[00:00:05]
>> [NOISE] GOOD EVENING, I'M TAMMY RICHARDS, BOARD PRESIDENT.
[1. CALL TO ORDER: 4:00 P.M.]
NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT 04:00 PM ON TUESDAY, AUGUST 4TH, 2020.ON THE BOARD'S BEHALF, I WISH TO EXTEND A WARM WELCOME TO OUR VIEWERS.
ON MARCH 16TH, 2020, GOVERNOR GREG ABBOTT TEMPORARILY SUSPENDED A LIMITED NUMBER OF OPEN MEETING LAWS IN RESPONSE TO THE COVID-19 CORONAVIRUS, TO ALLOW VIDEO CONFERENCE MEETINGS.
IN ACCORDANCE WITH THOSE SUSPENDED RULES, WE CERTIFY THAT ALTHOUGH MEMBERS OF THE BOARD ARE NOT GATHERED IN A CENTRAL PHYSICAL LOCATION, WE DO HAVE A QUORUM IN ATTENDANCE BY VIDEO CONFERENCE.
AS WE WOULD AT ANY IN-PERSON MEETING, MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE MEETING NOTICE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION BY SUBMITTING WRITTEN COMMENTS IN ADVANCE, WILL HAVE THEIR COMMENTS READ ALOUD.
[NOISE] [INAUDIBLE] COMMENTS AT A FUTURE MEETING CONDUCTED BY VIDEO CONFERENCE, PLEASE FOLLOW INSTRUCTIONS ON THE MEETING NOTICE.
ALL OTHER MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROTOCOLS TO THE EXTENT POSSIBLE.
A RECORDING OF THIS MEETING IS BEING MADE AND WILL BE MADE AVAILABLE ON THE DISTRICT'S WEBSITE AS SOON AS POSSIBLE AFTER THIS MEETING.
NOW PLEASE LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.
WHEN I INTRODUCE YOU, PLEASE ACKNOWLEDGE WITH ''HERE.'' VICE PRESIDENT JERI CHAMBERS.
>> SECRETARY, DR. HEATHER WANG.
>> THANK YOU. TRUSTEE NANCY HUMPHREY.
>> THANK YOU. TRUSTEE ANGELA POWELL.
>> THANK YOU. TRUSTEE DAVID STOLLE.
>> THANK YOU. TRUSTEE CODY WEAVER.
>> THANK YOU. SARA BONSER, SUPERINTENDENT OF SCHOOLS.
>> THANK YOU. DR. THERESA WILLIAMS, CHIEF OPERATING OFFICER.
>> THANK YOU. RANDY MCDOWELL, CHIEF FINANCIAL OFFICER.
>> THANK YOU. DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
>> THANK YOU. DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.
>> THANK YOU. DR. KARY COOPER, ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES.
>> THANK YOU. DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENTS, FAMILY AND COMMUNITY ENGAGEMENT.
>> THANK YOU. DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES.
>> THANK YOU. SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.
YOU'RE ON MUTE RIGHT NOW, SHARON.
>> THANK YOU. WE HAVE ADDITIONAL STAFF JOINING US THIS MEETING TO ASSIST WITH RECOGNITIONS AND A REPORT.
I'D LIKE TO INTRODUCE YOU TO OUR VIEWERS AS WELL.
PLEASE SAY HERE WHEN I ANNOUNCE YOUR NAME SO EVERYONE WATCHING WILL KNOW.
DR. SELENDA ANDERSON, EXECUTIVE DIRECTOR FOR ELEMENTARY SCHOOL LEADERSHIP AND INNOVATION.
>> THANK YOU. DR. SAUL LAREDO, EXECUTIVE DIRECTOR FOR ELEMENTARY SCHOOL LEADERSHIP AND INNOVATION.
>> THANK YOU. GLORIA MARTINEZ, EXECUTIVE DIRECTOR FOR SECONDARY SCHOOL LEADERSHIP AND INNOVATION.
>> THANK YOU. BILL MCLAUGHLIN, EXECUTIVE DIRECTOR FOR SECONDARY SCHOOL LEADERSHIP AND INNOVATION.
>> THANK YOU. LESLEY RANGE-STANTON, EXECUTIVE DIRECTOR FOR COMMUNICATIONS.
>> THANK YOU. JILL STOKER, EXECUTIVE DIRECTOR FOR ELEMENTARY SCHOOL LEADERSHIP INNOVATION.
>> THANK YOU. DR. DASH, WEERASINGHE, EXECUTIVE DIRECTOR FOR ASSESSMENT, RESEARCH, AND PROGRAM EVALUATION.
>> THANK YOU. AT THIS TIME I WILL ASK SUPERINTENDENT BONSER TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING.
>> THANK YOU, PRESIDENT RICHARDS.
I HAVE VERIFIED THAT THIS MEETING HAS BEEN HOSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT AS TEMPORARILY AMENDED BY GOVERNOR ABBOTT ON MARCH 16TH, 2020.
>> THANK YOU. WE WILL NOW HEAR PUBLIC COMMENTS RELATED TO OUR NEXT AGENDA: TIME DISCUSSION AND ACTION REGARDING THE APPROVAL OF AN OPERATION CONNECTIVITY INTER-LOCAL ACQUISITION AGREEMENT WITH REGION FOUR EDUCATION SERVICE CENTER TO PROCURE TECHNOLOGY, HARDWARE, AND SERVICES.
SECRETARY WANG, IS ANYONE SIGNED UP TO ADDRESS THE BOARD REGARDING THIS AGENDA ITEM? DR.
WANG, YOU'RE ON MUTE RIGHT NOW.
>> I DO NOT HAVE ANY COMMENT ON THIS AGENDA ITEM.
>> THANK YOU. ALL RIGHT, WE WILL NOW CONSIDER FOR DISCUSSION ACTION,
[3. DISCUSSION AND ACTION]
THE APPROVAL OF AN OPERATION CONNECTIVITY INTER-LOCAL ACQUISITION AGREEMENT WITH REGION FOUR EDUCATION SERVICE CENTER TO PROCURE TECHNOLOGY, HARDWARE, AND SERVICES.DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, WILL PRESENT. MR. ARMSTRONG?
[00:05:01]
THANK YOU EVERYBODY.WHAT WE'RE BRINGING FORWARD TO YOU TONIGHT IS AN INTER-LOCAL AGREEMENT.
WE'RE ASKING TO GO INTO WITH EDUCATION [NOISE] CENTER FOUR.
THE PROJECT IS CALLED OPERATION CONNECTIVITY.
I DON'T KNOW IF YOU HAVE BEEN WITH THE NEWS GOVERNOR ABBOTT'S BEEN BUNDLING WITH THE TEA ON THIS ONE TYPE OF ONE-TIME PURCHASE OF TECHNOLOGY HARDWARE THAT'S STRAIGHT FROM [NOISE] [INAUDIBLE].
IT'S GOING TO PULL EVERYBODY TOGETHER TO MAKE A LARGE ONE-TIME PURCHASE OF TECHNOLOGY EQUIPMENT AND INTERNET CONNECTIVITY, AND THE STATE IS GOING TO ALSO KICK IN SOME FEDERAL FUNDS TO HELP DISTRICTS AND OFFSET THAT COST.
NOW, UNFORTUNATELY, THE TIMING OF THIS IS VERY FAST, AND WE JUST ENTERED INTO THIS LOCAL AGREEMENT OR GOT THE APPROVAL, OR THE PARAMETERS, OF THE AGREEMENT ON THURSDAY, AND THEY'RE ASKING FOR THE AGREEMENTS TO BE APPROVED UPON, SIGNED AND BACK TO EDUCATION SERVICE CENTER FOUR BY CLOSE OF BUSINESS AUGUST 4TH, WHICH IS TODAY, AND WE'RE OBVIOUSLY COMING UP ON TIME FOR THIS ITEM TO BE BACK TO THE STATE.
IF WE DON'T GET IT BACK IN THIS TIME FRAME, THEY DO EXPLICITLY NOTE THAT IT'S NULL AND VOID.
SO WHAT WE'RE DOING WITH THIS IS, AFTER WE GOT THE PARAMETERS OF WHAT WE COULD PURCHASE, WE LOOKED AT OUR SURVEYS AND TALKED WITH A LOT OF THE TEAMS OUT THERE TO FIND OUT WHICH EQUIPMENT THAT WE WOULD LIKE TO PURCHASE OFF OF THIS STATE LIST.
