.210
Chris Linn: So enough about Bora what what this project includes is a 600 seat multi use auditorium. The scene shop dressing rooms the hundred seat black box theatres slash drama classroom.

1190
03:08:12.930 --> 03:08:23.910
Chris Linn: Will have multiple CTE spaces and multiple multi purpose spaces and on the site will have a new parking lot, improve site circulation for cars and buses.

1191
03:08:24.330 --> 03:08:35.010
Chris Linn: And miscellaneous energy and security improvements across the campus all of its been developed with really strong stakeholder engagement.

1192
03:08:35.550 --> 03:08:45.360
Chris Linn: And Becca, if you want to sort of speak up. Now, Becca has been leading our stakeholder engagement process, it can kind of walk us through through it real briefly.

1193
03:08:45.720 --> 03:08:52.050
Becca Cavell / Bora Architects: Sure, just super briefly and good evening, everybody. Thank you for hanging in there with us so

1194
03:08:52.860 --> 03:08:59.880
Becca Cavell / Bora Architects: It was very interesting, listening to you talking earlier about your online curriculum. We've had to be doing online stakeholder engagement.

1195
03:09:00.330 --> 03:09:06.090
Becca Cavell / Bora Architects: Which has been an adventure and as with your teaching. We have to find new tools.

1196
03:09:06.480 --> 03:09:15.270
Becca Cavell / Bora Architects: So we've been using zoom. We're all very familiar with zoom. These days, and we've been meeting with with teachers. We've been meeting with community members who are involved in the arts.

1197
03:09:15.690 --> 03:09:23.070
Becca Cavell / Bora Architects: And for me the most fun was meeting with your students, we've had the great pleasure of doing that twice already. We hope to do some more in the future.

1198
03:09:23.880 --> 03:09:31.860
Becca Cavell / Bora Architects: We met with them through using an online platform called mirror and you can see a couple of snapshots from that at the top here.

1199
03:09:32.190 --> 03:09:37.950
Becca Cavell / Bora Architects: Where we invite them to really work with us in a collaborative whiteboard environment and they really

1200
03:09:38.310 --> 03:09:45.870
Becca Cavell / Bora Architects: We break them out into teams and they really talk through some issues and share great ideas back with us. So your students are

1201
03:09:46.200 --> 03:10:02.070
Becca Cavell / Bora Architects: Why we're making this building there, the future of your school and your community and we think that they've really already helped shape the outcome of these spaces and we look forward to talking again soon with that Chris. I'm just going to hand it back to you.

1202
03:10:02.520 --> 03:10:05.610
Chris Linn: Here so through the process.

1203
03:10:05.610 --> 03:10:05.880
It's

1204
03:10:07.050 --> 03:10:15.450
Chris Linn: Pretty deep stakeholder engagement, we developed a set of goals and objectives for this project and I won't read them in detail, but you can see in the bolted

1205
03:10:15.960 --> 03:10:23.700
Chris Linn: Text is about access to the performing arts listening to a diversity of voices working hand in hand with a community.

1206
03:10:24.360 --> 03:10:36.930
Chris Linn: Thinking about a facility in programmatic equity with Wesley in high school, but not identical to Westland high school and really creating an identity around the architecture that is you need to Wilson bill.

1207
03:10:38.220 --> 03:10:50.580
Chris Linn: Supporting new CTE and one part that's really sort of interesting is, is considering spaces for public art and student art. So all of that's

1208
03:10:51.810 --> 03:11:08.430
Chris Linn: Driven a pretty strong conceptual framework for the project. And by the way, all these photographs are from Wilson little high schools archives. They have tremendous photographs and posters and everything they've ever done in over the, over the many years.

1209
03:11:09.870 --> 03:11:21.030
Chris Linn: Is really really pretty compelling stuff. So what is linked to in terms of a conceptual framework is we want to celebrate the energy around the performing arts and Wilson bill, which is really

1210
03:11:22.170 --> 03:11:31.140
Chris Linn: A very strong cultural aspect of that school. It has to do with, you know, families, connecting with their students during performances.

1211
03:11:32.580 --> 03:11:45.750
Chris Linn: Connecting with the energy of the performing arts and culture, even you know every poster from every performance, they've ever done is displayed in the hallway. So it's really present in vinyl and a lot of fun.

1212
03:11:47.010 --> 03:11:51.210
Chris Linn: We treat every space, whether it's a lobby or a catwalk as a teaching space.

1213
03:11:53.250 --> 03:12:01.980
Chris Linn: School process can't afford to build single use faces every space as a dual user triple use space that's really informed design moving forward.

1214
03:12:02.580 --> 03:12:12.750
Chris Linn: And one of our mantras is let's turn the theater inside out the most exciting parts of theaters are the stage and the scene shops. That's where the energy and activity is

1215
03:12:13.170 --> 03:12:24.690
Chris Linn: Our goal is to bring the architectural energy of those faces into the public spaces and really make the theater visible and display the vitality of the arts everywhere you go.

1216
03:12:25.800 --> 03:12:32.910
Chris Linn: So what this is. Let choose a building concept on our site. Can everyone see my cursor moving here.

1217
03:12:33.900 --> 03:12:42.060
Chris Linn: So on the left, this is a bird's eye view from Wilson Ville road, we're looking at the site that is the most recent band room edition.

1218
03:12:42.900 --> 03:12:52.290
Chris Linn: And it looks like a generous site, but we quickly learned that there are a wetland buffers area of impacts in a heritage hook tree.

1219
03:12:52.770 --> 03:13:07.950
Chris Linn: Which kind of carved into the quarters of the site and further reduce the buildable area that we have when we also introduce a roadway that connects the north and south half of the site, we actually end up with a pretty compact site, which is

1220
03:13:09.300 --> 03:13:25.710
Chris Linn: led us to a scheme that has a balcony, as well as a basement. But the overall architectural concept is to create these functional rooms or vessels and then to drape them with a metaphorical stage curtain as a reference to stage architecture.

1221
03:13:27.390 --> 03:13:38.460
Chris Linn: So let's get to the building. You can see on the site, the new building in black renovated area and medium gray existing building a light gray.

1222
03:13:39.000 --> 03:13:51.840
Chris Linn: And one of the big site moves here is to put a new roadway in to the west of the new theater that connects the North and the South, it connects the Beckman campus with the

1223
03:13:52.320 --> 03:14:08.910
Chris Linn: Wilson tool high school campus. We've created new loops for parents for buses and for staff as well as pedestrian connections that are improved between Beckman and the new school and Wilson High School.

1224
03:14:11.520 --> 03:14:15.930
Chris Linn: We are building a new parking lot. To the north of the new theater.

1225
03:14:18.960 --> 03:14:19.440
Here.

1226
03:14:24.150 --> 03:14:32.160
Chris Linn: So this is the new perimeter roadway that connects into the existing roadway network, we're looking at an additional

1227
03:14:32.760 --> 03:14:43.830
Chris Linn: 28 spaces, when all is said and done with the option of an ad alternate that would create an additional 24 spaces in this location right here on the west side.

1228
03:14:44.460 --> 03:14:51.780
Chris Linn: You can see that there's raised speed tables for pedestrian safety buses will line up along this side right here.

1229
03:14:52.200 --> 03:15:00.630
Chris Linn: And there's a new North entry plaza and the new North entry into the campus. It is really another front door in a lot of ways.

1230
03:15:01.020 --> 03:15:10.680
Chris Linn: And will bring the daily life of people coming and going to the school through the arts. So it's really exposing the arts to everybody on the campus.

1231
03:15:11.610 --> 03:15:21.570
Chris Linn: On the south side there's a new entry plaza with a new drop off zone, we're maintaining vehicular loading access to the Arena theater and

1232
03:15:22.080 --> 03:15:39.900
Chris Linn: Creating a rain garden preserving the heritage tree respecting all the various landscape buffers that are on the site and creating kind of outdoor south facing student hangout area that could even be used for small performances, if, if the if the mood strikes.

1233
03:15:41.700 --> 03:15:49.140
Chris Linn: On the north Plaza. There's a new North entry, a new North lobby. This also serves as a learning area for our scene shop.

1234
03:15:49.620 --> 03:16:02.010
Chris Linn: And again, you'll see lots of speed bumps and speed tables and really maintaining pedestrian access and safety is one of our driving ideas. So this is our view from the south.

1235
03:16:03.240 --> 03:16:13.290
Chris Linn: It's evening the student production of Hamilton is just about to start. And you can see the building is very transparent. It's very inviting

1236
03:16:13.710 --> 03:16:18.960
Chris Linn: You can see the activity happening people moving up and down the stairs up to the balcony.

1237
03:16:19.590 --> 03:16:35.610
Chris Linn: And what we've created is a metaphorical stage drape which is also serving to filter the South light make the building more comfortable and energy efficient. And we've also got a large display area over the entry for banners for artwork.

