On the August 10th, 2020
meeting of the Derry Township School District Board of Directors to order
and announce that this meeting is being livestreamed and audio
audio plan.
In keeping
with Pennsylvania's recent COVID 19 mitigation efforts,
calling for limitations on the number of participants at indoor gatherings.
This meeting is being conducted both in-person and virtually
limiting our in-person attendance to 25 or less.
Among the items of business to be undertaken tonight at the District
is the district's revised COVID 19 Health and Safety plan,
as well as the continuity of education plan for the reopening of the 2020
2021 school year, which is required by the Commonwealth
of Pennsylvania in order to support schools to reopen.
Mrs. Agee, Roll call, please. Mr.
Abel Here. Dr. Cronan
Here.
Ms.. Drew Here.
Mrs. Haverstock Stick.
Mrs. Manning.
Dr. Shaw here.
Mrs. Secor here.
Mr. Singer. Here.
Mrs. Steiner Here.
Six physically present.
One by found, two absent.
Thank you.
I'd like to announce that Mrs.
Mamie has an excused absence.
Please rise available and join me for the Pledge of Allegiance.
I try to
for stand.
Stand God.
May I have a motion
to approve the August 10th, 2020
Board of Directors Amendment minutes.
So move. Lindsay drew second.
Terry Singer, is there any discussion?
It is the standard voice.
All those in favor say I.
I, I was supposed to announce.
The minutes are approved.
We will open
with the continuity of Education plan presentation given by Dr.
Winslow.
Good evening, everybody.
Good evening.
Pull that out.
Thank you for your patience
while we get this projecting.
Okay.
So I know several of
you have already looked at the continuity of that plan that we shared yesterday.
I appreciate your patience for that and the time that everybody has taken
to look over it between now and then, but wanted to go through
and share with you
and some background and how we came to the places
that we are in the plan and the building principles.
Mrs. Sung and Mr. Valentine and Dr.
Smith are joining us as panelists online.
And Mrs.
Sharrock is also joining us as a panelist online to talk about
each of those different areas with a little bit more clarity.
So I wanted to start a little bit with some of the requirements
that we were facing as we
work to put together a plan.
I know there's been some concern
about the number of hours and the number of online hours.
And so I think it's important to emphasize that we are bound to 180 days of school
with a total of 900 hours of instruction at the elementary
and 990 hours of instruction at the secondary level.
And we are accountable for those hours in the spring.
The General Assembly had waived that for us
and is not waiting for us now that that waiver expired June 30th.
And therefore, we need to make sure that we are following through with
with those hours and those requirements from from school code.
We also are bound to
allow kids to show their graduation requirements.
And Keystone testing is a major part of graduation requirements.
We really haven't talked about that a whole lot yet in this kind of a venue.
But there is a delayed summer window is what they are calling it,
where we will be able to offer tests at the end of September for our students.
We're planning on doing algebra one and biology at that time for the students
who took it this past year to make sure that there's not too much time that passes
literature.
We feel confident that students will be able to do that in the winter wave,
and so that's what we're planning for that right now.
We're also bound by attendance regulations to collect and report daily attendance,
regardless of the instructional setting or delivery method.
So that is something that we've also been working through.
And of course, we are bound by our health and safety plan adherence
to make sure that we are following what we said.
We're going to be our safety measures as a district.
And finally, we are bound to provide
special education of five of the four services with integrity.
So I wanted to talk about the pieces
that we have as requirements
and then
a little bit of where we're at with our our continuity of ED plans.
We're looking at a phased reopening of schools.
And in the first two months,
these are our priorities that are that are listed here on this slide.
First and foremost, the students associate the student and staff,
social and emotional well-being.
Everything that we have read
has talked explicitly about social emotional well-being.
Coming first as we come back to school.
If you think about how long our students
have not been in school, five and a half months,
and the fact that they left school under circumstances that were
really it's traumatic.
It's not something that we were expecting.
They left school thinking that they were having a long weekend,
not knowing that they were not going to be coming back on Monday.
And everything changed
pretty dramatically.
And when you look at traumatic events, especially when you're
talking about a single event like an earthquake or a storm or a fire,
school is usually
the stabilizing factor for a community.
And in this particular situation, school has been ripped out from under everybody.
And and so we really need to take the time to make sure our students
are reoriented back to school in lots of different ways.
We want to make sure that we are reestablishing
routines, expectations and executive functioning skills.
Everybody does things a little bit differently
in their homes and is not a criticism of how people do it in their homes.
But, you know, when you're at home doing things,
that's very different than at school, doing things.
And so we need to to take the time
to reestablish those pieces that that are doing school.
We need to build stamina and perseverance among the students.
We also need to reinforce health and safety expectations,
as is new for students to have to wear a mask and to social distance
for little kids not to be able to hug one another or their teachers
for, you know, big kids, not to be high fiving each other in the hallways
and know doing the Russell Simple stuff that they do.
Sometimes you can't do that.
Establishing a strong foundation for using the technology
associated with our learning platforms.
For example, teaching elementary students how to use their iPads for learning.
One of the things that we often see with our middle school students
is they come into a 1 to 1 environment.
Is that they know how to use their iPads to play,
but they do not know how to use them for workflow or to learn.
And so that's going to be a big deal to hit the ground running with that
at the elementary level.
Also, because we want to be ready for whatever might be in front of us.
For the teachers, they're going to need to learn to teach and manage
classrooms of students joining in-person and remotely at the secondary level.
This is something we've not done before
and, you know, our teachers are looking to us for answers.
How do we do this?
Having answers for that.
We're going to have to learn once the kids get back, what does that look like?
And we're exploring all kinds of things.
I started sharing some some professional learning pieces
last week with with teachers for them to be thinking about and exploring.
But until the kids get here and we actually try it, know,
you don't know for sure what's going to work and what's not.
And then finally, at the secondary level,
we're going to begin with 40% synchronous and 60% asynchronous learning
by the end of the month,
hoping to shift into month to four what that will look like.
So priorities for month to we should have our our technology
in place that we anticipate those arriving somewhere around September 28th
at that point will move to 80% synchronous
and 20% asynchronous learning at the secondary level
will continue to reinforce social, emotional learning and habits of mind
competencies, but will be shortening the time that we spend on that each day.
Because we'll have gone through some pretty in-depth lessons
by that point in time, and we'll begin to move an emphasis to academics with
continued reinforcement of perseverance and executive functioning skills.
We'll also need to evaluate the processes that we've put in place
and make adjustments as needed.
The first date that we have to really do that comprehensively is October 12th.
We would normally have our faculty conference on that day.
We have canceled that faculty conference so that we can take that day
to really look closely at the processes and procedures that we have in place,
look at what's working, look at where we need to make adjustments, and to use
that as an opportunity to share with one another also what's working and
to help each other
to grow.
And of course, throughout all this process, we'll
continue to monitor the Dauphin County rates of transmission
and follow the new PD guidance that came out today
about what model we should be considering,
given the current levels of transmission.
Right now, our county is under moderate transmission, with hybrid being among
the recommended models for that, which is what we're moving towards.
So at this time,
all I wanted to I did want to touch on some definitions
because there's some language
in all of this that it's very educational and it's foundations and
may be unfamiliar for folks.
So when we're talking about a hybrid model,
we're talking about a learning model that allows for half the students to be
in the classroom at a time while the other half learns from home.
I wanted to make a distinction of that because we do have a blended
learning model at the high school and it does not necessarily mean this.
It is different and you will hear blended and hybrid
interchanged frequently and we are not using them in the same way.
So I wanted to clarify that
synchronous learning is a real time learning, whether in-person,
a remote live interaction with a teacher and or classmates.
So you are interacting with the other people in your learning environment.
Asynchronous learning is usually referring to online activities
that students can work on at their own pace.
And when we say online activities, it just means that it's something
that the student is doing at their own pace at home.
It does not mean that every single activity is going to be technology based.
For example, an elementary student might have a STEM activity
where they're working on creating something, using objects at home
in the house, and then they can take a picture of it
and submit it through seesaw for their teacher
to look at.
Learning Management System or LMS is another term
that you will frequently hear.
It's just a software program
that allows for educational content to be delivered remotely.
In our district, we're using seesaw and canvas for that purpose.
This will be the first year that we use Seesaw
as a uniform platform at the elementary school.
So I think our teachers are looking forward to having a uniform platform.
I'm sure our parents are, because they've been asking for that for a long time.
And this past spring made it very evident that that was definitely a need
and canvas we've been using for quite some time.
What we did learn this spring, that we were using it at different levels.
And so one of our objectives through this summer
and in the first eight days where we're having a lot of in-service, is
to make sure everybody's at the same level of proficiency as we move into the year.
And finally, the other term that you'll hear a lot is ACL.
That is just short for social emotional learning.
And we're talking about social emotional learning.
We're talking about core competencies such as core self-regulation
will be able to cope with them. Now.
There are five competencies and habits of mind,
so we're really talking about students being able to regulate their learning,
maintain, you know, recognize their emotions, understand
and give them a name and work through that together
in a productive way.
So I'm going to turn it over to Mrs.
Funke right now, who is joining us
remotely and Mrs.
Funke, if you could just let me know when you want me to switch the slide.
Okay.
Can I ask you a question real quick?
We were hoping we can kind of get to the end and then if that's okay, Terry.
Thanks.
Good evening, everybody.
I just wanted to share a little bit of highlights about what the online model at
the elementary will look like
and then some highlights about what we were proposing for a hybrid model.
So to start with, for the online model,
students who chose to be in an online classroom would be in that classroom
with an elementary teacher that would be assigned
to that classroom in the online learning.
And in that classroom, they would learn through the synchronous
and asynchronous activities that would follow our curriculum and standards.
The amount of synchronous instruction
would be based upon the student's developmental level.
We realized that a kindergarten student's developmental
level and attention span is very different from a fifth graders.
So, for example, our K two students could have life lessons
that would maybe range from 20 to 30 minutes
in length, where our students who are in the intermediate grades
might have life lessons that would or could extend 30 to 45 minutes.
What you would see a typical lesson in an online classroom
would have that synchronous portion where the students would be interacting
with each other and the teacher through either large group
or small group activities.
And then there would be some sort of asynchronous follow up
activity that would support the learning that happened
with all of these activities.
We would be meeting an instructional day of about five and a half hours to help us
to meet those requirements set by the state for the 900 hours
of elementary learning that is needed.
When you look at it online model, the students are going to receive daily
instruction, daily live instruction in all of those core content areas.
So reading, math, science or social studies, the social emotional learning
and the related arts.
And then throughout the week, or maybe not daily,
but there would be other learning opportunities,
opportunities for the students in some of the other areas that you would see
in the brick and mortar instrumental music counseling, intervention services,
and our special education and gifted services
would still be provided per the student's IEP.
We will also be identifying special education teachers
who would be online teachers as well.
You can go to the next slide.
Dr. Winslow.
So for the hybrid model,
I just wanted to give a little bit of background about what we were proposing
and help to understand how we came to the recommendation that we came to.
So we are recommending a morning afternoon split for the hybrid model
at the elementary.
For a couple of reasons.
In reading all of the research
and a lot of the reading that we've been doing,
it's recommended that we prioritize our youngest learners
with as much face to face teacher interaction as possible.
The American Academy of Pediatrics is advocating that the school year
start with the goal of having students physically present at school
as much as possible.
And while we can't do this with all students
present due to the health and safety guidelines,
we did feel that it was really important for our youngest learners
to have that face to face time with their teachers five days a week.
So the way that we were able to make
that happen would be the AMPM split.
We also believe that that split is also would allow us to by
to provide the best scenario possible in this situation
with how to meet the instructional needs of our youngest learners as well.
So with this model,
it would allow that daily face to face instruction
when the students were with us in the brick and mortar school.
Their instruction would be very focused on the core content areas
and really focused on that reading and math piece
where when they would go home,
a lot of their learning would be asynchronous and focused on
some of the other academic areas where, while important,
there's just not enough time in the two and a half hour day.
So those areas would be done asynchronously at home.
Again, when you look at the instructional hours of in-person
activities, online learning for the asynchronous and synchronous
learning is that we are having it total the five and a half hours.
So that would be similar to the online environment as well.
And lastly, our special education and gifted services
are going to still be provided per students IEP.
For the hybrid model, there will be some students
who receive special education services or ELC services that would be attending
five day sessions based on their needs.
I'm going to turn it over to Mr.
Valentine for some middle school highlights.
Good evening.
I'm just going to share a couple of our middle school highlights with you.
First, the middle school will run on a one hour
orientation schedule each morning during the first marking period
to address trauma, sharpen executive functioning skills,
and to help students learn expected behaviors.
Students participating in the hybrid model
A learning option will be broken into two groups based on their last name.