SO WHAT WE'VE COME UP WITH IS THE CONCEPT OF BUYING 500 CHROME BOOKS.
WE ALSO TALKED ABOUT 100 IPADS AND WE'RE REALLY GEARING THOSE, IF YOU GUYS REMEMBER, THE PRE-K PROGRAM IS FULL OF IPADS AND WE'RE A LITTLE DEFICIENT BECAUSE WE DIDN'T DO THE ONE-TO-ONE OVER AT THE THREE PRE-K SITES, SO WE'RE TRYING TO GET A COUPLE MORE OF THOSE IPADS TO EVEN THAT OUT.
THE OTHER COMPONENT IS THE INTERNET HOTSPOTS.
THIS WAS AN AREA THAT WE REALLY NEEDED TO FOCUS ON IN THE SPRING.
WE HAVE ABOUT 250 TO ABOUT 280 IN PRODUCTION RIGHT NOW.
BUT AS WE GO INTO THE FALL, WE'RE WORKING WITH DR. GOBER'S AREA ON RAMPING THIS PROJECT UP AND REALLY IDENTIFYING THOSE HOUSEHOLDS THAT NEED THIS CONNECTIVITY.
WE BELIEVE THAT THAT NUMBER IS A LOT HIGHER GOING INTO THIS FALL.
SO WE ENDED UP COMING UP TO AROUND A THOUSAND HOTSPOTS.
WE PLACED THAT ORDER AND THAT'S WHAT THE INTER-LOCAL IS FOR, IT'S FOR THAT ORDER.
BY PLACING THAT ORDER, AND BASED ON OUR ECONOMICALLY DISADVANTAGED NUMBERS, THE STATE IS GOING TO USE SOME FEDERAL MONEY TO OFFSET THAT BY HALF, SO THAT WE WILL GET THIS AT A VERY DISCOUNTED RATE.
BUT UNFORTUNATELY IT'S ON A VERY QUICK TIMELINE.
SO WHAT WE'RE ASKING FOR IS TO ENTER THIS AGREEMENT SO WE CAN PROCURE 500 CHROME BOOKS, 100 IPADS, AND 1,000 HOTSPOTS TO ADDRESS A LOT OF THE TECHNOLOGICAL NEEDS THAT WE'RE FACING RIGHT NOW IN THE DISTRICT, THAT WE CAN GET THAT EQUIPMENT ONSITE AND DELIVERED OUT TO THE FAMILIES THAT NEED IT.
SO THAT'S WHAT THE AGENDA ITEM IS FOR THIS EVENING.
>> ARE THERE ANY QUESTIONS FROM THE BOARD?
DAN, IN TERMS OF THE HOTSPOTS, ARE WE PURCHASING JUST THE HARDWARE AND THE ACTUAL DATA WILL BE PURCHASED SEPARATE?
NO. WHAT WE'RE PURCHASING IS A ONE-YEAR UNLIMITED, EACH HOTSPOT HAS UNLIMITED DATA ON IT.
JUST SO YOU GUYS KNOW, WHEN WE PROCURE OR WHEN WE DELIVER HOTSPOTS, WHAT WE DO ON THE BACK-END IS, THEY CAN HANDLE MULTIPLE DEVICES.
IT'S NOT ONE PER, LIKE A CHROMEBOOK.
THE HOTSPOTS ARE ONE PER HOUSEHOLD.
WHAT WE WOULD DO IS PURCHASE THE HOTSPOT, AND FOR THE HOUSEHOLD FOR A YEAR,
[00:10:01]
THIS AGREEMENT IS FOR A ONE-YEAR DURATION.WITH IT THOUGH, IS WHAT'S CALLED CIPA FILTERING, WHICH STANDS FOR CHILDREN'S INTERNET PROTECTION ACT.
WITH THE HOTSPOT IS A FILTERING SOFTWARE, SO THAT WE CAN CARRY OUR FILTERING BAD WEBSITES OUT FOR THE YEAR.
IT'S A YEAR'S WORTH OF SERVICE BUNDLED INTO THAT COST.
>> THEORETICALLY, ONE OF THESE HOTSPOTS COULD SERVE AS, LET'S SAY THERE'S THREE STUDENTS UNDER ONE ROOF, SO NOW WE'RE GETTING THREE-FOR-ONE.
>> I HAVE A QUESTION? I HAVE A QUESTION?
>> DAN, I UNDERSTAND THAT WE'RE GOING TO HAVE 1,000 HOTSPOTS.
DO YOU FEEL THAT THAT IS ENOUGH FOR ALL THE FAMILIES THAT ARE IN NEED?
>> WELL, THIS WAS A HARDER NUMBER TO COME UP WITH.
WE'RE FINDING OUT WHAT THE TRUE NUMBER IS.
WE DID BASE IT ON THE AMOUNTS THAT WE HAD IN THE SPRING, AS WE RAMPED IT UP.
LIKE I SAID, WE'VE GOT 1250, AND WE'RE BASING IT ON THE AMOUNT OF FAMILIES THAT WERE UNREACHABLE DURING THAT TIME FRAME.
BUT WE'RE GETTING A CLEARER NUMBER AS WE WORK WITH COURTNEY'S AREA [INAUDIBLE].
THERE'S AN ACTIVE PROJECT RIGHT NOW GOING ON, TO IDENTIFY THOSE FAMILIES THAT HAVE THOSE AS A HARDSHIP, AND THEN WE'LL GET BETTER NUMBERS.
UNFORTUNATELY, I DON'T HAVE THAT ALL JUST AT MY FINGERTIPS JUST YET.
BUT WE THOUGHT ABOUT THREE TIMES THE AMOUNT OF COST THAT WE CURRENTLY HAVE, WAS A SAFE NUMBER THAT WE CAN MEET THOSE NEEDS. YES, NANCY?
>> I HAVE A QUESTION. IF YOU FIND OUT AFTER THIS, THAT WE END UP NEEDING MORE, IS THE WINDOW CLOSED ON THIS KIND OF PURCHASE?
>> UNFORTUNATELY, THE ANSWER IS YES.
THIS IS A ONE-TIME DEAL THAT THE STATE IS DOING, AND THEY DO HAVE PROVISIONS WHERE WE MAY BE ABLE TO DO ANOTHER BULK PURCHASE, BUT THEY DID MAKE IT EXPLICITLY CLEAR, THAT THE FEDERAL MONIES MAY NOT BE, THEY MAY GIVE US THAT RATES, BUT NOT WITH THE OFFSETTING AT 50 PERCENT.
>> DAN, THIS MIGHT ALSO BE A RANDY QUESTION.
RANDY, I APOLOGIZE FOR BRINGING YOU IN HERE OFF THE CUFF, BUT LOOKS LIKE IT'S IN ADDENDUM ONE IS WHERE ARE THEY ADDRESS THE REIMBURSEMENT PROGRAM, AND IT'S $200 MILLION OF CARES ACT MONEY, IS WHAT THE STATE HAS DEDICATED TO THIS.
RANDY, REMIND ME WHAT WAS THE TOTAL CARES ACT FUNDING? WASN'T IT $4 BILLION MAYBE FOR THE STATE OF TEXAS? WE WERE GOING TO GET A COUPLE TO $4 MILLION DOLLARS, RIGHT? WHAT WE THOUGHT IN THE SPRING?
>> YEAH. SO UNDER THE [INAUDIBLE] FUNDS, WE RECEIVED JUST $4,033,000, I BELIEVE WAS THE NUMBER.
OF COURSE THAT WAS REDUCED OUT OF OUR STATE AID.
BUT IN TOTAL, IF MY MEMORY'S RIGHT IT WAS ABOUT $1.3 BILLION THAT THE STATE RECEIVED IN THAT STIMULUS MONEY AND SO A PORTION OF THAT, THE DISTRICTS WERE SOMEWHAT NEUTRAL IN THAT [INAUDIBLE] FUNDING, BUT THE STATE STILL HAS MONEY, AND THEY'RE USING SOME OF THAT MONEY, AS I UNDERSTAND IT, TO FUND THEIR PORTION OF THIS PROGRAM.
>> YEAH. LOOKS LIKE THEY SAID $200 MILLION OF IT.
I MEAN, I'M SUPPORTIVE OF THIS, I THINK IT'S GOING TO FILL A NEED.