1238
03:16:36.870 --> 03:16:38.430
Chris Linn: Any number of things can happen there.

1239
03:16:39.690 --> 03:16:51.120
Chris Linn: And so that's our view from the south. That's what you'll see as you're coming to an evening performance activity in the plaza activity in the building a great indoor, outdoor connection and a lot of excitement and energy.

1240
03:16:52.620 --> 03:17:02.070
Chris Linn: It all fits into the existing architecture of the campus, which is a combination of some some really beautifully detailed and textured brick.

1241
03:17:02.910 --> 03:17:15.990
Chris Linn: Some profile middle panels and big areas of glass. And so we're using many of those materials, but we're also transforming them or sunscreen that I was just talking about.

1242
03:17:16.500 --> 03:17:29.190
Chris Linn: We're looking at a series of very lightly, sort of like shimmering perforated metal that you can see through but also kind of cuts the glare into the building.

1243
03:17:29.580 --> 03:17:42.990
Chris Linn: And I think we'll just give the building some real real distinction. And then inside, we're looking at a series of warm structural materials that are durable and affordable and sort of friendly as well.

1244
03:17:44.100 --> 03:17:51.000
Chris Linn: So as you walk in the front door. This is kind of a sneak peek will call us a sketch of the interior

1245
03:17:52.080 --> 03:18:01.710
Chris Linn: These have been greatly informed by the work we've done with the students and the stakeholders. They've had a real impact on these spaces. We are looking from the lobby.

1246
03:18:02.340 --> 03:18:12.300
Chris Linn: At the main entry into the hall itself for the box office. We've got what we call the Romeo and Juliet balcony overlooking the lobby.

1247
03:18:13.020 --> 03:18:22.110
Chris Linn: The grand stair that takes you up built in seating informal seating areas for students areas for artwork and display.

1248
03:18:22.560 --> 03:18:38.370
Chris Linn: And a bridge that connects to our second stare, which is fashioned after a theater catwalk. So you can actually imagine using that as a lighting position for performances that might happen in the lobby and that really comes back to our multi use idea around the use of space in the building.

1249
03:18:40.080 --> 03:18:49.950
Chris Linn: Looking back towards the front door. We have large walls for displays of artwork. We have gallery walls for display of student work.

1250
03:18:50.580 --> 03:19:07.260
Chris Linn: We have great views back out into the plaza and great sort of command point, both from the upper balcony and from the box office as well. So this really, you know, this really feels to me like a student oriented student focus kind of performing arts lobby.

1251
03:19:08.550 --> 03:19:09.720
Chris Linn: Welcoming tall.

1252
03:19:10.920 --> 03:19:16.320
Chris Linn: And then here's a sneak peek into the theater. This is kind of an early view which

1253
03:19:17.430 --> 03:19:26.670
Chris Linn: Will be our 600 seat theater with our balcony, I talked about how the site is so small that we had to put a the seating up part of the seating up in the balcony.

1254
03:19:27.180 --> 03:19:37.320
Chris Linn: To make it all fit one of the great advantages of that is that it actually brings the students closer to the stage. So this is going to be a very intimate feeling theater.

1255
03:19:37.740 --> 03:19:41.910
Chris Linn: Everyone's going to be close to the action. It's going to, it's going to have a feeling of, if you've

1256
03:19:42.300 --> 03:19:54.840
Chris Linn: Ever been to a show on Broadway, one of those old theaters. It's like you are right on top of the action and it brings great energy of the performers just brings great energy the performance overall

1257
03:19:55.860 --> 03:20:03.870
Chris Linn: So that's a sneak peek of of the inside all of us are under development and we'll get richer and more developed as we move along.

1258
03:20:05.670 --> 03:20:13.620
Chris Linn: Speaking you're moving along. We are planning to complete our documents in March will go out to bid and have bids back by May.

1259
03:20:14.100 --> 03:20:32.940
Chris Linn: And be starting construction in May as well. The addition will be done by July with the site work following up by by September I will be having a grand opening and I look forward to see you all in the theater in September of 2022

1260
03:20:34.410 --> 03:20:44.970
Chris Linn: So that's our performance. I'd like to take a bow that I would be out of the picture. So thank you very much for for for giving us the time and hanging in there with us.

1261
03:20:49.680 --> 03:21:03.150
Regan Molatore: And thank you as well. Thank you both. Back at and Chris for being here with us this evening and as well as being patient and waiting on this time, and I really appreciated your thoughtfulness around it being

1262
03:21:05.190 --> 03:21:14.310
Regan Molatore: A learning space that you know with multiple layers of purpose, not just a single, single use facility, um, does anybody have any questions, comments.

1263
03:21:17.040 --> 03:21:24.360
Chelsea King: Chelsea. One quick question. Um, the, it was beautiful. Thank you. I enjoyed learning more about you and seeing the design.

1264
03:21:24.750 --> 03:21:37.710
Chelsea King: And the, the only question I have is that that large beautiful space that has a lovely image right now digitally, which was the place that was stated as being a spot where large banners could be or really anything

1265
03:21:38.010 --> 03:21:51.240
Chelsea King: I'm envisioning an ongoing cost and effort to print, you know, very large banners to place there. And I'm just wondering, What's the vision for that if there isn't a lovely banner that's printed in place there. How does that space work.

1266
03:21:52.050 --> 03:22:00.600
Chris Linn: I would say that surface is still under development. We want to give the district as much flexibility as possible with with what goes on there so

1267
03:22:00.960 --> 03:22:10.800
Chris Linn: We imagine that will have brackets for grant for banners to be attached to. Likewise, there could be a permanent art installation or mural on there as well.

1268
03:22:11.400 --> 03:22:28.560
Chris Linn: And it could actually be quite beautiful just being left plane as a foil to the rest of the building. So I think is really quite it's really, it's, it's a very flexible surface on which any number of things can happen. Depending on on

1269
03:22:30.390 --> 03:22:33.330
Chris Linn: The funds, you want to dedicate to him.

1270
03:22:34.110 --> 03:22:35.850
Kathy Ludwig: Yeah, Becca, does it have the

1271
03:22:35.910 --> 03:22:41.070
Kathy Ludwig: Potential to be a digital service a digital screen that could have a

1272
03:22:42.510 --> 03:22:45.300
Kathy Ludwig: Moving Image projected on it.

1273
03:22:46.590 --> 03:22:48.570
Chris Linn: It can be a projection surface.

1274
03:22:50.010 --> 03:22:59.220
Chris Linn: We'll see, we'll have some pretty strict sign codes this surface is not really visible from the street. So we'll be talking with City Planning about

1275
03:23:01.440 --> 03:23:10.080
Chris Linn: What, how, how big signs can be on there and whether it can be digital, we are looking at were identifying the cost for an alternate actually put a digital screen.

1276
03:23:10.410 --> 03:23:23.580
Chris Linn: either inside or outside. So we'll have that information will know how the city will feel about it and we'll be able to you'll be able to make it a pretty informed decision but it'd be cool if it was a digital thing. I think that'd be pretty amazing.

1277
03:23:24.420 --> 03:23:33.240
Remo Douglas: Yeah, the city code, depending on how they interpret what that sign would be in that location generally limits.

1278
03:23:34.380 --> 03:23:39.720
Remo Douglas: Changing of the image to every 15 minutes which means you actually you're not allowed to have a clock.

1279
03:23:40.920 --> 03:23:43.680
Remo Douglas: On a publicly visible sign because that changes too often.

1280
03:23:44.760 --> 03:23:51.990
Remo Douglas: So there are there are some challenges there, but the team's been coming up with a whole array as, as Chris described options for

1281
03:23:52.410 --> 03:24:05.790
Remo Douglas: How could we, you know, either either. Could it be digital or could it be some system that would be very simple and easy to, you know, bring a little lift in real quick. The district has several and maintenance.

1282
03:24:07.200 --> 03:24:16.590
Remo Douglas: And go up quick disconnect. A couple brackets or you know strings to the edge of a boat a poster and and quickly swap that out and come back down.

1283
03:24:18.090 --> 03:24:19.890
Kathy Ludwig: And I wonder, was less about

1284
03:24:21.480 --> 03:24:35.040
Kathy Ludwig: Digital words that can be kind of annoying and flashing, but an image. I'm just thinking ecologically let's not keep filling the landfill with banners that outlive themselves after a few months, but this static

1285
03:24:36.210 --> 03:24:50.820
Kathy Ludwig: Image from a dress rehearsal. That's promoting the upcoming play projected on there and you know when it's done. It's you just turn lights off. You know, and it doesn't fill our landfill with a lot of banners or signs, either.

1286
03:24:51.390 --> 03:24:52.320
Chris Linn: So terrific idea.