Group A will be last name starting a through K group being the last name.
Starting L through Z on five day weeks.
Students in Group A will attend school for face
to face instruction on Monday and Thursday.
Those in group
B will attend school for face to face instruction on Tuesday and Friday.
In this scenario, for the first month of school,
Monday and Tuesday would be the same cycle day.
On Thursday and Friday will be the same cycle day.
With hybrid, students are not participating in face to face instruction.
They'll be working asynchronously to complete
the assignments, videos, readings and activities assigned by their teachers.
Next slide, please. Dr. Winslow.
On Wednesdays,
all students will report to homeroom virtually at 738 in the morning.
Attendance will be taken and opportunity for academic advising will take place.
The rest of the day, students will continue to work asynchronously
and have the option to attend teacher office hours
in order to get additional help.
About 25% of our students will remain
fully online for virtual instruction.
These students will be in assigned,
but will be assigned alphabetically to a group
that will participate in live streaming with Group B
during the first month of school in the second month of instruction.
We will transition to live streaming instruction four days per week Monday,
Tuesday, Thursday and Friday, where each their own cycle day of instruction.
Students will participate in synchronous instruction 80% of the time.
Hybrid students will have two days of face to face instruction
and two virtual days each week,
Wednesdays during five day weeks.
Continue like the first month.
And now I will turn over the presentation to Dr.
Smith at the high school.
Good evening, everyone.
The high school will be very similar to the middle school.
A lot of what you've heard about the schedule.
Our initial phase for the in-person,
it's going to be a hybrid block, but it's sort of a hybrid blended.
So we're going to be teaching in a blended format,
and it's a combination of synchronous and asynchronous learning.
We have blended blended learning,
and blended instructional delivery is not new for the high school.
We've been on a three year journey.
This will be going into our fourth year.
So we have about a third of our teachers that have taught
or will be currently teaching a blended course.
So for the 2021 school year, we're at our normal scheduling
and you know, everything was not where we are now.
We have 44 sections of 21
different courses with 17 teachers teaching in a blended format.
So blended is is not necessarily new, but Dr.
Winslow Open the teaching live
and streaming will be new and our teachers will have a lot to learn
with that new format.
But we have a number of teachers that will be very comfortable
in the blended format, and we have a lot of great resources
that are building for other teachers to learn from.
We will also be running an extended homeroom schedule.
We're looking to run our extended homework schedule for about six weeks
and it will be approximately an hour in length.
And we're going to be paying a lot of attention
to the social emotional aspects of returning to school.
Our students haven't been in a school building for
about five months, and there's a lot to relearn.
Even the adults our teachers are going to relearn.
Our youngest learners need to be reactivated
and our oldest learners need to be reactivated.
And that's really important to understand when we're coming back into the setting,
like a middle school.
We'll be
dividing our groups based on last name.
So essentially have an educator and an Ziegler.
So next slide after Dr.
Winslow.
So for a normal five day week,
we will have face to face instruction for group day on Monday and Thursday, and
then we'll have face to face instruction for Group B on Tuesdays and Fridays.
There's probably some questions and people looking at it
and saying, you know, it's essentially one day a week.
And the reason we chose this is because if we did our eight day
schedule, our classes would be about 32 minutes.
We extended homeroom if we had ten passing times
instead of six, and we just
we would we would lose too much instructional time
with everything else that's necessary.
So that's one of the big reasons we went to
the block was to have more instructional time.
But another big reason is the hallway passing and the time
where students are able to congregate.
The most of our students like the other two levels.
They don't travel in cohorts, and it would be nearly impossible
to have one way hallways and one way stairwells.
So we really look to limit the number of passing times.
We're trying to design a schedule
or hybrid
students when they're not participating in face to face instruction.
They will be working asynchronously, just like the middle school.
And we have about 20% of our students that will be opting
for a full virtual instructional program.
And they will be live streaming with Group B,
which is the second half of the alphabet regarding where their name would form.
Next slide, please.
So our five day week would be very similar again to the middle school.
We would have no classes, meaning on Wednesday we would have Homer meet.
We will have activities for students to do through homeroom
and also through canvas.
During that time, students will continue to work asynchronously and this will be
a time for students to meet with teachers, to collaborate with other students.
Guidance counselors will be able to hold meetings.
So Wednesdays are going to be critical.
And our plan now, the first two weeks, we don't have a Wednesday,
but those Wednesdays are going to be incredibly valuable.
And as has been mentioned, that this is a phased approach.
We will eventually be transitioning to our total live stream synchronous
instruction four days a week once we get the proper technology in place.
I'd now like to turn it over
to our director special Ed
Cook. Hey, everyone.
Thank you.
So not a whole lot to share or has changed with special education
as a result of a proposal to move to a hybrid model.
Much of what the buildings are doing is as practice
for us and our students
as well.
What we do need to do is look at those students who receive
a more significant amount of time
in the day where they're receiving those special education services
or have services that really require hand
and those in the areas of occupational therapy and physical therapy
and some of those types of activities that really can't mimic
that type of instruction virtually, it needs to be structured.
So we looked at all of those things.
We looked at our existing spaces, looked at the staff and
maintaining caseload maximums as outlined
by the state to determine which of our students we felt
needed to be invited to come in
for full five day a week learning.
So we are planning on notifying those families in the upcoming days
that we are recommending the five days per week and offering that to them.
We will await their response and then determining
there are additional students or changes
that need to be made as a result of parent response.
The other thing that we're going to do is we're going to very closely monitor
the data of the students that we have proposed,
stay on the existing hybrid schedule.
Part of special education practice is always
to collect data within the first two weeks or
related to the determination of extended school year
services to That's a practice that they're already very familiar with
and we will collect that data and do that in an ongoing fashion to determine
if students are able to make progress towards their goals in the model.
And it's not reaching me.
I will talk about any revisions options,
possibly proposing a full day attendance.
Progress is being sacrificed.
Okay.
Thank you all to the principals and Kirsten for joining us.
I'm sure they'll be available if you have questions, then.
I did want to talk briefly about the deployment of materials.
This has just been a question that we've been getting a lot.
Well, my students
have what they need to start the year if they're not fully online environment.
And yes, as is the simple answer to that,
we're still working through specific schedules for each building.
We can't deploy
on the same day in each building just because of the number of families
and the amount of materials to to get put into place.
But schedules will be we'll be coming shortly for that.
All secondary students will have their devices
by the second day of school and will begin bringing them home immediately.
So that's our hybrid Students will all have their devices
and we'll be able to bring them home right away.
Elementary students will be taught how to use their device
during the first week of school. Again, this is our PM.
Students that are coming into school and devices
will be sent home as soon as students demonstrate proficiency with their use.
We're anticipating about a week or so for that
and then families who are
chosen remote learning will be given their devices prior to the start of school
and a schedule is going to be determined and communicated by building.
And when they get the devices, they'll also get their other materials
that they need textbooks, program materials from from the elementary school,
any supplies that we think are going to be relevant
for students to have in order to complete the work that they'll be doing
strictly online, at home.
And that leads us to our questions.
So how can we have we answer your questions for you this evening?
Dr. Winslow Early on in the presentation, you touched on the fact
that the Pennsylvania Department of Education just released this afternoon
some additional recommendations to K through 12 on reopening
and they broke down Pennsylvania by county,
and Dauphin County is now listed as moderate with its cases.
And it is recommended that we do the hybrid or fully online.
Can you talk about that
or has even gotten a chance to digest the information since?
It just I think it came out around 4:00.
Yes, that is the scope of the information.
I know. Okay.
But they did give us some metrics for moving up and down.
And I don't have those numbers memorized yet.
I just know that our county is in the moderate and the hybrid
or online fully is what is recommended
for a county in our in our position.
Okay.
So if I could just touch on that
because I did happen to look at that when it came out this afternoon.
And what it does is it the transmission
level tables that that PD has developed
in order to determine whether or not it is considered low,
moderate or substantial has to do with the incidence rate.
Incidence rate per 100,000 residents for the most recent seven days
and or the PCR percent positivity for the most recent seven days.
And so when you look at the
the chart that
they have that gives the the online model
that you can look at county data, that's where you get that information from.
So for the moderate category, the incidence rate
per 100,000 residents would be
at least ten to less than 100.
Dauphin County currently for the previous seven day,
most recent seven day period is 41.5.
And then the PCR positivity for the most recent seven days is 4.7.
So we don't necessarily meet both of those categories.
But in the moderate level
they look for at least one of those is where you would go in order
to be considered in the low category, which would be
the level of community transmission like that is the best, most desirable,
which would allow for a recommendation of a full in-person model
or a blended learning model.
You would have to have a less
than ten incidence rate and a less than 5% positivity.
And in that category you would have to have both. So
that would be
for, you know, if we were to return and then substantial would be
if there was a surge in cases over 100 per population or greater than 10%.
And then at that point they would recommend a full remote learning model.
So this is an increase in the recommendation from
from the Department of Education from where they previously had provided
any guide not been providing any guidance on any level.
But so anyone can look at that.
And there's a table on there that every seven days they will update
so that school districts can look at that and be able to determine
for the next period going forward if they have to make any transition plans.
Okay.
Thank you.
Do any board members have questions?
I know you do.
I do.
I have a long list of questions that are sort of.
Can I just dive in the hand?
Yes. Okay.
So I'll start with the elementary school schedule.
Can you talk a bit about how this decision was reached to go from
the what model like the middle and high school is going to go to the half
day model that you're proposing for the voluntary school?
Mm hmm. Yeah.
So as Mrs.
Funke said, the there was a lot of time
and energy put into that and deciding what that would look like.
And again, a lot of it comes from everything
that we've been reading about,
prioritizing our youngest learners and trying to get them in front of teachers
face to face as much as possible every day if possible.
And we
had one back in June when we had first started playing with this model.
We had actually looked at like going to the K-12.
AMPM But we can't do that with transportation.
That's impossible.
And so we had abandoned it.
And when we came back to this hybrid model, it became very clear
that the AMPM was really the best way to meet student needs.
And I'm going to turn it back over to Mrs.
Funk to talk about some of the process in getting there.
Are you able to do that? Mrs.
Funk Sure.
So. So when we were considering schedules and just even
like I had said earlier with the amount of time
that children would be per se independent was a concern for us.
So even when you consider in a tight schedule
the amount of time that that kids are in
front of teachers having directed instruction was really important.
And with the AMPM model, we thought it was the best scenario because, well,
we were able to give students two and a half hours of direct instruction
and those really, really important for content areas of math and reading.
So we are able instructional way to focus on smaller
chunks of those essential skills and standards and then release
the students to be able to practice those asynchronously where as in
in an AB type model for students,
we really struggle with looking at
essentially five days of student being out of school.
Now that would be three off days where you're talking about a 5 to 10 year
old who would be responsible for doing asynchronous activities.
And many of our students, the amount of
adult support that is needed for that.
So while neither of these scenarios are are perfect
with an AMPM, you're looking at a 3 hours a day where a student would have
to be more independent with some adult
support versus three days out of the week
where they would have six hour days where they would have been
essentially independent with their learning.
So that was
something else that we really we really played around
with what instructors really would be a better way to ensure
that all students were getting what they need and that we were having
students who were having gaps in learning created even bigger because they
they don't have the resources or the ability to manage themselves
at home in those longer periods of time.
Dr. Winslow can I just ask?
So I believe what I heard you say before is that as we're looking at the secondary
doing one model and the elementary doing another,
the AMPM was not possible for all students to be on, correct?
Correct. Okay.
And then so I guess that would just then go into on the AMPM that that's
why you feel that the the interaction and the consistency for students
to be there at least a half day in-person five days a week
because of is one of the things that we're hearing.
And that is absolutely a concern for, you know
families is if they have an elementary aged student
as well as a secondary student, and those are now going to be off.
And so we've tried to communicate, you know, over the
all of these weeks of keeping siblings together.
But that becomes impossible when we look at these two split models.
So can you just kind of
touch on
understanding those challenges?
But overall, what are the presiding
decisions?
Yeah, absolutely.
And There's certainly nothing about any of this that's ideal.
And we recognize that and
have have struggled and wrestled
and it's kept us up at night for four months now
because it's clearly going to have an impact
not just on our educational community, but on our community at large.
And ultimately, what it comes down to is, educationally speaking, we need to do
what's best for our students and what we know is best for our students.
And we know for elementary students that we need to prioritize
that face to face time or we are going to lose
so much learning.
It's just not reasonable
to expect families to to conduct
and to supervise three days worth of of elementary learning.
And the other piece that
we really looked at is
if we had these students, you know,
when we were looking at the face to face, one of the big concerns that we had
and our concern that we still would have in an AB model
is young children sitting at desks,
not being allowed to move all day long,
which is also not that's not conducive to learning.
