[4:35] good evening ladies and gentlemen tonight is July Monday July 13th and we [4:41] do have a quorum so welcome to the Monday night board meeting I'd like to call this meeting to [4:47] order I just wanted to let everyone know as usual because our meetings are be done [4:53] virtually all our boats are going to be done via roll call all seven board members are present [4:59] tonight and we have many staff members and administrators superintendents Schultz would you like to review our [5:08] agenda for the evening and let us know who is joining us from the districts thank you so tonight I shall reprove [5:14] minutes from our Jimmy's we have a consent calendar with some contracts [5:21] while some purchases and some purple of a membership or EMST association with multi school districts [5:27] in the School Boards Association we have some input to read from our community [5:33] for discussion the board will your presentation [5:39] continue conversation that we started in the work session previous to this board meeting on the 2021 school year planning [5:47] updates making Steve and I will provide where our planning is that for next year [5:54] and then on this session we talked about board norms we have a fairly a lot of [6:02] policies to go through policy committees been busy and some changes to the [6:08] teacher community governance and then Morgan V news I'm speedy reports that's [6:14] it great Thank You superintendent Schultz we will now move on to approving you wanted me [6:19] know on the news was here that was my fault I should say if I turn it over to you one welcome to Geordie DC [6:27] Hubert to attend public schools Jodie say hello hello hello [6:35] turning the mic off welcome Jodie what is your new role here thank you for the [6:42] welcome I am the director of teaching and learning in any Dianna Public Schools welcome we're so excited to have you thank you for joining us I'm excited [6:50] to be here thank you and John's hope is shooter hurtnesses services we have bird from early [6:57] childhood this is the secret principal of Cornelia Marie audio director [7:02] communications I want to welcome new addition even in public schools welcome make it is your back - Edina public [7:09] schools thank you very much and what is your role here I need I need public [7:16] schools my role is the director of HR and admin services I'm so happy to be back after the six-year hiatus three [7:23] well welcome welcome we're glad to have you here and we have the new assistant [7:29] superintendent Rainey's muzzle and son Dudley from Valley View Feldberg from community ed we have [7:36] stairs handle as administrative assistant extraordinaire and Zack horn [7:42] our tech behind-the-scenes guy and I believe Mary Hyman just Mary Hagen is [7:48] joined to Mary Hyman our health professional our nurse who has been just invaluable in our planning and having us [7:59] to think through things and setting up our protocol so she's here tonight to be part of that planning to answer any [8:04] questions that the board may have regarding next school year great well thank you thank you for [8:10] everyone attending tonight and anyone that is listen from home we really appreciate you [8:16] engaging in what is going on in our district of now to approving our Board [8:22] minutes so we are going to be proving our minutes from our June 8th regular [8:28] meeting June 8th special meeting June 22nd closed meeting on June 22nd special [8:34] meeting do I have a motion to approve the meeting minutes is there a second [8:39] second we will now vote by roll call to approve the June 8 and June 22nd meeting minutes [8:48] allenburg I looks I mean I [8:54] jimin's i Michelson yes by onin we're [9:13] voting on the minutes I couldn't hear anything for a while I thank you Shawn [9:22] hi I thank you the do meeting minutes [9:29] are approved we are now going to move on to our consent agenda is there anything that anyone would like to remove from [9:35] the consent agenda okay do I have a motion to approve so moved [9:43] is there a second second we have an out vote by roll call to approve the consent agenda Alan Berg aye [9:51] aye Greene aye aye Michelson hi woman [10:04] Freedman why the consent agenda is approved we're going to move on to [10:11] community inputs that we have received via email regarding agenda items [10:16] for tonight's board meeting and just a reminder to the community that we're [10:22] asking the community to email us the board regarding anything that they would [10:29] like to give us feedback on that we have regarding board agenda items and we have [10:35] received of some emails regarding our planning for school in the fall and John [10:41] taupe is going to read one email for us that the individual wanted to be shared at the board meeting tonight I thank you [10:52] cheering elenberg hopefully everybody can hear me yes the letter reads dear [10:59] Edina school board thank you for all you do especially in these uncertain times I [11:04] am writing because I am a household with one college-age son one day care each [11:10] child one school-aged child and two working parents so I know this spring was hard [11:18] on all parents teachers administrators and staff it was especially hard on my husband my son's at my stuff I am [11:26] self-employed in April in May I missed about a hundred and twenty hours of work [11:31] trying to cover care and home school kick my husband missed even more I know [11:38] that my hours will be similarly affected if school is not reopened more [11:43] importantly I am not qualified to teach and I am especially not qualified to deliver the special services my child [11:50] needs they up with his peers socially and academically I am very concerned [11:56] that the state is prioritizing opening gyms pools sports restaurants bars and [12:02] retail establishment over the welfare of school-aged children and to the detriment of working parents the [12:10] American Academy of pediatric strongly advocates that all policy considerations for the coming school year should start [12:16] with a goal of having students physically present in school however the [12:22] only way we can reduce the risk of a or related outbreak if we otherwise controlled threat of kovat in our [12:28] communities regulating and enforcing social distancing Universal masking and other [12:35] contagion control measures this state is doing a much better job than other [12:40] states of slowing the spread but there are too many businesses and neighbors who aren't being careful enough and they [12:47] aren't being held accountable we need to stop letting people control public health policy through false political [12:53] narrative further we need to be advocating for more funding from the [12:59] state and federal government for our schools to be able to afford infection control measures to protect teachers and [13:06] students please do all you can to ready this state for a safe return to school in the fall thank you for your time best [13:13] regards brynee Thank You Jon I appreciate that we're going to move on [13:22] to our discussion and report section and we have quite a few items up for discussion tonight and our first item is [13:28] the 2020 2021 I'm school you're planning [13:33] update and I know we have quite a few administrators here to talk about that so I'll turn it over to John I'm to lead [13:40] us in that discussion thanks Cheryl and Barry before I go any further um I'll pay dearly for this buy [13:45] for cut did you just Jeff Jorgensen the director special services of course he doesn't need an introduction he's here [13:53] Thank You Jo so the school board and I [14:00] already have discussed the school year planning in the work session prior to [14:05] the for me so we are going to present [14:11] plenty for the purpose of the community here when our planning is so leadership [14:17] since school since the previous we're ended leadership has worked on [14:23] operations what does it mean for our buildings our lunch rooms our [14:29] transportation to begin to develop the three scenario the governor's asked us to develop [14:35] face-to-face hybrid and distance learning we also have had instructional [14:41] leaders and teachers and principals working hard doing the same for those [14:48] three scenarios at the same time we've also been collecting data from parents [14:53] and teachers and using that to inform our decision making this is this data [15:01] will be important as we begin continue to refine our thinking you will hear [15:07] tonight that this is complicated of course we all know how to do face to face scenario and we implemented [15:16] distance learning and we we learn this learning and we continue to look at its [15:22] refining and improving life you'll find the hybrid a scenario as being [15:28] complicated and complex so we're going to give you a flyover what we are [15:34] planning at this point in time we know that through this pandemic that [15:41] information changes we know that protocols change we know that the [15:47] governor's going to be giving us more information on what direction schools will go the week of July 27 and at that [15:55] time we are planning to do really concentrated work and focused leadership to really refine what our school years [16:02] in one place for 2020 2021 school year so more to come on that I'm going to [16:09] turn it over to Randy and Steve who have been leading the groups I do want to [16:16] recognize the other individual the principles that are here everybody on [16:21] this in this meeting tonight have been working extremely hard and thinking [16:27] about all the options and opportunities we can provide students once we're begins so I won't turn it over to Randy [16:36] okay ready thank you dr. Stoltz good evening sheriff Alan Berg school board members [16:43] staff families and community members we [16:48] are going to share just a brief presentation of our work to date and [16:57] this is still at a very high level I'm just gonna do a check to make sure you can see my screen because I can't see [17:03] you yes so first of all we have Steve Buettner [17:12] our director of technology media services myself assistant superintendent [17:18] Jody D st. Hubert our new director of teaching Learning Lea Bird our early learning coordinator Lisa mystique our [17:25] principal from Cornelia Elementary we have Sean Dudley our principal from Valley View Andy Beaton their principal [17:32] from the high school and then Sean beaver Stan and Mike Walker our two digital learning specialists that help [17:38] do a lot of our training and preparation for our staff and the reason that we are [17:45] here tonight is to just update the board in the community and some of the work that we've been doing behind the scenes [17:51] since school has ended this last school year and we received some guidance from [17:57] the Minnesota Department of Education Minnesota Department Health about preparing for some scenarios for the [18:03] fall scenario one is an in-person learning for all students that would [18:08] that's something we call face-to-face hybrid learning is scenario two which [18:14] are two crier some more strict protocols but they're generally giving us about a [18:20] 50% capacity of our buildings or our classrooms for planning purposes so we [18:27] have been doing our planning and making the assumption that we are gonna have some kind of limitation around 50% [18:33] capacity for our buildings and working within that this is a terribly complex [18:39] model and we'll go over generalities tonight but we certainly are working on [18:45] some more in-depth logistics behind the scenes that we're not presenting tonight and then distance learning which many [18:52] our families experienced last spring at least our emergency version of it I think we can continue [18:57] to advance that from a continuous improvement standpoint in terms of some design concepts that we discussed prior [19:06] to jumping into this work really included you know how do we maintain the [19:11] rigor that Edina is known for be really intentional about the programming and [19:18] about the work and about the decisions certainly holding safety foremost and [19:23] present in our thinking and the health of our students the well-being of our students from a social emotional [19:30] standpoint we know that you know this is the relationship business we are here [19:35] because we love kids and we love supporting the community we love being in education and this is what it's about [19:42] so we also know that creating choice and fluidity is going to be important [19:49] because we have to be responsive and adaptive to whatever comes at us as we head into the fall and we want to be [19:56] able to do it quickly efficiently and do it well so those are all design concepts [20:02] or constructs that kind of sit behind the scenes in terms of our timeline of our planning and implementation we began [20:09] in June with a leadership team working on some concepts and ideas and then they [20:16] they took those concepts and ideas out to input teams at the high school level the middle school level the elementary [20:22] levels that early learning talk to parents talk to teachers and staff talk [20:28] to kids when appropriate to get feedback on some different ideas about what could [20:34] hybrid learning look like what what could be some ideas for improving distance learning and what would be some [20:40] important considerations etc and so we've been involving a number of parents [20:47] and teachers staff and students in this process to help formulate some Edina [20:53] models we'll talk about those models in just a second of course in July here we [20:59] continued our planning we have our work we had our work session prior to tonight to discuss this in more detail and then [21:05] we're going to continue to collect feedback around these scenarios from the community and from our [21:11] we're gonna be launching a survey either tonight or tomorrow it's it'll be early this week to our community and then to [21:18] our staff to get feedback about these ideas and then towards the end of July [21:23] we'll be receiving some final guidance from MDE and the mdh about our [21:30] limitations or our direction for the fall I should say and then then we're [21:35] off we're doing our final planning we get into August we're gonna be doing training with staff we're gonna finalize [21:41] our models and our communications be working with staff and students and families on what that's going to look [21:47] like and then we'll have to continue to be adaptable based on MD and mdh guidance and you know our plan as a [21:55] continuous improvement district is to continue to utilize feedback and have windows of opportunity for feedback from [22:02] staff from community members from students so that we can continue to get better whatever it is that we're doing [22:08] whatever models were in or flexing to that we have pathways to continue to [22:13] grow and get better and be responsive to those so scenario one is about face to [22:19] face which everybody is familiar with of course but it would come with some [22:24] operational protocols that would be important for us and would be some [22:30] challenges but things that we certainly can accomplish but I think most people [22:35] recognize this this is the strongest model it's most consistent it supports [22:41] working families it supports our most dependent learners the the best and it [22:48] also supports the whole child development the social emotional wellness and the relationships that are so important to us that we build with [22:55] kids our challenges around face to face in the time of kovat is the social [23:01] distancing of course limitations of courses and activities might be required [23:07] to minimize exposure and at the same time when we do bring kids together and [23:12] other adults together we are putting our adults and students at a greatest risk for exposure [23:17] we know that busing students to school with transportation limits limitations [23:23] could be challenging and we still may not meet the needs of family and staff and so we anticipate [23:29] that we should also be designing for a pathway that honors all of our families [23:34] and that will include distance learning so even though we might end up starting the year face-to-face we may have a we [23:41] will have a pathway that will allow families to also utilize distance [23:47] learning if that is requested or desired by those families for a variety of [23:53] reasons in terms of the hybrid again the most complex the model that we are [23:58] landing on or the model that we are proposing at this point in time is that [24:06] the students would be split basically into two groups this would be consistent [24:12] k12 and the first group would attend two days of face-to-face well the other [24:19] group is asynchronous at home and then later in the week the second group would [24:25] come in face to face and the first group would be asynchronous at home and [24:31] somewhere during that week would be a day that would also be asynchronous and [24:36] that would be for cleaning of the building it would be for training for staff and it would be for collaboration [24:42] among staff administration is recommending that we still keep out of the five-day week and a synchronous day [24:49] because a we're gonna have to be very responsive to whatever comes our way be [24:54] all of these models are still going to require changes and training for staff [24:59] and some more intensive than the than the others and see one of the silver [25:05] linings that came out of last spring with our staff was that we enhance collaboration greatly and our staff have [25:12] asked us to find ways to continue to maintain that because it was so beneficial to them in being able to [25:20] provide a quality education to our learners so the benefits of this would be two full days a week would be face to [25:27] face two days a week would be providing FaceTime with working adults ability to [25:34] keep cords learner's separate and still keep the building cleaned between those groups and then those [25:40] consecutive days help allow the teacher for follow-up and being prepared for [25:46] assisting kids in the online learning component of the rest of the week again the challenge is our minimising student [25:53] movement in the school when you have it managing both students who are in school [25:59] and out of school that provides you know that's a unique challenge because if teachers are working with kids then [26:06] they're not able to work with the other students that are at home unless there's [26:11] some ways that we can do that synchronously through maybe technology etc determination of who attends what [26:20] days so basically this is a k-12 scheduling challenge because one of the [26:25] things that we talked about is ideally we'd want to have family scheduled for the same a days than the same B days or [26:32] be in the same groups scheduling families across those levels and then [26:38] maybe challenging for most dependent learners so we also discussed that there [26:43] may be some students that come in more than two days based on needs and then scenario 3 distance learning people are [26:50] familiar with this from last spring arguably the most safe of all its consistent but our challenges are you [26:58] know supporting families who have employment outside of the home they're certainly learning efficiency [27:04] losses when students aren't under the direct guidance of a teacher the [27:10] assessment of learning is difficult it's more challenging this way because you [27:15] want to really know what the students know specifically and that can be a challenge to do that kind of assessment [27:22] and you know that the at the end of the day students miss each other and they [27:27] miss their teachers and again this is the human relationship business and so [27:33] this provides the most challenge to that business some other considerations that we talked about for this recent arrows [27:39] are to continue to have a day for teacher training and collaboration in [27:44] that week so four days of teachers face-to-face with kids and then one day [27:49] where they can do training collaboration the building can be clean looking at different kinds [27:55] of technology and if there's technology that would allow us to do some live streaming in specific instances or for [28:02] specific purposes or lessons or content areas lot to be explored there we know [28:10] that we have questions about child care and how much of it we would be providing and where that would be located [28:16] excuse me coordination across levels is another consideration early childhood [28:22] service model is looking at how they will provide their services you know [28:28] starting in the fall and we do have Lea Byrd here so you can speak more to that in the moment in terms of distance [28:38] learning one of the things that we talked about is getting tighter about our expectations around synchronous [28:43] learning activities and so that's something to be determined yet is exactly what that looks like but having [28:50] a really a more clear expectation about how we launch that the ability to be [28:57] nimble as maybe a site or a pod of students become infected with kovat then [29:04] we'd have to be responsible to that changing set of conditions and be able to either isolate that group and they [29:10] would be quarantine a distance warning and so just our ability to do that the [29:16] special ed service model will of course align to these scenarios would provide [29:21] training and support for family and the staffing will most likely look different based on the different scenarios [29:29] certainly supporting our families aren't able to work from home or support their child and daily learning activities we [29:36] know that from our surveys last spring about 50% of the families reported [29:41] spending three hours or more per week with helping support their learner [29:47] directly and some reported more than that some reported last but certainly [29:52] that's a strong consideration some students appear they are just more dependent than others based on their [29:58] aides or based on other services that they receive and that can vary significantly by each of our sites and [30:05] so that has been another important discussion that we've been having our staff are impacted potentially by what [30:12] other districts may be doing we're unsure of what that impact may look like [30:17] at this time there might be a preference of families for a.m. or p.m. [30:23] sessions if we have a model where we would we did talk about a model at [30:29] elementary where it was a half-day kind of model and in that model there might [30:36] have been a preference for an AM or PM session we're no longer proposing that [30:41] as the recommendation for the district but it is something that we will continue to vet out in the elementary [30:49] music PE and art fell they fell to as a distant priority to other areas in [30:56] distance learning I think you know for some their strong rationale around that and for others they felt you know our [31:03] kids were really missing out on some of those opportunities without having that direct contact with those teachers maybe [31:09] some of those lessons are difficult to administer many logistical suggestions have been offered by staff and parents [31:16] today through the surveys in the spring we had 115 teachers that we debriefed [31:21] with the first week we got out of school and we've been holding these input [31:26] sessions at each of the levels to continue to collect feedback and then certainly collecting representative [31:32] feedback so that we are sure that we're you know elevating all types of voices to reflect the population of our [31:39] learners in our district now I'll turn this one over to Steve just to talk about some of the operational [31:44] considerations they've been working on behind the scenes Thank You Randy good evening board superintendent dr. Shultz [31:53] indeed this is we're being asked to develop logistics or operational [31:59] logistics around those three scenarios and each one of those scenarios are going to take energy in order to make [32:05] sure that we're ready for them so the first one of course is transportation just getting to and from school and [32:12] parents drop off school students if they decide to transport them themselves how do we make sure those students are [32:19] coming in and there's and they're safe this whole idea of creating bubbles of students in order to minimize social [32:26] contact with other students and so the idea of content or being able to ensure [32:32] that a bubble students stay safe and so it's easier in whole rooms in the [32:37] elementary school for instance than it is at the middle school or the high school where students move from [32:43] different classes to different classes so that again shows the challenges that look different between age groups social [32:50] distancing entering arrival dismissal in their classes but also making sure that when students are taking breaks that [32:57] they make sure that they're staying within their bubble and they're moving to and from classes food service is an [33:02] issue we've been talking through and how do we do food delivery and food is it in [33:07] classrooms or is it in the cafeterias how do we make sure that we're minimizing contact cleaning and [33:14] disinfecting protocols within our buildings how do we make sure we're marking six feet distance putting up [33:21] plexiglass shields were appropriately so that we're ensuring that our staff are safe working within our buildings the [33:28] idea of again what child care how do we make sure that our students when they're in the distance learning or before and [33:35] after school are being supported and then the idea of large class sizes or extracurricular activities what do we do [33:41] for sports what do we do for fayed art and classes and so in under each one of [33:48] those three scenarios we are looking at each one of these up these operational considerations to make sure that they're [33:54] being built out for each one of the three scenarios next slide so I would [34:01] like to maybe we could have Leah and Lisa and Sean and Andy talk a little bit [34:08] about some of the work you been doing behind the scenes who's been involved [34:14] because one of the great things about Edina is that when we have complex problems we have such a brilliant [34:20] community we have such brilliant staff to be able to turn to and work with and partner [34:26] to figure out how are we going to create these solutions and then after we get an update from each of the levels maybe [34:32] Mike and Sean could just talk briefly about some of the training that's been going on this summer and what that has [34:38] looked like and who's been participating than that so Leah do you want to talk about early learning for a few minutes [34:44] and just kind of what's happening there okay thanks good evening superintendent Schultz [34:50] chair personnel and Bert Ford members colleagues and communities it's really nice to have an opportunity to share a [34:57] little bit with you tonight as you know I'm working on early education but I've really been fortunate to be a part of [35:03] all of the district planning and I'm really grateful for the collaborative [35:09] and collegial work that we've done together early learning is an interesting little conundrum because as [35:15] you all know the biggest difference between early learning and the rest of the district is that we're really a [35:20] chose choice program that our families sign up for and so we're spending a lot [35:26] of time doing some surveys of families some staff members you can imagine what [35:32] a student survey looks like for a three-year-old and just how they feel about school and what they want to come [35:39] back to and so we are really kind of working backwards thinking about our oldest kids is there a possibility that [35:47] we could do face-to-face hybrid and distance learning and how do we do all [35:52] of those things from the safest perspective and also the most developmental perspective for for early [36:00] learners so I know I'm one of four so I'm gonna step aside and let the other [36:05] three questions that's okay thank you [36:11] good evening everyone Lisa Masika Elementary Principal Burnie Leah I'll talk a little bit about our [36:17] process so we have a six person elementary team so it's unique in the [36:23] fact that we've got and you know three different programs with CP French immersion and then just a traditional [36:30] elementary building and combining all of the needs that we have at each one of those sites so we have a member on or [36:36] operation its committee that is helping to work those operational needs instructional [36:42] design and then we meet very frequently as Elementary Principal colleagues to really work through some of the things [36:49] that were you know roadblocks that we come up against those kinds of things and you know we met with both our [36:57] families that are building to introduce some of these different scenarios particularly the hybrid panel and then [37:04] we also met with our staff so a lot of us met with our building leadership team and then also open it up to the wider [37:10] staff to get some input back on what kinds of questions they have concerns those kinds of things and so it's been a [37:16] very collaborative process really thinking through through everyone's perspective of what they see as [37:22] challenges to each one of the models one of the things we felt like was really important as an elementary team is [37:28] really defining what we felt like our big priorities were at elementary level and so really looking to prioritize [37:34] social-emotional learning we know it was very difficult for some students in terms of being disconnected from not [37:42] only their teachers but also their peers during the last spring and so really prioritizing when we start to come back [37:47] to school what are the things that we're gonna need to do to take care of our kids and then in addition you know [37:53] literacy and numeracy those are things that are things that we really spend a [37:58] lot of time focusing on at the elementary level and so helping to support what do those things look like if we are in person how do we prioritize [38:05] those needs so that we make sure that we are really supporting our kids as [38:10] learners we looked at the models in terms of release and stability and predictability moving more fluidly as [38:17] Randy talked about between each one of the models and so how do we follow mean nimble as a staff to help support kids [38:24] in any one of those scenarios where were either face to face that be percent hybrid and then in distance learning and [38:31] then also helping our staff to kind of wrap their head around what does that [38:36] look like for them to and to be able to shift easily between those those pieces you know we've gotten experience [38:44] obviously with a hundred percent face to face model and we've had a little bit of a taste of what it looks like to do distance learning and so we spent a lot [38:50] of our time looking at what does this hybrid look like and what does that mean for both staff students and families and [38:57] what are the challenges around them you know the hybrid we're really looking at cohorting and making sure that we're [39:02] staying safe both for our students and ER and our staff and and being able to [39:08] look at what do we need to change you know what is our normal day look like and how do we do that in a way where you [39:14] know we usually have kids who would be moving throughout the building and and looking for operational things that are [39:19] gonna help support that and then also looking at the hybrid model from a place we know we have students who need [39:26] additional support our ml students or students who are learning English or [39:32] students who are in special education services and then our students who are interventions either through axis or ads [39:37] this program or our title 1 programs and so how do we best support them and meet [39:43] their needs when they're in those different models so lots of I'm thinking and I know Randy [39:49] also shared just in terms of when we're in either those hybrid or the distance [39:55] learning is really having the ability to connect more synchronously with students either through streaming very [40:00] specifically for things that we prioritize like literacy and numeracy and then also those social-emotional [40:05] times but being strategic about when it's important for those things to happen so that it is meaningful for a [40:11] kid who is I you know I'm so impressed [40:21] by the team here just because it really is a collaborative process if people have been working incredibly hard to [40:28] think about every little detail that this impacts both as staff and students and so thank you very much Lisa Sean do [40:38] you want to talk about middle school collaboration [Music] [40:48] [Music] [40:55] okay that really helps before this time [41:02] it's myself so thank you everyone super tents chair elenberg and everyone [41:10] um I could probably say ditto too much of what Lisa said she did an excellent a [41:15] thorough job with her explanation we've been doing much of the same kinds of [41:20] things in middle school one of the things that I think in middle school we've often thought about ourselves as [41:26] you know we're not we're not these are not elementary kids and these are not little mini high school kids so how do [41:31] you put together a program where it's really there's a lot of social emotional [41:36] pieces that are incredibly important the whole concept of teaming and finding a home and making something like a big [41:43] building it seems smaller and then focusing on helping support those that [41:48] need support and challenging those that need to be challenged and so there's a lot to be thinking about of course we [41:55] know that we did experience distance learning and I would say that we all [42:01] felt like we missed the kids the teachers especially one of the things that we worked hard on across the middle [42:09] schools was really how do we align and have some parallel structures so I'm really proud of the fact that Valley [42:15] View and South you really worked well together and had a very consistent [42:22] rollout in fact some of the communications went out went out signed by both dr. Anderson and myself and so [42:29] that was um that was great and it's nice to have that to Middle School's is tough [42:35] you know there's always that comparison piece and so the moments that we had and there are many of them to create that [42:41] parallel structure were indeed great I think our challenges are much like [42:47] everyone else's challenges and thinking about I will just say this if you've ever been in the Middle's to a house how [42:53] do they ever keep their hands off one another and really so thinking about you know [42:59] face-to-face and and hybrid how do you how do we keep masks on kids and I I [43:06] love space eternal so I I do feel like kids are going to come back having a [43:11] protocol from their own homes that's going to be very helpful but I think those school kids are just in the quirky [43:18] awesome selves are they're just they have a lot of energy and so like like [43:23] really being consistent and being specific with kids but building [43:29] rationale and realizing that they're not you know the frontal lobes not fully developed they're not many high school [43:35] kids are not elementary kids I think there's a great opportunity for in the [43:41] hybrid model and even a flurry model to build some independence and learning one [43:49] of the really cool things that I think um then I experienced in distance learners I had kids which Neely email me [43:56] about attendance and I've never gotten emails from like kids in my life and [44:02] they would always tell me what they did and right you know here's what I did and I forgot to do my attendance button and [44:07] so when you please come there and I would always say yes but like that was an opportunity like that was a really [44:13] great skill like how do you advocate yourself how do you get know those things so that was great as far as our process go as much to say [44:20] we had focus groups with parents we also had a staff survey and are looking to [44:27] you to make sure that we have all the voices in the room looking to work with Blanca and Abdul Qadeer