1287
03:24:55.080 --> 03:25:06.660
Regan Molatore: I just had a wondering, and I was like, I appreciate the drape concept and that it's novel and unique, but I also sometimes feel that sometimes design and

1288
03:25:07.470 --> 03:25:15.690
Regan Molatore: The creativity of design sons hands outweighs the practicality and the purpose of it. And I just have a wondering about that particular curtain effect.

1289
03:25:16.170 --> 03:25:34.830
Regan Molatore: In that the perforated metal. This is Oregon. It's a wet damp environment moss and mildew grows frequently. And that's a really tough material at a height that is tough to routinely keep it clean. And while it would look really great maybe in its initial year

1290
03:25:36.060 --> 03:25:41.970
Regan Molatore: I think the cost of upkeep and expense and keeping it clean looking that over time is worrisome.

1291
03:25:43.050 --> 03:25:48.300
Remo Douglas: Yeah, I appreciate that chair bullet or that's definitely a conversation we've been having

1292
03:25:49.590 --> 03:25:55.740
Remo Douglas: You know the exact profile of that material hasn't been selected the whole size hasn't been selected.

1293
03:25:56.850 --> 03:26:00.840
Remo Douglas: And the extent to which it's perforated versus perhaps solid

1294
03:26:02.040 --> 03:26:18.870
Remo Douglas: In terms of the moisture, regardless of perforation or not there's very thorough what we call rain screen systems that are designed in behind, whatever, whether it's brick or metal or citing the going behind an actress. The true waterproofing.

1295
03:26:20.130 --> 03:26:21.390
Remo Douglas: But you. But you're exactly

1296
03:26:22.470 --> 03:26:31.590
Regan Molatore: Question, because that perforated metal supposed to be see through that light through so you don't have any paint that's not yeah i'm not talking metal itself hanging out from the

1297
03:26:32.310 --> 03:26:39.960
Remo Douglas: Right, right, so that the idea of being sorry that that that that similar type of material would wrap around some other parts of the building as well.

1298
03:26:41.430 --> 03:26:51.990
Remo Douglas: But absolutely, we need to be mindful of the maintain ability of the product and making sure that you know it's not something that's going to take an exorbitant amount of time.

1299
03:26:52.710 --> 03:27:03.480
Remo Douglas: To maintain but we're, we're in conversation with Jeff chambers and the maintenance team and they're getting to review documents as we go along. Commenting on everything from boilers to

1300
03:27:03.510 --> 03:27:07.890
Regan Molatore: Like that remote and I just, I guess my only kind of sorry to cut you off. I just don't want to.

1301
03:27:08.400 --> 03:27:24.870
Regan Molatore: Holy appreciate all all the work. And inside that goes into this. But the question is, is like, do you really want to be spending your time and energy, clean, like it's an unnecessary feature potentially and is that where you would want to use our time and resources.

1302
03:27:25.980 --> 03:27:36.720
Regan Molatore: On something that doesn't improve education. It's simply an aesthetic and ultimately I'm not on the comedian, you have stakeholders, but I just think that that's an important consideration.

1303
03:27:37.470 --> 03:27:45.060
Regan Molatore: To think about rather than trying to figure out how you're going to make something work that at the end of the day may just not be practical bottle somebody to consider it.

1304
03:27:48.630 --> 03:27:48.960
Regan Molatore: Okay.

1305
03:27:50.250 --> 03:27:53.100
Regan Molatore: Anybody else have any further questions dinner.

1306
03:27:55.410 --> 03:28:00.960
Ginger Fitch: So thank you for your presentations and for your work with the community, including our students.

1307
03:28:02.370 --> 03:28:14.790
Ginger Fitch: Both buildings that were presented tonight are two storey buildings. And so I had some questions about access for persons with disabilities as to particularly an auditorium.

1308
03:28:15.990 --> 03:28:16.770
Ginger Fitch: But

1309
03:28:17.910 --> 03:28:18.840
Ginger Fitch: I also

1310
03:28:20.070 --> 03:28:26.700
Ginger Fitch: Don't have to answer it tonight, but wondering about what thought you'd given to auditory and visually impaired persons.

1311
03:28:27.720 --> 03:28:32.430
Ginger Fitch: For the auditorium in that space. And then also

1312
03:28:34.020 --> 03:28:53.220
Ginger Fitch: For both buildings, Dr. Ludwig. In particular, we have separated the entry points to the schools for persons who are being dropped off my parents or driving themselves and those who are being bused and I just want us to think about the equity of set setting up

1313
03:28:54.300 --> 03:29:00.180
Ginger Fitch: Two different welcoming spaces, based on your arrival to school.

1314
03:29:02.970 --> 03:29:05.640
Remo Douglas: Yeah, I appreciate that director Fitch.

1315
03:29:06.780 --> 03:29:18.720
Remo Douglas: All all comment briefly on the second part first. In terms of drop off. It's a very deliberate exercise on the district's part to separate those entries

1316
03:29:20.460 --> 03:29:30.840
Remo Douglas: And we are pursuing directly to your point, how do you make both of those is celebrated entry that no one feels like they're coming in a backdoor.

1317
03:29:31.890 --> 03:29:33.510
Remo Douglas: So in the case of the middle school.

1318
03:29:34.710 --> 03:29:47.730
Remo Douglas: You have the parent drive coming into the lower level and they enter near the office that's also the entry that would be used throughout the school day. Once the building locks. Locks up when school has started.

1319
03:29:48.840 --> 03:30:00.540
Remo Douglas: But we're also creating a rear. We've been referring to it as an outdoor commons outside of the upper entry, where the bus. The students dropped off by buses would enter

1320
03:30:01.860 --> 03:30:10.410
Remo Douglas: And the Commons itself is actually proposed to be a multi level area. And so the students who enter from that upper entry from the buses.

1321
03:30:11.370 --> 03:30:26.820
Remo Douglas: Not only is it a celebrated entry and you know it's a it's a second front to the school deliberately but when they enter the school. They were, they would look down from the second floor of the comments down into the open to story space below.

1322
03:30:27.960 --> 03:30:38.040
Remo Douglas: And so I I feel that, you know, each entry has its own advantages and very much feels like a front entry.

1323
03:30:39.060 --> 03:30:43.110
Remo Douglas: And similarly for the

1324
03:30:44.520 --> 03:30:53.280
Remo Douglas: High School auditorium addition, we've actually created a small what we've been referring to as the North lobby in that addition.

1325
03:30:54.210 --> 03:31:05.520
Remo Douglas: That will accommodate all of the visitors who and future students who will park there either during the day, or for a performance in the evening and there will be a whole

1326
03:31:06.600 --> 03:31:16.800
Remo Douglas: You know, I'll be at a bit smaller, but a whole entry experience that will happen there on the north side it will also provide a new access into the auxiliary gym.

1327
03:31:17.700 --> 03:31:29.850
Remo Douglas: So when there are athletic events happening for there they'll have sort of a direct parking and building entry for those activities rather than having to go clear around to the front door.

1328
03:31:31.080 --> 03:31:33.840
Remo Douglas: So yeah, we've been very attentive to making sure that

1329
03:31:34.950 --> 03:31:37.710
Remo Douglas: Whichever parking or otherwise.

1330
03:31:38.940 --> 03:31:49.050
Remo Douglas: You know the means of transportation of arriving at the school, you have a celebrated way to be welcomed to the school. I always take with me.

1331
03:31:50.610 --> 03:31:54.210
Remo Douglas: Kathy's statement of safe and welcoming schools.

1332
03:31:55.650 --> 03:31:57.330
Remo Douglas: And we need to make sure that both are true.

1333
03:31:58.500 --> 03:32:02.430
Remo Douglas: And so we're being very deliberate about that, and I apologize. I forgot the first question.

1334
03:32:06.270 --> 03:32:09.960
Ginger Fitch: Just about persons with disabilities. Having access

1335
03:32:10.740 --> 03:32:11.700
Remo Douglas: Oh yes multi level.

1336
03:32:13.350 --> 03:32:24.090
Remo Douglas: Yep. Yeah, absolutely. For the middle school project we've been working with Dr. Spencer items, who of course as well versed in all of that.

1337
03:32:24.600 --> 03:32:33.990
Remo Douglas: It's been great to have her attending some of the meetings, talking about alternative playground surfacing you know really exploring and creating a little

1338
03:32:34.950 --> 03:32:47.160
Remo Douglas: Group that kind of a focus group for selection of play equipment so that we're assuring that there are options for you know all students or community members who visit the school.

1339
03:32:48.450 --> 03:32:52.830
Remo Douglas: To make sure that everyone has activities that they're able to participate in

1340
03:32:53.850 --> 03:32:54.780
Remo Douglas: And additionally,

1341
03:32:56.820 --> 03:33:09.300
Remo Douglas: Allowing for transfer between levels using elevators that are inappropriate places and that don't send students along way out of their way before getting to the space.