We know that learning is social.
We know that learning
requires movement. Sometimes.
We know that learning requires collaboration and
and we need to be able to provide that in the best way possible.
And so this will allow us
to move forward that way.
So we are prioritizing what we know to be best educationally for students.
Thank you,
Mr. Santoni.
A lot.
I think we're probably going to bounce back and forth.
That's okay, but I'll go one.
I'll go next.
Dr. Winslow, when we get the technology,
I guess it's the owls.
Could you just briefly
cover your brother in debt just so I can get it straight?
How much will be done?
Synchronistic and asynchronous. Typically.
Elementary, Middle, high, High.
School for the elementary model really will not change once the owls arrive.
It will simply give the teachers who are online a better
It's a better connection.
It's a better camera. A better microphone
allows a little bit more interaction
with the students just because they feel a little bit more connected.
And it would also allow allows at the elementary level to say a student
has been exposed to COVID but is not sick
but needs to be quarantined 14 days just because of that exposure.
They could use Zoom and the owl to still participate in class and not fall behind.
So at the elementary level, more of an as needed basis.
At the secondary level, it will become an instrumental tool
for allowing students to participate in class every day.
So essentially, whether if this is my face to face day,
I'm in my classroom and my teacher is right there,
but half of my classmates are zooming in using the owl,
which is, like I said, is the owl is simply like
it's a better camera and a better microphone that allows for
voice projection to carry much more clearly
and also allows for the student to feel more interactive
because of the view of the room that they get.
I do want to be clear that there is a 360 view of the room, but it's not.
So if you're
looking at this room where we're being projected by an owl,
you could you would be able to see the layout of the room.
But if Dr.
Shaw decided to, you know, throw a spitball at it, Mr.
Singer, you would not be able to see that from home.
And, you know, so you would not have someone at home to go Dr.
Shaw's back and that would not be happening.
You can't see that level of detail,
but you can.
But it does feel way more interactive.
It feels like you're more a part of the of the of the classroom.
So half the students so on Tuesday or Monday, half
the students are in the classroom, half the students are are virtual zooming in
Tuesday it flips
so allows us to go back to a day by day cycle.
And at this point in time, we're looking to maintain that Wednesday.
You know, at least for a while,
because it gives us an opportunity for teacher learning and planning.
It gives us an opportunity for students to get intervention and extra support,
because as you know, we did lose we lost instruction this past spring
and we want to make sure that we have opportunities
since there will be while there's synchronous learning.
So you're getting face to face time with your teacher.
Regardless of whether or not you're in the classroom,
it's different. Then we get the high school.
For example. Students can't come in at 630 in the morning
and get extra help from a teacher.
We're not we're not going to let them in that early.
We have to we have to maintain those health and safety standards.
They can't do that.
So if you're if it's if you're virtual two days a week
and you have no opportunity to stay after class or meet your teacher before
school or after school for extra help, that Wednesday is going to be crucial
in order to to have small groups and to do extra work on those days.
We will, of course, evaluate that as we go along.
And if it becomes, you know,
if nobody showing up, then maybe we don't need that day anymore
and we can we can just move it into a cycle day.
But that would that would be down the road a little bit.
So does that help very much? Thank you.
I can just ask board members before you ask your question,
if you state your name, please. Thank you.
Lindsey Drew.
So we know that at the secondary that students are going to be a through K
alphabetically Mondays and Thursdays and L through Z alphabetically
on Tuesdays and Fridays.
There is no reference
here to the AMPM split for elementary and what that looks like
it would be the same so and would be a3k pm would be L through Z.
Now if a student started out online or is a new entrant,
they may or may not be placed in with their alphabet group,
so to speak, just depending on class sizes
and where openings are most conducive to keeping classes small.
Where we need them.
Okay, so am Arthur K pm Elder Z.
Yes, that's correct.
Dr. Woods, can you talk Kathy Sicker,
Can you speak to how we're going to ensure the cleaning between the AMA and PM?
I think we have about 75 minutes or so, yes.
So before we even consider the AM PM,
Mr. or Dr.
Snyder started calling me what was that, 6:00 that morning
he started texting.
Then he was like, Are you available? Does that happen? I was.
I guess so.
You know, 6:00 in the morning, we're talking about this
before we even brought it back to the elementary team to consider.
We first talked to Mr.
Bell to see if transportation was possible
with just K through five.
So that was the first piece that we had to see if it was okay.
He gave us the green light for that.
Yes, he can make that work.
Second thing we had to look at was cleaning.
Could we get it cleaned in between AM and PM?
So the second second contact was Mr.
Anderson.
They they've already developed a plan for what that cleaning
is going to look like and they've started practicing it this week.
They're quite confident that they can get the cleaning done.
That needs to be done.
The other element that's going to be a key factor in that is while students
are going to be socially distanced and have their own desks for AM and PM,
each kid needs their own desk because they need their stuff,
so they'll be like instead of one desk, it'll be two desks side by side.
So am students will have their desk,
PM, students will have their desks, so the room will be cleaned.
But students also will not be sharing seats or materials.
So that makes sense.
Oh, okay.
Mm hmm.
Mrs. Steiner, do some more questions.
I do. Thank you, Tricia Steiner.
So, can you talk a little about the asynchronous learning
so that if a student in the elementary school is going in the morning
and then they come home
sometimes they're not coming home, sometimes they're going to go to a daycare
or sometimes they're going to somebody else's house or or wherever
for their childcare, Are they going to be expected to log in
to for attendance purposes for the afternoon learning,
or is that asynchronous going to be able to be done on their own time,
which might, for some families
mean after 330, yes, that will be fine or vice versa for the other one.
Yeah. Yeah.
And that's the whole point of the asynchronous piece.
So the daily attendance will be taken while they're at school
for our face to face students or in-person students,
and then their asynchronous learning will be like they could
they could feasibly have the entire week to complete those assignments.
Okay, great.
And then
for students in need that rely on breakfast and lunch,
will you be I don't know if you've even thought this through,
but will you be able to have to go bags ready for the AM kids to take home with?
And will the PM kids be able to come in and eat lunch
when they arrive and then take breakfast home for the next day?
I don't have the breakfast question answered, but the lunch?
Yes, absolutely.
Mrs. Funke, have you talked about breakfast at all yet?
We have.
We do have a plan for that.
We have a plan for both and lunch.
So students will be able to preorder both breakfast and lunch.
And our wonderful food services will be delivering that,
delivering them to the classrooms three times a day.
So breakfast will be delivered for a morning group for when they arrive
and then right before dismissal, lunch will be delivered.
So students to order a lunch and want to take it home,
they take it home with them and then students coming in for that PM
time will have lunch waiting for them there, they say pre ordered
and then at the end of the day, students who are going home,
who are in that team group, if they preordered, would have a breakfast
that they take home with them for the next morning.
Okay, great for research this is one teacher for the virtual students.
Are we addressing any food needs for those students as well?
I understand that they wouldn't
be coming into the building full person or not, but recognizing
the population could expand into those students.
Will we be able to continue the work that we've done in collaboration
with Toko Packs to be able to distribute those meals to them?
Mr. Hummel is still working through that piece.
There are a couple of waivers that I do not have a full understanding of
at this moment in time that I know he was waiting for.
One of the things that we have talked about is the feasibility of parents
coming and picking up meals
versus us being able to deliver them in some way, shape or form.
And we have not worked through all those pieces yet.
But it is a big part of the conversations that we're having.
Thank you.
This is still Linsey.
I guess I'm just going to call it the elephant in the room and address
the childcare component of this because it's a concern.
As a working parent myself, it's something that
I've been losing sleep over.
If a family is
hearing this and this proceeds tonight, as am PM
and there are no options available, you know that they have for working
with other families or, you know, whatnot, understanding that
we unfortunately found out today that the Derry Township
Parks and Rec will be discontinuing their kids club program for this year,
which is an incredible disappointment at this time when so many other challenges
are in front of us.
And I'm really concerned that we have a population of students
whose parents are not going to be able to facilitate this schedule
and what it does from a working environment
when they don't have the option to work remotely.
What can we do?
What recommendations or advice can we give those families on
how we can try to help to make sure that we don't have young
elementary children forced into learning or being at home by themselves?
It's a really good question, and we had been really hoping
to collaborate with Parks and Rec, with the with Kids Club,
and we are now back to the drawing board on that.
I was I really had hoped that by this evening we would have some
some not perfect suggestions, but some some suggestions to offer.
And at the moment
all I've got is my own kid who could watch someone else's classes.
Okay, so her classes are all online and she'd be more than happy to babysit.
So, you know,
not to make light of a really serious situation.
I am not entirely sure what answer to give you at this point in time.
I had I had hoped to have something a little more solid to share,
and that was a huge blow today.
But I recognize certainly as a school, as public education,
our first priority is meeting the educational needs of our students. And
oftentimes we have to make decisions that are not that maybe,
you know, the best for child care and whatnot. And
I guess this one just feels a little bit harder because we're in times
where there are just so many other variables working and that creates.
So I don't know if we can, you know, just make a commitment
to continuing to look at, you know, whether it's YMCA
or any other groups that work with other school districts, because I know that not
every municipality has a kids club program that partners with the school district,
but really trying to make sure that there are students needs,
you know, are met and that it doesn't completely fall into, you know, the
the work of our social worker who already has such a full plate. Yes.
Yeah, absolutely.
And I'm 100% with you as just as I was a working parent myself.
I remember the half day kindergarten was the devil.
Well, it feels like we're going back to preschool, right like this.
It does that.
That's the schedule that you know, that it sometimes feels like.
The one other thing, too, is that
Mrs. Funke
mentioned intervention will be done in the off period.
So in that asynchronous after they've been in school, whether it's an or
PM, how will, how is intervention
done asynchronously.
Mrs. Funke do you want to talk to that a little bit.
I can sit.
A majority of the afternoon will be asynchronous,
but intervention would be something that we would have to schedule
synchronously with certain groups because that is small group interventions
in reading and math that are directly
to meet remediation needs for students.
So that piece would be something that would be
a scheduled session.
Okay. Thank you.
And then on the special ed side,
we will be making the recommendation to families.
But are families able to be a part of that conversation?
Where is the gap there?
So there is nothing that's done for a student
with receiving special education services that is not done as a team.
Okay. Planning meeting. So absolutely.
Thank you.
And the other board members, Mrs.
Steiner. Yes, please. Thank you.
Yes. Trisha Steiner And since we're talking about special education,
when you're talking about evaluating some of the students
that are mostly in most of need and need to come in five days a week,
will they be coming in for full days that can K through five level? Yes.
Okay. Yes.
And then the sample schedule for elementary school just allows for a
one break in the afternoon and it only has recess
for K through two.
So I'm assuming you'll have other breaks for the morning.
And will you have recess or breaks for the other grades just after
grade two?
I'm not going to promise that there's going to be recess
for every grade because of the way that the time blocks fall
and the instructional needs that are are in place.
It is definitely ideal and the team is still working through it.
They spend all day Friday working on these schedules
so that they can give people an idea of what it looks like.
But it's not.
That's probably not exactly what it's going to look like.
For example, math at
fourth and fifth grade on on that sample schedule,
I believe is listed at 40 minutes, and it would actually be 60 minutes
once they really took a good look at what they would be doing with that.
So their Yes, but I don't know
exactly what it will look like and how long grades at this point in time.
Sure.
When we look at the breakdown of, the 840 to 330 schedule
and the synchronous asynchronous learning,
and we're talking five and a half hours of instruction per day,
and can you kind of walk through what that looks like?
Because if we're doing like the three, three and a half hours in school,
obviously that would continue in the asynchronous period.
But we're talking about not having required times.
The student has to be online.
So how do we capture that
instruction?
Yeah, so that is something that we're definitely working through.
Mrs. Funke, do you want to speak to that a little bit?
Sure.
So, so if I was walking you through and again,
this was Friday where we were working through specifics for this
and nothing is finalized at this point.
But if I was walking you through
a hybrid date for an elementary student,
you know, they would have arrival in the morning.
They would get to their classrooms
by the time they sat down and did announcements, all classrooms
are going to have a 20 minute period where they will be doing social
emotional learning or morning meeting times.
Then they would be moving into a core core
subject area, whether that's reading or math instruction,
where the teachers would be teaching
the in-person lesson for those areas.
Now those times are shortened to than what we would
typically have in a typical year.
So while they might be doing, you know, a 20 to 30 minute
math lesson,
you know, follow up activities,
those things could be assigned
for the asynchronous follow up the next morning
or that afternoon when this is when the child's at home.
Same thing with reading. Reading.
It's definitely a longer time because there's so many components to it
with reading, writing, spelling and all of those pieces.
So the teacher would be teaching the whole group pieces
and then the follow up activities for students
would be occurring when they were at home.