WE CAN GET A LITTLE MONEY BACK FROM THE STATE.
I DON'T KNOW WHY WE'D PASS IT UP.
>> ARE THERE ANY FURTHER QUESTIONS FROM THE BOARD? SEEING NONE. IS THERE A MOTION?
>> [INAUDIBLE] IF THE BOARD OF TRUSTEES APPROVES AND ENTERS INTO THE OPERATION CONNECTIVITY, FULL ACQUISITION AGREEMENT, AND AUTHORIZES THE SUPERINTENDENT, AND OTHER APPROPRIATE DISTRICT PERSONNEL, TO TAKE NECESSARY ACTIONS UNDER SUCH AGREEMENTS.
>> I SECOND. ANGELA POWELL SECOND.
>> I HAVE A MOTION BY JERI CHAMBERS, A SECOND BY ANGELA POWELL THAT THE BOARD OF TRUSTEES APPROVES AND ENTERS INTO THE OPERATION CONNECTIVITY INTER-LOCAL ACQUISITION AGREEMENT, AND AUTHORIZE THE SUPERINTENDENT AND OTHER APPROPRIATE DISTRICT PERSONNEL, TO TAKE ALL NECESSARY ACTIONS UNDER SUCH AGREEMENT.
IS THERE FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE [INAUDIBLE] CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
[00:15:03]
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
NOW, IF THERE ARE NO OBJECTIONS FROM THE BOARD,
[4. CLOSED SESSION: 4:15 P.M.]
WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER SECTION 551.01 OF THE TEXAS GOVERNMENT CODE FOR THE FOLLOWING PURPOSES, SECTION 551.072.THE TIME IS NOW 4:15 P.M. DAN, I ASSUME THE CABINET WILL YOU MOVE TO A [INAUDIBLE] WORK WILL NOW RECONVENE OPEN SESSION.
[5. RECONVENE OPEN SESSION: APPROXIMATELY 5:00 P.M. (AT THE CONCLUSION OF CLOSED SESSION)]
TODAY IS TUESDAY, AUGUST 4TH 2020.THE BOARD NOW WELCOMES PLANO SENIOR HIGH SCHOOL,
[6. PLEDGES OF ALLEGIANCE]
JUNIOR RESERVE OFFICER TRAINING CORPS, SENIOR CADETS, BY THE WAY OF VIDEO, TO LEAD US IN THE PLEDGE OF ALLEGIANCE TO THE US FLAG, AND THE PLEDGE OF ALLEGIANCE TO THE STATE OF TEXAS FLAG.WOULD EVERYONE PLEASE STAND FOR THE PLEDGES OF ALLEGIANCE.
>> THANK YOU TO JROTC CADET COLONEL ALEXIA MOLINA, FOR LEADING US IN THE UNITED STATES PLEDGE OF ALLEGIANCE, AND JROTC CADET FIRST LIEUTENANT, LANDER LEWIS FOR LEADING US IN THE PLEDGE OF ALLEGIANCE TO THE STATE FLAG OF TEXAS.
I'M HONORED TO DELIVER TONIGHT'S INSPIRATIONAL MESSAGE.
[7. INSPIRATIONAL MESSAGE]
OUR PLANO ISD VISION STATEMENT EFFECTIVELY REPRESENTS WHAT IT MEANS TO BE PART OF THE PLANO ISD FAMILY.WE ARE COMMITTED TO EXCELLENCE, DEDICATED TO CARING, POWERED BY LEARNING AND, PLANO ISD PROUD.
I'D LIKE TO SHARE A FEW THOUGHTS ABOUT EXCELLENCE.
I WOULD SAY THAT EXCELLENCE IS INGRAINED IN THE DNA OF OUR DISTRICT AND OUR COMMUNITY.
THE DISTRICT TAGLINE BEFORE OUR NEW STRATEGIC PLAN WAS, "TEAMWORK FOR EXCELLENCE." EXCELLENCE CAN BE A SCARY WORD.
THERE'S A POPULAR QUOTE ABOUT EXCELLENCE ATTRIBUTED TO ACTOR AND PARKINSON'S DISEASE ADVOCATE MICHAEL J.FOX.
HE SAID, "I'M CAREFUL NOT TO CONFUSE EXCELLENCE WITH PERFECTION.
EXCELLENCE, I CAN REACH FOR, PERFECTION IS GOD'S BUSINESS".
MY TAKE AWAY FROM THAT QUOTE, IS THAT EXCELLENCE IS NOT ABOUT BEING THE BEST, IT'S ABOUT STRIVING TO BE BETTER.
EXCELLENCE IS A CONTINUOUS PURSUIT.
IN PREPARING OUR STUDENTS TO BE LIFE READY, WE CERTAINLY GIVE THEM THE TOOLS THEY NEED TO ACHIEVE SUCCESS.
BUT WE ALSO GIVE THEM THE GRACE THEY NEED, IN ORDER TO GROW AND TO IMPROVE.
DURING THESE CRAZY TIMES, UNLIKE ANYTHING I'VE EVER SEEN IN MY LIFETIME, WE NEED TO EXTEND GRACE TO THOSE AROUND US.
THERE'S NO ROAD MAP FOR THE CHALLENGE WE FIND OURSELVES IN.
BUT IF WE EXTEND GRACE AND KINDNESS, WE CAN GET THROUGH THIS.
IT'S NOW TIME FOR OUR RECOGNITIONS THIS EVENING.
[8. RECOGNITIONS]
FIRST WE RECOGNIZE TWO RETIREES, WHO HAVE MADE MANY CONTRIBUTIONS TO THEIR SCHOOLS AND TO PLANO ISD, DURING THEIR DISTINGUISHED CAREERS.DR. THERESA WILLIAMS, CHIEF OPERATING OFFICER WILL INTRODUCE THIS RECOGNITION DR. WILLIAMS.
>>THANK YOU, PRESIDENT RICHARDS.
WE ARE VERY PROUD TO RECOGNIZE TWO VERY SPECIAL ELEMENTARY PRINCIPALS WHO RETIRED AT THE END OF THE 19/20 SCHOOL YEAR.
ALTHOUGH WE WERE UNABLE TO HONOR THEM IN PERSON, DUE TO OUR SPRING CLOSURE THIS MAY, WE ARE HAPPY TO TAKE THE TIME TONIGHT, TO RECOGNIZE THEM AND THANK THEM FOR THEIR SERVICE.
THEIR EXPERIENCE AND THEIR KNOWLEDGE AT THEIR RESPECTIVE LEARNING COMMUNITIES WILL BE SO MISSED.
BOTH OF THESE PRINCIPALS HAVE SERVED MANY YEARS AT THEIR SCHOOLS, AND THEY WILL BE LEAVING BEHIND SOME REALLY BIG SHOES TO FILL.
AT THIS TIME, I WOULD LIKE TO ASK EXECUTIVE DIRECTOR FOR ELEMENTARY SCHOOL LEADERSHIP AND INNOVATION, JILL STOKER TO DO THE HONORS IN RECOGNIZING BOTH OF THESE LOVELY PRINCIPALS.
>> THANK YOU, DR. WILLIAMS. GREAT PRINCIPALS ARE THE HEART OF A SCHOOL.
[00:20:01]
AS THE SCHOOL'S LEADER, PRINCIPALS ARE THE TIE THAT BINDS THE STUDENTS, TEACHERS, PARENTS, AND THE GREATER COMMUNITY TOGETHER TO BENEFIT CHILDREN.THEIR SCHOOL BECOMES A FAMILY AND A GREAT PLACE TO BE FOR STUDENTS AND STAFF.
NEEDS SOMEONE TO GET A PIE IN THE FACE OR WHERE IS SILLY HAT? AND THEY ARE THERE.
IT GOES WITHOUT SAYING, THEY ARE THERE FOR ALL THE BIG STUFF TOO.
A GREAT PRINCIPAL IS DEDICATED TO THE SUCCESS OF A LUCKY STUDENTS, WHO GET TO LEARN IN THEIR SCHOOL AND TO THE SUPPORT OF THE SCHOOL STAFF.
GREAT PRINCIPALS LISTEN TO EVERYONE ACT FAIRLY, AND ARE HELD TO HIGH STANDARDS.
IT IS A VERY DIFFICULT AND IMPORTANT JOB THAT TAKES A LOT OF ENERGY.