1342
03:33:10.410 --> 03:33:16.560
Remo Douglas: You know, it's, it's been a great part of this program is as we're building out a lot of hilly slope across the district.

1343
03:33:17.850 --> 03:33:18.990
Remo Douglas: Westland high schools.

1344
03:33:20.550 --> 03:33:22.380
Remo Douglas: Parking and stadium comes to mind.

1345
03:33:23.640 --> 03:33:35.310
Remo Douglas: Where we've really been focusing on how do we how do we reach that universal accessibility, meaning how do we cause the main route to be the accessible route wherever we can.

1346
03:33:36.360 --> 03:33:44.520
Remo Douglas: It's, it's, of course, a challenge with a two story building where you really need to use elevators, but we are working with ramps and other tools.

1347
03:33:45.840 --> 03:33:54.780
Remo Douglas: On other projects where we can say, hey, let's make it so everyone uses that same access point that there's not some side place that someone else needs to go.

1348
03:33:56.040 --> 03:34:04.230
Remo Douglas: And similarly, we will end up getting into in a few months, a presentation on the interior of both of these projects.

1349
03:34:05.370 --> 03:34:17.820
Remo Douglas: The auditorium project actually has three levels, though, because there's a full orchestra pit, similar to Westland high school. So there's a lower level down there. And then we have the balcony and production level.

1350
03:34:18.540 --> 03:34:30.510
Remo Douglas: Up above and we will have full size front of house style elevators for both there'll be no chair lifts, which is both conducive to welcoming

1351
03:34:31.470 --> 03:34:38.970
Remo Douglas: Folks with, you know, middle mobility limitations as well as you can't hear. Pat cheering from the audience.

1352
03:34:39.870 --> 03:34:53.280
Remo Douglas: But those chairlifts are are very difficult to maintain and keep in good order. So we just set out square one. No lifts all elevators, where you know we're allowing everyone to access this equitably

1353
03:35:00.900 --> 03:35:10.590
Regan Molatore: All right, I'm not seeing any further questions or comments. So thank you all very, very much appreciate it and thank you for your patience late evening.

1354
03:35:10.830 --> 03:35:11.910
Chris Linn: You. Thank you very much.

1355
03:35:12.870 --> 03:35:13.170
Becca Cavell / Bora Architects: Just

1356
03:35:14.160 --> 03:35:23.310
Kathy Ludwig: A 10. Second. Thank you, Rebecca, we've known your work for years, you're one of the family. Thank you again for a thorough and delightful presentation.

1357
03:35:24.060 --> 03:35:37.590
Kathy Ludwig: Becca, and Chris, you're new to the Western Wilson of a family, but we're so thrilled that you've joined us. And I've been hearing just such great reports from students and staff have been involved in the process to your attentive listening, your flexibility.

1358
03:35:38.730 --> 03:35:50.340
Kathy Ludwig: Your desire to create a joyful learning space and we're just so thrilled that you're working on this project with us and thank you for your artistic endeavors your thoughtfulness and

1359
03:35:50.970 --> 03:36:03.450
Kathy Ludwig: We're excited as we keep kind of tinkering with this over the next month so appreciate you both and glad you could stay in person to introduce yourself to our board and and to be here tonight. Thank you so much thank

1360
03:36:03.450 --> 03:36:04.590
Chris Linn: You. Thank you very much.

1361
03:36:05.670 --> 03:36:06.720
Rebecca Stuecker: Thank you very much.

1362
03:36:07.170 --> 03:36:09.060
Remo Douglas: Bye, thank you everyone.

1363
03:36:14.310 --> 03:36:26.700
Regan Molatore: On board Dini, let's maybe to use a restroom and return. Okay. Why don't we take a, like a five minute break and come back at 945. All right. Thank you.

1364
03:36:31.800 --> 03:36:38.130
Regan Molatore: Meeting and we will return to a we were talking about our emotion around I'm

1365
03:36:39.300 --> 03:36:49.800
Regan Molatore: The digital curriculum and and we had emotion, just for approval of the Florida Virtual curriculum.

1366
03:36:52.770 --> 03:37:06.780
Regan Molatore: And I just had a wondering, cuz I as everyone was asking their questions until see us some really good thoughtful questions, but I kind of feel like our I think we started this whole thing off is what is the emotion that we're looking for.

1367
03:37:07.530 --> 03:37:16.320
Regan Molatore: And, um, it's a little bit of a maybe seeing the forest through the trees and that you know before us is a recommendation that we have got

1368
03:37:18.360 --> 03:37:40.980
Regan Molatore: Two forms of digital curriculum and rather than thinking of it as that is the whole an entire comprehensive curriculum for the 2021 school year. It's really just one of many forms of curriculum and by thinking you know that we're just moving to approve a

1369
03:37:42.540 --> 03:37:47.940
Regan Molatore: Well, it's to digital curriculums for us during the school year and

1370
03:37:48.960 --> 03:37:52.680
Regan Molatore: May help reframe some of the conversations that we're having

1371
03:37:54.420 --> 03:38:02.160
Kathy Ludwig: And if I could build off of Dr. One of Dr Swanson's points the reluctance to maybe use the word adopt because

1372
03:38:02.580 --> 03:38:17.970
Kathy Ludwig: You've already adopted as a board we have in place a math curriculum language arts curriculum that perhaps the motion wording which we should have submitted, or could have. If we had thought about it, but we kind of were letting the conversation go

1373
03:38:19.260 --> 03:38:28.320
Kathy Ludwig: Emotion that we approve the use of fuel lead in Florida Virtual School as digital curriculum.

1374
03:38:29.400 --> 03:38:38.550
Kathy Ludwig: For the 2021 2020 2021 school year. So not as our curriculum, but as a digital curriculum.

1375
03:38:40.050 --> 03:38:51.420
Kathy Ludwig: May help maybe untangle with. Are we adopting something that stands alone and represents our school district as the math curriculum, the language arts curriculum.

1376
03:38:52.860 --> 03:39:09.990
Kathy Ludwig: I think where we were leading and getting to that conversation. I appreciate us fleshing that out for families who are watching this meeting, who may watch the recording to kind of hear the thinking behind it is still critical with that conversation.

1377
03:39:11.400 --> 03:39:19.770
Christy Thompson: So that was my kind of thought when we so that's why I think I mentioned those exact words that approving the use and I think that just got

1378
03:39:20.850 --> 03:39:36.390
Christy Thompson: Me, thinking back as a teacher that very much as to what Dr Swanson mentioned, I had a textbook. I did not teach from the textbook. In fact, I often told my students when it's time to study for a test. If you study the textbook, you're going to flunk my test.

1379
03:39:37.470 --> 03:39:39.960
Christy Thompson: Because I supplemented that textbook with

1380
03:39:40.710 --> 03:39:52.860
Christy Thompson: Lab with other things. And so my thought is, is that this is that this is something that one of those things that they're going to use going forward of many different things that are teachers and that we're proving that use

1381
03:39:53.250 --> 03:40:01.230
Christy Thompson: So that they have something, you know, almost like another tool in their pocket. And along with all the other things that they're doing.

1382
03:40:07.230 --> 03:40:07.650
Regan Molatore: Chelsea.

1383
03:40:08.160 --> 03:40:21.000
Chelsea King: Thank you. Um, yes. I appreciate that distinction and that's super clear to me and I think just for clarity. My concern is about and

1384
03:40:21.660 --> 03:40:35.640
Chelsea King: You know, I don't want to be labor, a point. I think we've, you know, we've talked about much of the substantive concerns that I've raised. I know you you know know them better than I do. Even are talking about them.

1385
03:40:36.900 --> 03:40:45.360
Chelsea King: My concern is about spending the time and money to make this tool work when we have a lot of good tools and so

1386
03:40:46.290 --> 03:41:00.840
Chelsea King: You know, if, if you all are recommending that this is the tool. It's worth the time and money. You want to give this to your teachers you believe that teachers want it and then it's the best tool that's available right now. I'm not going to

1387
03:41:01.890 --> 03:41:05.130
Chelsea King: You know, argue against that. I would just ask that.

1388
03:41:07.890 --> 03:41:07.980
You

1389
03:41:10.380 --> 03:41:14.490
Chelsea King: The implementation as far as the teacher voice and the implementation.

1390
03:41:15.510 --> 03:41:28.770
Chelsea King: Be strongly considered my personal preference would be that we, that we don't adopt it for the entire academic year. And that's why I asked about the month by month, you know, can it be just for calendar year.

1391
03:41:29.880 --> 03:41:37.650
Chelsea King: I'm hearing you say that that might not make sense because it takes a couple of months just to figure out how to use it and figure out if an alternative

1392
03:41:38.340 --> 03:41:47.970
Chelsea King: Method would work more effectively. But I also have a concern that we put that much time time and effort into figuring out how to use Florida.