Then, you know, you're looking at two and a half hours
on a schedule and by that point you're you're packing up for dismissal.
I'm heading home.
By the time students would get home, you know,
we need to allow them for lunch breaks, but that's when they would be accessing
some of their other activities
that would have been shared through our learning platform.
So that's when they would access their special for the day.
So, for example, they might have an art lesson
that was shared with them from their art teacher on C Sol,
and it might be a ten minute interactive video that they're watching
and then a a drawing that they're doing to follow up and
maybe they're taking a picture of that and sending that back to the art teacher.
Some students may have
a 15 to 20 minute session with their math interventionists
to get some remediation and math, whereas some other students might be working
through the C Sol app and collaborating with each other
on some of those science and social studies follow up
activities or reading and math activities from the day.
So that's kind of what the afternoon, 3 hours with compile with students
were afternoon or morning when students were in school.
Okay, So it sounds like
whether you're fully virtual or on the AMPM schedule,
the number of hours of asynchronous and synchronous
learning will be similar.
Yes, I would say it would be similar.
The difference will be
you're going to have two and a half hours all at once
when you're in the building versus in the online model.
Their day is going to be broken more up into subject areas.
So they'll have a time for math where maybe they'll have 15, 20 minutes for
the teachers
and then they'll have some asynchronous work
or the teacher might then for small groups.
So you're well well, a couple of kids are continuing to work with the teacher.
Other students may be logged out and doing an activity.
Then They might move on to reading to their science.
They'll have their
asynchronous special recorded intervention.
So they're going to get the same amount of time.
That will be the difference in in the online classroom.
It's going to be,
you know, staggered out throughout the day where they have to be live
and where they have follow up.
Whereas the hybrid model,
when they're in-person, that's going to be their life time.
When they're out of school,
that will be their time that they are working more independently.
Thank you.
And how does wind get affected for this for students
if we're not going to be transitioning from the classroom pairings
that are typically in elementary model?
So so with wind, that was where our students
what I need would leave the classroom for their for their small reading
groups. Students will still be getting intervention
which is what happened during when
the other pieces to that small
reading instruction will happen with the classroom teacher.
So instead of you know, typically for when kids were spread out
among 12, 13 different areas,
we're going to be probably we're going to be going back to the model
that we had prior to wind, where the classroom teacher would differentiate
with the small groups in the classroom and then students
who needed that extra remediation would get that double dip of support
from the reading specialists or the math interventionists.
Dr. Winslow
We approved the health and safety plan for the district in July, and tonight
we're approving the revised Health and Safety plan.
This is a continuity of education as it is
more like the curriculum, what the day looks like, correct.
I just wanted to address the health and safety plan.
Nothing on the health and safety plan has changed
other than the fact that on the first page we're checking the box, it says hybrid.
50% of the students as opposed to in July,
we were planning a near normal five day, correct?
Correct. So.
So masks are still required? Yes.
3 to 6 feet of social distancing is still required. Yes.
The classrooms have individual does all of the COVID 19 cleaning precautions.
That's all still the same?
Yes, absolutely right. Yes.
And that's actually why we needed to move to the hybrid model.
We anticipated from the research that we're doing it from the models
that had been
that about 30% of our families would stay online,
which would have made our classrooms tight.
But we could have we could have adhered to three foot distancing
across the board.
I think it's great that our families want to come back to school, but
way too many people wanted to come back to school
and we could not adhere to that health and safety plan and guarantee
that we can't guarantee absolute safety anyhow, but we would not be able to adhere
to that three foot to six foot distance.
We would have been way under three feet and most of our classrooms.
And that was something that we were not comfortable with and certainly
was not what our community was, was giving us their vote of confidence for.
Right.
So after that health and safety plan,
we did give parents an opportunity to have like a townhall question
and answer a Zoom session that followed the board meeting.
The reason I'm bringing it up now is because we're live streaming
and the board members cannot see this because they're not logged in.
There's a slew of questions coming up on the question and answer.
During our school board meetings,
we have two public comment portions of the meeting where you put your name
and address in, and then you can type a public comment to us.
This is we won't be doing a question answer with the public.
So if there are questions that do need answers about specific
children in the district, they do need to be sent via email
to the principal or through the community correspondence.
Yeah, or we could do what we had done the last time.
If Mr.
Swiger can capture those questions, that's something that can sit down
with the principals and we can answer those to the best of our ability
and then put them out on the website so that parents can
can come back and look at those answers if they're not answered through
our discussion tonight.
Okay.
So you can capture those and answer those in another way.
Yeah, absolutely.
And I just the board
members are not logged into this, so you can't see the question.
Just Mr.
McFarlane and I and Mr. Swiger can see them.
Is that something we're able to do?
This was like
a guy volunteering for something that's not possible for him, Not for us.
Thank you.
Dr. Winslow, this is Terri Singer.
I was just wondering, with respect to classroom
management and discipline,
any additional kind of thinking going on in that area
with respect to the whole different way in which things will be operating?
Yeah, it's definitely a concern.
It's it feels very old fashioned,
a little bit of what we're looking at with students in rows and facing forward
and teachers kind of staying away from them at the front of the room.
So with smaller groups
of students in the classroom, we feel that,
you know, regular discipline shouldn't shouldn't be too big.
We have great kids with kids.
It's not like we have monster discipline problems.
Anyhow, that was smaller groups in the room.
It's easier to to see what's going on and to manage that.
I know Dr.
Smith was meeting with the department chairs today
and they were talking about this a little bit.
The management of some students zooming in and being virtual
while other students were face to face and how to make sure that you're
not missing something that's happening in a Zoom session and kind of like Mrs.
Seger does with there their questions here,
you know, thinking about jobs that you can assign in the classroom,
even at the high school level,
I think it was our high school department chair for science who,
you know, suggested that you appoint someone in the classroom
to be the person who's like, Hey, Dr. Wenzel, there's a question.
You know, Jimmy's asking a question
to make sure that that's being seen.
So just thinking differently about how we make sure that everybody is engaged
and taking part in that and nobody's done it before.
And that's kind of where we're
we're guessing at some of this.
We it looks good on paper, but it's also why we have evaluation
and the process is built in because,
you know, we could get three weeks in and be like this not working
or we could get three weeks and be like, this is working great.
And we discovered
that this is a wonderful tool and this is this is how you do that.
And then we want to make sure that we're showing up at all with everybody.
So I'm pretty optimistic because we have really amazing teachers
and they're already sharing ideas and and they're taking advantage
of some of the information that I'm putting out there for them.
I know, you know, I'm suspecting that substitutes are going
to be a little difficult this year, two, to get to come into our building.
So I am anticipating substituting whenever it's needed.
So I've been brushing up myself
and have found some good resources that like, oh,
you know, I'm thinking about this a little differently in this context.
This is this is how I
would have thought about it before, but this is how I'm thinking about it now
and have started sharing those out with the teachers.
And I know they're latching on to that, too,
because they're also working through that in their heads.
But as far as you
know, the nice thing with Zoom is someone's acting up in Zoom.
You can show them, you can take them out.
You know, you're just you're gone
from from a Zoom session and then, you know,
you call home and work through that the same way that you would otherwise.
Okay.
So that helps you.
I have some more questions about secondary or dismissed.
Do you have any more about elementary farmer run?
I think at the moment I'm okay.
Okay.
Can you just talk a little bit about the secondary
AB schedule because previously indications detailed on Monday, Tuesday group
and then clean on Wednesday and then a Thursday Friday group.
So I was just wondering why what the rationale is for the switch.
A big part of it was the number of days that students
would be away from any kind of face to face interaction with their teacher.
So if you were if you're in a monday Tuesday group, you're not only have those
next three days that you're on your own, but then you have the weekend.
So you've got five days before you see your your teacher again.
And the same if you're in a a Thursday Friday group, you have the weekend
and then the first three days of the week before you're back
with your teacher again.
It is a it's a long time for
for students to be
quite independent.
I mean, there would obviously be teacher interaction and teacher led
activities and and some teacher like check ins.
But not it was just it just felt like a really long time.
Dr. SMITH And Mr.
Valentine, is is there another piece of that that you would like to jump in with?
I think that was one of our main
priorities, was just the length of time we would have in between
the actual delivery of instruction and the face to face interactions
with teachers of the other.
The other side of it was also if we loaded up
eight blocks of material for a student
and they don't have time in between really to unpack it all
and it just didn't seem like it was a best practice to load up
knowing that we weren't going to stay.
We're going to see Teacher for five days.
Thank you.
So then cleaning will happen every day at the end of the day,
more so than just like a deep clean on Wednesday.
Yeah. Oh yeah. Oh yeah. Okay.
And then for Wednesdays,
have you considered having a later virtual homeroom
just to allow for the circadian rhythm since we're going to be moving to late
start time next year and just to get kids, you know,
more engaged, there's been a explore zone of research
just recently with the shutdown in the springtime about how much benefit
kids gained from Lessing's 80 plus depression,
just from having the the start time
due later on a virtual schedule at 9:00 for a lot of schools.
And so even if we could just fluctuate it by an hour
from their regular start time, just to give them a little bit more
and for just going to do a virtual check in homeroom
and then counseling or whatever, check in.
So I'm just wondering if that's a possibility
we can do for our secondary students.
So I think that's a really nice idea, but one, we know that kids
really thrive on routine
and I don't know if it's a good idea in the middle of all of this
to have a different routine on Wednesday than what they have on the other days.
But the
other piece of it is that homeroom is not just to check in for attendance.
That's actual instruction.
Time for their social emotional learning trauma
executive functioning.
So there's actually lessons that are going to be occurring
at that time before they then break
to do some of the other work.
And so and that is part of the schedule for that day.
And so if that were going to be moved an hour,
all kinds of other things would need to be flip flopped and moved an hour.
So it has actual kind of big impacts.
It's looking ahead at the future.
If we were to go to an all virtual environment,
would pushing that start back be something that would be considered?
Absolutely.
Okay, Yeah, for sure.
To that
and just about if we are to move virtual, can you talk about what the plans will be
in place that if something changes and the transmission level goes up or,
you know, whatever, how we're going to make that transition?
Yeah.
So we've been all along we've been working on planning for all three models,
knowing that any one of them was a possibility as the job.
The school year got closer.
So at the secondary level with the
with the owls, our intent would be to continue live streaming.
It just would nobody would be in-person except for
the teacher would be in their classroom.
If if we have not been told that
you're not allowed to be in the buildings at all,
our teachers ideally would like to be in their classrooms, especially science.
Teachers have talked about it because they want to be able to do labs
and demonstrations and, you know, that sort of thing for the for the students.
And I know some of the math teachers really having,
you know, their tools and their their the structure.
And for us as adults, just the structure being in the classroom
and in the building is also very, very helpful.
So at the secondary level, we'd
probably still be looking at a pretty strong blended model.
Broadband would be an issue if everyone is hearing.
So it still might be kind of an every other day model blended
where you'd have a day of asynchronous
and a day of synchronous work
as you followed your schedule through
where the elementary
because there's going to be a teacher or two or however many at each grade
doing online, that format would already be set up
and they will be collaborating with their team members all along.
And so we would transition to that online model.
So every teacher would just become an online teacher, keep their own homeroom
and, and so forth, just transition to a full online model.
That way.
Okay.
Thank you for the middle school and high school addressing this
this rising sixth graders in the rising ninth graders over the years.
We've implemented so many programs to help with that transition
and understanding that
the in-person experience going to be very different this year, whether you're,
you know, not coming in person at all on the hybrid, you know, virtual,
how are we addressing
those students and making sure that they're
increased social emotional needs of, you know, moving up into,
you know, the next building or addressed thank you
part of the school work is going to be focused
on those transitions of course, for those grade levels.
But additionally, while it's not the same thing as having bridge day by any means,
both buildings are setting up and the middle school already has these developed.
They helped.
They did a lot of transition work with fifth grade in the spring,
knowing that we probably were not going to be able to get into the buildings
for Bridge Day with the way things were looking.
And I will say that one of the biggest things
that students worry about coming into sixth grade is opening their lockers.
We're not assigning lockers.
So that's a whole that's right off the table.
But that being said, videos have been created
and are being created for the high school in like kind of snippets
that are going to be posted on the website
and thinking is that it's not just rising sixth graders, but also new entrants
who are going to really need that information.
So those will be available online as on August 26th.
We actually just had a discussion about that today.
Okay.
And just looking at the so even if you start looking beyond that
with link crew and clubs and activities, what are we looking at
being able to offer those virtually through Zoom that
that link crew can have some type of virtual connection
to other virtual students to make sure that we have all of the different areas
that we use in-person on a normal basis to help
with intervention and
any students that are at risk for any reason. Dr.