I HAVE THE HONOR TONIGHT OF RECOGNIZING TWO PLANO ISD, GREAT PRINCIPALS, WHO HAVE RETIRED THIS YEAR AND HAVE LEFT BEHIND A LEGACY OF CARING COMMITMENT.
OUR FIRST IS BARBARA LANGE, PRINCIPAL AT BRINKER ELEMENTARY, HAS RETIRED AFTER 38 YEARS OF EXPERIENCE IN EDUCATION.
BARBARA LOVED HER 16 YEARS AS A BRINKER BEAR.
SHE DEDICATED HERSELF TO LEAVING HER STAFF AND STUDENTS TO ACADEMIC EXCELLENCE.
SHE TOOK PRIDE IN HER EXPERIENCE STAFF AND THE POSITIVE LEARNING ENVIRONMENT CREATED AT BRINKER.
BARBARA WORKED COLLABORATIVELY THE BRINKER COMMUNITY AND PARENTS AND VALUED THE MANY RELATIONSHIPS BUILT OVER THE YEARS.
FOR STAFF SAYS, THAT TO BARBARA AND THE PEOPLE AT BRINKER WERE HER NUMBER ONE PRIORITY.
WHETHER STUDENTS, STAFF, OR PARENTS, EVERYONE WAS FAMILY AND EVERYONE WAS IMPORTANT.
BARBARA WILL BE GREATLY MISSED.
SHE PLANS TO SPEND LOTS OF TIME WITH HER GRAND BABIES AND TRAVEL.
WE THANK YOU, BARBARA, FOR YOUR OUTSTANDING CAREER WITH PLANO ISD.
HERE ARE MORE PICTURES OF BARBARA.
BEN BENAVIDES, PRINCIPAL AT WEATHERFORD ELEMENTARY, HAS RETIRED WITH OVER 30 YEARS OF EXPERIENCE.
BEN ENJOYED HIS EIGHT YEARS AT WEATHERFORD.
COMING FROM A MIDDLE SCHOOL, HE ENJOYED THE ELEMENTARY SCHOOL CULTURE AND THE, SOMETIMES, SILLY FUN HIS STUDENTS HAD AT WEATHERFORD.
THAT'S HIM IN THE CAT IN THE HAT SUIT FROM 2013.
BEN LED HIS WEATHERFORD FAMILY WITH A BIG HEART AND A PASSION FOR MEETING THE NEEDS OF ALL STUDENTS AND THEIR FAMILIES.
HE WORKED HARD TO BUILD A CULTURE OF UNITY AT WEATHERFORD THAT WILL CONTINUE TO THRIVE WITH ALL THE EAGLE STAFF, STUDENTS AND COMMUNITY.
HIS BIG SMILE, LEADERSHIP, SENSE OF HUMOR AND DAILY PRESENCE WILL BE MISSED.
THANK YOU BEN, FOR YOUR MANY YEARS OF SERVICE AND DEDICATION IN PLANO ISD AND ENJOY TIME WITH FAMILY AND THE PURSUIT OF NEW INTERESTS.
WE ARE SAD TO SAY FAREWELL TO THESE TWO LONG-TIME GREAT PRINCIPALS WHO, COMBINED, HAVE 68 YEARS OF EXPERIENCE IN EDUCATION.
THAT IS A FULL LIFETIME OF CARRYING ABOUT KIDS.
BEN AND BARBARA, WE WISH YOU WELL AS YOU TURN YOUR BOUNDLESS ENERGIES TO NEW ENDEAVORS AND QUALITY FAMILY TIME.
WE ALL WISH YOU BOTH THE BEST.
>> THANK YOU, MS. STOKER. SUPERINTENDENT BONSER, WOULD YOU LIKE TO SAY A FEW WORDS?
>> I WOULD. THANK YOU, PRESIDENT RICHARDS.
YOU KNOW, IT'S ALWAYS HARD TO SAY FAREWELL TO PEOPLE YOU'VE KNOWN FOR A VERY LONG TIME AND I'VE KNOWN BARBARA AND BEN FOR A LONG, LONG TIME.
AND THEY HAVE LEFT BEHIND NOT JUST A LEGACY OF EXCELLENCE AND LEARNING, BUT A LEGACY OF EXCELLENCE IN LEADING.
AND FINDING GREAT LEADERS FOR OUR SCHOOLS IS A VERY IMPORTANT THING AND FOR THEM TO HAVE HAD THE CAREERS THAT THEY'VE HAD IN PLANO ISD, THEY HAVE SERVED US WELL AND THEY DESERVE EVERY BIT OF RECOGNITION AND APPRECIATION AND THANKS FOR THEIR STRONG LEADERSHIP AND THEIR PASSION FOR SERVING STUDENTS AND FAMILIES.
BARBARA AND BEN, IF YOU'RE WATCHING, WE MISS YOU.
WE'RE HAVING A LOT OF FUN WITHOUT YOU.
YOU CAN IMAGINE TRYING TO GET THE SCHOOL YEAR STARTED, BUT YOU'VE EARNED SOME TIME IN THE SUN TO ENJOY YOURSELVES AND IT'S A RETIREMENT, WELL EARNED AND WELL-DESERVED.
[00:25:01]
AND I HOPE YOU ENJOY EVERY LAST MINUTE AND COME BACK AND VISIT US BECAUSE WE'LL BE HERE WORKING HARD AND WE'LL LOOK FORWARD TO SEEING YOU WITH SMILES ON YOUR FACES AND RELAXING.SO THANK YOU FOR YOUR SERVICE TO PLANO ISD.
>> THANK YOU. NEXT ON OUR RECOGNITION AGENDA, WE ARE PROUD TO INTRODUCE THE APPOINTMENTS OF PLANO ISD LEADERS APPROVED OVER THE SUMMER MONTHS DR. WILLIAMS, WILL YOU DO THE HONORS?
>> THANK YOU, PRESIDENT RICHARDS.
AS WE DO EVERY THIS TIME OF YEAR WHERE WE'RE DELIGHTED TO WELCOME OUR NEW LEADERSHIP TEAM TO OUR DISTRICT.
AND I'M SO PLEASED TO GET TO MAKE THEIR INTRODUCTIONS TONIGHT TO EACH OF YOU AND TO OUR VIEWING AUDIENCE.
AND SO FIRST I WANT TO WELCOME TO THE TEAM, OUR NEW ELEMENTARY CAMPUS LEADERS.
AND WE HAVE THREE NEW PRINCIPALS.
AND FIRST, I'D LIKE TO WELCOME FROM WEATHERFORD ELEMENTARY, CEDILLO.
AND BRINKER ELEMENTARY, NOT NADER DISTRICT, BUT A TRANSFER FROM JACKSON, I WANT TO WELCOME ANDREA COCKRELL TO OUR NEW CAMPUS.
AND THEN JOINING US BACK, NOT NEW TO PLANO, BUT BACK AGAIN, AT JACKSON ELEMENTARY IS CRYSTAL ROACH.
SO I WANT TO WELCOME OUR THREE NEW ELEMENTARY PRINCIPALS.
ADDING TO OUR ELEMENTARY LEADERSHIP TEAM, WE HAVE SEVERAL NEW ASSISTANT PRINCIPALS AND I WOULD FIRST LIKE TO PRESENT CHRISTY JAMES AT SKAGGS ELEMENTARY.
MELINDA HOOVER AT HICKEY ELEMENTARY.
A TRANSFER FROM MITCHEL IS KRISTEN GLASSCOCK TO SCHELL.
CONNIE MATHEWS TO BEVERLY ELEMENTARY.
CHAD STOKER TO MITCHEL ELEMENTARY, AND AMY WEEMS TO DAVIS ELEMENTARY.
SO WELCOME TO OUR NEW ELEMENTARY CAMPUS LEADERSHIP TEAM.
NOW LOOKING AT OUR NEW SECONDARY CAMPUS LEADERS AND TO WELCOME THEM TO PLANO ISD, WE HAVE A NEW ASSOCIATE PRINCIPAL, MR. MICHAEL CRUZ, AND HE IS MOVING UP THE RANKS AT PLANO WEST.
AND THEN WE HAVE SEVERAL NEW ASSISTANT PRINCIPALS AT THE SECONDARY LEVEL.
AND TWO FROM FRANKFORD MIDDLE SCHOOL, JORDAN RIOS, AND LARRY WILSON.