and Albert McGee [44:35] helping get some of the voices that we didn't necessarily see at our focus groups so great great input thoughtful [44:42] input and we'd have a great a great team with our and then on our genes and [44:49] teaching staff so that's all I have thank you so much fun [44:54] Andy can you speak a little bit to high school and then Mike can maybe share a little bit about how we've been [45:00] preparing teachers this summer and some of the summer learning opportunities happening [45:06] evening everyone superintendent Shultz chair Alan Berg members of the board in the community appreciate the opportunity [45:12] to visit with you tonight I don't have a ton to add from what I'm hearing from my [45:17] colleagues have expressed the high school has done various focus groups [45:22] with students with parents with teachers I have another teacher focus group [45:28] coming up I have another parent focus group coming up we're just trying to gather as much input as we can and have [45:34] sometimes the students have given us the greatest insights about little changes and tweaks that we can make and we're on [45:39] our fifth draft I draft I think of what I initially thought coming into what a [45:44] hybrid model could look like we continue to get good ideas but I'm really excited [45:50] even with the complexity of a hybrid that we we may have landed on something [45:55] that that maybe in some way it can work between all the levels elementary and [46:00] early learning and and middle and high school at least with the structure of our day but really good insights that [46:07] have come and there's clearly challenges at all levels you know whether it's more [46:14] dependent learners in elementary school versus just the volume of kids and and passing times and things like that at [46:20] the high school about how you deal with that so we're gonna look at the guidelines that come out from the state [46:25] and we will be ready I can just say that I'm feeling confident that we will be ready with whatever the state throws at [46:33] us our teachers have responded in an incredible way in distance learning and they will do it again but we also have [46:39] to find ways to support them to give them that capacity to do a great job and continue to great job so thanks for the [46:45] opportunity to visit and I can take questions later if you have thank you Andy and Mike if you're on can you give [46:53] us an update on some of the summer training pieces I would be happy to chairperson Alan Berg members of the [46:59] board superintendent Shultz and the community thanks for the opportunity [47:05] this summer is we prepared to kind of shift from our distance learning and and [47:12] really kind of emergency planning and moving into [47:18] having some time to look at best practice and other things like that we designed a course that allowed for teachers to reflect on the process that [47:26] they went through over the last few months of the school year and then do some learning and then some planning and [47:33] preparation and collaboration on what learning might look like this fall so we [47:38] kind of took our learning framework and looked at the learner profile for [47:44] example and we said you know looking at social emotional learning looking at culturally and linguistically responsive [47:51] instruction and building community because we know we had the benefit of [47:57] seven months of relationships between our teachers and students last year [48:03] whereas now we're going into a new school year where the kids and this and the parent students and the teachers [48:09] don't know each other as well and so ways to build community if we have to be at a distance and and even you know when [48:16] we're face to face and then moving back and forth if we're in a hybrid looking at customized pathways and how to look [48:26] at hybrid learning and and ways and models of hybrid learning and how those work and then taking some things like [48:35] proficiency based progress looking at how grading might work how to make it so [48:43] that not every single thing is graded by the teacher but maybe there's some self reflection on the students part or maybe [48:49] there's some peer feedback up from the students through with support from the [48:55] teacher as a way to cut down on the amount of work and different things to help make it work especially if we're in [49:02] that hybrid model and then looking at our learning spaces and so we've had some resources on design of our [49:10] electronic learning spaces Fugees seesaw etc and some best practices with that [49:16] and today a we led four hours we had two [49:21] hours with secondary in two hours with elementary staff kind of doing some [49:27] preliminary work and what tweaks we can make what things we can improve upon so that when we move into whatever form [49:35] of learning we're doing in the fall that our digital resources are set up in a way that are going to be consistent and [49:41] support our learners and support our parents and Families thank you so much [49:48] Mike and then maybe one more Jeff Jorgensen if you're still on maybe you can speak a little bit to some of the [49:54] other training that has been offered the executive functioning and training and also some of the considerations from a [50:01] student services perspective for these three scenarios yeah for for the three [50:06] scenarios on special educational to start there so the the first tier of services really was defining these three [50:12] tiers of service that we would areas the service that we would have in special education now we will be moving to work [50:19] with our providers to generate alternatives on how we can work within that service framework and also [50:25] determine some rubrics on determination of what level of student need needs to [50:31] be considered as we move back into face-to-face services and consideration [50:36] of some distance learning that will be a student by student decision process facilitated through the IEP team process [50:43] and so it's very personalized moving forward us and not something that we're going to do in broad strokes across the [50:49] district rather it will be very personalized based on student need some training that were us with they were [50:55] looking forward to and have conducted already we've done four hours worth of [51:01] executive functioning training with Sarah ward nationally recognized speaker in the area of executive functioning [51:07] skills and and I asking her to continue on with us as we open up the school year [51:14] in a twice a month to provide some very focused training in the area of [51:19] executive function in the areas that teachers and students are reporting the most need with so we're looking forward [51:25] to scheduling that training with her and making that available to our teachers on a regular basis throughout the school [51:32] year as they can get some of these questions answered finally we're also working as Lisa [51:37] Masika and as Sean has talked about with social-emotional learning with that [51:43] extends not just to our students as we try to herefore students return understanding [51:48] that many have struggled with high levels of chronic stress and we want to make sure that we're meeting their their [51:53] needs socially emotionally and if there's mental health concerns that we have a continuum of service put in to [51:59] put into effect so that we can meet the needs of the students no matter what scenario we find ourselves in I've been [52:06] working with our co-located service provider Frazier to assist us in the development of a an accurate continuum [52:12] and we will be working also then on also shoring up our practices on unwellness [52:18] strategies for our teachers stress levels are not just on our students they've also been on our teaching [52:24] community and our professional community we want to make sure that we've got a healthy and engaged staff so that they [52:30] can have something to give to those students that are in need thank you Jeff [52:36] at this time that concludes their presentation we'll just turn it over to the school board and see what questions [52:42] you have for any of our administrators that are here this evening great thank [52:49] you everyone I'll just echo what Randy said and I'll open it up to the school [52:56] board members for any questions or comments that they might have for everyone that is here tonight and I [53:03] would just like to thank everyone for all the work that they've done pulling all of this together I know it's [53:09] extremely complex and challenging and that we are waiting for direction from [53:15] the state before we can put a lot of a lot more details into the plan so I just [53:22] wanted to thank you guys but I want to open it up to the rest of the board for any questions that they might have [53:30] [Music] [53:37] [Music] anyone this is Matt we did spend a lot [53:43] of time as a group discussing this in the work session prior to this meeting just for those that are just joining this webcast there was some discussion [53:50] also Ellen raised a good point around finance and I wanted to just make a point that from that perspective each of [53:57] these three scenarios is being played out within the finance and Facilities Committee meetings and also by the [54:03] finance department and I'm really appreciative and grateful for all the work that the lis team is doing and coordinating with the the finance group [54:09] to try to prepare to make sure that all of these groups are are well staffed and well supported but thanks for all the [54:15] work everyone's doing thank you thank you yes to echo what Matt said we had [54:23] quite a discussion earlier and the team did a great job of working up so many [54:30] different contingencies and how to address the hybrid model and those who [54:36] are in the public reading the document may wonder why there isn't more [54:42] discussed about a more robust face-to-face model and I I started the [54:51] discussion about that and much of the reason for that is because it is the easiest to implement so just for the [54:58] communities understanding it's not as if that's being given short sure of this well it's certainly been considered but [55:05] it's the easiest of the three to work up so just that background yeah thank you [55:12] oh and and some for community members that are watching tonight some other issues that we talked about in the work [55:17] session which I all board members and all the educators and administrators [55:23] here tonight are how do we bring students on board and understand where [55:29] they add from an educational perspective and understand where where might they need interventions and so that was one [55:38] thing that was discussed and then the other thing that I wanted to bring up which I know which was [55:44] touched in the presentation is that obviously as a district we're here to [55:49] educate students that is what the focus of these presentations are on is the [55:55] education of students but it's very important to me that as a district and as a leadership team that we're also [56:03] focusing on the health safety of our staff and our educators and the people [56:10] that our bus drivers and and things like that so that's very important aspect to [56:18] this it's not it's something that we're focusing on them that they said out loud [56:29] so that's that's the main comment that I wanted to make but I I just wanted to [56:36] see that if anyone else has any comments that any other comments or questions [56:41] I'm for I'm everyone that has been here tonight she'll just put Mary YT on the spot and communications and so kind of [56:53] heard thinking of planning that she's she's she's put out there for the community married your talk about that [57:00] sure good evening everybody so you know [57:05] we've heard we've just heard a lot about how complex things are on our side of the street trying to bring all these [57:11] plans together but we fully acknowledge that it's pretty complicated at home too and so what we've learned from [57:19] conversations with parents and through the distance learning experience that we [57:25] all had is that parents at times felt overwhelmed by communication that they [57:32] were receiving the amount of communication there there were too many [57:37] places to check for information and sometimes there's inconsistency some teachers do it better than others since [57:43] you know so so the focus on for Communications is that we're trying to [57:49] create and organized centralized consistent communication resources so that families [57:56] will know when to expect things where to find things and just try to ease that [58:02] burden a little bit for all of the scenarios and so one of the things we're [58:08] working on is creating district webpages for each of the scenarios of course as [58:14] as those become developed we get to build the content but these pages will [58:20] be icon based so that it'll be easy for somebody to look at that page and see [58:27] what they want to know so they'll be able to find out information you know of [58:32] course links to their academic information and schedules kind of like in the distance learning model where [58:37] there is a link to that information but then also they'll be able to learn more about our creating safe learning spaces [58:44] what are some of the physical things that we're doing in terms of Plexiglas barriers and how we're managing air [58:50] handling systems and then we'll have information about the health safety [58:56] protocols that are in place for students and staff we'll also have information about the [59:01] health safety practices related to if a student becomes sick at school or if we [59:08] learn that a student or staff member has been exposed to coded or tested positive how do we determine what are the next [59:15] steps for that and then information too about child care transportation I know [59:21] everybody has questions about or will have questions about numbers of kids and [59:27] buses and so all of that information will be available on a page where they can go and find answers or a link to [59:34] another page that will bring them there in addition to that we're also working on updating all of the back-to-school [59:39] pages that everybody is used to finding with vaccination information and and as [59:46] soon as we know what the get connected and open house days can look like we'll [59:52] be adding that information as well I'm working on a best practice [1:00:00] recommendation for teachers and principals and schools and staff in [1:00:05] general just based on the things that I mentioned earlier and so that so that [1:00:11] folks know where they can find the information that they're looking for Steve and I have had kind of some [1:00:16] preliminary conversations about leveraging Schoology and and some of the [1:00:23] tools that we already have so that a person a parent who has three or four [1:00:29] kids in the district isn't getting emails from for teachers and for [1:00:34] principals and so they can know they can go to one place and find all of the teacher contact information all of the [1:00:41] communications so and then on the website for the district-wide [1:00:46] information then I'm working on you know the timeline is is to a degree you know [1:00:54] we're waiting to hear from the state as soon as they've made their announcement as soon as we've wrapped up and nailed [1:01:00] down all of our plans I think John made a statement earlier that on August 10th [1:01:06] is when we committed to having the full plan ready to go so then we will roll it [1:01:13] out in the usual way that we do things but we'll open the web sites and we'll [1:01:19] have information on social media or [1:01:25] eLearning our e-newsletters in the know are set to begin again on August 6th [1:01:33] so those typically come out every other Thursday but we can put them out as [1:01:38] often as we need and yeah that's kind of [1:01:44] where we're at and then we're looking also looking for ways that we're gonna get feedback so I think there's a number [1:01:50] of opportunities again at the open houses depending on how they look and developing FAQ pages and I have a few [1:01:57] other ideas that aren't fully baked yet but they're coming thanks Mary yeah [1:02:03] thank you John can I say something really quick Eric that before we of [1:02:08] course just in response to Mary what you were saying to you about communication [1:02:14] but one of the things and we talked about this in the work session but for [1:02:19] in our conversation but just about the incredible collaboration that's gone on across our district um and for people [1:02:26] that have just tuned in now I just wanted to acknowledge that and I really like how our whole approach and it feels [1:02:33] very proactive you know in a scenario where there's variable that we can't [1:02:38] control and so I appreciate that as a board member looking ahead I mean even [1:02:44] with knowing that you know our lead team has the week of July 27th month to get [1:02:50] down and all these different scenarios we can't just pull one off the shelf right when we hear what the governor [1:02:56] says it's gonna have to I mean it's gonna be massaged and how that looks and so I just really appreciate that and I [1:03:02] just want anyone who's watched you from home to realize that the planning is [1:03:07] going on so when the government governor comes out with his announcement you're not gonna get an email of five minutes later because there's planning that goes [1:03:14] into it I just want to say that out loud so that's all thanks free information [1:03:21] naturally Mary I just wanted to jump in and say that I'm really excited about [1:03:28] everything you shared I think as a as a parent and a board member just hearing [1:03:33] that that work is being done it is very reassuring to me so thank you I really [1:03:40] appreciate that thank you anything else well thank you to everyone [1:03:50] again for your hard work and dealing with planning for all these complex [1:03:56] issues and as soon as we know more and have time to plan and as Mary and Luda - [1:04:01] well I'm communicate all that we can to the community um and look for what is [1:04:07] this survey going else Mary one's