Smith, I know you and Mrs. Couser have had a lot of discussion about that.
Do you want to jump in on that one?
So we will we will absolutely still have wait
crew and members of Link through the link leaders making connections with students.
It's just going to look a lot different.
And so and sort of the same with clubs
and activities
like leaders.
There's going to be some connection that we're going to do probably
for the first week of school, some sort of a reach out.
We talk about postcards, talk about email, we talk about,
you know, letters, so some kind of a special connection
and then eventually getting students together in, maybe zoom arms
because all the ninth graders will be assigned to
like groups of ten or 12 and be assigned to two link leaders.
So there are plans being developed for that.
The clubs and activities we've asked teachers and I've gotten the
I feel that many emails from students there will be a plan.
But we really wanted to focus on getting school up and running.
So the first couple of weeks really focusing on teaching and learning
and then bringing that in on week three,
our clubs can absolutely meet through Zoom and the kids have had some,
some pretty great ideas, so that will be an option.
But the reality is we really have to spend so much time, effort, energy
on getting the teaching and learning up and running that I think that should be
a priority initially in regard to clubs.
But again, that hopefully will be a week three event.
But link through there are there's, there's plans being developed
and we're looking at what would be most practical,
but there will be connections made with ninth graders
and we're going to come up with some ideas so they can interact with each other.
Virtual.
Thank Dr.
Smith.
Kathy, this is Donna Cronin.
Can you hear me so I can ask the question? Yes.
So this is Donna Cronin.
I have a question regarding whether or not our guidance
that Whitney will be
able or upgraded or increased to accommodate
not only all of the challenges that this new schedule will will take up,
but also the fact that the fact
that our colleges are not going to be changing their schedules.
And we have a lot of seniors who are going to be requiring recommendations
from teachers, from guidance counselors, a lot of work with.
Transcript And just the whole entire college process
layered on top of all of the demands that are going to be placed
on guidance counselors already. Thank you.
And I missed
the very first part of the question.
Guidance like guidance counselors
as far as are we having more or are we talking about their schedules or.
I missed that very first part.
Sorry, I'll try that again.
Stacy.
So my question is,
will our guidance team
still be able to support our senior class
as they are going through September
and October with their college application and at a peak
at a time when guidance counselors are going to be pulled
in a lot of directions during the unknowns and changes in September and October?
Great.
Thank you.
I'm so sorry I missed that first support piece.
I missed that that element.
So, yeah, I'm pretty confident that it's going to be okay
because a lot of the social emotional learning work that we're talking
about is going to be done through a team of teachers that Ms.. Wade
has pulled together at the high school,
trying to keep that off of the school.
Counselors play a little bit, not that they won't be involved,
of course, it's an important part of their work.
While we also know that in order for this to be effective,
we need a team of folks who are are integral in pulling it off.
And so it is not being put on their plates exclusively.
It is we've of Dr.
Smith, do you remember how many teachers are on that team?
There's about ten or 12 teachers on the team.
We had a we had a meeting this morning so our department chairs
could be brought into the plan for and necessity.
So we didn't want to make this exclusively
another guidance counselor responsibility
because quite frankly, that they they have enough on their plates.
So mislead was able to bring together a group of teachers that were willing to
sort of take the lead and make sure that they were able
to support the teachers that are going to be delivering this during this time.
Thank you.
In regard of in respect to our high school counselors,
they've they've done a lot more work this summer getting ready
for the school year than they would have done in a typical summer.
And so I speak with them almost on a daily basis.
And it's just a matter of they're not overwhelmed yet.
And hopefully that they're going to be able to keep the pace and the work
they've done this summer will allow them to give the appropriate time, effort
and energy
up to our seniors when they're going through the college application process.
Thank You.
Thank you.
Overall, with the the virtual on the technology side,
I know we address like if people have very specific questions
about their individual child to reach out to,
you know, the specific building.
But looking at like
as an elementary parent, I like to think of myself as pretty tech savvy.
But there are times where my
fifth grader can still run circles around me.
That being said, is going to be any way that we could do
some type of townhall, maybe per building, so that we can make sure that parents
know how to use the technology that the students will be bringing home,
or that some of those some of these more general questions,
you know, about the process and flow of everything
can be answered the way that they were, because I want to commend that.
I think that the administration and team did a great job on that.
Townhall event.
You know, you are all building different things that Thank you for that.
But can we replicate that for the next step?
So one of the things that we've talked about,
especially at the elementary level,
because the students are a little bit less independent, is a parent
onboarding process for our kiddos who are going to be exclusively online
because they're not going to have that week or so to get proficient at school.
So we want to make sure.
And that is those are those are details that are still being worked through.
But it's definitely a major concern
for the administrative team because we know it can be just confusing.
And quite honestly, as adults, we are also much better at playing
on our technology than we are at using it for work or schoolwork.
It's just a different it's just a different way of using it.
So we want to make sure
that we have an onboarding process and that will be shared out.
And I don't want to you on the spot, but Mr.
Swiger and Mrs.
Landry, I believe you are working on pieces for parents to have access
to, to like kind of walk them through some of the different elements.
Can you either one of you speak to that?
Yeah. Hi.
Sorry, This is Tracy Landry.
Sorry, I'm my background. I really don't.
I didn't realize that we are working on an on boarding site.
I am working with the elementary principals and the instructional coaches
to do training, not only with the online teachers,
but also for resources for people.
Then provide to the parents.
Some of that will be synchronous and some of that will be asynchronous
and the types of support we provide.
So we will definitely after we do that initial onboarding,
be very responsive to their needs going forward.
So I hope that answers your question.
Yes, thank you.
Obviously, the virtual only excuse me is important, but
the device coming home, I think is just as important.
Absolutely.
You know, if it's iPads and parents aren't sure how to fix that, it can lead to
I'm having flashbacks to the Zoom meltdown
when we couldn't get
connected, you know, for a lot of its classes
overall, one of the things that I'm hearing and
I just want to confirm if a family chose
to do full face to face return
and now with the hybrid, they want to move to virtual.
That is an option, correct? Absolutely.
And I guess with that,
looking back on the spring experience,
I've heard a lot of comment about,
well, that was a really difficult, you know, experience.
It didn't work well for whatever reason.
And one of the things that I've tried to to kind of reinforce
is that what we experienced in that
rapid response is not
that should not be any reflection of what we would anticipate
for the virtual experience going forward.
And am I correct in stating that?
I mean,
we while there are things that will be similar in the way that it is executed,
we're in a completely different space
and shouldn't use that as a model for what it would be expected, correct?
Absolutely. Absolutely.
We had one week to plan and prepare for that.
Right.
Where here we've had, you know,
several months to plan and prepare
for to learn new technologies,
for us to get everything into one learning platform
for us to find things.
You know, we discovered things in the parent from our late
spring survey was incredibly helpful.
Things as simple as if you're going to send an email,
could you tell me which kid it's for?
You know, things that you just
we wouldn't have thought of or teachers would have thought of as not.
They weren't trying to be difficult.
But things that we can now like use as a, you know,
make sure that if you're
emailing a parent, that you're identifying which class you're teaching,
who you are and which child of theirs you're referring to,
because they don't necessarily
I know when both of my kids were at one in middle school and one in high school,
and you're talking about 16 teachers between the two of them
kind of had an idea of which one was which, but I didn't mean
I never got confused to doing one,
especially if it was one that was a class that was really good
and I didn't have to hear from that often.
So. So yeah, absolutely.
There's been lot of planning and preparation going into this
that was very different from that spring experience.
Thank you, Dr.
Dr. Winslow. Kip Shore
is, from what you said, is it correct to conclude
if there were 10% fewer students,
we would be going to the all open as previously planned?
Or are we being would we be still forced to do this hybrid
because the county happens to be designated moderate?
So now that the county has been designated moderate,
I think we would still be forced
to do the hybrid That's the option that we would definitely want to go to.
I would hesitate to say just 10% overall
because it's not that smooth, if that makes sense.
So, you know, we do have some grade levels where like 28% of the families
have decided that online is the way that they want to proceed.
Where we have other grade levels like 11th grade, which is a really important year
for students as they're as they're, you know, deciding what they want to do
when they leave high school are only 16% chose.
So part of it is that is that overall number.
But part of it is also that it's different.
It came out very different across the board.
Kindergarten and first grade
is another example where I don't know that another 10% would do it.
They're small classrooms
and and, you know, we just we guess wrong.
I have learned that I will never be a gambler
through this process because I have guessed wrong multiple times.
Has as we've gone through this summer.
Thank you,
Mr. Steiner.
Yes, thank you.
And I understand that the middle school schedule will get through
to cycle days a week in the beginning,
and then you'll work your way up after you get the hours to four days a week.
Correct.
Can you break down the high school schedule for me?
Because it's as if they're just going to do one cycle day.
I understand, at least in the beginning.
What are the
asynchronous learners doing at home and the blended model?
Are they just doing the support work
and what's that going to look like for the B students that go to school,
have their in-person day after they're during the blended day at home,
especially for like the first day of school, for example?
I don't think that their blended day
would be before their other day, but
so I'm trying to picture that in my head.
They know the schedule looks a little confusing
when you're when you're looking at it.
And honestly, if we can just do away with calling it
cycle days, it would be so much better on this one
because it's really kind of a days of the week model.
But we kept the cycle days in because we already had kids
who had chosen their electives
and we have these electives that are quarter of the year, half a year.
And if you eliminate the cycle day, then you have nowhere to put them in.
You don't have a place to match them,
which is scheduling talk.
I'm sorry that you have to have like these things that match together
and it was too late to to take make some of those changes
because we did scheduling in February before any of this happened.
You know, students get choose their classes.
So in a blended model, what you're looking at,
it might be easier to think of it as kind of a flipped classroom.
So the work that the students are doing
outside of school or in their own time are
pieces of foundational work
they're doing readings, they're doing their,
you know, their vocabulary lists,
things that are building
low level, low knowledge makes it sound like it's an unimportant knowledge.
And that's not what I mean. I mean foundational knowledge.
When you're looking at the pyramid of knowledge,
you have to have that that
low level, which is the base where everything else is supported.
So they're doing a lot of that on their own.
And then when they're with their teacher face to face, the teacher
is taking it to the space of applying that knowledge.
So now what does this look like
and correcting any misconceptions that may have occurred,
giving them more so taking it to that deeper level
and then the next step as they move away from the teacher.
Time is some sort of synthesis analysis or creation
in order to show what they have learned through those pieces.
So it's a it's a pretty intentional model of learning.
It does not necessarily come across when you're just
looking at blocks and colors.
So but on the asynchronous days,
they'll be doing support work for the in-person days, essentially.
Correct.
And then that's for like the first month or so or six weeks or so.
And then after that, will it be to day to cycle days per week?
Yes. Okay.
Thank you.
And this is all fluid.
I mean, as we get in this, everything can sound perfect,
but we get to ease into it and go,
you know, that second month, like it's not going to work that way.
And so we'll continue to address and and be moving with this as it goes.
Right? Exactly. 100%.
That is the point right now.
That is the plan as we stand here before you today.
Thank you.
I know I've been sorry for you say this, Lindsay Jordan,
I've been asking a lot of questions in general,
but they're all real specific student wise
from a teacher and staff perspective.
Obviously, the synchronous asynchronous, the plan
development, the the block scheduling.
Like there's so many things that are changing for our teachers.
Can you
talk about the different supports that are in place
and how we can make sure that we are
providing as many resources and intervention assistance as we can
for the teachers and how we can make sure that, you know, we're going a step
further on the social emotional mental health component of it for them.
Yeah, absolutely.
So one of the piece that one of the reasons that we requested
the later start to the school year was so that we could have
an additional week of time with our teachers
to work with them to plan with them.
That being said, they've been doing all kinds of work all summer long.
They have not been resting on their laurels and they have been
building their foundational knowledge and social emotional learning.
They've been building their their digital platform knowledge.
They've been building their articulation knowledge
like where do these students leave off and where do we need to pick up with them?
They've been doing a tremendous amount of work to prepare for the start
of the school year.
They're nervous.
Like I, I can't.
And some of them, like some of them are flat out scared.
And I think you would be a little foolish not to be
because this is a really big unknown that's in front of us.
That being said, they're also brainstorming and working together.
So we have always, you know, for the last five years we've been working
really hard to implement a professional learning community
framework for our buildings and those those
collaborative teams that have been created
were instrumental in getting people through the spring,
and they're going to continue to be instrumental.
So that in and of itself is a big collaborative piece.
And it's also why
those Wednesdays are so important because that's going give everybody
a little extra collaborative planning time for, for the secondary in particular,
who are going to initially be managing both synchronous asynchronous learning.
That's not a small task.
It's a lot of work.
They're going to need to work together to ease that burden.