NEW TO ROBINSON MIDDLE SCHOOL IS AT BERROUET AND I HOPE I PRONOUNCED THAT CORRECTLY.
NEW TO SHEPTON HIGH SCHOOL AND BACK IN PLANO IS MELISSA CRANE.
NEW TO CLARK HIGH SCHOOL, QUIANA ELAM.
WE WANT TO WELCOME KAMDEN KNEISEL AT MCMILLEN HIGH SCHOOL.
CLARISSA MERINO AT PLANO EAST, AND KRISTEN FISHER AT PLANO WEST SENIOR HIGH.
AND THEN NEW IN OUR DISTRICT LEVEL LEADERSHIP TEAM.
WE HAVE SEVERAL NEW LEADERS IN OUR STUDENTS, FAMILY AND COMMUNITY SERVICES.
AND SO FIRST, I WANT TO WELCOME BACK DR. COURTNEY GOBER IS ASSISTANT SUPERINTENDENT FOR STUDENT FAMILY AND COMMUNITY SERVICES.
AND THEN HE HAS THREE NEW TEAM MEMBERS.
FIRST STEVE EWING, EXECUTIVE DIRECTOR, DR. JENNIFER MILEY, EXECUTIVE DIRECTOR, AND I BELIEVE MAYBE NEW AS OF TODAY IS KIMMIE CONLON, DIRECTOR.
SO WELCOME TO PLANO ISD AND WE ARE SO EXCITED TO HAVE THESE NEW LEADERS ON OUR TEAM.
>> THANK YOU, THERESA. FOR THOSE RECOGNIZED THIS EVENING, WHO ARE NEW TO PLANO ISD, OR NEW TO YOUR SCHOOLS, WERE VERY HAPPY TO HAVE YOU AS AN IMPORTANT PART OF PLANO ISD.
AND TO OUR RETIRING PRINCIPALS, I SPEAK FOR THE ENTIRE BOARD AND OFFERING YOU A HEARTFELT THANKS FOR YOUR SERVICE.
WE'RE VERY SORRY THAT YOU'RE LEAVING US, BUT WE'RE VERY EXCITED ABOUT THE NEXT PHASE OF YOUR LIFE THAT YOU'RE BEGINNING.
WE NOW MOVE TO THE PUBLIC COMMENT SESSION ON OUR AGENDA.
[9. PUBLIC COMMENT SESSION]
SECRETARY WANG, HAS ANYONE SIGNED UP TO ADDRESS THE BOARD? DR. WANG YOU'RE ON MUTE.>> COMMENTS, THREE COMMENTS ARE RELATED TO AN AGENDA ITEM AND ONE COMMENT IS REGARDING A NON-AGENDA ITEM.
>> A PUBLIC COMMENT SESSION IS PROVIDED TO THE PERSONS WHO DESIRE COMMENTS TO THE BOARD REGARDING AGENDA OR NON-AGENDA ITEMS. EACH OF THE UNIQUE FORMAT OF THIS VIRTUAL MEETING PATRONS WHO WISH TO PARTICIPATE IN PUBLIC COMMENT,
[00:30:02]
WERE ASKED TO SUBMIT THEIR NAME AND COMMENTS TO THE BOARD IN ADVANCE OF THIS MEETING AS INSTRUCTED ON THE MEETING NOTICE.COMMENTS ADDRESSING AGENDA ITEMS WE'VE HEARD DURING THE PUBLIC COMMENT SESSION OR PRIOR TO THE AGENDA ITEMS CONSIDERATION AS DIRECTED BY THE PRESIDING OFFICER, IN ORDER OF THE CORRESPONDING AGENDA ITEM UNTIL ALL AGENDA ITEM COMMENTS HAVE BEEN HEARD.
NO PRESENTATION SHALL EXCEED THREE MINUTES.
TONIGHT WE'LL BE ABLE TO READ ALL COMMENTS, INCLUDING THE NON-AGENDA ITEM COMMENT DURING THE ALLOTTED 30 MINUTES FOR THE PUBLIC COMMENT SESSION.
DUE TO THE REQUIREMENTS OF THE OPEN MEETINGS ACT, THE BOARD MAY NOT DISCUSS ITS SUBJECT THAT IS NOT ON THE AGENDA AND MAY ONLY MAKE A STATEMENT OF FACTUAL INFORMATION OR ASK SUPERINTENDENT TO CORRECT ANY MISINFORMATION THAT HAS BEEN PRESENTED AS FACT, RECITE EXISTING POLICY, OR REFER THE PATRON TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE.
PLEASE BE ADVISED THAT THE COMMENTS READ IN THE PUBLIC COMMENT SESSION DO NOT REFLECT THE OPINION OF THE DISTRICT SECRETARY WANG WILL NOW READ THE COMMENTS.
>> THE FIRST COMMENT IS SUBMITTED AS NOTED WITH SINCERE GRATITUDE BY RICHARD ABERNATHY, BOB ROUDER, LARRY BOYD, RANDY KHALID, [INAUDIBLE] .
TRACY POUNDERS, CHARLES CRAWFORD, RAY MARKEY, ROSS WELLS, JARED PACE, RON [INAUDIBLE] , CHAD TIMMONS.
PAUL LOPEZ, REBECCA BRADLEY, MARK STONE, DENNIS STONE.
BOARD MEMBERS, IT IS OUR HONOR AND PRIVILEGE TO REPRESENT PLANO ISD.
FOR 30 YEARS, WE HAVE PROVIDED PLANO ISD WITH THE BEST LEGAL SERVICES AND THE STAFF IN THE DELINQUENT TAX COLLECTION BUSINESS.
JUST TWO WEEKS AGO, WE NEGOTIATED DELINQUENT TAX SETTLEMENTS FOR PLANO ISD WORTH $1,076,675.05 IN JUST ONE DAY.
WE HAVE PROVIDED YOUR TAXPAYERS WITH THE CONVENIENCE OF UNIFIED COLLECTIONS DUE TO TO OUR REPRESENTATION OF THE CITY OF PLANO, CANYON COUNTY AND CANYON COLLEGE.
WE ARE PERSONALLY INVESTED IN THE SUCCESS OF PLANO ISD.
WE'VE BEEN HERE SINCE 1876 AND WHICH IT CAN WORK FOR YOU PERSONALLY.
WE ARE PROUD OF OUR SERVICE TO THE DISTRICT.
WE APPRECIATE THE ADMINISTRATION'S PROFESSIONALISM IN THE SELECTION PROCESS AND RESPECT THEIR RECOMMENDATION.
IT WAS AN HONOR TO BE ASKED TO SUBMIT OUR PROPOSAL EXPLAINING HOW WE WORK, AS WELL AS OUTLINING THE MANY ENHANCEMENTS WE'VE MADE TO OUR PRACTICE OVER THE LAST THREE MONTHS.
WE KNOW IT WAS GIVEN DUE CONSIDERATION BY THE ADMINISTRATION.
IF YOU FOLLOW THE ADMINISTRATION'S RECOMMENDATION, PLEASE KNOW THAT OUR COMMITMENT TO PLANO ISD WILL NOT BE LESS DURING THIS TRANSITION FROM OUR LAW FIRM TO YOUR NEW LAW FIRM.
YOU CAN BE CONFIDENT THAT PLANO ISD WILL RECEIVE THE BEST COLLECTIONS IN THE INDUSTRY UNTIL OUR VERY LAST DAY SERVING YOU.
OUR COMMITMENT TO YOU IS NOT DIMINISHED IN ANY WAY.
THE FIRM AND ALL OF US ON OUR DELINQUENT TAX COLLECTION TEAM, THANK YOU FOR THE OPPORTUNITY TO BE OF SERVICE.
THE SECOND COMMENT THIS EVENING IS SUBMITTED BY SAMIDHA [INAUDIBLE] TO THE BOARD MEMBERS, SUPERINTENDENT BONSER, AND STAFF.
MY NAME IS SAMIDHA [INAUDIBLE] .
I HAVE AN EIGHTH, TENTH AND 12TH GRADER IN PLANO SCHOOLS.
I WANT TO STATE THAT THERE WAS NOT AN EQUITABLE CONSIDERATION TO THE STUDENT WHO WANTED TO COME BACK TO SCHOOL FACE-TO-FACE AS ORIGINALLY PLANNED, ON AUGUST 17TH.