a survey this week yes [1:04:13] I'm hoping for tomorrow we need to do the translation of it yet so it should I [1:04:19] think it should be able to go tomorrow great I also want to thank the board for [1:04:25] their support in these complicated times and for thinking through the challenges we have and [1:04:32] making expectations in front of us to ensure delivering quality and aging [1:04:38] programs your kids thank you ok so I'm going to move on to the next [1:04:48] thing on the agenda are the four norms and we've discussed this met various [1:04:54] work sessions board norms I believe this is the first time it's come to our [1:04:59] regular board meeting so just to ground anyone that is listening this document is intended to [1:05:09] highlight expectations we ask of ourselves as board members the policies [1:05:15] and ordinance in which with each other and I just want to turn it over to [1:05:22] anyone on the HR committee if they have any comments before the rest of the board poison on the board norms document [1:05:33] no comments I'll turn it over to the rest of the board if they have comments on the board norm document that's a for [1:05:40] discussion tonight and will be up for action in August the only comment I [1:05:51] wanted to make I think that this is a additional policy and clarifying and [1:05:59] kind of working towards the strategic planning we're looking ahead at our professional excellence that we're committed to and kind of sudden just [1:06:07] reaffirming with standards that we as a board hold and so I just wanted to point that out but it really does line up with [1:06:15] what we have promised in the strategic plan in terms of what our goals would be no yeah the only other thing is that [1:06:23] this should be viewed as a living document I guarantee it's not perfect as it exists but that's why we're here [1:06:31] as a board if we see things that we want to added or deleted we're always here [1:06:38] that we can make changes to it I think the intent this is to get something [1:06:44] started it's the best that we we put a lot of work into it as a board but since [1:06:52] we haven't had a document like this ever before it probably is not perfect I guarantee it's not perfect but we need [1:07:02] to start someplace and so I just want to acknowledge that that it is not probably [1:07:09] perfect but that is all Alan yeah I was [1:07:15] wondering if we could talk a little bit about on some of the items that we also talked about in our last meeting with [1:07:22] respect to communications sure and [1:07:29] particularly the items that have to do [1:07:35] with board members I think it's all through I'm looking for the document now [1:07:40] on our files to say exactly which one it is it's it's communications I think it's [1:07:47] the last three items and I just want we'd like to have some clarification so [1:08:02] it would be I found it here [Music] [1:08:23] [Music] under communications we had talked a [1:08:29] little bit about at many of these meetings we have talked about getting some clarity on what it means to for [1:08:38] number three to speak in an official capacity outside the boardroom only when given specific authority from the board [1:08:46] so I'm just wondering if we could get some clarity on and what that what that [1:08:51] means so I believe what we've discussed this we've talked about is when we are [1:08:59] attending events as board members that we can only represent views of the board [1:09:10] or the district if we're given specific authority from the board okay and then [1:09:15] and that makes sense but um this seems a little broad this is much broader than that [1:09:21] so because it's it's saying outside of the boardroom is that for any [1:09:28] communications you're concerned about [1:09:36] well I'm just trying to figure out if that means you know if if we say well [1:09:41] I'm speaking for myself you know if I write a letter and I say I'm speaking [1:09:47] for myself and not as a in the capacity [1:09:53] as in my official capacity but I'm speaking for myself I think that's why [1:10:01] it says speak in an official capacity okay so in in letters if I sign I'm [1:10:07] speaking for myself and not as a member of the board that would that would then comply with this directive [1:10:20] well you couldn't violate other ethical clauses like pudding you couldn't go and say like everybody [1:10:26] on the board made a bad decision last week sign ellen jones community number I mean right it just allowed us to it [1:10:33] right but if I'm not if I'm just saying something else is that I mean I mean [1:10:42] this is I'm just I'm just clarifying so I could go on Facebook and say something [1:10:51] and say this is my opinion and not the opinion of the board and you guys know I [1:10:58] don't go on Facebook so this is just an example but if I were to is that what [1:11:06] you mean by this so the intent of this and the reason that and if we need to [1:11:11] clarify it the intent of this was and the reason the word speak is in there is [1:11:17] that when this was written it was when [1:11:22] we were thinking of board liaison positions and going to events and actually speaking in an oral capacity [1:11:30] and representing the board and when you represent the board in a liaison [1:11:36] position that you can you are there as an aboard you're there representing the [1:11:43] board and that you can't speak for the [1:11:48] board in those capacities so element the title above number three this says board [1:11:55] communications we will strive to so this is in reference to as Erica saying official board business [1:12:03] so as Erica's referencing like being at one of the schools that we represent at [1:12:08] a PTO meeting or sitting on any of the committee's even if it's you know only [1:12:15] two or three members there so it references that in above it where it says in board communications we will [1:12:21] strive to so we need to say when it's when you're physically speaking when [1:12:28] you're physically representing the board and if that to be spelled out then that needs to be [1:12:35] then we can spell that out okay - right [1:12:42] then I think I think that that is [1:12:48] something that we need to have additional meetings about protocols from [1:12:54] a written and a social media perspective because I don't think we have clear guidelines about that well that's what [1:13:01] it looked like that's what these guidelines were attempting to do is to [1:13:07] set up guidelines for the board so we would all understand what is being [1:13:12] expected of us so within board communications pardon me within board [1:13:17] communications as it states above that so go ahead Lenny [1:13:23] yes as an individual member of the community you can make comments there's [1:13:31] no restriction when you're wearing your school board hat then you have restrictions really that simply rank and [1:13:40] that's fine but that's it to me this was this maybe you want to say for 'men [1:13:51] strode very differently does anyone else is anyone else confused [1:13:57] by this bullet no because it says a no we're not confused okay so so [1:14:07] it it you're saying that it is that the word speak is not is is really clear to [1:14:14] you all that when I just am so if that's all that that means I would say official [1:14:26] capacity is clear leverage you're wearing your board hat follow certain rules you're not wearing your board hat [1:14:34] there are other rules right and that you state that you're not wearing there's [1:14:39] some way that you're stating well these are just my you know because we're all [1:14:45] everybody knows everybody in this community so sometimes I think if people [1:14:51] are not saying no these are these are my views and not the views of the board then that is going to be considered [1:14:59] something that the the community will think you were speaking for the board so [1:15:05] I would just like to reiterate that I just said these these probably aren't perfect so unless someone has a suggested change I think we need to move [1:15:12] on from this bullet point the way I'd interpreted this is as speaking and a [1:15:19] number of months ago we talked about a specific instance and that is if one of [1:15:24] us were to attend a MIDI and I have been the a.m. that's D representative last [1:15:31] year and if I had a dissenting opinion that didn't represent the Edina School [1:15:38] Board I would stand and say I'm with the Dinan School Board but I am now now speaking for thee down the school board [1:15:44] I'm speaking for myself consensus about that and so that's not [1:15:51] speaking for the board current respond [1:15:59] to community member emails I'm just looking at that and it and this one [1:16:05] seems to pertain only to emails that contain substantive district or board [1:16:13] information correct so so just explain a [1:16:21] little bit what what do you what do you mean by that so as we talked about at previous board [1:16:27] meetings that we want to give board members the discretion to reply to [1:16:33] constituents to say thank you so much for emailing the board I hear your [1:16:39] concern it was nice seeing you the other day because there was a concerns raised [1:16:45] which are legitimate we want to acknowledge people and board members want that personal connection [1:16:51] the concern lies in when multiple board [1:16:56] members reply to the community with substantive answers that differ and so [1:17:06] you have seven board members replying to the same constituents saying different things [1:17:12] if board members want to reply with substances substantive information that [1:17:20] needs to go through John okay good because what that leaves is what I'm [1:17:25] hearing is and this is a this was has been my concern before was that board [1:17:33] members were not going to be able to respond and would not be able to respond [1:17:39] to people who are writing and and even [1:17:46] if I was not going to give them any substitute district information and I [1:17:54] was referring them to John for substitute substitute district [1:18:01] information that and yet I was expressing my own opinion that there [1:18:08] might be something wrong with that and from what I'm reading there's that this [1:18:13] is doesn't speak to that yes it does because you just did you included your [1:18:19] opinion that's where you the opinion it is a substantive response you can [1:18:26] respond by saying thank you for your email please know that I've read it and [1:18:31] that the board takes you seriously if you have further issues you can communicate directly with John but as [1:18:38] soon as you give your opinion you've now ventured into a substantive response which doesn't that also break open [1:18:45] meeting law which is why is kind of the root of this is that then we're discussing an issue that all of us have [1:18:52] been informed of through an email right it's potential but doesn't okay I think [1:18:59] it's more that we're to speak as one with with official board [1:19:04] communication right I was you had I think some of the the biggest concerns with us back when this was first read in [1:19:11] January and it was very restrictive and [1:19:16] the language has been opened up quite a bit and I think this is a big improvement over the initial language [1:19:22] because I wanted to have at least some kind of human contact with people and [1:19:28] they send something into us they trouble themselves to communicate with us that we can just give them hey thanks for for [1:19:35] emailing us appreciate your thoughts that's about the level of it Carolyn if [1:19:42] it was so I think that's one level further it's in between what Ellen said it when you said so if somebody emailed you or is a group and they said hey did [1:19:48] the board make a decision yet on this on the fall schedule you could write back there is a board [1:19:55] meeting upcoming please attend and or watch notices have been made like that's not an opinion it's not something that [1:20:01] was private and it's not you know anything appropriate so you can say that no there's a meeting on the 20th there's [1:20:07] a meeting on the 13th at 7 p.m. you could make you could reiterate something public that static not there'll be an [1:20:13] awesome meeting on the 13th that will solve all the problems but that's like that's the bandwidth but I mean it's just the logic test but you can be human [1:20:20] one level further I think than just thanks for your email music thanks for email meeting on the 13th I don't know [1:20:35] why that we're still on this topic to be honest it's been 20 minutes well I was just was 20 is Trevor still [1:20:41] there I know I was here for the pandemic when I know he had to go away for a bit [1:20:47] and I he was going to come back I was just gonna ask him if he felt I [1:20:53] sometimes when school districts put things in that our potential for future [1:21:04] lawsuits it just takes you know I'm just wondering if he thinks that this wording [1:21:10] is okay case actually reviewed this document all times so okay as long as he's gone [1:21:19] through it and and and he doesn't see any First Amendment right issues then [1:21:24] and and that's what what I'm hearing he actually had no issues when it was [1:21:31] more restrictive so I can't imagine he would have issues no okay and then the [1:21:39] last question I have is on make requests for data either to the full board and I'm just wondering when a board member [1:21:48] would be able to do that at a board meeting or we could we could bring that [1:21:58] up during the discussion of board meeting agendas which is later in this agenda yeah I think that's a I was gonna [1:22:05] say Erica I think when we talked about this this was more like it let's say there's a teaching and learning [1:22:11] presentation we say gosh would be really interesting to understand what percentage of kids this impacts or what [1:22:18] percentage of families then moving forward we would then say okay is that information that the board thinks is [1:22:24] important is that data that we agree as a board that we need either in our group [1:22:30] decision-making or in your own personal decision-making so I think when we talked about that in HR that that was [1:22:36] some of the examples that we used for that and I think that's really valid and [1:22:42] I want to make sure that the staff is not inundated data requests and I want [1:22:48] to honor the fact that this is something [1:22:54] that we all see is very important but I also want to make sure that there is a [1:23:00] system for making that happen so I think [1:23:05] in our last meeting we had talked about having a data requests as looking ahead [1:23:12] so that as we look ahead as a board to what's going to be on our agenda if we [1:23:19] would need data that we would be given that opportunity to bring that up [1:23:27] a board meeting well ahead of time and decide if if that is useful for the [1:23:35] discussion so if not then we would be getting asking for data after the item [1:23:42] is on the agenda and that would be not very timely yeah I think you're right I [1:23:48] think in an ideal world you're absolutely right Ellen I think in reality I don't think that we have that [1:23:55] process set up so maybe we can talk about it when we talk about the agenda [1:24:01] on that maybe that is an agenda item you can talk about that later right yeah [1:24:08] yeah yeah and then the last thing is if [1:24:14] a board liaison cannot make their liaison commitment it is their responsibility to find a replacement so [1:24:22] I would suggest that that be a little [1:24:28] bit broader to say I mean if we can't make a meeting we can certainly [1:24:34] sometimes I think some of us have talked with the meeting organizers to get the [1:24:41] information I don't think that finding a replacement is the only alternative and [1:24:48] so I would suggest to to add to that sentence it is their responsibility to [1:24:56] find a replacement or fulfill their role some of the way that makes sense to a [1:25:08] certain degree if you're gonna miss a random meeting if you're gonna miss consecutive meetings that I think that [1:25:14] you would then have an obligation I made sure someone else is there because you're assuming that well let me put it [1:25:21] differently at a meeting a question may come up if a board member isn't there there's nobody there to answer the [1:25:27] question for the whole group and it becomes cumbersome but I can understand if you miss a random meeting the [1:25:33] organization can probably cope with a once in a while not having a school board member there but again if you're [1:25:39] gonna miss mult meetings I do you think the onus should be on the board member to make sure there's somebody there that's I I'm you [1:25:50] know I am not the one that has a whole lot of other responsibilities I'm [1:25:56] actually quite concerned about making sure that everyone can fulfill their [1:26:04] board responsibilities and and won't be [1:26:10] can you know so I I'm just thinking that we may want to have some flexibility [1:26:20] here all right so we can just change it to say it is their responsibility to provide adequate representation of the [1:26:27] meeting because under that under that fur being adequate representation maybe [1:26:34] a phone call before the meeting it may be a phone call after the meeting absolutely I like that money thank you for [1:26:40] perfecting that sentence okay did you get that Erica yep [1:26:51] any other comments on the board norms document yes I have some the this is a [1:26:59] pretty significant initiative and for the community this was it some has been [1:27:05] appearing in work sessions since January yeah and I think there's a number of [1:27:11] things that are welcomed about it I can call some of these out board [1:27:16] communications the superintendent will update the board on a bi-weekly basis I think that's fantastic I've been [1:27:22] enjoying hitting Jon's communication I've been picking up a lot of things from that I'm very enthusiastic on the [1:27:28] bottom page 106 items three four and five [1:27:34] how we actually communicate with each of those focused on issues my personalities [1:27:39] were expecting full articulation of views and and ideas and respect for [1:27:48] different perspectives I am very enthusiastic about language like that [1:27:53] there's a number of other things that offer clarification which I think are welcome I won't go into those however [1:28:00] there are some things that I'm less than enthusiastic about and for the community's sake we seven of us have [1:28:06] talked about this enough that I pretty much have a sense of where everyone lands on this and so I'm not raising [1:28:12] this for discussion but more for a statement and on page 105 at the bottom [1:28:20] of the role of school board and superintendent I am less than enthusiastic about observe clear [1:28:28] distinction between the board and superintendent responsibilities in general I very much control that 98% of [1:28:34] what we cover but I don't like language that is that tight about it because I [1:28:39] don't want to have the board on principal strong surrender board prerogatives to attend to certain [1:28:45] details that are statutorily mandated that we have a Praga de to weigh in on [1:28:50] such as curriculum and textbooks another point that I'm not enthusiastic about [1:28:55] all work worried yeah oh and why are you in the you're on the board nor are we [1:29:02] not there yeah are you on page one where [1:29:08] it says rules Lenny I printed out its page one page this was the last sentence [1:29:35] in the role of school board and superintendent and my my concern there [1:29:42] is I've voiced that before and this also comes up later on at board committees [1:29:50] I'll get to that so are you saying this sentence that starts with the board will [1:29:56] focus on strategic leadership rather than administrative details [1:30:01] boredom administrate details observe clear distinction between the board and [1:30:06] superintendent responsibilities and I guess focus clear distinction I'm a [1:30:13] little bit uncomfortable with that yeah I don't even mean to have you change the language because I think I've gauged [1:30:19] your sentiment over these many months and how you feel about it and I'm just sort of reading something [1:30:25] into the record here and so I mean if if [1:30:31] you want to concede it I think the bigger it comes up again on page three [1:30:40] and it's pretty clear here on for Communities section for committing do [1:30:46] not stray into management work and not direct basically that's the phrase I don't like and so we have the ability to [1:30:58] go into management work we have a statute that prescribed we have that [1:31:05] authority and it spells out curriculum and textbooks and I've said this a [1:31:11] number of times and so I don't expect to change anyone's mind but this being a [1:31:17] public meeting it is just I I owe it to [1:31:22] my role to speak to that so I'm not [1:31:28] inviting if we can we can have a discussion anything like but we talked about this in the past and so I just [1:31:35] sort of want to get through the meeting and so if you want to talk over head but I'm also concerned since we're there on [1:31:43] page three with number five committees will not initiate work I've said that scope of administration recommendations [1:31:49] without full board approval to me that is again a surrendering of some board Caraga tips that we are not technically [1:31:56] in charge of the district and if any board member were to initiate a an idea [1:32:03] that reflects the will of the people and it shouldn't have to be checked with the [1:32:08] administration and the administration you feel good about what I'm particular initiative I want know it [1:32:16] kind of gives veto authority to the administration I'm not comfortable with that veto Authority Administration [1:32:23] it gives veto 30 to the full board [1:32:30] administration recommendations and clear true and it's still also frustrated with [1:32:36] even under that interpretation of it Lenny because committees should be able to initiate ideas and then bring them to [1:32:44] the board or doesn't like it then it's not done when it's out of consideration [1:32:51] idea doesn't push the administration to work on that idea until it goes to the [1:32:57] board and gets approval will then direct the administration mm-hmm actually what [1:33:03] that's saying yeah so committees can talk about stuff they just can't give [1:33:10] direction to administration without the board approval and part of that is because committees do not have [1:33:16] decision-making authority okay okay if [1:33:22] that's how its interpreted I'll grant it then I'll back off okay then [1:33:30] point three committee members also board members this language has been reworked will not seek to hold meetings of a [1:33:37] committee outside the presence of the administration or other non board members who are members of the committee and no committee will meeting will be [1:33:44] held without providing prior notice to the administration for the community we've had a number of discussions about [1:33:50] this and I am not enthusiastic about this because I think three members the [1:33:55] board represent the public and they can choose to meet on their own and for a [1:34:01] number of reasons of expediency just to get through some business to talk through concepts it's honoring of the [1:34:07] Open Meeting Law and it's a way to expedite business when there's a a [1:34:14] formal committee meeting it also gives a little breathing room for the board [1:34:20] members to think out their thoughts and then to gather them and then to present them to the administration so [1:34:27] again I don't expect to carry the day on this we've had many conversations about it and so those are my thoughts there [1:34:35] and then flipping to page four the [1:34:42] distinction between monitoring data and management data I don't recognize that [1:34:47] distinction I think anything prohibited by the data Privacy Act is what is not [1:34:53] germane but pretty much anything else could be and might need might be helpful [1:35:00] to be released to the public so I'm just uncomfortable with that and then the [1:35:09] last point flipping back to page one we make our decisions based in page one in [1:35:17] fulfilling our roles as members of the Dinan school board number one will make our decisions based on available [1:35:22] information and our obligations will supersede any conflicting loyalty a board member brain have I'm [1:35:29] uncomfortable with that we talked about this before I thought what happens if we have somebody who runs on that campaign [1:35:35] that they're very clearly a person's very clearly clearly and planned parenthood or citizens for life well [1:35:41] they're gonna bring that in and I think they have the obligee the right and privilege to bring that in [1:35:49] and and so I'm conflicted about how that would appear that we now have language [1:35:56] that a person could be their communication could be inhibited by that [1:36:02] so again I don't expect to carry the day on this we've talked about it but this is the public meeting and I guess I just [1:36:09] wanted the public to know that I had some reservations on it and so apart [1:36:14] from that there are number of good things in here so and we can move on unless somebody wants to take up some of [1:36:21] it you don't want to talk about otherwise we can talk about policy [1:36:28] saying one thing and I know isn't I know that you didn't want to bring it up for [1:36:33] discussion but I feel that that was a lot of different points that you made so [1:36:38] I just wanted to one of them and that was the last one was that you have issue with any [1:36:44] conflicting loyalty a member may have an adversary interest groups the board role [1:36:50] that we were elected to is nonpartisan and it's non person because we don't have constituents as board members we [1:36:57] take an oath to that when we come in every decision we make needs to be in the best interest of all of our students [1:37:03] and so if I had a personal idea when [1:37:08] ideology that I wanted to bring I bring it to the board and then the board decide is whether or not we're gonna discuss it or not so I just want to say [1:37:16] that out loud to anyone who's watching this new thing if you want to partisan candidate and run a campaign like that [1:37:23] that's that's your prerogative but when you get on this board we are nonpartisan it's not political right we we shouldn't [1:37:30] be swayed by personal opinions on how we [1:37:36] make justice for all the students so I just wanted to say that out loud because I just think it's a really important [1:37:42] distinction so you said we're joining you articulated very clearly here - yeah [1:37:47] thank you notice oh this does not [1:37:52] preclude you from bringing ideas to the board so you said that this would [1:38:00] preclude you from Bertier an as a you know in favor of ABC would preclude you from bringing ABC it doesn't preclude [1:38:06] you from bringing that issue to the board all it says is that when you actually make your decision it should be [1:38:13] in the interest of the students not the interest of a single issue that may not [1:38:18] be in the interest of all students that's all it says and as you articulate [1:38:24] that I agree with that spirit yes I'm concerned with the language not [1:38:31] being read that way so Ellen okay and as [1:38:40] Owen is saying we've talked about this a lot I'm going to try to keep this short all the board members know my opinion on [1:38:47] this but I will say this for the public um my feeling about board governance has [1:38:56] everything to do with policy and living and abiding by the policy that we have [1:39:05] created and I'm concerned by this document this is not a policy document [1:39:13] but it reads like a policy document and and so it is something the the hierarchy [1:39:27] of our the way that boards are ruled by law is that you have state law and and [1:39:36] and practice and then policy and then [1:39:42] below that you usually have your appendices and then somewhere in this is [1:39:52] supplemental to that is this board norms document which I have been told is like [1:39:58] a handbook but it is this document is not written like any regular handbook [1:40:04] it's it reads quite a bit like our policies and it duplicates many of our [1:40:11] policies and I just think that as clean governance meaning clean not anti [1:40:18] corrupt but as to keep things very easy to find what the rules are when it comes [1:40:27] to whether it's committees you look at the policy committee the policy on [1:40:32] committees or if it's on our ethics you [1:40:38] would look at in that section of the policy on ethics but this is hanging out [1:40:44] there separate and supplemental to those policies and I think that it just might [1:40:51] create some confusion in the in the future and so I really have never liked [1:40:58] this as a separate document I know I've said that to you before and [1:41:04] and I think it just adds to the verbage that new board members need to read and [1:41:12] become acquainted with instead of just putting the many good ideas that are in [1:41:19] this document into the actual policies so there are many good ideas and then [1:41:26] there are some that I don't really care for so much and we've talked about all [1:41:31] of those and and and those are my comments about this document I just want [1:41:37] to make one quick comment that's okay and then I'll be done but I think the need from my understanding is this [1:41:44] document was brought forward because we need to improve our standards as a board [1:41:50] and how we all work together and behave and how we act as a board and what is [1:41:55] important to us and how we we want to raise those standards for ourselves so I [1:42:00] look at this as a way to do that and what difference with understanding that [1:42:09] we are going to act ethically at all times and so that's the that to me [1:42:15] that's the importance of this document and no I agree Erica it's not 100% perfect but it's a great starting point to get us to a [1:42:22] better place so I just wanted to state my opinion since others stated there's [1:42:27] so so I want to concur with everything Julie said I think that we are making a [1:42:35] lot of improvements as a board but I think anyone in the community any one of [1:42:41] us I think have to admit that our meetings have left a lot to be desired [1:42:48] over the last year so and I think that [1:42:53] if our policies were enough for us to run outstanding governance meetings then [1:43:01] we would have been doing that and we have not this is to highlight for us the [1:43:09] expectations we set for ourselves and for the community to hold us accountable for how we behave how we [1:43:18] ourselves and I hope our community holds us accountable I don't know about [1:43:28] everyone on the board but I've worked in a corporate environment my entire life there are always multiple sets of [1:43:36] documents that you adhere to there's HR policies and then there's [1:43:43] always an employee handbook that highlights the legal requirements but [1:43:49] then tells you things that don't belong in the HR policy guidelines but what you [1:43:57] really need to know as an employee that's why I view this book and which is why there are many other boards across [1:44:02] the country that have policies but then they also have board norms because I [1:44:08] view our policies as the law of our district they are they're the laws of our district this is a snapshot of what [1:44:18] we should do as a board so like I said earlier there to compliment each other [1:44:23] this is not intended to be policy maybe [1:44:29] in a year or two or three years we won't need a board nor document one would hope [1:44:35] not but at this point in time my intent [1:44:40] is to have our board nor document at all of our board meetings and that we hold each other accountable for how we should [1:44:47] behave how we should treat our administration how we should treat each [1:44:52] other and what we should expect of each other and I hope that we are very highly [1:45:00] efficient a very we are all leaders [1:45:07] because the when we are not the only people that suffer are the students in our district so with that I'm going to [1:45:16] see if anyone has any other comments about the document itself I have discussed that this ad nauseam [1:45:25] but I want to make sure that people have [1:45:30] the opportunity in public to say what they would like to about this document [1:45:36] one closing comment to make and that is that yes I have some issues with this [1:45:43] document as I'd like stated here but for the public in the community I want the [1:45:49] community to know that I feel that I've been heard and listened to and respected and I tribute to Lenny how you set [1:45:58] things up when you begin board chair and Erica you've been running efficient and [1:46:04] fair meetings so lest the public get an idea otherwise I wanted to communicate [1:46:11] that I think operationally on the ground I feel that we've been permitting one [1:46:18] another to be had their opinions heard I've been feeling my opinions are heard so anyway that's what I just wanted to [1:46:25] wrap up with thank you Matt yep yeah [1:46:32] thanks Alan yeah I mean I I think overall when it's come to the big decisions whether it start times or you [1:46:39] know budgetary decisions or things like that we've come together really well I think it's all these little things that [1:46:45] have distracted us from the big things and as Erica said again haven't been in a corporate environment for 20 years you [1:46:50] have a handbook that you come in with that six pate is this digestible versus hundreds of policies it echoes the [1:46:58] policies you read the six pager and it just says here's how you engage with each other here's a process looks like [1:47:04] here's what's important you don't over analyze it you don't litigate if somebody put something that's halfway [1:47:10] intended to be good that's you know meant in a different way we talk it out as a group I mean it's just we need to [1:47:17] just get to the work I don't think anyone in the community if they watch 50 minutes of this would care to be honest [1:47:23] they just say get to work go fix the fall schedule I don't care about this I've never I've never been in an impact [1:47:29] ment where you've discussed an operating norms document for more than 25 live hours so I to just be a board member and like focus [1:47:36] on the important stuff and I think that all seven of us are there so I just I don't know and I do think everybody gets [1:47:42] heard everybody gets their time and everybody has their different areas of influence like I focused on the finance [1:47:47] pretty clear I'm not you know a specialist in HR I'm not trying to be and I yield that to my teammates here so [1:47:54] I feel good about it I think if there's something that we realized in a few weeks a it's kind of weird this one [1:48:00] clause and the six page document doesn't jive with how we're communicating then we address it then but let's I think [1:48:06] we're all ready to get on with the work so I appreciate everybody's opinions and uh and I think that I think that we've [1:48:12] been getting more efficient so this is just meant to be helpful once we get done having meetings about having [1:48:18] meetings Lenny I spoken a number of [1:48:25] times just short and succinctly I'm in favor of approving this document Thank [1:48:30] You Lenny unless there's anything else I'm going to move on well I have the [1:48:37] chance I'm going to turn it over to Owen we have many many policies to talk about [1:48:43] [Music] and just in chair number just to let you [1:48:51] know that Sarah's gonna be keeping track of any potential changes so give her a [1:48:56] chance because there's a lot of them here too so keep track of any changes the board may have with these policies okay so just keep that in the back your [1:49:03] mind great thank you that sounds great since I'm the board of [1:49:08] the policy chair I think it was just do a very brief introduction we have in [1:49:13] essence here four areas of policy to talk about the first will be rapid review where all the board members have [1:49:22] looked into policies these policies have been compared against MSV a model [1:49:27] language for the public that's