1393
03:41:48.300 --> 03:42:01.320
Chelsea King: A virtual and it kind of becomes almost like the default choice and moving forward as well. It gosh we already all know it. We've already put in so much time. It's like the same argument gains even more traction

1394
03:42:01.770 --> 03:42:06.420
Chelsea King: And I have enough concerns about things like the cultural responsive element and the

1395
03:42:07.530 --> 03:42:11.460
Chelsea King: You know applicability with the IPS and things like that.

1396
03:42:12.720 --> 03:42:22.590
Chelsea King: You know that I would want a rigorous evaluation of its effectiveness prior to moving forward again and

1397
03:42:23.730 --> 03:42:26.340
Chelsea King: You know, I don't recall how much we're spending on it.

1398
03:42:27.960 --> 03:42:35.490
Chelsea King: But I know you know time and money is precious. And I just want to make sure it's the most. It's the most effective use of our time and money.

1399
03:42:36.930 --> 03:42:38.820
Kathy Ludwig: And I appreciate that.

1400
03:42:40.350 --> 03:42:46.680
Kathy Ludwig: I think with a number of tools you will get variability there will be some teachers who will say,

1401
03:42:47.520 --> 03:42:57.660
Kathy Ludwig: I hardly use it at all. I figured out a way to shape my curriculum digitally, and I only actually use Florida Virtual for some practice review for my students

1402
03:42:57.960 --> 03:43:04.620
Kathy Ludwig: But it's helpful for that because that's one couple less pieces I have to then generate on my own at 10 o'clock at night.

1403
03:43:05.220 --> 03:43:11.460
Kathy Ludwig: After I prepared my lessons and then there may be some teachers who say I really appreciate this, because

1404
03:43:11.820 --> 03:43:21.120
Kathy Ludwig: I have some students who are going to stay in CL a long time and it allows them to have some independence, their own pace and work on things when I'm not able to exam with students.

1405
03:43:21.570 --> 03:43:31.320
Kathy Ludwig: As Dr. Prior mentioned when we move to K through exception or hybrid. We've already got some feedback from a few teachers in secondary who have looked at some of the units and said,

1406
03:43:31.800 --> 03:43:38.340
Kathy Ludwig: Boy actively like this one that Florida Virtual creates around this mathematics unit. I'm going to do something different.

1407
03:43:38.640 --> 03:43:49.110
Kathy Ludwig: But in the spring or in the winter when I get to one of my other units. I kind of liked the one there. So, you know, a tool may even have very good quality of its use during the year.

1408
03:43:49.560 --> 03:43:57.420
Kathy Ludwig: And a teacher may say, I'm not going to use it much in the fall, but I could see in the winter and spring I like some of those units coming up and they

1409
03:43:58.170 --> 03:44:15.360
Kathy Ludwig: You know, and I don't have to customize or spend my own time recreating something digitally. It's there for me and I can enhance it. But I want to start my own fall unit. The way I typically do and I'm willing to put in all that time and work into making it digitally accessible for

1410
03:44:16.410 --> 03:44:27.270
Kathy Ludwig: For students are learning specialists have now a common tool that they can use instead of waiting for every teacher create theirs, and then having to modify or create accommodations

1411
03:44:28.080 --> 03:44:38.700
Kathy Ludwig: They can, you know, go straight to this digital curriculum and begin to work and interact with it and create some possibilities to present a teachers around how it could be used for some students

1412
03:44:39.210 --> 03:44:48.900
Kathy Ludwig: That's consistent across the district instead of waiting for everybody to finish creating their own and then figure out the accommodations and modifications for some of those so

1413
03:44:49.320 --> 03:45:00.840
Kathy Ludwig: We're hearing people react in different ways and my senses were a little too early to know exactly how this tool is going to fit the bill, but one of our

1414
03:45:01.470 --> 03:45:11.430
Kathy Ludwig: selling points around Florida Virtual is that it is so manipulate manipulate bubble and malleable and that teachers can unpack it white easy and

1415
03:45:12.300 --> 03:45:24.240
Kathy Ludwig: Again, use the parts that work for them, their students and set aside the parts that don't that's worth the time and money as well. And then to grab the parts that that fit when you need to.

1416
03:45:25.980 --> 03:45:36.600
Kathy Ludwig: So that's just a little bit of some of the feedback that we've been hearing around people reacting already to it. And there's some variability. As we begin to use it as a as a tool.

1417
03:45:37.950 --> 03:45:38.640
Kathy Ludwig: After sourcing

1418
03:45:38.940 --> 03:45:46.020
Barb Soisson: Yes, and appreciate the question of, just as a steward and looking at how we're using our resources so

1419
03:45:47.970 --> 03:46:03.900
Barb Soisson: We don't have a choice. This it's offered like many all of them. It's a year long license. So, you know, we couldn't go month by month, should we choose to. But the other thing you know having. We do a lot of curriculum purchases

1420
03:46:04.890 --> 03:46:27.120
Barb Soisson: When you look at over the number of students using it K 12, it would be reasonable to think of this as a supplemental resource and we again have moved more towards that when we purchase curriculum. So thinking of it that way as something for teachers.

1421
03:46:28.230 --> 03:46:34.320
Barb Soisson: It might be a way to think of it as opposed to it being again the curriculum.

1422
03:46:34.620 --> 03:46:46.110
Barb Soisson: Or something that is just a large investment of money when you amortize it out over, you know, the students for the school year. We do believe that it fits in as a

1423
03:46:46.440 --> 03:46:56.250
Barb Soisson: Very reasonable cost for what could be a supplemental piece and might become increasingly supplemental as we move into hybrid learning

1424
03:47:02.010 --> 03:47:03.960
Regan Molatore: And Christina. Did you have a question.

1425
03:47:05.190 --> 03:47:07.080
Regan Molatore: Oh, your hand was up and down. Down there, man.

1426
03:47:07.650 --> 03:47:21.990
Christy Thompson: Yeah, I took it down I my wondering, was just about, you know, if at some point during the year, would we put out some sort of survey to teachers or just and to parents is to give some feedback, but at the same time, not a mean

1427
03:47:22.830 --> 03:47:34.230
Christy Thompson: I don't know feedback that can help us utilize it better or utilize that was my only wondering, but then I took my hand down because I thought to

1428
03:47:35.460 --> 03:47:52.320
Christy Thompson: You know, if we're going to use it the entire year. That would be helpful if it was something I like Dr. Carson said that maybe we were going to move forward with and have as a supplemental for years to come. That it would, you know, that we would do some sort of survey like that, but

1429
03:47:53.160 --> 03:48:03.900
Barb Soisson: And again, even if we were going to use it in any way, shape, or form with either of these curriculums that would initiate a full process, you know, in doing that.

1430
03:48:10.110 --> 03:48:21.660
Chelsea King: Thank you. I appreciate chairman mentor and fellow board members for taking the extra time and energy to dive into this. And so, thank you. I know it makes us run late and I appreciate it.

1431
03:48:23.100 --> 03:48:32.460
Regan Molatore: I appreciate your comments and questions and wondering about it. I mean, it's all, it's definitely stuff that we need to keep at the forefront of all the work we do, and

1432
03:48:33.000 --> 03:48:40.170
Regan Molatore: It has value in that regard. Definitely. I just, you know, it's hindsight, and it's a lot of other things but

1433
03:48:40.950 --> 03:48:53.910
Regan Molatore: We were making these moves with a very short runway and, you know, with the world of education changing. And we thought we could open for in person and then it was like, No, we're online and then we're going maybe for the foreseeable future, and

1434
03:48:54.540 --> 03:49:05.220
Regan Molatore: You know, trying to find tools and aids to to help streamline and facilitate a consistent delivery of education to students when

1435
03:49:05.880 --> 03:49:26.490
Regan Molatore: In the absence of in person learning and I feel that both curriculums fulfill it and Florida Virtual we're well vetted and and to the extent that there are shortcomings, our district seems very aware of what those are and has the ability then to

1436
03:49:28.020 --> 03:49:35.430
Regan Molatore: supplement that learning in a way that you know we as a school district want to deliver education on those topics.

1437
03:49:37.200 --> 03:49:51.990
Regan Molatore: So that's, that's kind of how I my sense of where we are on this. It doesn't ignore any of the points that you've raised, and I think helps direct the work of our district to ensure that we are we are meeting those wanderings

1438
03:49:53.310 --> 03:50:09.270
Regan Molatore: But I'm not inclined to suggest we take a different course at this point in time. I think that would be much more harmful to our children and students then continuing with this curriculum that I think is actually

1439
03:50:10.620 --> 03:50:11.550
Regan Molatore: Pretty good.

1440
03:50:14.010 --> 03:50:20.760
Regan Molatore: And of which you know I'm hearing positive feedback from the community as well as you know there's some hurdles with it, but there is with everything.