WE PARENTS WERE GIVEN THE OPTION TO DECIDE AT HOME OR ON CAMPUS.
BASED ON THE NUMBERS, 70 PERCENT OF STUDENTS, THAT IS 39,000 TO 40,000 STUDENTS, WERE WANTING TO COME BACK THREE DAYS LATER WITHOUT NOTICE, WITHOUT A NOTE, WITHOUT HEALTH ORDERS, WITH A 50 PAGE DOCUMENT SHOWING THE IMPLEMENTATION OF THE SAFETY PROTOCOLS SUGGESTED BY THE CDC.
THE DECISION THOSE PARENTS MADE WAS TAKEN AWAY.
THESE STUDENTS, WERE DISENFRANCHISED, SINCE THERE IS A CHANGING ENVIRONMENT, AS THE LETTER SAID.
WHAT ABOUT THE CDC STANDS THAT IT IS IN THE PUBLIC HEALTH INTERESTS OF OUR STUDENTS TO RETURN TO SCHOOL,
[00:35:02]
THAT PUBLIC HEALTH THREAT IS GREATER THAN THEY COVID HEALTH THREAT.WHY WAS THAT NOT TAKEN INTO CONSIDERATION.
THIS EXTENSION OF VIRTUAL IS NOT JUST A FEW WEEKS.
THE STUDENTS HAVE BEEN HOME SINCE MARCH.
WHAT ABOUT THE WORKING PARENTS WHO SIGNED THEIR CHILDREN UP.
WHAT ABOUT THE SCHOOLS IN LOWER SOCIOECONOMIC NEIGHBORHOODS THAT SIGN UP IN THE MAJORITY TO RETURN TO SCHOOL.
WHAT ABOUT THE SPECIAL ED STUDENTS WHO CANNOT GET THE SERVICES, THEIR IET AND 504 REQUIRES.
WHAT ABOUT JUST THE GENERAL MENTAL AND EDUCATIONAL HEALTH OF THE STUDENTS WHOSE PARENTS BELIEVED NEEDED TO GO TO SCHOOL.
ONE OF THE PILLARS OF PLANO ISD IS EQUITY, BUT WHEN 70 PERCENT OF STUDENTS WERE DISREGARDED, THAT PILLAR CRUMBLES.
WHEN VOICES AND CONCERNS OF SO MANY PARENTS WERE DISREGARDED.
THEY DON'T SEND LETTERS BECAUSE THEY ALREADY HAD AND STILL THE EQUITABLE CONSIDERATION WAS NOT GIVEN TO THEM.
I'M HEAR FROM THIS PARENTS, WHY FIGHT IT, THIS SCHOOL WILL DO WHAT IT WANTS ANYWAYS.
THE PARENTS WHO CHOOSE AT HOME, MAKE THE DECISION THEY WANTED AND WERE COMFORTABLE WITH.
THE PARENTS OF THE OTHER 40,000 DID NOT RECEIVE THAT VOTE.
EDUCATION IS THE MAIN PURPOSE OF OUR SCHOOLS AND THE MAIN STAKEHOLDERS ARE THE STUDENTS. THANK YOU.
>> [INAUDIBLE] I INTERRUPT FOR A MOMENT.
I THINK MS. BONSER HAD SOME FACTUAL STATEMENTS TO MAKE.
>> THANK YOU, PRESIDENT RICHARDS, JUST AS A POINT OF CLARITY ON A COUPLE OF THINGS THAT WERE IN THE COMMENTS WITH ALL RESPECT THAT THE SCHOOL START DATE WAS AUGUST 12TH, ADOPTED BY OUR BOARD LAST SPRING AND THE CALENDAR START DATE WAS NEVER CHANGED.
ANY INSTRUCTION REMOTE OR IN PERSON WAS NEVER ANTICIPATED TO BE AUGUST 17TH.
SO THE SCHOOL START DATE DID NOT CHANGE AND HAS ALWAYS BEEN AUGUST 12TH AND STILL IS.
ALSO, THE 70-30 INFORMATION WAS RELEASED ON JULY 14TH, AND THAT WAS STILL WITHIN THE TIMELINE OF PARENTS SUBMITTING THEIR PREFERENCE.
AND IT WAS NOT A VOTE OF WHEN TO START SCHOOL.
IT WAS A PREFERENCE FOR LEARNING ENVIRONMENT, FOR INSTRUCTION.
AND ON THE 16TH WAS 60-40, AND AS OF TODAY IS 49 PERCENT FACE-TO-FACE AND 51 PERCENT REMOTE.
THERE WAS NO VOTE BECAUSE NO VOTE WAS REQUIRED. THANK YOU.
>> THE THIRD COMMENT THIS EVENING IS SUBMITTED BY MICHELLE [INAUDIBLE] TO THE PISD BOARD.
AS WE GET CLOSER TO THE START OF OUR FOUR WEEK VIRTUAL SCHOOL ENVIRONMENT, I HOPE THAT THE BOARD IS CONTINUALLY EVALUATING COVID-19 TRENDS, IN PLANO AND THE GREATER COLLIN COUNTY REGION.
FOR EXAMPLE, THE PERCENTAGE POSITIVE TESTING RATE, IS DOWN TO 7.9 PERCENT FOR THE WEEK ENDING JULY 26TH.
I BELIEVE THIS PAST WEEKS REPORT WILL SHOW FURTHER DECLINES ACROSS THE BOARD.
AS THE TREND LINES CONTINUE TO BECOME MORE POSITIVE, I IMPLORE THE BOARD TO TAKE INTO ACCOUNT THE CDC'S LATEST ROUND OF ADVICE ON SCHOOL OPENINGS.
NAMELY, THAT WE SHOULD STRIVE TO RE-OPEN SCHOOLS AS MUCH AS POSSIBLE, BECAUSE WE KNOW OF ALL THE NEGATIVE EFFECTS CLOSED SCHOOLS HAVE ON OUR CHILDREN.
CDC DIRECTOR, ROBERT REDFIELD, SADLY ANNOUNCED, VIA VIDEO, A COUPLE OF WEEKS AGO, THAT WE ALREADY HAVE SEEN MORE DOCUMENTED SUICIDES IN CHILDREN UNDER 18, THAN HAVE DIED FROM COVID IN THIS COUNTRY.
I THINK IT'S A SOBERING DETAIL THAT DOESN'T SEEM TO BE GETTING ENOUGH ATTENTION IN THAT LEGACY MEDIA.
THERE ARE REAMS AND REAMS OF STATISTICS THAT SHOW THAT THE VIRUS AFFECTS CHILDREN TO A SUBSTANTIALLY LESS DEGREE THAN ADULTS.
AGAIN, IN A VIDEO RELEASED BY REDFIELD ON JULY 15TH, HE SAID THE RISKS TO SCHOOL AGE CHILDREN IS, LITERALLY, ONE IN A MILLION.
[00:40:01]
I BELIEVE THAT AT THIS POINT, AS ADULTS, WE NEED TO PUT THIS VIRUS IN PERSPECTIVE AND BALANCE THE RISK/REWARD EQUATION.WHATEVER HAPPENED TO AMERICA'S IDEALS OF FACING A PROBLEM HEAD ON, DEVELOPING A PLAN TO ADDRESS THE PROBLEM, WHICH PISD HAS DONE, AND THEN IMPLEMENTING THAT SOLUTION TO THE BEST OF OUR ABILITY? YES, THERE WILL BE BUMPS ALONG THE WAY AND PLANS WILL HAVE TO BE READJUSTED, TWEAKED, AND FURTHER REFINED.
BUT, I FEEL THAT WE MUST BEGIN TO REALIZE THAT THE OVERARCHING GOAL SHOULD BE TO HAVE OUR KIDS ON CAMPUS, IN PERSON, LEARNING, IF THAT IS WHAT THE PARENTS OF SAID KIDS HAVE CHOSEN.
A FINAL COMMENT THIS EVENING IS SUBMITTED BY THE ORGANIZERS OF SAY IT WITH YOUR CHEST: HELLO, MEMBERS OF THE BOARD, WE ARE SAY IT WITH YOUR CHEST, A LOCAL ORGANIZATION STARTED BY TWO YOUNG BLACK WOMEN FOCUSED ON CONFRONTING THE EFFECTS OF WHITE SUPREMACY, AND RACISM WITHIN OUR COMMUNITY.