what we use as our plumb line and rapid review [1:49:33] these have no changes we're going to then secondly talk about policy review [1:49:39] and this will be in discussion and there's six seven of these that may invite discussion may not but [1:49:46] we're thinking that we want to permit that to happen the third is the pandemic [1:49:52] response policy I'll turn that over to John when that comes up we've already talked a little bit about this we have a [1:49:58] specific policy that we're considering and then our final group of policy will [1:50:04] be for for action and we will vote to approve or not approve four policies so [1:50:11] with that in mind we can jump right into the policy review for for rapid review [1:50:16] and does anybody first off want to pull anything off of this for discussion and [1:50:24] just to add in really fast Owen these were all updated with any statue statutory updates they were reviewed by [1:50:32] the affected area leaders MSBA any legal updates and that's what you have here [1:50:39] thank you and then another point is that every year we try to go through two [1:50:45] series to 100 series blocks again toward the end of this year [1:50:51] and so we're trying to get a number of things done here tonight yes so I don't [1:50:57] want to pull but I have two questions about policy 526 in the rapid review [1:51:03] area yes so the fourth point is and they both are our policy 526 the first one is [1:51:11] 2 H and so the 2 H says a person who [1:51:16] engages in an act that violates school policy or law to be initiated in a student organization will be subject to [1:51:23] discipline so that means that applies if I read this correctly if I am applying [1:51:28] to be in an organization and I agreed to be hazed then I could be disciplined is [1:51:34] that what that says [1:51:39] and I always see whoever haze is also it [1:51:45] is that what we're intending correct [1:51:52] that's that's my interpretation of it okay yes just one make sure all right and [1:51:57] then if you go the next page under Roman numeral four B there's a reference to a [1:52:04] human rights officer so my question is do we have anybody by the title human [1:52:09] rights officer I'm not sure we do I think that we had that these [1:52:15] historically go to the HR director so HR director HR director in in the Job [1:52:21] Description Asst serves as the human rights officer so shouldn't we just call [1:52:28] it the human HR director yeah did you [1:52:34] get that change Sarah too changed from the district Human Rights officer to the district human resources officer [1:52:41] Director of Human Rights Ari yes yes Marie you may have to do a [1:52:50] global search it may show up more than once okay it's myself to do just that [1:52:58] those are my only questions on the rapid review ones Owen okay some comments yeah [1:53:08] I just have one and it appears that in on policy 520 student surveys that our [1:53:18] policy does not contain some of the sections that are in the MSP a policy do [1:53:30] you know which ones those were ellen well they follow so they follow student [1:53:36] surveys section 4b and in the MSP a policy there's additional policy [1:53:43] language so I'm just wondering if there's a reason why you're not recommending to two [1:53:51] in the additional language well I'm taking on the authority of the Vetter I didn't actually do the vetting myself [1:53:57] and I don't have it up MSBA versus ours my CR is right here but if you'd like we [1:54:06] could suspend this and have this reviewed for our next policy meeting [1:54:15] this is only for discussion Owen so that if you take it back policy and make a change it could still go to act next [1:54:21] month yes okay so let's do that okay thank you [1:54:27] but you don't have specific sections that are missing or where they might be [1:54:32] you're just so um let me find them just a second I can find them but it will [1:54:38] take me a bit well we can just compare the two I'm sure if we compare them all [1:54:43] is you okay it's it's really obvious [1:54:48] when you pull up the two side-by-side there's just actions missing okay and several well Ellen thanks for being [1:54:58] equal eyes on that we will look at that so good appreciate that I've got a quick [1:55:05] question on 6/10 student homework we call out trying to keep in mind and stay [1:55:15] evenings and I get to pull up the exact [1:55:21] language but I for some reason am i calling having a conversation about whether or not there was still a need to [1:55:26] do that we had a discussion about that actually and there there's no interest [1:55:34] in community and maintain that and I actually brought that up as a source [1:55:41] because a couple of years ago my kids were given a lot of homework on Thursday and a couple of the high school classes [1:55:48] and they couldn't go to their evening Wednesday evening religious event and so [1:55:55] John said that he will raise awareness among the staff and Julie thought this [1:56:01] may have come about from scheduling issues with the blocks so but yes I think there still is [1:56:08] interest in that in the community is there a way that we can gauge interest [1:56:14] in that as to whether or not it is still Wednesday night I know my kids you know [1:56:20] just anecdotally my kids had their stuff on Tuesday nights for for church stuff [1:56:27] and I know that the sports associations have moved away from the Wednesday night [1:56:33] and I'm not sure if they've done surveys or how they quantified it but there was no longer that need to limit practices [1:56:40] and and games and stuff on Wednesday evening so I know that there has been some digging in the community as to [1:56:47] whether or not it's still that specific night that we need to worry about I would just ask that if we're gonna put [1:56:55] something in there that we really make sure that that we have some sort of quantifiable need for it so Janie I [1:57:03] think that we have two options I think we can either put this on hold until we [1:57:11] go through our equity on it and in that we'll be asking a lot of those questions [1:57:18] or we can pass this now and this will be going through the same equity on it so I [1:57:25] think we have two options there's either way I'm sure this will be okay [1:57:31] one of one of the one of policies that we've been looked at okay I'm just going to raise it yeah [1:57:37] you know I think it's a legitimate question and there's nothing there's no substantive change in there so there [1:57:44] ain't need to prove it now right right [1:57:50] good at some point you're bringing up something that I was really thinking [1:57:56] about as I was reading these policies especially given the importance of [1:58:03] pursuing equity in our district and I'm just at some point somehow I would like [1:58:11] to figure out if it's possible in this in this examination of each policy if we [1:58:18] can just incorporate the the view the I [1:58:24] toward equity into each of these and make sure so that we currently have a [1:58:31] system of reviewing our policies and we have talked about the fact that we need [1:58:37] to have a systemic change and I think that as I as I am reading these policies [1:58:45] I'm trying to keep my eye toward that but I would I would like that to be just [1:58:51] part of our process and I'm just wondering if there's any way to do that [1:58:57] so that you know we'll Eric Ellen to that point I'm glad you brought that up [1:59:02] what we we talked about this at the policy meeting this past week and because of the community interests and [1:59:11] because of our strategic plan what we decided what we I mean it's ultimately [1:59:16] up to all seven of us but what we provisionally decided to do was to [1:59:21] identify a handful of policies that are [1:59:30] particularly prominent in for concerns with equity among them discipline and [1:59:38] grading and that we were going to examine the the most conspicuous [1:59:44] conspicuous ones initially and we are likely going to be dedicating about 15 [1:59:50] minutes to every policy meeting going forward to talking about equity issues [1:59:56] because these reasons I've just said so we do have a game plan in place but [2:00:02] that's not in concrete that's none stone so we can we can flex with it then I [2:00:10] want to add in to quickly from our discussion from the policy meeting is that we have on Thursday work session to [2:00:17] talk about the equity work that we are planning on doing and it's more than [2:00:22] just pulling the policies but to your point Alan about what the process is one of the things that I think that we need [2:00:28] to address is the process of how we're going to address any inequities in our system and before [2:00:35] we and and we talked about this so instead of I mean we we are looking at it with an with an equitable lens as we [2:00:41] have as part of our process but we need we need to do more but before we do that we need to figure out what the best [2:00:47] processes and what voices need to be there and to make sure that we're really [2:00:53] working some institutional changes that we would need to make to address any [2:00:59] inequities and so the I take this as the [2:01:04] conversation needs to be about the process before we go checklist so that we make sure that one we're just we're [2:01:11] making changes that are actually going to have bigger impact so that's my take [2:01:17] and I know that's on the agenda for our work session on Thursday I'm bringing it up thank you [2:01:22] yeah and John has already spoken with Nikki t-shirt to actually come up with that process and so Nikki man working on [2:01:30] that gauss's so that process is in place and then we had a long conversation about do we put policies on hold waiting [2:01:37] for the process it's like a chicken and an egg and so we were like you know we [2:01:44] backlog to walk all these policies once [2:01:49] we come up with the process through this this process could be awhile and so we [2:01:57] were at the mindset we should move forward with our policies because move [2:02:02] forward with these policies and at the same time come up with this process and so that's why we're bringing these today [2:02:09] but I your your question is the exact right question Ellen and I it's on top [2:02:15] of all of our minds and we are working on it as a policy committee and as soon [2:02:20] as we have a better idea of a process it will obviously come to the board first so so I have a question with respect to [2:02:31] 6/10 did you decide to go ahead now and then have the equity audit when it comes [2:02:37] around or did you want to hold it it wasn't clear to me what you decide that's because it hasn't been made clear [2:02:43] so so I would to ask the board does the [2:02:50] board want to hold on this policy there any substitute substantive changes to it [2:02:58] or just the board want to move forward as it is it's either way it's not I mean [2:03:06] it's again they're no substitute if changes so it's sort of either wait Lenny so the issue so I would defer to [2:03:14] her if she wants it held on my favorite hold me if she says go for it I'm favor going forward I think I'd hold off I'd [2:03:22] hold it would be my first choice - okay [2:03:30] so we'll pull it then is that okay with that okay so let's pull sorry we're not [2:03:38] actually pulling it though right we're just bringing it back to committee for to discuss again and then or we're [2:03:43] taking it off we're gonna we're not gonna discuss it again until we have a process for you yep okay okay okay so [2:03:55] we'll not take a vote on this but I think we've walked through all of these [2:04:02] policies and if everyone's satisfied with our rapid review discussion we can [2:04:10] move on to our formal policy review [2:04:15] everyone prepared to move ahead okay [2:04:22] taking that assignment is a general yes so then you go down to policy 213 can [2:04:31] take in fact Jeff are you just here for [2:04:36] policies yes I am okay why don't we one we deal with Jeff's policies that's six [2:04:43] 12 and six 36 so we can i what Jeff move [2:04:49] on and Jeff do you want to offer some comments [2:04:55] about 612 and 636 sure so as I talked [2:05:01] about in the policy committee the the policy on our workload is is largely I [2:05:08] believe that 612 the workload policy is one that is just it was required by [2:05:15] statute I Minnesota statute that we identified that we have a process for [2:05:21] identifying workload and certain considerations for special education [2:05:27] teachers as we go through the staffing process we do have that process in place [2:05:32] there's no no substantial changes to that policy whatsoever again it just directs the school district to have that [2:05:39] process in place with special considerations and again nothing has changed in the statute with regards to [2:05:45] that policy in the policy the 632 was [2:05:51] that it oh I'm sorry 636 which is titled programming and parent participation [2:05:57] that again is driven by Title 20 federal and federal legislation and once again [2:06:05] that policy has been in tact for a number of years as you can see on the data on the bottom but it actually goes [2:06:10] back even further than that that federal guidance has not changed substantially again over time and we made some minor [2:06:17] edits to it here at the last revision but it was it was in significant changes and nothing substantially changed there [2:06:24] either so again I would suggest that that policy not be touched as the Tezz title 20 has not changed at [2:06:31] all in that time period okay thank you [2:06:36] yeah so I open this up for a discussion [2:06:41] anybody on the board have any comments or questions okay I take that to be no [2:06:51] Jeff you have just so clearly communicated that you won't speechless [2:06:58] so I guess we can move on from that and we have Jeff I think we can then send [2:07:03] you off into the night all right thank you very much thank you for hanging tight with us yep blech bye [2:07:10] bye okay so then we go on to policy 213 and this is is we've had some amendments [2:07:19] made to this toward the end Erica you made these would you like to talk to [2:07:25] that Erica just stepped out for a second she'll be right back so do you want to [2:07:31] jump to another a policy when she was back [2:07:37] do you have changes to the school board communities do you want to talk about the changes oh you guys went so fast [2:07:47] okay how you put in some new language [2:07:53] recently and that you may be the best person to speak to that yes sorry so as [2:08:02] we talked about in the last work session about adding into 13 the committee [2:08:11] descriptions so that is all one policy as opposed to being two different policies and so we have the changes that [2:08:22] were made to the school board committee policy itself and then all the new [2:08:30] language are the the committee descriptions that we had talked about I [2:08:36] don't I believe it was the last work session and so it's a fairly extensive [2:08:42] part is all one policy as opposed to being two policies and so that though [2:08:50] that's basically the main change is adding all of that verbiage about committee descriptions to it so and then [2:08:59] the changes to policy the old healthy to 13 which was the general overview of the [2:09:05] committee's are changing the name of HR 2 governance and then there are the [2:09:11] exact same changes to the board norms that were brought up before which is talking about committees not stirring [2:09:18] into management work so some of the stuff that Owen had brought up before so I don't want to necessarily take too [2:09:25] much time but those are the only two changes to the committee or third three [2:09:32] changes to the committee policy itself but Owen had brought them up in the board norms and the the language mirrors [2:09:38] verbatim what is in the board norm document what comments so I've got four [2:09:52] comments so we'll start with Roman normal Street be I think the board will [2:09:59] establish my resolution for each standing or ad-hoc committee it's actually except for the four standing [2:10:06] committees the board will do that because we're no longer doing it by resolution that's now incorporated into [2:10:11] this policy oh yeah so just just to say except for the four except for as stated [2:10:18] in this policy the board will establish okay that's not one under four except as [2:10:27] stated in this policy or if you want the language except for the floor standing policy any committees I think except for [2:10:34] the four standing committees okay under [2:10:42] for a this says individual board members have no authority to bind the board [2:10:47] unless authorities expressly granted the [2:10:53] board cannot expressly grant the authority to a committee to make a decision so the committee cannot bind [2:11:00] the board period if the committee tries to take an action that binds the board [2:11:07] and in essence you know it has to be an open meeting okay if we do delegate [2:11:15] becomes delegating to an open reading so I don't think that we want to include [2:11:21] permission to bind the board under a fence so we're talking about basically just striking some language [2:11:28] correct I agree afterwards so have no [2:11:36] authority to bind the board on any matter period so we straight from unless [2:11:44] on side a like the fourth line down it's [2:11:54] a with a line that begins with district on financial issues yes this committee [2:11:59] deals with matters pertaining to the school board yep okay and then the other [2:12:09] one is a question for the board so if I go to page my page 149 is what is it [2:12:20] called under policy committee any [2:12:39] assignment sorry under MIDI assignments number three okay so what Devine is that [2:12:51] the board chair makes appointments to committees this says assignments the [2:12:59] committee are effective until the following year's approval of committee members and so technically the board [2:13:05] doesn't approve committee members technically the history of our board is that the board chair appoints committee [2:13:13] members I just want people to understand [2:13:22] that that we have a perfunctory approval through consent but