If you're trying to do it all by yourself, it's going to be they're
going to burn out in a couple of weeks and we do not want that to happen.
So those collaborative teams are really important and our coaching team
is phenomenally important in supporting the teachers
and they've been working really hard this summer
offering
planning, working with the administrative teams,
looking at ways that they can support the teachers.
I know Mrs.
Clouser in the department chair meeting today, and Dr.
Smith said she was taking copious notes on the questions
and concerns that the department chairs were bringing to the table to think about
how am I going to support these groups of people who who need
this extra support in both the learning and the emotional piece of it?
It is emotional coming back to work and coming back into the buildings. It's
you know, I try to let people know you might feel excited,
you're going to feel excited, but you also might feel
it's going to feel jarring
to come in back into a space that you haven't been into since March.
It might feel drawing when you're excited
for the students to come back, but you're not used to that level of noise.
I know that was an issue for me.
Just coming back into the office when I was here by myself, working
on my day that I chose to come, it was silent.
And here and now people are back to chatter.
And it took me a good two weeks, maybe a little more to get used to that.
Again,
there are pieces of of this transition that are hard
for grown ups, just like they're hard for kids.
And one of the other pieces that we're looking at
and I don't have a solidly in place yet, but Mrs.
Miller is helping me
is to have during that especially during that five day week that we have for
planning to have some of our counselors available for teachers.
I'm not not our school counselors, but the counselors that we work with
through our employee assistance program so that if people need to talk to someone
or they want to have a group on, you know, I'm scared
and what do I do or I'm anxious and how do I how do I call my anxiety
to be able to work with folks on that?
So it's definitely something that we're concerned about.
The teachers are concerned.
I will tell you that I believe the hybrid model
has eased a tremendous amount of anxiety amongst the teachers.
They were very, very scared of being in classrooms full of students
and knowing that only half students
will be there and that they have more opportunities for social distancing.
With those fewer students in the room has eased a lot of that anxiety.
Thank you, Dr.
Vinson. Sure. Of course.
Do you have a more question?
I just have one more quick.
Okay. All right.
Because we need to wrap this up soon.
My final question is,
when you're doing all the social emotional components with which I applaud you for,
thank you so much for making that a primary focus.
Are you going to
include conversations around race and xenophobe.
Yeah, and center African-American student voices
on experiences of injustice and discrimination
and discussions about how to be an ally and, an anti-racist, and furthermore
also allowing space for concerns over anti-Asian rhetoric
because of hate crimes and increased discrimination due to the
and sensitivities of the origin of COVID remarks in that in that realm.
So it's a it's a good question.
And the the social emotional learning work
that we have in place was not specifically around those pieces.
While we do anticipate those elements coming up, Dr.
Peterson actually specifically talked about the trauma
that the protests and the death of George Floyd may have,
you know, compounded what students are already feeling.
So the initial lessons that we're doing with students at the secondary level,
it's called our society, and it's supporting students
experiencing trauma.
And the elementary, the programs called Bounce Back,
same concept, same company, same authors.
And it is specifically to work
students through traumatic events.
It's very possible that and likely that that some of those,
you know, race experiences that they've had would be a part
of those conversations.
Our teachers are still learning how to have those conversations,
and I'm not sure that they're at a place
to go to the depth that you've described in your question.
While we know we want to be able to support
students in all kinds of different formats.
That being said, we are so looking at our curriculum,
as you know from our curriculum council work and I've had conversations
with our department chairs for English Language Arts in both buildings
and both of the social studies department chairs about that work.
Again, it's not happening overnight, right?
But we are definitely taking a really hard look at what we're doing and
we're doing it.
So that's a completely satisfactory answer.
But I think it
and just at least for students and any parents that are listening to encourage
their students that there is a safe space for them to talk about these issues,
if they if they cared to voice and share them with others.
Absolutely. Absolutely.
And I will say that while we
while we have canceled our faculty conference in October,
the YWCA group that we've been working with,
who has been doing a lot of our equity work with us,
they're still going to offer their three sessions
just throughout this year so that teachers can participate in those.
And there are three really good sessions.
One is
clearing in the classroom.
So really taking a look at gender
issues and sexuality spaces.
Another
religion in the classroom,
and how to make sure that you are not biasing with religion.
And the other one is looking at oppression
and race at a deeper level than just a foundational level.
Wonderful.
Thank you,
Dr. Windsor.
Excuse me.
I believe that the Return to School district,
you know, there are so many things that are special that set us apart.
And so I put a lot of faith in the decisions that we make
because we have always been a leader in many regards, you know, in the area.
And our ranking in comparison.
Can you just address for the question that continues to come up
when we look at all of the other districts in our area and the,
you know, who we consider our peers,
the model we're doing, and I understand that no one district
is doing anything the same, but especially with the elementary hybrid
that is different than most districts.
Can you just address like
what the answer to that question is as
if everybody else is doing it in some A, B or C,
we're going to D,
and what is our core belief there?
So part of me wants to
if everybody else is jumping off a bridge, are you going to go jump off a bridge?
Fair?
Absolutely fair.
And then you
but the question keeps coming up.
And so I don't want to overlook it. Right?
So that is the mom and me.
You know, I would say that that one of the things
I'm very proud of with our district is that we are innovative
and we're willing to take a risk and we're willing to do something
that's hard because we know it's the right thing to do.
We could absolutely do the easy thing.
I don't think it's the right thing for kids.
And when I say easy,
please understand that that's all relative in this particular situation.
There's nothing about any of this that is easy.
It is. It is the most difficult thing
that I have ever faced in my career
and that I would expect to ever face in my career.
And there have been several times when I've wished
not that I want to wish my life away, but I wish that I was 57
because I would be up in the mountains right now.
But I believe strongly and passionately in this work.
And I say that again, not to be flip, because in all truth,
you would have to drag me out of here kicking and screaming
in this kind of a scenario because I care so deeply
about our teachers, about our kids, about what we're doing.
I think it's I think we're innovative.
I think one of the pieces that we have
that other districts around us do not have is a comprehensive elementary school.
We do not have neighborhood elementary schools.
And there are things that you might be able to do in a smaller
setting that are very, very complex in our setting
where we have 1475 students,
all in one building between the ages of five and ten years old,
maybe some 11.
It's a huge undertaking.
And and our our work is to provide the best
that we can for all of those students.
And we played with.
I can't even tell you how many scenarios
before landing fully on this one.
It's been a tremendous amount of work.
It's been a lot of sleepless nights.
It's been
a lot of back and forth, a lot of going back to the drawing board,
but knowing kind of all along that this is the way to
to do it for our context.
And I think that's the other piece that we always have to keep in mind
whenever we're looking at, you know, this person,
the district's doing this and this district's doing that.
Every district in the state of Pennsylvania has its own contacts.
We are not countywide districts.
We are not, you know, governed by the state in a,
you know, mandatory uniform way.
And our communities give us a lot of context for for what is good for us
and what's right for our.
And so
I would say that while we did look at all those different models,
this is the one we landed on
because we know that it's the best for kids and we can do it and do it well.
And that's always the piece to really we could do some things
halfheartedly and they not come off so well.
I don't want kids to leave our district and go to cyber school.
Cyber school stink, you know, just say it
publicly Now they're like, their scores are terrible.
There you get very little teacher interaction.
I don't I don't want to lose our kids to that model
because we can't offer them something here that that's good for them.
So thank you, Dr. Winslow.
I guess I wrestle with I,
I believe so much in how
innovative we are and the way that we try to break out of it.
I just don't want to lose sight of the very real circumstances
that so many families are facing, you know, as a result of it.
And how we find the balance.
And I guess my last question would be,
if a family is facing something where the schedules aren't lining
up, child care is not being found,
they need they're not sitting in this box,
is their for them to work one on one with the building
and and explain what's going on and see how we can address
that need to make sure that we're not leaving people behind.
We are always open to and willing to work with families.
I hate
to stand here and make any kind of promises, right.
Just because I feel that would be the wrong thing to do.
While I also empathize
deeply with with the situation that someone might be in
and and we do need to prioritize our needs students
that that's one of the things that we've been trying to do all along.
Thank you.
All right.
So we will be approving this plan later
on at this minute under new business
since we spent so much time there, are there any questions from board members
who hadn't had the opportunity to ask a question?
I'm thinking since you got to ask your questions now,
we won't have a lot of discussion during that time.
Do you have any more questions that you want to do now?
So you're saying we'll just vote once we get to it?
I mean, we know this.
I'll still call for discussion, but
I would.
Mr. SINGER Yeah, just a quick question.
Terry Singer So before called it arrived at our doorstep, we were
we were looking at some security issues for our school
and made some decisions and and committed some resources.
Do you see that scenario changing at all?
The thought process that we had undertaken,
the decisions that we had made with these new schedules, the way
people are moving around differently, Do you see that having any impact on
that whole situation?
No. Okay.
Thank you.
Yeah, it was. Was Mrs.
Miller involved in some of the discussions along the way?
Yeah, of course. Yeah, absolutely.
Yeah.
She's our pandemic coordinator.
Thank you.
But thank you very much.
I appreciate.
I know that you and your team worked worked through the weekend on this
to get this to the board.
So I think
will conclude the presentation for now and move on to the agenda.
Sounds good and truly.
Thank you, all of you.
Your questions are insightful and meaningful and important
for our community.
I, I truly do not think that there is a meeting
that I've ever been to that's been more important than this one.
Okay.
Thank you.
Under presidential communications, I would like to redo the motion under one D.
It's listed improperly on the agenda.
It says to approve the August 10th summary notes.
There are no summary notes for this meeting.
It was supposed say, approve the agenda.
So may I have a motion to approve the August 10th agenda?
So when did you
second terrace?
There is any discussion?
All those in favor say I, I as opposed to now.
Okay. The agenda is approved.
I would like to announce the board met in executive session prior to this meeting
and we will meet and post exact on matters related to personnel
purchase of lease or real estate
agency business which is conducted in public would violate a lawful privilege
or lead to disclosure of confidential information and legal matters.
Recognition of citizens.
This is an opportunity for residents and taxpayers
to address the board on matters related to the agenda.
Those who speak, if present, are asked to come to the microphone
and state your name and address.
For the record, those who are attending virtually are asked to enter
your name and address and comment in the box on your screen.
Your entry will be read aloud for the record
to provide other residents with an opportunity to speak.
Each speaker during the public
comment portion is limited to 5 minutes of speaking time once recognized
and one opportunity to address the board during each of the public comment periods.
If necessary, we could set a maximum time
frame for this portion of the meeting.
This portion of the board meeting is for comments to the board
and is not a question and answer period.
Those wishing to present private concerns or questions in a follow up
outside of the board
meeting may go to the district website and submit a community course respondents.
So I'll open up the floor.
Right now I don't see
we have one person attending in person and many people online.
Are there any citizens or taxpayers who would like to comment at this time?
And it was the comments were opened up
just now like eight 5853
I don't see any in-person comments,
but if you have a comment for the board, you can put your name and address
and I'll give this a few minutes.
If you're typing.
Mr. Swaggart I don't see any right now.
We have no community correspondence report.
Mr. Tredinnick, do you have a community correspondence report?
Thank you, Madam President. Yes, I do.
For the month of July, the District received
15 submissions via our online constituent contact form.
They include two transcript requests.
A question regarding the start time for board meetings.
A suggested
resource for guidance counselors,
an address,
a student address, change to be updated, and the remaining ten submissions
all related to the district's plan for back to school.
Okay, thank you.
The listed items are on the anticipated August 24th, 2020 Board of Directors
Meeting Agenda.
There is no unfinished business consent agenda.
The consent agenda contains routinely adopted items
and items that normally do not require public deliberation.
May I have a motion to approve the consent agenda items as listed
so Lindsey drew
second.
Tricia Steiner okay.
Is there any discussion?
I just wanted to point out
that we do have a new policy that is here for approval
under the consent agenda called the Derry
Township School Manual
831 Live streaming.
And just that there's one
grammatical, just a space after the common the first paragraph,
just remove the space.
Dr. Scholl did you have a comment on that?
No. Okay.
Just from a procedural perspective,
normally we do a 30 day posting, we do the final approval is
are we looking for special exception to the policy for this
because it needs to be implemented prior to the start of the year?
Yes, we are. Okay. Thank you.
And is this new policy have to do with the way
we're going to go about
going back to school?
It does, Mr. Singer.
Yes. That's why we had to not follow our normal procedures for approval.
And with the origins of this from SBA or what?
So this actually came from a
there was a version of this policy actually that went out
was circulated in March, I think originally from SBA
that had to do with telepresence for homebound instruction.
So this is an alteration of that policy.
Okay. Thank you.
Any other discussion
about the content agenda?
Okay.