DURING OUR TIME IN PLANO ISD, FROM ELEMENTARY SCHOOL TO GRADUATION IN 2017, WE HAVE EXPERIENCED RACISM, MICROAGGRESSIONS, AND DISCRIMINATION AT THE HANDS OF EDUCATORS AND PEERS ALIKE.
ACCORDING TO THE TEXAS EDUCATION AGENCY, IN THE 2018 TO '19 PISD SCHOOL YEAR, WHITE STUDENTS MADE UP 33.6 PERCENT OF THE STUDENT POPULATION, AND WERE GROSSLY OVER-REPRESENTED WITHIN PISD STAFF AS 72.6 PERCENT OF STAFF WAS WHITE.
THE SAME DATA SHOWS THAT BLACK STUDENTS MADE UP 12.6 PERCENT OF THE STUDENT POPULATION, BUT ONLY 7.3 OF PISD STAFF WAS BLACK.
THESE STATISTICS ARE EMBARRASSING, AND DISRESPECTFUL TO THE BLACK STUDENTS AND OTHER STUDENTS OF COLOR WITHIN PISD.
PISD PRIDES ITSELF ON BEING A DIVERSE COMMUNITY, BUT THIS DIVERSITY DOES NOT EXTEND INTO ITS STAFF.
BLACK STUDENTS IN PISD HAVE BEEN DISPROPORTIONATELY REPRESENTED IN DISCIPLINARY STATISTICS, SPECIFICALLY REGARDING IN-SCHOOL SUSPENSION.
DALLAS ISD IS CURRENTLY COLLECTING APPLICATIONS FROM BLACK MEN FOR A RAPID INTERNSHIP AND TEACHER TRAINING.
IN ADDITION, DALLAS ISD UNANIMOUSLY PASSED THE RESOLUTION AND THE COMMITMENT OF DALLAS ISD TO BLACK STUDENTS AND BLACK LIVES.
WE ENCOURAGED PISD TO FOLLOW THEIR LEAD.
WE ASK THAT THE BOARD EXPLICITLY ACKNOWLEDGES THE PAIN THAT BLACK STUDENTS FACE AND DECLARES THAT BLACK LIVES MATTER.
IF ANY RESOLUTION YOU PASS DOESN'T DECLARE THAT BLACK LIVES MATTER, THE RESOLUTION IS INADEQUATE AND DISMISSIVE OF BLACK STUDENTS.
WE ASK THAT THE BOARD EXPLICITLY ACKNOWLEDGES SYSTEMIC RACISM IN EDUCATION AND MAKES A COMMITMENT TO ERADICATING IT.
YOU OWE IT TO YOUR BLACK STUDENTS TO SPEAK UP, WORK FOR THEM, AND TO MAKE THE WORLD A SAFER PLACE FOR THEM THROUGH EDUCATION.
THAT'S ALL, PRESIDENT RICHARDS.
>> THANK YOU, DR. WANG AND THANK YOU PATRONS FOR SUBMITTING YOUR COMMENTS.
WE WILL NOW ADDRESS THE CONSENT AGENDA CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER,
[10. CONSENT AGENDA]
THROUGH AS ONE ACTION ITEM.UNLESS REMOVED FROM THE CONSENT AGENDA, THESE ITEMS WILL BE ACTED ON AT ONE TIME WITH NO DISCUSSION.
BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? I SEE NONE. MAY I HAVE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
>> I HAVE A MOTION BY ANGELA POWELL, A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
AS PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
[00:45:01]
>> TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
I'M IN FAVOR, THE MOTION PASSES 7-0.
WE WILL NOW MOVE TO DISCUSSION AND ACTION.
[11A. DISCUSSION AND ACTION Approval of a Contingency Fee Contract for Delinquent Tax Attorney Services Pursuant to Texas Tax Code Section 6.30]
RANDY MCDOWELL, CHIEF FINANCIAL OFFICER, WILL PRESENT THE APPROVAL OF A CONTINGENCY FEE [OVERLAPPING] TAX ATTORNEY SERVICES PURSUANT TO TEXAS TAX CODE, SECTION 6.30.>> YES. THANK YOU, PRESIDENT RICHARDS.
SO I'D LIKE TO CLARIFY REAL QUICK.
SO THE LANGUAGE IS A CONTINGENCY FEE CONTRACT FOR DELINQUENT TAX ATTORNEY.
AND SO WHAT THAT MEANS IS, IT'S A LEGAL SERVICE THAT'S NOT BASED ON AN HOURLY RATE, IT'S BASED ON A PERCENTAGE, AND SO WE'RE GOING TO BE TALKING ABOUT THAT TERM A LITTLE BIT MORE.
WE DID SEND OUT A REQUEST FOR QUALIFICATIONS AND THAT WAS ADVERTISED TO ENGAGE A LAW FIRM FOR THE COLLECTION OF DELINQUENT TAXES THAT ARE OWED TO PLANO ISD.
WE DID RECEIVE THREE RESPONSES, AND STAFF REVIEWED THOSE PROPOSALS, AND WE INTERVIEWED ALL THREE OF THOSE RESPONDENTS.
THE EVALUATION COMMITTEE CONSISTED OF REPRESENTATIVES FROM THE FINANCE AND PURCHASING DEPARTMENTS, AND THE EVALUATION COMMITTEE'S RECOMMENDATION IS BASED ON DEMONSTRATED COMPETENCE AND QUALIFICATIONS, WITH OTHER LISTED CRITERIA.
IN THE LAST LEGISLATIVE SESSION, BACK IN 2019, THERE WERE SOME NEW REQUIREMENTS THAT CAME OUT OF THE DEAL WITH CONTINGENCY FEE ATTORNEY CONTRACTS, AND THOSE WERE RESULT OF HOUSE BILL 2826.
HOUSE BILL 2826 AMENDED SECTION 2254 OF THE TEXAS GOVERNMENT CODE.
AND SO WE'VE GOT SOME LEGAL FORMALITIES THAT WE NEED TO GO THROUGH HERE.
I APOLOGIZE HAVING TO READ AS MUCH.
IT'S MORE THAN I WOULD TYPICALLY READ, BUT JUST TO BE SURE THAT WE FOLLOW THE SPIRIT OF THAT NEW LAW.
SO WE WERE REQUIRED IN THE BOARD POSTING TO POST A NOTICE THAT WAS PURSUANT TO GOVERNMENT CODE SECTION 2254.1036.
I'M GOING TO GO OVER THAT, AND THEN WE ALSO HAD TO POST THE WRITTEN FINDINGS, THAT WE'LL BE GOING OVER AS WELL.
BOTH OF THOSE WERE INCLUDED IN THE BOARD AGENDA, THAT WAS POSTED LAST WEEK.
SO ON THE NOTICE, WHEREAS, THE PLANO INDEPENDENT SCHOOL DISTRICT, WILL CONSIDER ENTERING INTO A CONTINGENCY FEE CONTRACT WITH THE LAW FIRM OF PERDUE BRANDON FIELDER COLLINS AND MOTT‚ LLP AND HEREBY, POST THIS NOTICE PURSUANT TO SECTION 2254 OF THE GOVERNMENT CODE.
THE DISTRICT PURSUING A CONTRACT WITH THE FIRM FOR THE COLLECTION OF DELINQUENT AD VALOREM TAXES OWED TO THE DISTRICT.
THROUGH THIS CONTRACT, THE DISTRICT SEEKS TO INCREASE RECOVERY OF ITS DELINQUENT DEBTS IN AN EXPEDITIOUS MANNER AS POSSIBLE.
THE DISTRICT BELIEVES THE FIRM HAS THE COMPETENCY, QUALIFICATIONS, AND EXPERIENCE NECESSARY TO FULFILL THIS CONTRACT.
THE FIRM HAS COLLECTED DELINQUENT GOVERNMENT RECEIVABLES FOR 50 YEARS, INCLUDING THE COLLECTION OF DELINQUENT AD VALOREM TAXES.
THE FIRM CURRENTLY HAS 12 PRIMARY OFFICES AND MULTIPLE SATELLITE OFFICES THROUGHOUT TEXAS, OKLAHOMA, AND FLORIDA.
IT EMPLOYS MORE THAN 350 INDIVIDUALS, INCLUDING OVER 52 ATTORNEYS.