it's not really [2:13:27] called for by our our policies the policy leaders Board Chair the authority to make [2:13:33] appointment and so as long as everybody's good with that then I think we want to change this to follow yours [2:13:40] appointment and committee members [Music] okay that's it that I on 213 have a [2:13:59] question on thirteen question under 604 [2:14:09] Roman numeral three b or c 3 d 3 d 4 c [2:14:30] and then the academic standards and curriculum will be implemented though [2:14:35] flexibility and the instructional content materials and the instructional approach and delivery will be flexible [2:14:41] so I'm not sure that sentence makes sense to me grammatically I think you're [2:14:50] correct before I just asked that someone figure out what the point was and [2:14:55] changed it for that many would you say that again where this is it is Roman [2:15:02] numeral 3 capital e number 4 little C [2:15:11] [Music] program and that's got to be cleaned up babies yeah and I will admit that I was [2:15:20] relatively bleary-eyed by the time I got to this you know policy having read [2:15:25] these prior 50 pages I'm just it's very clear I just want to push my objection [2:15:32] to the policy committees providing with 10 policy it's not i crossing yeah [2:15:42] all right my next concern shows up in policy 6:17 hold on till I get there [2:15:49] it's cute he's so kind 6:17 yep let me [2:15:54] get there and we have a definition of non-resident upper limit but I don't [2:16:01] believe that we still have non-resident upper limit either in the policy or in [2:16:06] the appendix because if you recall we had a discussion about whether we could have a non-resident upper limit so I [2:16:15] think this has become and some you know again this was policy number 18 I was [2:16:20] probably reading but people agree with me that there's no need for that we should just delete that definition I [2:16:26] agree yeah you do what needs it to delete it yes mam on to policy 6:18 and [2:16:36] that's at the by the way 1618 s the last one I have and this one but my question [2:16:41] is a little confused it talks about high school class ranking plan Roman numeral [2:16:49] for ye well I think that we still have decile ranking and maybe that counts as [2:16:57] class ranking so as we used to have class ranks when we got rid of class ranks then she went to my daughter's [2:17:05] whatever it was computer listening and she doesn't have a class rank or it was that way so I I just don't know if we [2:17:13] still have last ranking for violin [2:17:19] yes class for violet [2:17:26] don't know because I think we still at the high school yeah this class ranking [2:17:33] I don't think we do Danny I don't think you do I think I wonder if you just just [2:17:39] strike that language though academic huh we do have academic honors though right [2:17:46] so just delete references to class on oh just delete the correct points for the class ranking high school honors yep and [2:17:59] then just take off class ranking in the definition right a student's high school [2:18:05] grade point average and academic honors [Music] [2:18:10] I don't I just I just want to make sure [2:18:17] that we're doing what is actually being done I could have sworn they did deciles [2:18:23] at one point we did I think it's [2:18:29] possible when you apply for college that the guidance counselor letter says this [2:18:36] student is in the first second third fourth guess I'll I actually I'm is is [2:18:42] Randy here you would know I would I [2:18:50] would just check with staff that way I want to take this out if we actually do [2:18:56] I don't see I'll follow through to see [2:19:01] if we have that right and we might want to call it something besides class ranking because that has a different [2:19:07] tenor than decimal right and that's and that's fine I agree but I think that's [2:19:16] more and more schools are not looking at [2:19:22] ACP and SAT but they're going to be looking at grades and so I think that [2:19:28] some that this may become more of an issue not sure certainly we were in California [2:19:36] it would be and I have no other comments on any other policies thank you [2:19:46] thorough reading its I was going to go through the policies one at a time but [2:19:54] so Lenny jumped in and hot hot scotch to a little bit that's fine but we are sort [2:20:00] of doing that I want to call out policies that 635 and our recommendation [2:20:06] of the policy committee is to rescind policy 6:35 it just came about in the [2:20:16] summer of 2014 it has no parallel in MSBA and it really seems to offer [2:20:25] nothing that the strategic plan doesn't already say so Julie and Erica do you [2:20:35] have any comments to offer about why we suggested we're sending it no I agree [2:20:40] with everything you said yeah thank you so that's a recommendation okay and any [2:20:51] other comments have been about our policy review well I I looked through [2:21:05] the innovation policy and I I'm just I [2:21:11] know that that that this is something [2:21:17] that is important for for the district [2:21:23] and it is not necessarily a policy I'm just trying to I would like to hear from [2:21:30] Lenny as day you were on the board when this was placed on do you remember what [2:21:35] the thinking was if you could tell me yes the thinking was to try to promote innovation and therefore if we had a [2:21:44] policy that expressly talked to innovation it might spur more also you [2:21:51] can see within the language that if the if there's a cost of 25 thousand or less [2:21:56] than administration can approve it it didn't eat go to the board and that may [2:22:02] be true otherwise and I'm not really sure about that John tope probably [2:22:08] answer that question but it expressly carved out administrative discretion to [2:22:14] spend money without board approval to further innovation so it was really just kind of a motivating policy so I can go [2:22:25] either way on this one to be honest we just had a conversation as a policy committee that we felt that this really [2:22:32] was a leadership driven issue as opposed to a policy issue and that driving [2:22:42] innovation really is how you lead a district and what's written in your [2:22:48] strategic plan and how you guide a district and that it can't be driven by [2:22:53] a policy and we just didn't feel that this really added or subtracted anything [2:23:00] from the district and I support that interpretation that Erica just described [2:23:11] Erica when I read through this this seemed to me more stuff that I was hoping to find in a strategic plan or [2:23:17] the outcome of a strategic plan so what I what I what I like about this pilot so [2:23:23] I agree we should be trying to stimulate innovation in the district and what I [2:23:31] like about this policy is that it it speaks to some of the things that [2:23:40] concern that make me hesitate when I hear the word innovation sometimes it [2:23:46] people get very excited about things without having some of these approaches [2:23:51] that are mentioned within this so I'd like all of in be I like all of [2:23:58] the support and promotion for innovation project development I like that statement I like the the application [2:24:07] process that outlines the needs and desired goals and required resources an [2:24:12] assessment approach for determining which innovation projects will be approved a measured criteria for [2:24:18] determining the success of the project like all of those things updates on the innovation projects I actually I think [2:24:29] that that is likely how the district is approaching all of these projects but [2:24:35] this really expresses it so I I'm not [2:24:42] sure exactly why we would want to take that out I think one of my reasons [2:24:50] rationales is that I'm a policy minimalist that if the language is elsewhere in a significant document in [2:24:57] the district and to not have policies because the more you have the more you [2:25:02] have to interpret and this is not exactly binding this is more in terms of [2:25:09] this is guidance and that's what the strategic plans about so one of my [2:25:17] concerns is that we do want to be moving along and perhaps we could so we've [2:25:24] heard everybody's opinion on this one and we could talk about this more again [2:25:30] at our policy meeting or we could just have a vote on it up or down next month what are people sent I don't think we [2:25:37] need to bring it back to policy okay three of us are agree so I don't know [2:25:43] what we would talk about okay so then let's just bring it up for vote next [2:25:49] month okay okay so we have nailed our policy review and so then at this point then I [2:25:56] turn it over to John who will talk about the new proposed pandemic response [2:26:01] policy and when I didn't by Trevor back into the session - Thank You Trevor I [2:26:08] wonder if here are you back so I think if I could steal Erika's think really [2:26:15] characterized it well in our discussion of introducing Koba 19 pandemic response [2:26:22] policy which is in effect for one year what this policy does is reaffirms [2:26:30] authority as the pandemic unfolds and [2:26:35] information continues to roll from the Department of Health Minnesota Department of Education the CDC giving [2:26:43] us direction providing protocols asking us to make change from is from the three [2:26:51] different scenarios we have the mdh may call and say you need to shift from [2:26:58] hybrid to distance or whatever direction they would give us and we I think as a [2:27:05] when I'm looking for us the flexibility to be able to pivot quickly and ensure [2:27:11] that we're keeping kids safe so that's one find this this policy that [2:27:20] reaffirmation of authority is only one year and as the superintendent I will as [2:27:27] it is indicated indicated in here I will provide the timely communication [2:27:34] of the school board requiring the any such requirement plan or protocol you [2:27:40] know unless the school board otherwise directs me to provide fewer updates so now Trevor do you want I'll just add [2:27:46] what you're thinking about the language of this anything else you want to add [2:27:52] sure I think that the the intent of this language is really to kind of put in [2:27:58] place and make it clear exactly how this will work and to really put it in place [2:28:06] just for kovat 19 as an emergency policy for one year meaning it will only last [2:28:11] for that year and the intent is really to kind of put into [2:28:19] let's see how this is probably going to work in practice anyway and delegating [2:28:25] Authority while also maintaining the ultimate authority in the school board to try to maintain flexibility for your [2:28:33] administrators in a uncertain time where we might have to make changes quite [2:28:38] quickly so that's really that's really all I would have to say about it otherwise I'd stand for questions when [2:28:45] you're ready to start discussion great thank you [2:28:51] I know we briefly talked about this at the work session and so I think we can I [2:28:58] know it's been a while since our work session wherever we left off I'll just open it [2:29:05] up to board members for questions or comments I think that we had talked [2:29:12] about her I talked about I think the intent is to reiterate how our board and [2:29:17] the district already operate but to clarify it for the community that and I [2:29:24] compared it to a snow day that the board does not give permission to John to give [2:29:29] a snow day he actually makes that decision on his own and lets us know that is his authority and what he does [2:29:36] and I think we need to be very clear during this time it's a very it's going [2:29:43] to be a very confusing time we're going to have a lot of different scenarios that we don't even know are going to [2:29:49] come up and we need to make sure that our administrators and our staff have [2:29:56] flexibility to deal with scenarios that come up and so this was requested by our [2:30:03] administrators they said this would be a tool to help them navigate this time and [2:30:10] so I support it and I want to just make [2:30:15] sure that our other board members have the opportunity to ask questions to Trevor or John or the other [2:30:22] administrators that are on on the is it [2:30:27] zoom the zoom call by the Google means [2:30:36] [Music] Helen well I thank you on the we've [2:30:42] talked about this quite a bit at the policy committees committee meetings and [2:30:47] I am in favor of it I would like to make [2:30:54] one change in that is that we actually specify a time interval and that would [2:31:01] be monthly the superintendent or and this is in the top of paragraph of the [2:31:06] responsibilities section it's already amended language the superintendent or their designee must provide at least [2:31:13] monthly updates to the school board regarding such requirements etc all [2:31:19] right and the the other is I wonder if we need a series number or if this would [2:31:26] be a policy that wouldn't need a series number those are my two observations and [2:31:31] questions so on I think the way in Trevor correct me if I'm misinterpreting [2:31:37] that but you're asking for less frequent communication with monthly I think what [2:31:44] the I think the language here is suggesting is that at least timely so if [2:31:50] I have something happens on a Wednesday and the mdh tells me I need to change a program close to school I don't provide [2:31:58] you that information in my monthly update to you I'm providing you to in a timely fashion which I would say would [2:32:04] be that night I think that's what the spirit of that this language is of that which is standing here Trevor yeah and I [2:32:12] think this one changed a little bit from the last time that I saw it but yeah I think initially we had talked about [2:32:19] exactly what that time frame was gonna look like and I think ultimately as a board you just have to decide what [2:32:26] you're comfortable with I would note that in the last or no it's in the well [2:32:32] somewhere in here it does say that prior to putting them in place the [2:32:38] superintendent will at least notify you so you are going to get some of that [2:32:43] notification ahead time so you know as far as does it have [2:32:48] to be weekly monthly I think it might make sense as John was suggesting to just have it be a little more a little [2:32:56] more flexible there because there if there's no timely update you don't need [2:33:01] a weekly update basically just saying it's everything's the same as last week so I think oh and I think there's no way [2:33:10] we could not possibly get a monthly update because of our board meetings so [2:33:15] I I'm not opposed to putting that in [2:33:21] there because in reality we'll get an update on a monthly basis if that makes you more comfortable actually you know [2:33:28] what I'm fine I'm fine with the spirit of what John said works with me and it's [2:33:33] just a one year policy so I'm fine timeless fine okay Ellen yeah over the [2:33:42] optimist and I am not sure we need to believe this as a policy in effect for [2:33:48] one year it could be until the for one [2:33:54] year a maximum of one year or if the [2:34:00] kovat pandemic is declared not no longer an emergency by the governor I mean I [2:34:08] don't see why we would be keeping this in effect after that governor says there's no longer a pendant so Ellen [2:34:14] would you be comfortable if we amended it to emergency policy in effect for one year or governor's announcement [2:34:22] otherwise something to that effect for a [2:34:29] max in effect for a maximum of one year we can we can the way I understand it [2:34:37] and we talked about this in policy to address that Ellen is that we talked about if if if come November kovat has [2:34:45] disappeared and we need to get rid of this policy we can vote to get rid of this policy that's how it's set up [2:34:51] correct like it's it is that you're right we have the authority to bring up and say okay we don't need this anymore [2:34:57] or other policy that's also in place or other pandemic policy right we could [2:35:03] vote to end it early if we think we needed to so it sounds like that's you [2:35:09] wanted the authority to end it or not yes I want it to be kind I just an [2:35:14] automatic clear when the pandemics over this doesn't this is no longer in play I [2:35:21] think it's hard to say I think it's hard to have a clear ending because I think [2:35:27] none of us know what being over means I don't I think you just get ambiguous [2:35:36] here is fine we rescind it if everyone's fine and 300 million vials of vaccine have been delivered by January I mean it [2:35:43] just I think it's I don't think that's reasonable I would just leave it okay at [2:35:50] some point I'm hoping the governor's going say we're done and I hope I'm [2:35:56] wrong and I'm hoping that it's sooner than a year so I guess even if the governor [2:36:02] says I'm done we're done that doesn't mean the impact to our district is done absolutely and the the thing the the [2:36:10] thing that I was going to just confirm with Trevor is that this and and in front of people this does not this is [2:36:17] nothing that Jon doesn't already have these are not new this is no this is not [2:36:27] a new Authority we basically give him as Erica had said at the beginning of this [2:36:33] meeting you know we have basically given where we're saying it again but we don't [2:36:39] really need to this is in pretty much in 209 yeah I think that that's a very good [2:36:49] point you do not need this policy it is not required you don't have to put it in [2:36:54] place this just provides that clarity and I agree that in practice this is how [2:37:00] this is how school districts work something comes up your superintendent handles it and then he brings it to the [2:37:06] school board and says do you agree with this should we continue with this process and that's really what this outlines [2:37:11] turn okay so really clear I am looking [2:37:18] for you know I am glad that for the safety of our kids we are going to be [2:37:24] having these clear protocols that will [2:37:30] be attached to this and I'm not a Lenny was bringing up the process for [2:37:38] attaching appendices