All those in favor say I.
I suppose they know it is.
Consent agenda passes new business approval
of the suburban protest propane agreement for services.
Mr. McFarland.
Thank you.
The administration recommends
the approval of the three year suburban propane agreement.
Propane cylinder refill services.
May I have a motion to approve the suburban protest
propane agent agreement?
So Mayor Lindsay Drew
second,
is there any discussion?
All those in favor say I.
I suppose I.
Okay, the agreement is approved.
Train proposal. Mr. McFarland.
Thank you.
The administration recommends the approval of the train proposal.
HVAC system assessment.
May I have a motion to approve the train proposal
moved?
Tricia Steiner Second.
Kitching.
Okay. There. Any discussion?
I did want to bring up that.
The fact that this is a
I got to talk to Mark Anderson today, our director of Voting and Grounds,
that this is a contract related to COVID, that we are
entering into a contract
with train to inspect and review all of our HVAC units
to increase the flow of outside air monitor,
make any necessary recommendations to the units.
I believe there's 37 total and all of our buildings.
There is a narrative on the contract that talks about
what Trane is going to be doing for us, and I was very pleased that Mr.
Anderson was able to get this set up for us because
now that we're living in the age of a brand new airborne,
I think it's very important that we do inspections on our HVAC units
and maximize them to the greatest extent possible.
Is there any other discussion?
Okay.
All those in favor say I, I Well, as opposed to
okay, the agreement is approved approval of mobile health agreement. Mr.
McFarland.
The administration recommends the approval of the mobile health agreement.
May I have a motion to approve the mobile health agreement?
So move Nancy Drew
second.
Tricia Steiner Is there any discussion?
Yeah. This is Terri Singer.
I just had a question about the language around cost.
It wasn't clear to me what what is being performed
and what is being paid for those fittings.
So it's a fitting that you have to do for the masks.
There is an actual procedure that they do for each person
to make sure that the mask fits properly.
Right.
That is, I believe, $85 of fitting.
And then there's an hourly fee.
Then there was a minimum, I think it was $100 for 2 hours or something.
Right. About the cost of the mask itself.
The masks we are that's separate from this.
We've all purchased the masks separately.
So this is just the fitting.
This is just the fitting part. Yes. All right. Thank you.
So this this idea came out of the pandemic team meeting.
And these are N-95 masks.
They're a higher level mask and they're going to be for bus
drivers, nurses or any other staff who would like them.
They're better quality at protecting you
than a cloth or disposable mass mask.
And they didn't need to do a medical health
screening and get them properly fitted.
I am I know that they're not going to love them
because they're they're not as comfortable as like a cloth mask.
But I'm hopeful that
the staff who need it wear it
because it does give you if you are, you know, in a risk factor
group or at a certain age a better level of protection.
And then this training will teach you
how to take it on and off properly, how to fit it properly to your face.
And these masks are reusable as well.
And can they fit that people remotely?
I don't believe so.
They're they're coming onsite next Monday. All right.
Thank you.
Any other discussion?
All those in favor say I.
I think I think the motion carries approval of the draft.
Jack three are moving.
Storage agreement. Mr. McFarland.
Thank you.
The administration recommends the approval of the Jack trial
moving and storage agreement.
May I have a motion to approve the draft?
Jack Trier Moving in Storage agreement.
So move. John Abel.
Second capsule.
Okay. Is there any discussion?
This is for all of the equipment and furniture that is being moved
out of the buildings in order to meet social distancing guidelines.
Correct. That Is correct. Thank you.
I think it was not mistaken around 20,000 to get it out, 21,000 or something
like that and 7000 a month to store it correct is there.
We can terminate that agreement at any time, Correct.
Okay. How much is it going to cost to get it back?
The 21 grand just to take it out?
Yes, that is.
Where is the facility is in Lancaster.
I don't know if Mr.
Anderson is still on the call.
And it is the furnace located in Mountjoy.
And I made that selection based on its its location
and their ability to store things for us based on
access as we need to bring things back.
And there is the moving fee
is a $7,000 storage fee, but
there is a fee to come back out was not discussed.
That speaks to a dollar amount.
I can certainly get that for you.
I just don't have it here with me.
Help.
That's okay.
I just.
I just was curious about it, that's all.
But it is important to know and some sort of
estimate because they'll have our stuff.
Then.
So unless Mr.
Anderson and I are going to go down and get it,
it would be nice to know that the estimate
for retrieval will be reasonable.
We can get that for you.
And the other discussion.
All those in favor say i, i,
i, i, those opposed say no to.
The agreement is approved
approval of the Penn State Hershey Medical Center pilot Agreement.
Mr. McFarland.
The administration recommends
the approval of the Penn State Hershey Medical Center Pilot Agreement revision.
May I have a motion to approve the Penn State Hershey Medical Center
Pilot Agreement Revision
shall move.
John April 2nd.
Lindsay Drew, is there any discussion
of this in favor?
Say I, I
say no.
The agreement is approved
approval of overnight field trip excursion.
Mr. McFarland.
Thank you.
The administration recommends
the approval of the overnight field trip excursion is listed
and the district reserves the right to cancel the excursion based on events
that could pose a heightened safety or security risk.
May I have a motion to approve the field trip excursion?
So, John Abel
Second Lindsey Drew, is there any discussion?
So under the the conditions that exist
right now were moderate, would this be would they be able to go now?
Okay.
It's only at the lowest level.
Okay.
Thank you.
Okay.
All those in favor say I, I, I'm always opposed.
Say now.
Okay, it's approved a
resolution supporting the development of an anti-racist school climate.
Mr. McFarland.
Thank you.
The board administration recommends the approval of the resolution
supporting the development of anti-racist school
climate by the board of Directors of the Derry Township School District.
May I have a motion to approve the resolution
supporting the development of an anti-racist school climate?
So move John Abel Second link Chastain
Is there any discussion?
Mr. Steiner, Do you want to talk about
where we got this resolution?
Yes. So this is a resolution that was developed
by the SBA equity services.
Dr. Heather Bennett, who's the director of Equity
Services at PSB, and I have been a participant
on the equity task Force for the last several years.
And at the last
coordinator
meeting that we had of several months ago, this was something that came up
out of the group as a need
to developed of what we could do to state
high school districts are support
for trying to develop more equity initiatives
in, our school district and more specifically not just, you know,
going beyond equity in a broader sense,
but more specifically addressing anti-racism on our sorry,
how to be an anti-racist and addressing anti blackness
specifically in light of what was happening in our country. And
so this is something that was developed and is sent out to school districts.
We as a school district can were asked to cater to some of the
things
that we've already done to work toward our equity goals,
which we have been developing over the last couple of years.
And also to pledge
of for future
commitments of what we can still do more because there's always
more work to be done.
And that's how it is now reflected in this resolution.
Yeah, thank you for bringing that forward and working to edit it.
Mr. Singer Yeah, I was just wondering in terms of what Mrs.
just said this we've had a few other statements that we've made
in regard to equity and diversity and social justice and so forth,
and there'll be more like undoubtedly,
obviously not tonight, but
would we want to consider
setting up
an ad hoc committee to to put some consistent,
consistent engagement and and action into place?
This this feels a little bit I know there are things going on
at different parts of the school curriculum wise and otherwise,
but this seems a bit piecemeal to me at this point.
And I'm just wondering, as I say, for a future discussion
whether this would warrant an ad hoc committee to
give it a home and give it
a place to grow from.
Well, it's definitely a discussion we can have because on the list of things
is review and improve our current diversity, inclusion and equity policy.
So once we start committee meetings in the fall with policy,
we could certainly have that discussion at the policy committee level
and we are currently discussing it
at Curriculum Council. So
any other discussion?
All those in favor
say I say now, okay, the resolution is approved.
Derry Township School District revised 2020 2021 Calendar.
Mr. McFarland.
Thank you.
The administration recommends the board
approve the Derry Township School District's Revised 2020 2021 calendar.
May have a motion to approve
the Derry Township School District Revised 2020 2021 calendar.
So move on to Drew second John Abel.
Is there any discussion? Mr.
McFarland Can you just highlight
what has changed here from what we've previously approved?
Absolutely.
There was a clerical error
on the number of days for elementary and secondary students in October.
It had been 21, it should have been 20.
We removed all of the to our late starts.
There were four of them in the calendar.
They've been removed since.
We do not need them at this point.
And also just for record keeping.
If you look at the student and staff days,
there's a couple of asterisks there just explaining
how many at 80 days are factored into those
total student and staff days.
Thank you. Welcome.
This is a standard voice vote.
All those in favor say I, i, i per say.
Now get the calendar is approved approval of you an
upgraded agreement. Mr. McFarland.
Thank you.
The administration recommends approving the upgrade for services with Thank you.
Signed for a one year term.
May I have a motion to the DocuSign upgrade?
So move John Abel
second.
Terry Singer, is there any discussion?
I was just curious about the process on this.
It was something that we just automatically did
or if we consulted with someone at DocuSign on it
As far as well, I'm asking
because I have I used DocuSign extensively in my professional life
and have been part of negotiations around contracts
for increasing, especially through this current time.
I feel that
the rates that they provided to us here are significantly higher
than anything that I've experienced, you know, settling in on particularly
the overage rate if we were to exceed the number of envelopes.
So just curious if they worked with us one on one for this or
if it was just kind of like the standard upgrade,
because I would just want to make sure that should
we have to renew this again in in a year, that we have
those conversations to make sure that we're
getting, you know, the best rate possible.
Sure.
I know there were discussions looking at it as far as the the reason for
the upgrade is a lot of special ed with doing all the virtual signatures.
I meant more for their pricing, for their pricing, like their
what their offering and like the total cost on it right now.
And if we exceed that number of envelopes is just
astronomically
higher than what I've seen them in other realms.
And my hope would be that DocuSign would work with the public school
and Z to be as cost effective.
There's also there could be other things inside of it
that are, you know, that are enhancements and additions in that enterprise pro
that I'm not aware of, just looking at it on its face.
I would just want to make sure that
in any renewal conversation that we address that with them
and try to negotiate it.
But I would only want with a one year because we're getting a new student
information system
and we're not sure that has the capacity to do some of this in their.
Thank you.
Okay. Is there any other discussion?
Madam President,
I need to recuse myself on this issue because I'm a DocuSign stockholder.
Oh, okay.
Thank you.
Would it be disruptive,
Joe, if if we took some time for Treasury to
along with the business manager, to look at that?
Unfortunately, it's already been done.
Yeah, because of COVID, we had to move quickly, so I'm sorry about that.
No, no problem.
This was one of those COVID things.
Yeah.
So I'm not trying to Monday morning quarterback on this
because I realize we had to move.
And but when I looked at it and I had actually mentioned after the fact, Mrs.
Sega, I just because I happened to have worked with it
professionally, I just know that when you push them, they
and that would be something that we may not need the pro next year,
we may just need the other.
We can definitely look at that. Thanks.
Hey, this is a standard voice vote.
Those in favor say I, I, I first say no.
Say the agreement is approved.
Appointment of the law firm of the district Solicitor of record. Mr.
McFarland. Thank you.
The administration recommends
the appointment of the law firm of Apple, Yost and Z to serve as solicitor
for the district, and Williams shall serve as the district's cluster of record.
May I have a motion to approve the appointment of Apple
Yost and Z law firm for the District Solicitor of Record?
So move Nancy Drew. Second, John Abell.
Okay. Is there any discussion?
I just wanted to say congratulations to Mr. Z.
We are happy to be continuing working with you and thank you
for being such a champion and advocate for public education and
really standing
behind that with your own professional endeavors.
Well, thank you.
And I'm very pleased to continue to work with the district.
So thank you.
Okay.
All those in favor say I.
I know.
Okay.
The revised health and safety plan, Mr.
McFarland. Thank you.
The administration recommends the board approve the Revised Derry Township
School District's Health and safety plan.
May I have a motion to approve the revised health and safety plan?
So, move.
John Abell,
Terry Singer.
Is there any discussion?
Mr. McFarland, has there been any discussion regarding
at the last meeting we talked about having an acknowledgment
form as though this were a handbook of sorts
to make sure that anyone coming back to school for any version
of in-person instruction
knows what our standards and requirements are for health and safety.
So we will be sending some communications home with parents
about different things like the health check and things like that.
But in other conversations,
the informed consent is what we've been recommended to do.
So we're informing you and that's consent and not have any sign offs.
And I'm sorry, Dr.
Shaw, but, Madam President, a couple of questions.
Did the pandemic planning team the day consult with your HMRC personnel
or personnel or some other institution
about widespread testing of students and staff?
That question came up.
That is was not the recommendation.
And did the
pandemic planning team.
They investigate thermal scanning units.
We did look at that as a I don't remember if we went through
the pandemic team on that, but early on we had looked at that.