1441
03:50:23.430 --> 03:50:37.740
Regan Molatore: I have a wondering, then, um, we've kind of discussed maybe potentially modifying the language around the motion. It didn't know if there was actual interest in doing that or if we just proceed with the motion that's on

1442
03:50:38.940 --> 03:50:39.750
Regan Molatore: before us.

1443
03:50:45.420 --> 03:50:45.780
Regan Molatore: Okay.

1444
03:50:46.260 --> 03:50:50.850
Kathy Ludwig: Could we consider director Thompson's phrase.

1445
03:50:52.050 --> 03:51:02.670
Kathy Ludwig: I move that we approve the use of versus adopting so that there isn't that confusion in the community or to our organization that we've

1446
03:51:02.910 --> 03:51:18.480
Kathy Ludwig: Adopted something that's going to replace something else that actually was adopted and has, you know, a six to eight years, standing in our district, but that we approved the use of fuel lead in Florida Virtual as as digital curriculums with the

1447
03:51:18.840 --> 03:51:21.780
Chelsea King: SOUND I would be willing to modify my emotion I

1448
03:51:21.870 --> 03:51:22.920
Chelsea King: There are, there's a

1449
03:51:23.190 --> 03:51:37.980
Chelsea King: Bit of a further discussion about fuel, Ed, which I do think was independent of Florida Virtual and so I could modify my motion to to state that I move that we approve the use of the tool, Florida.

1450
03:51:39.510 --> 03:51:40.230
Chelsea King: Virtual

1451
03:51:41.340 --> 03:51:42.450
Chelsea King: Learning System.

1452
03:51:44.970 --> 03:51:48.240
Chelsea King: For use in the 2020 2021 academic here.

1453
03:51:51.510 --> 03:51:55.770
Regan Molatore: withdrawing the original motion or are you just amending

1454
03:51:56.310 --> 03:51:57.000
Amending

1455
03:51:58.680 --> 03:52:00.540
Regan Molatore: The we needed a second on the amendment.

1456
03:52:03.150 --> 03:52:07.080
Regan Molatore: Okay, I think I read Christie's lips, and she said that she said

1457
03:52:07.710 --> 03:52:13.020
Regan Molatore: Seconds. Okay. All right. So, um,

1458
03:52:14.190 --> 03:52:15.570
Regan Molatore: Kelly would you call that for a vote.

1459
03:52:24.390 --> 03:52:25.050
Regan Molatore: Yes.

1460
03:52:26.610 --> 03:52:27.780
Kelly Douglas: Christie Thompson.

1461
03:52:28.500 --> 03:52:28.860
I

1462
03:52:29.910 --> 03:52:30.990
Kelly Douglas: Ginger Fitch.

1463
03:52:33.510 --> 03:52:34.320
Kelly Douglas: Chelsea King

1464
03:52:34.950 --> 03:52:35.310
I

1465
03:52:36.330 --> 03:52:50.070
Regan Molatore: OK, so my silver reservation on that was OK. So now that we've amended it. I don't even think the original motion exists, I'm typically you you use. Second, the amendment and you build on that and then you go back in code on the original motion.

1466
03:52:51.120 --> 03:52:53.280
Regan Molatore: So I think we saw the original emotion to vote on

1467
03:52:54.330 --> 03:52:57.240
Chelsea King: But subsequently the original motion is

1468
03:52:57.810 --> 03:53:07.380
Chelsea King: There was just there wasn't a substantive change was just a couple of words around. Instead of adopting curriculum we approved the use of a tool. I think those are the only the only phrase that was changed.

1469
03:53:07.740 --> 03:53:18.510
Chelsea King: So if it fits the bill for process I I could redact that original emotion. I don't think the substance of anything we've voted on or discuss this change.

1470
03:53:20.340 --> 03:53:24.750
Regan Molatore: All right, thank you. That just yeah from process. Thank you. That helps me out.

1471
03:53:25.710 --> 03:53:29.040
Ginger Fitch: Thank you so far. Can I make the motion on fuel and then

1472
03:53:29.670 --> 03:53:43.980
Ginger Fitch: Yes, please. I moved at the board approved the use of fuel and digital curriculum to supplement the existing curriculum for the 2020 and 21 school year.

1473
03:53:44.820 --> 03:53:47.220
Regan Molatore: Excellent. I'll second that discussion.

1474
03:53:51.000 --> 03:53:51.210
Regan Molatore: Yeah.

1475
03:53:53.250 --> 03:53:55.290
Chelsea King: Yeah, I think, I don't need to

1476
03:53:56.700 --> 03:54:06.600
Chelsea King: Restate some of the concerns I had about Florida Virtual I think some of them are similar and fuel add around cultural responsiveness and the intuitive ness of the platform and

1477
03:54:07.710 --> 03:54:27.570
Chelsea King: You know, potentially dated curriculum embedded in you know some of those things that were bound to find an any tool that we adopt so it's it's not necessarily unique to fuel ed and my primary concern was separating fuel Ed from Florida Virtual is that I know just based on him.

1478
03:54:29.250 --> 03:54:33.390
Chelsea King: The email that we received, I can pull it up but

1479
03:54:34.140 --> 03:54:44.640
Chelsea King: There was an email that came out about a week and a half or two weeks ago they stated some deliverables that we were waiting on from fuel, Ed. And there was a bulleted list of I think four or five

1480
03:54:45.120 --> 03:54:55.290
Chelsea King: What would it be useful for me to pull it up my can, but my my big wondering is, has fuel Ed delivered on their promises.

1481
03:54:59.430 --> 03:55:09.270
Barb Soisson: Yes. I mean it's, it hasn't been all of everything arrived in one package at one time, but they have made.

1482
03:55:09.810 --> 03:55:27.240
Barb Soisson: Delivery on things that were missing there are still not everybody has everything they need and not everybody is able to access all the time. And that's the part where there's ongoing work that is being done.

1483
03:55:27.900 --> 03:55:36.300
Barb Soisson: Meeting with them. There's a standing meeting every day. And it has to do with some access pieces. It has to do with

1484
03:55:37.440 --> 03:55:57.390
Barb Soisson: Some, some of the things that we use in in zoom you know with students navigating that so by deliverables. Have they gotten the pieces here. Yes. Is it all up and running smoothly for every family 100% that is still

1485
03:55:58.440 --> 03:56:08.010
Barb Soisson: Working on it. I think it's made significant progress and that it's it's getting there. But there are pieces that again with

1486
03:56:08.970 --> 03:56:23.520
Barb Soisson: This company is, you know, because it is so comprehensive, it does serve lots of districts in places and they're finding that there are some things that they're working with they've dedicated a lot of their staff.

1487
03:56:24.450 --> 03:56:35.970
Barb Soisson: To us, and again, it isn't that we would say that if we were not in this situation right now, and especially with the unique situation of the online program where

1488
03:56:36.390 --> 03:56:43.950
Barb Soisson: We have families who opted for that program because they are operating on very different schedules.

1489
03:56:44.340 --> 03:56:54.870
Barb Soisson: This year, and they need something that is standing completely on its own. So it's a bit of a different discussion with Florida Virtual so

1490
03:56:55.230 --> 03:57:03.480
Barb Soisson: In and there's health considerations as well. So in looking at those pieces that, again, is what this is the

1491
03:57:03.810 --> 03:57:17.430
Barb Soisson: Program right now that has the components needed for that. So we don't want to say, by any means that it's perfect. But in terms of the deliverables being there to where we can see we're getting there. Yes.

1492
03:57:21.810 --> 03:57:22.230
Regan Molatore: Ginger.

1493
03:57:31.170 --> 03:57:31.770
Regan Molatore: You're on mute.

1494
03:57:33.540 --> 03:57:44.730
Ginger Fitch: I heard you say that twice. Dr. Jason that people chose the online program for the year because of x and y. Well, the fact is that

1495
03:57:46.380 --> 03:58:03.300
Ginger Fitch: What was expected isn't necessarily what was delivered and and things are changing. And so it's not clear to me that the assumptions again that we made going in are the same ones that currently exist for families or for the district and

1496
03:58:06.240 --> 03:58:19.740
Ginger Fitch: I'm even hesitant to say that we should make people continue the commitment because experience isn't what we understood it was to be and I don't think we're going to be able to deliver what we said it was going to be

1497
03:58:20.790 --> 03:58:30.930
Ginger Fitch: So again, just to check what assumptions. Did we make. What's the reality is that reality going to change tomorrow or in a month or two months.

1498
03:58:31.260 --> 03:58:42.570
Ginger Fitch: And and what do we do, what do we have control over. And what don't we have control over. But the things we do have control over what do we, what do we do about the fact that this. Some may or may not match.

1499
03:58:43.290 --> 03:58:55.500
Ginger Fitch: What has actually happened on the ground. Those I don't need those answers today, but those are questions I'm asking, and I would like to know that the district is also engaged in that thinking as well.