to this policy so I just kind of want to talk a little bit [2:37:44] about what that what the right process is for that I don't even know if that [2:37:54] was directed to me I think that the process is really what you make of it [2:37:59] and what you want it to be appendices are not outlined in your policy 208 [2:38:05] about how you would adopt them it does [2:38:10] not an appendices does not require a two [2:38:15] meeting approval process and essentially what you're saying here is your [2:38:23] superintendent is going to put that in place and then at the next meeting and I can't remember the exact language but at [2:38:30] the next meeting the board will either fully adopt overturn or revise any requirement so that would just be a [2:38:36] simple majority on a motion or resolution at your meeting you put it on your agenda that you're going to look at [2:38:42] the plan that the book that the superintendent has put forward and [2:38:47] you're either going to approve amend or not or reject it at that meeting doesn't [2:38:54] have to be multiple reads can be just at that single meeting Julie mom no I just [2:39:03] I wanted to echo what Owen had said earlier in support of this policy and I think that one of the things that I [2:39:09] think is important about it is it does show what John's doing for his [2:39:15] decision-making right what what are the resources that he's looking at and that it's in one place so that anyone from [2:39:22] our community can go and say how are they handling things and then they can look and say these are the resources that were using as best practices and so [2:39:30] that's I just wanted to echo what Owen had said earlier and why I am in support of it as it is oh one quick thing I [2:39:39] wanted to mention is that this policy doesn't preclude certain decisions coming to the board for for example last [2:39:47] spring when we passed regarding changes [2:39:53] to the grading system there are going to be certain high-level decisions that we [2:40:00] will need to make as a board and so I just want to make sure everyone understands that even though we are [2:40:06] passing this policy I'm sure John is [2:40:12] going to recommend that there are decisions that are going to need to be elevated to the board be a policy that [2:40:21] we need to look at or decisions that need to be crystal clear that have to go [2:40:26] to the board whether it's a masking policy or something like that so I just I wanted to make sure everyone was on [2:40:33] the same page with that you know when to the point that you brought up as a [2:40:38] policy minimalist I was also a little concerned and had reservations that this [2:40:43] was extraneous and Jeff was now gone stated that he believes sort of along [2:40:50] the lines of what Erica was saying that it was pretty close to imperative that a greater clarity be given to the [2:40:58] administration and to staff about how we'll move form in the pandemic so that [2:41:04] communication piece won me over so just just to throw that your way right and I [2:41:10] too am obviously considering my comments about the norms I really am a minimalist [2:41:17] but I can understand why you may want this policy so so with respect to that I [2:41:24] can I can appreciate that and I can see that this would be at the place to look for policy with that in mind I would [2:41:33] recommend though that we come up with a number it can be placed within the policy a [2:41:40] book on our website and I would also like to add the word in that section [2:41:48] that you were just talking about first paragraph of responsibility at least timely and add the word updates to the [2:41:56] school board so it's in the sentence this yeah it's the second sentence yeah [2:42:02] it was superintendent or the designee must provide at least timely and then insert the word updates if the board [2:42:10] would agree to that in --see for sure okay Trevor what recommended series [2:42:18] would you put this in again that's really up to you I think that it [2:42:25] probably would make sense in the either the school board or administration so [2:42:31] either the 200 or 300 but I don't believe you have a policy for how you do [2:42:36] that so you have a lot of flexibility and where you put it put your number it so 308 would be the last the next number [2:42:45] in administration and it's a allocation [2:42:50] of responsibility to administration or the superintendent I put it under admin rather than board I recognize Rio eight [2:42:57] really it's really I'm fine with that then I've got a couple questions sure in [2:43:05] the last paragraph it says the school board has the ultimate or fully adopt overturn or revise any such requirement [2:43:11] plans or protocols I would like to add at any meeting because it's ambiguous to [2:43:19] me as to whether we would need to meetings to do something in terms of accepting or rejecting or changing the [2:43:25] policy to fully adopt overturn or revise [2:43:35] any such requirement plans or protocols at any meeting I like it yeah it makes [2:43:41] it okay and then it seems to me that people are in favor of this policy [2:43:50] we know on July 27th the governor is going to issue or the week of the 27th [2:43:55] the governor is going to say something our next official board meeting is August 10 and while we may have a work [2:44:03] session I think that it's probably beneficial to adopt this tonight Trevor [2:44:09] this is a regular scheduled meeting so our obligation was to give notice of the [2:44:14] meeting and not necessarily give notice that this was an action item correct correct this is on your agenda as as an [2:44:22] item at a regular meeting you can amend the agenda or add an item an action item [2:44:28] at any time you know I think that the safest course of action would probably be to have a [2:44:35] first vote to add the approval to the agenda which you need a 3/4 majority for [2:44:41] and then have your vote if you're gonna vote on it but even that is being very hyper technical because it's on your [2:44:48] agenda and so you've given notice to the public at a regular meeting that you are going to give consideration to this [2:44:54] topic so so I would move that we add this to the agenda as an action item so [2:45:01] I have a motion to move this to the agenda as an action item okay we have a [2:45:07] second yeah we'll vote by roll call on [2:45:18] the motion to move this to an action item and so before we do that John I [2:45:25] take it it would be handy to have this adopted now just to give yes okay thank [2:45:31] you thank you like for me okay I folks I [2:45:42] mean I I well in treatment all right so [2:45:53] the motion to move the pandemic response policy from action item has been [2:45:59] approved Trevor do we vote on this now or do we move this to that portion you certainly could it's it's up [2:46:06] to your prerogative as a board chair why don't we go ahead and vote on this now [2:46:13] you want me to bring a motion yes so move that we adopt what has now been [2:46:18] numbered as policy 308 with two friend Liam changes that were made to the [2:46:25] verbiage okay we all now vote to approve [2:46:32] the pandemic pandemic response policy which is now policy 308 with the to a [2:46:40] friendly changes to it and I did miss who made the second because that was [2:46:46] writing okay so Alan Berg I talks I [2:46:54] scream I don't I Michelson why sure I woman treatment all [2:47:04] right hi-c 308 slash the pandemic response policy has been approved [2:47:11] thank you board and Thank You Trevor thank you everybody thank you everyone [2:47:16] thanks everyone we're only like two [2:47:27] twenty five percent done the good news [2:47:33] Eric is we only have 16 minutes left oh that doesn't start until next next [2:47:42] time we're now going to move to our HR [2:47:48] committee name change and we've spoken about this akin for a while but I just want the public to know that this is [2:47:55] changing the name and broadening the scope a little bit of our current HR Committee to a Governance Committee and [2:48:01] the change is also reflected in policy 213 which outlines our board committees [2:48:07] which we spoke about earlier in our policy review so are there comments or [2:48:13] questions about this No [Music] [2:48:20] No well that concludes our discussion slash [2:48:25] 1 action of this part of the meeting we now have our regular action portion of [2:48:32] the meeting and the only thing we have up for vote and this action portion are some more policies so I'll turn it over [2:48:40] to Owen again for these policies ok we [2:48:47] start off with policy 203 this is part of the operations of the board so I [2:48:54] moved to approved policies 203 - all [2:49:07] right going I got so excited we were into this action portion that I forgot [2:49:12] I can I can vote for three of the four policies um so ok ok ok so policy 203 is [2:49:27] one of the board operations policies that we've talked about and we discussed [2:49:32] this last week and so I don't think [2:49:38] what's more to say about it than that we can vote on Owen you're gonna vote [2:49:46] differently may I make a suggestion [2:49:55] which is that I withdraw my motion and instead I have a motion to approve two or three five oh five and eight oh six [2:50:01] okay I would second it Chairman I withdraw my motion yes okay now I move [2:50:09] to approve policy 203 505 and 806 can we [2:50:19] take a vote are there any comments does anyone comments or questions on 203 505 [2:50:24] or 806 okay well let's go ahead and vote [2:50:31] by roll call on policies 203 505 actually sorry sorry Ellen I forgot that [2:50:39] this is where we would insert if we would want to insert in a meeting that [2:50:45] there would be a line for board discussion for data requests this would [2:50:54] be input into the meeting agenda that so [2:51:06] yes so we have called we're talking [2:51:35] about a an item called data request in [2:51:42] the 1 through 12 format for the board [2:51:47] meetings that's on policy on page 3 it's not numbered [2:51:58] [Music] I personally am not in favor that changed since we talked about discussing [2:52:04] a process and we haven't talked about a process well wait we just we we just [2:52:11] created a process in the board norms we'd like we we've had a data request [2:52:17] process for a year and a half and the board norms is actually just a very [2:52:22] similar version of it right so that's what I'm talking about so witness ponder [2:52:28] e1 make a request to the board chair or superintendent or to the meeting for item presentation which your material [2:52:35] they wish to be considered added to the meeting I mean doesn't that fall under that line data would be part would be a [2:52:42] request for material it could be handled that way okay so if [2:52:49] you have I mean that's not question out the process but it well this because [2:52:56] then you can make a request no one Ellen's request can be honored in [2:53:04] other means correct is my understanding at our work session we were gonna talk [2:53:09] about if as a board we need to talk about a better process for gathering [2:53:15] data but Ellen how do you feel about [2:53:22] what Erika just said there you know it [2:53:28] I'm not sure how often this will come up so maybe it doesn't need to be a separate agenda item but but the board [2:53:36] is really trying to come up with a system for giving board members the [2:53:42] opportunity to get board consensus on [2:53:48] information requests so if if it's part [2:53:53] of the agenda then then we it's quite clear that there would be the [2:54:01] opportunity to to create that consensus looking ahead at what information we [2:54:09] would want to have presented to us at a future meeting my only point is that we [2:54:14] haven't created the system yet so I don't think we should define a meeting [2:54:22] well okay so in the interim what our policy says is that any board member one [2:54:28] week in advance of the board meeting can say to the board chair or the superintendent I would like to add a [2:54:34] data request to the next meeting where in those superinten have the right to [2:54:40] either put it on the agenda or not put on the agenda if they choose not to put it on the agenda and assuming it's a [2:54:45] regularly scheduled board meeting the board member could at that meeting move to amend the agenda to add a data [2:54:52] request it's the board or the whole supports it it's added to the agenda I mean that would be the current process [2:54:58] it's not as clean as what you're suggesting Ellen but it is a mechanism to raise a data request so do others on [2:55:07] the board want to add this change no I don't well I like the sentiment of it [2:55:13] yes but I'd be satisfied if Ellen is satisfied that we can find other ways to [2:55:19] get that done no I'm just trying to make sure that that I mean here's where [2:55:26] here's the situation is that we are we [2:55:32] are saying that the only way to that in the board norms now we're saying that the way to get information is to get [2:55:39] consensus of the board and if it can't get onto the agenda then there'd be no [2:55:45] way to even talk about it but I'm not hearing a whole lot of support for this [2:55:50] and so I can let this drop are there any [2:55:55] other comments on to a three five oh five or eight oh six all right [2:56:03] let's vote my roll call on policies two of three five oh five and eight oh six okay I box I mean I don't I Michaelson [2:56:19] all right sure well in treatment all right [2:56:25] okay policies 203 505 are approved do I [2:56:31] have a motion to approve policy 209 so moved [2:56:38] okay are there questions or discussions on policy 209 I just want to say why I [2:56:47] have reservations about this and why I will vote no and that is what I talked [2:56:53] about earlier the complicit world with the advocacy group discuss it okay thank [2:57:05] you any other comments on policy 209 okay I [2:57:12] think we're ready to vote by roll call on policy 209 okay Alan Berg all right [2:57:19] box all right Breen I don't know Michael [2:57:30] sent me cha well I'm treatment by policy [2:57:39] to a nine is approved well gang as we have just finished talking about policy [2:57:45] I want to tell you why there's so many on first off part of it is that Brian [2:57:51] bass is no longer with us and so I didn't get the sounding board and I didn't anticipate we get into so much [2:57:57] discussion so I'm sorry part of delaying this meeting but at least we can take [2:58:02] the satisfaction we got a lot of business done so congratulations thank [2:58:08] you thank you for your work going on the policy committee yeah [Music] [2:58:15] next on the agenda are are are there any [2:58:22] board liaison or committee chair reports [2:58:28] there is nothing teaching and learning [2:58:34] finance or well we just did policies go [2:58:39] further no other policy updates you're cut off oh and I don't have anything so [2:58:50] I will move on from a leadership update perspective I wanted to let the [2:58:55] community know that we did a review of I'm superintendent Schultz and I wanted [2:59:02] to read the review summary of the review for the public on June 22nd 2020 the [2:59:12] school board met in closed session to conduct an evaluation of Supernanny Schultz in general the board's conclusion is [2:59:18] that super Nanette Schultz has performed very well areas of exceptional work include one doctor Schultz's response to [2:59:27] the state mandate for distance learning during the corona virus pandemic whose leadership during the creation and [2:59:32] management of new and complicated systems and learning models with unknown time parameters was above and beyond [2:59:39] expectations doctor to doctor Shelton's work with financial oversight of the [2:59:44] disturbed he was proactive in keeping the districts in good financial position in a good financial position especially [2:59:50] during uncertain times we appreciate that he brings in key stakeholders including site leadership to the table [2:59:57] to understand implications of budgetary decisions 3dr Schultz's interpersonal [3:00:03] relationship and communication skills continue to be a strong point for dr. [3:00:08] Schultz's ability to build teams together and collaborate on key issues it was specifically noted that his [3:00:14] ability to listen to the voices at the table and know the strengths of those around him he's good at listening and [3:00:20] being nimble the board did identify a few areas for improvement one the board [3:00:25] would like to see dr. schultz demonstrate more strategic leadership in the form of leveraging his experience [3:00:30] and educational background and insights in guiding the board with the same assertive clear and direct and [3:00:35] productive communication that he exhibits with his district lead team - in the area of time management the board [3:00:42] would like to see dr. schultz be more intentional in his willingness to accept and decline tasks projects and work in [3:00:48] an effort workload allowing him the time and ability to provide a satisfactory level of follow-up 3 the board would [3:00:57] like dr. Schultz to seek more opportunities for feedback and input from the site in classroom levels and [3:01:02] consider using that information as part of an ongoing feedback loop to identify areas of improvement with that said on [3:01:09] behalf of the board we want to congratulate you on a good year thank you very much for your welcome the only [3:01:16] thing I want to update the community on is on the 16th which is Thursday the [3:01:22] board is going to have the first of what will probably be multiple meetings about equity work and [3:01:31] what we're going to do from an equity perspective and renewed focus on that so [3:01:38] if you want to tune in to our work session there will be a link for that and John do you have any leadership [3:01:46] dates okay so with that thank you to everyone participating and everyone in [3:01:52] the community I will adjourn our meeting for board members if you can stay on and leave [3:02:00] Zack is going to will stay on this meeting stay on this meeting actually [3:02:05] Zacks going to YouTube feed and we can touch base about our remaining work [3:02:12] session items that we didn't get to