Those are two items are looking out into the future.
And in the interest of brevity, we can I'm delighted to discuss it
at length at a future meeting, but that should be done.
Those two things should be done.
And regarding I've heard some teacher concerns.
Were there any investigation or discussions
about plexiglass shields around teachers desks and the use of gloves
by teachers and staff?
So we had discussion about that too.
And as far as around teachers desks,
we were not doing that because for a couple of reasons.
Number one, the guidance is to put it around the high
traffic areas of offices, nurses offices, things like that.
And the other part was securing plexiglass.
Thank you.
Ms. Macfarlane.
I would also just like to request consideration to add to the pandemic team.
Someone from our
perhaps our social worker as we go forward is addressing
health and safety concerns for for all of our students
and the implications on that, please. Dr.
SHAW Are you saying that you know that there is the availability
to test through the herbal medicine, or do we need to ask them? I
use the pandemic planning team.
Looking out into the future should be investigating
the potential for widespread
repeat testing of students and staff
and also the implementation of standing unit thermal scanners
and I said just and I think that we're late tonight,
and so I'm glad to talk about it in a future meeting, but
that the testing are evolving
and it is likely going to become
something very useful and important in the future if yeah,
I mean, I'm
on that committee, if I would have thought that there would be that availability,
I would have wanted us to do it before, you know, the day one.
But I wasn't aware that that was even I
it takes 14 days to get a test right now.
If you're if you do not have symptoms and you just want one to see if you have it.
So because it's prioritized to health care workers and so yeah, absolutely.
If we could get testing done, that would be fantastic.
I would also just request that as we move forward and start
bringing students back
and we get a better understanding around the testing and symptoms
and contact tracing and all of those that we continue to enhance this too.
So from a public awareness perspective, everyone knows how we're addressing that
because I know that that, you know, is a concern as we're seeing other school
districts in the area start to experience issues with positive tests in groups,
you know, based on activities
that is there any other discussion?
Okay.
All those in favor say I, I, i was opposed.
Say now
the revised plan is approved.
Continuity of education plan. Mr. McFarland.
Thank you.
The administration recommends
the board, the Derry Township School District's continuity of education plan.
May I have a motion to approve the Continuity of Education plan?
So move. John Abell,
second term singer.
Is there any discussion?
Madam President, if I might, I
am going to vote for this.
I think it's not ideal.
It's not perfect.
I think it's the best that we can do based on what we know right now.
And I, I see that as the touchstone being
what's the best for our students education.
And it's not without recognizing this is going to be an inconvenience.
It comes at a cost to families.
But I think if that's the touchstone, which I think it is, that's the reason
why I'll be voting for this for this particular plan.
Is there any other discussion?
I would just like to echo what Mr.
April said. This is Lindsay Drew.
I am not going to pretend that
this decision comes easily for me, you know, looking at it.
But one thing that I keep coming back to
is what is our role as a school board director, and that is to focus on
the things that address the education of our students.
I also feel that
if I were to not approve this
with a vote this evening, that it would discredit the work
of the administration over the past several weeks and hearing
the extensive information from Dr.
Winslow, who has an incredible finger on the pulse of this planning,
Mr. Rafe
Snyder's comments that in questioning, you know, previously before the meeting
and his commitment to this and seeing just how personal the decision is
and also from you, you know, Mr.
McFarland, that being said, I can't
I can't minimize the impact this is going to have.
And I guess the one thing that I'm asking the community from the perspective
is, is that there is no right decision right now.
This is a lose lose situation.
And we decided to move
forward two weeks ago with for face to face.
And at that time, that's what seemed, you know, what the best plan was.
Now, PD has has changed that and implemented guidance
that makes it a little bit easier for us to say, yes, hybrid is right.
But I guess
the thing that comes back over and over again is that so
often these days, public schools are being
the role is somewhat being reversed and people are looking for public schools
to have the answers, to be all and all to to to provide all of that.
And it takes some of the responsibility and accountability off individuals and off
of the community that the public school district lives within.
And so I'm asking the community that I know this is hard.
I'm a single working parent, this with a elementary student.
I'm not going to pretend for one moment
that this him doesn't just make my head explode,
but this is the world that we're in and all we can do
is try and keep these kids safe and educate them
and not let them be forever affected more than they need to be.
And so my hope is that people are unafraid
of taking advantage of the resources that we have place.
We have so many resources that if you're struggling
in any realm of this instruction that you reach out, that you not be afraid
to ask, that you don't suffer in silence because we're here.
And the district, I believe that the district
and the administration staff will do absolutely everything they can
to do this.
And this is where it comes down to. As a community.
We need to rise up and we need to make this work
so that our kids can get some sense of normalcy,
that even though it's being redefined. And
so if you have neighbors and you're staying home
and you can help your neighbors because, they have to go to work.
Like that's where we shine right now.
And so I will be voting to approve this tonight.
It's very difficult.
You know, for me to do it,
but it's the right thing to do, even though it's a very hard thing.
So thank you to the administration for the work that you've put into this.
I know I've been a tough critic
and then you to the teachers and staff who are going to carry this out
because it is monumental and it's going to be hard.
And I hope we can all have patience and be willing to
to be honest and have real conversation.
So thank you. Any other discussion?
Oh, okay.
What did you want to say something.
Okay.
This is Terry Singer,
and I just wanted to say a couple of things.
First, I wanted to thank Mr.
McFarland and
Stacie Winslow and
Jason Refsnyder and
and the whole team for all the work that they've done since last
March, really is what has been going on a long time.
And it's been saying already there isn't,
you know, one solution that's going to satisfy everybody.
But we think this is the solution
that will do the best educationally
for our students and hopefully
keep them safe as well.
So it's already been sad, but I would just ask for
our families, our parents,
to do everything they can to embrace it
and try to make it work and and believe,
you know,
that we are trying to do the best to meet the needs of your
of your of your students.
And just one other observation I want to make
didn't occur in this community, but
it kind of almost knocked me over with what I saw.
I've been very careful with social distancing
and going out because, like Dr.
Shaw, I have some of the immune system compromised.
But I ventured out to an activity
this past Sunday, had about 100 plus people
with space allowed for social distancing,
but for the most part wasn't being observed.
And there might have been ten people out of 120 that had masks on
and they were making any effort to social distance whatsoever.
So we can do from here to the moon and back
and social
distancing and safety and cleaning and so on and so forth.
But every day our kids are coming from homes
in our community to our school.
So I would just ask our parents and our families
to please do everything they can
to and whether you believe it or not,
there are some guidelines out there from the Centers for Disease Control
that says that there's two or three things we do consistently.
We can really keep the spread down.
And two of those things.
One of those things is washing your hands.
Obviously.
The other two things involve
practicing social distancing, wearing masks
and what the what the members of that family do day in and day out,
week in and week out is going to affect the health and well-being of their
of the kids in that family.
And if the parents and other family members are out
and about and running around and not not honoring those
social distancing guidelines,
they're endangering the student body
by then sending their child to school.
So I know it sounds
kind of tough, but
I think we really have to ask our families and and students,
particularly our families, to take it seriously and do everything
can to limit your exposure so that your children don't don't
bring health challenges with them to school.
Having said all that, I'm going to vote to support
what's on the table.
Thank you, Mr. Singer.
Anyone else want to provide discussion?
Okay.
The standard voice vote.
All those in favor say I, i, I always say now.
Okay, the plan is approved.
Emergency Instructional time template.
Mr. McFarland.
Thank you.
The Administration recommends the board approve the Derry Township
School District's emergency instructional time template.
May I have the motion to approve the Emergency Instructional
Time template?
So we consider
second Tricia Steiner.
Is there any discussion?
I just wanted to make a correction on Appendix A.
It looks like the that is a sample that's in that template that is not ours.
No. Okay. Okay.
All right. Because the other one. Yes.
But that is not ours.
Gotcha. Okay. Never mind.
We will take our schedules and we'll submit those with that.
Okay. Right.
Thank you. Any other discussion?
Hey, all those in favor say I was opposing outright.
Okay, It is approved.
Personal resignations.
May I have a motion to approve personnel resignations?
Some of Lindsay drew
second Terri Singer.
Is there any discussion?
This is a standard vote voice vote.
All those in favor say I, I, I say no.
Okay. It's approved. Personnel.
General. Mr.
McFarland, the administration recommends
the approval of the listed personnel and recognition of any listed transfers.
May I have a motion
to approve the listed personnel and recognition of listed transfers.
So moved capsule second.
John Abell.
Is there any discussion?
All right. This is a standard once vote.
All those in favor say I, I, I say no.
Hey, it's proved.
Delegate reports are none.
Special reports, board members.
Are there any board members who would like to give a report?
Okay. Mr.
McFarland, you have a superintendents report.
Thank you.
First, I just want to thank the board very much for
approving continuity plan for all the questions and
significance that you give to
to the work and to echo many.
These are not easy decisions.
They weren't easy decisions for any of us in trying to put these plans together
and try to balance all the the factors.
Please know
that we'll continue to monitor and work with our families.
We're just trying to do the very best we can for our kids
and for the communities kids.
I do want to thank the community.
I said to multiple people were very,
very fortunate to be in the community we are through this whole thing.
The community has been overwhelmingly supportive and understanding.
Everybody has their challenges.
And, you know, we've we've with many, many people.
We understand the balance that families are having to do with.
You know, we wish we could be back for face to face with our kids.
That's what we want our kids to be.
We can't right now.
And that was some of the hardest decisions to have to make to not be able
to do that and understanding
the dilemma that that creates for families and trying to balance that.
But just
so appreciative and two words that I've been saying
to everybody that we need this year, a lot of patience and grace,
and we're going to need that for everybody.
And there's no roadmap for this.
We're working it out.
But the team has developed what I think is the best plan
going forward that we can have in this situation.
And I thank you again for the support and for the confidence that you have in us.
And we'll continue to to work
at this for our kids and continue to monitor it as we
we go along through this and navigate it as we have
all summer.
Also want to say tomorrow we welcome our new staff,
our new teachers for orientation.
Looking forward to that.
And we've been talking about, well, you know, some of these are brand
new teachers coming into the field and what a
what a time to be coming into to education.
But we're excited to welcome them tomorrow.
And they're coming into a district that offers an incredible amount of support
with a
great faculty, staff and administration community.
So I'm sure they're nervous as we can.
But while we're looking forward to seeing them tomorrow and into my report.
All right. Thank you.
Board Presidents Report.
I just want to thank the team for working on the plan for tonight.
Mr. McFarland, Daisy Winslow, Jason Rice, Snyder,
the building principals, the assistant principals,
the directors.
I realize this has been a difficult journey,
and unfortunately, I don't think it's over.
So what I've tried to
focus on is just having flexibility and understanding
and going toward empathy instead of criticism.
I understand that this is going to be a hardship for many people,
and I know the teachers are scared and
that think, you know what?
I know that the team is doing the best they can and what's best for the students,
but I would
expect that there a possibility that things can change.
I mean, we've even seen in the last week or two we've changed.
So I do appreciate everybody's
understanding with that.
I know the board is listening and the board is working hard.
The board is reading
all the comments to the board is taking everything into consideration.
This is a very thoughtful and hardworking board.
They spend a lot of time outside of board meetings, communicating
with me, communicating with each other, asking questions
and trying to figure this out
as well, to see if there if we are making the best decision.
So this has been a challenge on everybody.
But I do appreciate everything that you've done.
This is recognition of citizens.
This is an opportunity
for residents and taxpayers to address the board on matters related to the agenda
and matters of district governments, not on the agenda.
Those who speak, if present,
are asked to come to the microphone and state your name and address.
For the record, those who are attending virtually are asked to enter
your name and address and comment in the box on the screen.
Your entry will be read aloud for the record.
Those giving comments are asked to follow the Save
outlined in the initial public comment portion of this meeting.
Are there any residents of
taxpayers who would like to comment at this time?
Several now open up the Q&A online.
Madam President, we have won so far.
Tim Golden Tate, Jacob's Creek Drive.
My daughter will be starting kindergarten with the AMPM elementary split.
I'm concerned that students social emotional experience will be neglected.
School with peers will be limited to core math, reading instruction,
and Students will miss out on recess and other shared non-core learning.
I hope the AMPM plan will be reconsidered.
Okay.
Do we have left in person now?
Okay.
And the other comment, you can type them into the box online.
Okay.
Is there anything else for the good of the order?
Hey, the next public board of Directors meeting will be held August
24th, 2020, starting at 7:00 in the District Board of Directors Room.
May I have a motion to adjourn this meeting to post exact.
So move John Abel Second capsule.
Okay. Okay.
All those in favor say I, I.
All those opposed say no.
All right. The meeting is adjourned at 936.