1500
03:59:00.210 --> 03:59:07.200
Barb Soisson: Yes, we can do we can first of all if you would like to, you know, hear see converse about

1501
03:59:08.040 --> 03:59:22.290
Barb Soisson: Exactly what is being done. Yes. And I think with assumption. Some of the things around the reasons families selected that and what the program is I don't think those have changed again how

1502
03:59:23.040 --> 03:59:39.060
Barb Soisson: immediately accessible was the program and mainly just in getting the content that is a hurdle, you know, for us, in doing that. The other thing that we have found that has happened, and we are you know collecting information on this. It's

1503
03:59:41.040 --> 03:59:48.810
Barb Soisson: Becoming more systematic is we're finding that sometimes with some families wanted in July, when

1504
03:59:49.290 --> 03:59:58.830
Barb Soisson: The state was in a very different place with the pandemic and it was uncertain what the school year was going to be like I have conversation as do

1505
03:59:59.460 --> 04:00:14.700
Barb Soisson: Dr. Prior Dr downs. Dr. Ludwig Dr. Spencer items with families were now that children have, you know, our in studio. Now that the school year has started and

1506
04:00:15.630 --> 04:00:23.070
Barb Soisson: Have different things that they're thinking. And so we are understanding that some of this is going to shift. And I know

1507
04:00:24.060 --> 04:00:36.450
Barb Soisson: being nimble and being stable and steady at the same time is really what we're trying to do. So this curriculum. We want something stable and steady.

1508
04:00:36.750 --> 04:00:43.140
Barb Soisson: We do have conversations with families around and that's that's kind of a different conversation.

1509
04:00:43.410 --> 04:00:54.060
Barb Soisson: Around is what I thought was going to work for my family in July, the same thing now. So if that's you know what what you're thinking of for assumptions.

1510
04:00:54.420 --> 04:01:06.960
Barb Soisson: Yes, we are finding that some of those, those things are changing. We're also trying now in working closely with the two programs together CDO hybrid and the online program.

1511
04:01:07.260 --> 04:01:20.460
Barb Soisson: To look at how can we in some ways for some families blend some of those pieces. And that has to do with participation in school, which means, you know, literally, if you're in

1512
04:01:21.030 --> 04:01:28.350
Barb Soisson: Grade six through 12 you take band choir, orchestra with your peers at your homeschool

1513
04:01:29.130 --> 04:01:35.310
Barb Soisson: Doesn't mean that you will ever necessarily return to school in person won't appear in the online program.

1514
04:01:35.550 --> 04:01:46.410
Barb Soisson: Some of the students and CDO hybrid will not either, but we are finding that there are more ways where there is that blend. We're also trying to be responsive, because that's been an ask

1515
04:01:46.830 --> 04:02:05.850
Barb Soisson: From from the community as well with remaining part of the old school. And I think that's a big piece that Dr Pryor was alluding to earlier of what we're learning about what people need, you know, for their children's learning in this time. Yes. I mean, absolutely. I agree that that is shifting

1516
04:02:06.570 --> 04:02:12.630
DAVID PRYOR  (he/him/his): And I think to I've been thinking about board member fishes question in my mind. They're kind of two components of that, you know,

1517
04:02:12.900 --> 04:02:25.350
DAVID PRYOR  (he/him/his): One of them is going to be an ongoing conversation in the sense that our teachers understanding of pedagogy and student engagement is always going to require a lot of deep thinking if we merge with something like

1518
04:02:25.920 --> 04:02:30.690
DAVID PRYOR  (he/him/his): You know, fuel ed that wasn't built on kind of the same premise, but we can

1519
04:02:30.990 --> 04:02:42.330
DAVID PRYOR  (he/him/his): We can shift and move and kind of bring forward the best of both practices. So we'll continue working on that as far as your question around like deliverables in terms of materials and technological

1520
04:02:42.720 --> 04:02:50.790
DAVID PRYOR  (he/him/his): Access we've made huge strides just in the last two weeks, we are so much further along than we were two weeks ago and

1521
04:02:51.330 --> 04:02:59.430
DAVID PRYOR  (he/him/his): Some of that you know has been out of our control in terms of what we can control and they're in. But what we've done is we've maintained a really consistent front.

1522
04:02:59.640 --> 04:03:04.020
DAVID PRYOR  (he/him/his): And saying this is what was promised. This is what we expect. How can we help you get there.

1523
04:03:04.380 --> 04:03:14.040
DAVID PRYOR  (he/him/his): And what I will say to their credit is no one's throwing up their arms and saying we can't do it, they're staying in the conversation. They're being really responsive to our request for additional meetings.

1524
04:03:14.730 --> 04:03:23.160
DAVID PRYOR  (he/him/his): As Barb said earlier, our IT department has been amazing. Incredibly patient professional willing to go above and beyond to make things work.

1525
04:03:23.490 --> 04:03:29.130
DAVID PRYOR  (he/him/his): And to keep asking kind of uncomfortable questions in a way where people actually want to answer them. So

1526
04:03:29.370 --> 04:03:41.640
DAVID PRYOR  (he/him/his): I do think we are going to get to a point where we have the deliverables that we were expected and then it's the hard work of just continuing to use them in a way which best matches how our students and parents are used to experiencing school

1527
04:03:44.940 --> 04:03:48.960
Chelsea King: And, you know, just to be clear, this is not

1528
04:03:50.430 --> 04:04:01.080
Chelsea King: I see how hard you all are working at least I hear reports of it. You know, when I hear that Curtis Nelson is, you know, and his team are meeting with them daily. That's where my concern primarily is

1529
04:04:01.950 --> 04:04:12.060
Chelsea King: You know, if I look at this email around learning kits being delivered coaching logins being created the video conferencing being up and running student courses being aligned

1530
04:04:12.540 --> 04:04:29.280
Chelsea King: That sounds like a lot. And so, you know, that's what my question is about is not so much are the changing needs of our families, but as fuel ed is there is their platform in their curriculum as strong as their sales team. Are they delivering what they said they were going to do.

1531
04:04:30.390 --> 04:04:32.340
Barb Soisson: Those things you just named

1532
04:04:33.390 --> 04:04:54.030
Barb Soisson: Yes, and that's what you know is everything integrated for everyone. We don't want to say that everybody now would say this is working seamlessly for my child, my family, but those items in that email. Yes, we are working on that and they do have those

1533
04:04:55.350 --> 04:05:02.040
Kathy Ludwig: And you know, I, I, again, I'm not here to defend feel led their, their own company, they, they can stand on their own two feet.

1534
04:05:02.490 --> 04:05:12.780
Kathy Ludwig: When we began this journey with them. And actually, we were having earlier conversations as we were considering them as part of our if you call a superintendent study to take a look at blended learning

1535
04:05:13.260 --> 04:05:23.610
Kathy Ludwig: They were a group that we were looking at because of their stellar partnership with some school districts little larger than ours in the Pacific Northwest and doing a great job.

1536
04:05:24.420 --> 04:05:35.640
Kathy Ludwig: So we already were in conversation with them. And then when we got to this point with the pandemic, you know, called them back and resurface that question and that engagement with them.

1537
04:05:37.410 --> 04:05:53.370
Kathy Ludwig: What I will say is what you know Dr. Boyce had mentioned the beginning. What they didn't expect. Is this all of a sudden demand across the country. So what the sales reps could say in the northwest around. We've got some clients, maybe not knowing what the sales reps in the

1538
04:05:54.510 --> 04:06:00.120
Kathy Ludwig: You know, Texas area were saying or what the Northeast were saying, and then discovering that

1539
04:06:01.440 --> 04:06:13.440
Kathy Ludwig: All of a sudden, they were in huge demand and their attempt to then hire more people these learning kits. They were behind because the materials with the pandemic, we've all experienced trying to get

1540
04:06:14.610 --> 04:06:26.580
Kathy Ludwig: More Chromebooks here and those kinds of things. So that slowed them down. They, they had a reasonable response for a number of items that we kept pressuring them on and

1541
04:06:27.510 --> 04:06:39.960
Kathy Ludwig: And then we had a huge turnover with synergy instead of. And so as we were learning synergy and merging that became another component where it was in the summer for us. We weren't

1542
04:06:40.260 --> 04:06:43.920
Kathy Ludwig: It wasn't like we've had synergy all along and they could have been working on it in the spring.

1543
04:06:44.370 --> 04:06:51.690
Kathy Ludwig: We did have to wait until our system transitioned. And then we could begin that transition. So there was almost a bit of a perfect storm.

1544
04:06:52.200 --> 04:06:56.670
Kathy Ludwig: That it's hard to tease out who who didn't deliver to what and who

1545
04:06:57.060 --> 04:07:12.930
Kathy Ludwig: There are components where they admitted. We're behind on some of our supplies. We're getting them out to you. They're all a lot of them are piled here in our district office teachers are picking them up. Others are being mailed to students homes learning coach logins are there.

1546
04:07:14.220 --> 04:07:19.410
Kathy Ludwig: So things took a little longer during this time than anybody would have wanted

1547
04:07:20.790 --> 04:07:26.670
Kathy Ludwig: But you know what, we kept seeing was while the gap was here. And we'd have a conversation

1548
04:07:27.150 --> 04:07:43.050
Kathy Ludwig: You know by the next week, things that happen if the gap hadn't closed, but a significant strides have been made, and now the gap was here we call another meeting a significant stride was made. But there was still a gap. And then, you know, and so where we are now is that gap is so small.

1549
04:07:44.490 --> 04:07:44.940
Kathy Ludwig: That

1550
04:07:44.970 --> 04:07:53.580
Kathy Ludwig: We're close, and where we're hearing is what it's just not quite working still for a family, and we don't know, sometimes even in those instances, is it

1551
04:07:54.990 --> 04:08:01.710
Kathy Ludwig: Something on our end fuel EDS and or is it just, I don't want to say user error but user adjustment.

1552
04:08:02.700 --> 04:08:12.090
Kathy Ludwig: And as we navigate and problem solve. Oh, actually, that would have worked, you know, had the family, maybe using a different system or logged in a certain way.

1553
04:08:12.540 --> 04:08:24.450
Kathy Ludwig: And let's go back and review some of the protocols. So sometimes it's a combination of all three. Is this something we still need to fix or get from fuel that or is this about training the teacher in the family still around the use of

1554
04:08:25.710 --> 04:08:27.210
Kathy Ludwig: The curriculum that platform.

1555
04:08:28.380 --> 04:08:30.090
Kathy Ludwig: Good device particular so

1556
04:08:33.120 --> 04:08:37.650
Regan Molatore: All right, Christy. I miss you had a question. And then I'm going to call it for a vote after that so

1557
04:08:38.820 --> 04:08:46.110
Christy Thompson: I'm just two questions that I had is, has there been any sort of price adjustment based on

1558
04:08:47.130 --> 04:08:52.230
Christy Thompson: The fact that they weren't able to deliver everything at the beginning it was there any

1559
04:08:52.800 --> 04:09:08.160
Christy Thompson: Anyway, I just have a wondering about that. And then my second question is just based off of what I heard Dr Swanson say about you know our families, made a decision in July circumstances have changed. And I know originally when

1560
04:09:09.210 --> 04:09:18.930
Christy Thompson: Families made that decision. They were told it had to be a full year decision. So from what I'm hearing from us. It sound like maybe that might change.

1561
04:09:20.280 --> 04:09:22.500
Christy Thompson: So those are my two my two questions.

1562
04:09:25.680 --> 04:09:44.010
Kathy Ludwig: So the first one we actually while we commit to the full year contract. It's an interesting billing, but I have communicated with with leadership there that we expect an adjustment based on those non deliverables. So we're working through that.

1563
04:09:45.210 --> 04:10:00.450
Kathy Ludwig: And I haven't heard a disagreement, yet it's now working through the system of is it client service, who's going to negotiate that. Is it the billing. Is it our rep, you know, so we've got to just work through those dynamics to get that approval and work through it.

1564
04:10:02.100 --> 04:10:13.140
Kathy Ludwig: You know, part of our commitment to our families, was we have to staff for the school year. We have teachers who are going to commit to a class.

1565
04:10:13.560 --> 04:10:28.710
Kathy Ludwig: Roster to a group of students. We have teachers who selected the online program for the year they needed to just like some families need to stay in there for a year and we got class rosters with the CDO hybrid brick and mortar and

1566
04:10:30.000 --> 04:10:50.040
Kathy Ludwig: You know, when we gave those deadlines that commitment. It was once you decide as a family, then we can assign the staff, we've had to hire some additional staff outside of our budget in order to make it work for families and to give them the choice and

1567
04:10:51.390 --> 04:11:01.920
Kathy Ludwig: To now up end, all of that. Careful assigning and placement of students to just open it back up for who would like to switch

1568
04:11:03.090 --> 04:11:17.220
Kathy Ludwig: is problematic and we've got classes that need to, you know, it's just like the same reason we don't do that when we're in typical brick and mortar situations we asked families to stay with it to work through it and will support them.

1569
04:11:18.450 --> 04:11:19.920
Kathy Ludwig: But we

1570
04:11:21.120 --> 04:11:26.070
Kathy Ludwig: It would be incredibly problematic to now say to all families, you have

1571
04:11:27.300 --> 04:11:38.730
Kathy Ludwig: An open opportunity to now revisit your choice for the year and decide where you want to go and what and we've got staff with committed and classroom communities that are being formed.

1572
04:11:39.810 --> 04:11:47.880
Kathy Ludwig: Lot of care and connection and we're making strides. We hope towards the K three exception and hybrid and we need to keep focused on that.

1573
04:11:48.240 --> 04:11:55.710
Kathy Ludwig: So our intention is always when a family is struggling to say how can we make things better. What's going on, that would help.

1574
04:11:56.580 --> 04:12:04.290
Kathy Ludwig: With the decision you made the classroom that you're in. How can we help to make the experience better if it's not going well right now.

1575
04:12:04.980 --> 04:12:13.980
Kathy Ludwig: We did give some provision very early on for the occasional exception, maybe outside of a family's control or ours.

1576
04:12:14.520 --> 04:12:25.710
Kathy Ludwig: Where we said maybe after first semester we could visit the possibility of a student here there that needed to make a change, but that would be an exception and not the norm.

1577
04:12:27.090 --> 04:12:29.370
Kathy Ludwig: And leaving some judgment and space for that.

1578
04:12:30.570 --> 04:12:40.560
Kathy Ludwig: But we really repeatedly said this needs to be a full year commitment because we are assigning assigning staff to these to these classroom rosters

1579
04:12:41.640 --> 04:12:52.350
Christy Thompson: Thank you. That was my understanding, I just was clarifying after I heard Dr. So I said, I just wanted to kind of clarify for myself and anyone who might be listening that no in fact it is still

1580
04:12:52.860 --> 04:13:04.770
Kathy Ludwig: I appreciate you asking because you gave us the opportunity to publicly state that again for families who may watch this recording, or who are attending this meeting at 1020 at night still

1581
04:13:06.450 --> 04:13:13.830
Kathy Ludwig: And may wonder about is the decision you're going to give that possibility and our intention at this point is, no, we're going to stay the course.

1582
04:13:14.550 --> 04:13:19.650
Christy Thompson: Thank you for clarifying that. And thank you also for just pursuing a price adjustment.

1583
04:13:20.340 --> 04:13:20.610
Yeah.

1584
04:13:23.430 --> 04:13:26.700
Kathy Ludwig: I wasn't doing it so joyfully but it didn't sound, you know,

1585
04:13:27.390 --> 04:13:29.250
Kathy Ludwig: as gentle as I made it sound, but

1586
04:13:30.480 --> 04:13:38.160
Chelsea King: They're, they're very large for profit organization so they can they can dish on a little discount for their deliverables.

1587
04:13:39.120 --> 04:13:39.480
I will

1588
04:13:41.100 --> 04:13:56.910
Kathy Ludwig: Carolyn Miller was a tough negotiator, and we got a lot put into our package that most districts did not get they were hungry for our business and our account. We have a reputation and they gave us a lot.

1589
04:13:58.530 --> 04:14:08.880
Kathy Ludwig: You know, for no cost to to make this work. So that's okay, like you said there for their for profit, they wouldn't have done it. If you know they absolutely couldn't

1590
04:14:11.190 --> 04:14:11.490
But

1591
04:14:13.410 --> 04:14:14.280
Kathy Ludwig: Will still pursue it.

1592
04:14:15.150 --> 04:14:17.790
Regan Molatore: With that, let's call this one for us, please.

1593
04:14:21.990 --> 04:14:22.770
Regan Molatore: Yes.

1594
04:14:23.970 --> 04:14:24.870
Kelly Douglas: Nice checking

1595
04:14:25.230 --> 04:14:26.040
Know,

1596
04:14:31.560 --> 04:14:32.520
Kelly Douglas: Christy Thompson.

1597
04:14:39.090 --> 04:14:52.170
Regan Molatore: Alright, thanks. And that comes to the conclusion of our agenda. Please keep in mind that we have our work section to October 26 and you can see that why I'm really exasperated with

1598
04:14:53.160 --> 04:15:07.620
Regan Molatore: An agenda because it's just not working for some reason, and I will go back to revisiting I'm not giving up yet. But, um, I thought, really, we could do it tonight, and I had an ending at 825 so

1599
04:15:09.540 --> 04:15:16.830
Regan Molatore: Maybe I just put 1030 and then we'll always enter. Either way, I'm ending it. Now you guys all have a wonderful night. Thank you and good work.

1600
04:15:17.430 --> 04:15:17.880
Thank you.