THE NATURE OF ANY RELATIONSHIP BETWEEN THE DISTRICT AND THE FIRM IS AS FOLLOWS, THE FIRM HAS REPRESENTED THE DISTRICT SINCE 2019 FOR PROPERTY VALUES STUDY AUDITS AND APPEALS, AND HAS ACTUALLY ALLOWED US TO COLLECT NEARLY $6 MILLION OF PREVIOUS STATE AID DUE TO SOME PRIOR PROPERTY VALUE AUDITS, THE DISTRICT IS UNABLE TO COLLECT ITS DELINQUENTS AD VALOREM TAXES ON ITS OWN.
THE DISTRICT CURRENTLY DOES NOT HAVE ADEQUATE SUPPORT STAFF, COMPUTER SOFTWARE PROGRAMMING, OR EXPERIENCE TO INTERNALLY CONDUCT THESE COLLECTION SERVICES, AND ACQUIRING THESE WILL RESULT IN A SUBSTANTIAL EXPENSE TO THE DISTRICT.
THESE COLLECTION SERVICES CANNOT BE PROVIDED FOR ON AN HOURLY FEE CONTRACT.
THE TAX CODE ALLOWS THE ASSESSMENT OF A PERCENTAGE-BASED FEE TO RECOVER THE COST OF COLLECTING DELINQUENT AD VALOREM TAXES.
THIS PERCENTAGE-BASED FEE IS ASSESSED ONLY AGAINST THE DEBTOR, SO THE DISTRICT HAS NO CAUSE.
IT'S ONLY FOR, THE DELINQUENT TAXPAYERS WOULD PAY THAT FEE.
THE COLLECTION OF DELINQUENT AD VALOREM TAXES IS A HIGH-VOLUME PRACTICE, REQUIRING A SIGNIFICANT AMOUNT OF RESEARCH, MAILING, AND HANDLING OF OUTBOUND/INCOMING CALLS.
AN HOURLY FEE FOR SUCH WORK WILL LIKELY EXCEED
[00:50:01]
THE AMOUNT OF DELINQUENT AD VALOREM TAXES DUE.MOREOVER, THE DISTRICT WILL BEAR THE COST OF THESE HOURLY FEES AND NOT THE DEBTOR.
THE DISTRICT BELIEVES THIS CONTINGENCY FEE CONTRACT IS IN ITS BEST INTEREST.
UNDER THE CONTINGENT FEE CONTRACT, THE FIRM WILL BE PAID THE AMOUNT OF THE PERCENTAGE-BASED COLLECTIONS, REGARDLESS OF THE NUMBER OF HOURS [OVERLAPPING] SPENT CONTACTING AND MAILING TO COLLECT THE DELINQUENT DEBT.
ADDITIONALLY, THE PERCENTAGE-BASED COLLECTION PENALTY AS A PASS-THROUGH EXPENSE, TO THE DEBTOR, AND NOT AN EXPENSE TO THE DISTRICT, OR THE TAX PAYERS OF THE DISTRICT.
[NOISE] THAT WAS THE NOTICE THAT WE WERE REQUIRED TO POST, AND THEN THE WRITTEN FINDINGS THAT THE BOARD WOULD BE APPROVING AND SIGNING, ENTERING AND APPROVING THE EXECUTION OF A CONTRACT, SAYS THAT IN AN OPEN MEETING, THE BOARD OF TRUSTEES FOR PLANO ISD CONSIDERED ALL MATTERS LISTED IN SECTION 2254.1036 A1 OF THE GOVERNMENT CODE, AS THEY RELATE TO A CONTINGENCY FEE CONTRACT, WITH PERDUE BRANDON FIELDER COLLINS AND MOTT‚ LLP.
THE BOARD OF TRUSTEES PURSUANT TO SECTION 2254.1036 B OF THE GOVERNMENT CODE HEREBY FINDS THE FOLLOWING TO BE TRUE.
THERE IS A SUBSTANTIAL NEED FOR THE LEGAL SERVICES SPECIFIED IN SAID CONTRACT.
THESE LEGAL SERVICES CANNOT BE ADEQUATELY PERFORMED BY THE ATTORNEYS AND SUPPORTING PERSONNEL WITH PLANO ISD.
THESE LEGAL SERVICES CANNOT REASONABLY BE OBTAINED FROM ATTORNEYS IN PRIVATE PRACTICE, UNDER A CONTRACT PROVIDING ONLY FOR THE PAYMENT OF HOURLY FEES, WITHOUT REGARD TO THE OUTCOME OF THE MATTER, BECAUSE OF THE NATURE OF THE MATTER FOR WHICH THESE SERVICES WILL BE OBTAINED FOR PLANO ISD, DOES NOT HAVE FUNDS TO PAY THE ESTIMATED AMOUNTS REQUIRED UNDER A CONTRACT, PROVIDING ONLY FOR THE PAYMENT OF HOURLY FEES.
THEREFORE, THIS BOARD OF TRUSTEES HEREBY APPROVES THE CONTRACT BOND BETWEEN PLANO INDEPENDENT SCHOOL DISTRICT AND PERDUE BRANDON FIELDER COLLINS AND MOTT‚ LLP, FOR PROFESSIONAL LEGAL SERVICES REGARDING THE COLLECTION OF DELINQUENT AD VALOREM TAXES, WITH SERVICES TO BE PAID IN ACCORDANCE WITH SECTION 6.3 OF THE TEXAS PROPERTY TAX CODE.
I'M SURE YOU'RE TIRED OF LISTENING TO ME READ, BUT I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE ON THIS ITEM.
>> ARE THERE ANY QUESTIONS? SEE NONE. MAY I HAVE A MOTION?
>> REMEMBER THAT THE BOARD OF TRUSTEES APPROVED A CONTINGENCY CONTRACT WITH PERDUE BRANDON FIELDER COLLINS & MOTT LLP, PURSUANT TO SECTION 6.30 OF THE TEXAS PROPERTY TAX CODE, SAID CONTRACT BEING FOR THE COLLECTION OF DELINQUENT PROPERTY TAXES OWED TO PLANO INDEPENDENT SCHOOL DISTRICT AND NOTICE OF SAID CONTRACT IS PROPOSED.
THIS IS GENERALLY IN ACCORDANCE WITH THE CHAPTER 2254 OF THE GOVERNMENT CODE.
>> I HAVE A MOTION BY ANGELA POWELL AND SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES A CONTINGENCY CONTRACT WITH PERDUE BRANDON FIELDER COLLINS & MOTT LLP PURSUANT TO SECTION 6.30 OF THE TEXAS PROPERTY TAX CODE, SAID CONTRACT BEING FOR THE COLLECTION OF DELINQUENT PROPERTY TAXES OWED TO PLANO INDEPENDENT SCHOOL DISTRICT AND NOTICE OF SAID CONTRACT IS PROPOSED WITH THE AGENDA IN ACCORDANCE WITH CHAPTER 2254 OF THE GOVERNMENT CODE.
IS THERE ANY FURTHER DISCUSSION? SEEING NONE WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>>THANK YOU. TRUSTEE STOLLE ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
I'M IN FAVOR. THE MOTION PASSES 7-0. THANK YOU.
OUR NEXT ITEM FOR DISCUSSION AND ACTION IS APPROVAL OF
[11B. Approval of a 2020 - 2021 School Calendar Modification for Professional Development Days]
THE 2020-2021 SCHOOL CALENDAR MODIFICATION FOR PROFESSIONAL DEVELOPMENT DAYS PRESENTED BY DR. THERESA WILLIAMS. DR. WILLIAMS?>> THANK YOU, PRESIDENT RICHARDS.
SO DUE TO THE ONGOING IMPACT OF COVID-19 AND THE CHANGES TO THE START OF THE SCHOOL YEAR, THE ADMINISTRATION NEEDS TO MAKE ADJUSTMENTS TO
[00:55:02]
THE PROFESSIONAL LEARNING DAYS IN THE CURRENT ADOPTED CALENDAR.IT IS RECOMMENDED THAT WE MOVE THE JANUARY 5TH, 2021 PROFESSIONAL LEARNING DAY TO AUGUST 24TH TO PROVIDE AN EMPHASIS ON SAFETY PROTOCOLS AND INSTRUCTIONAL SUPPORT AS WE PREPARE STUDENTS FOR RETURNING TO SCHOOL IN SEPTEMBER.
ADDITIONALLY, IT'S RECOMMENDED THAT WE MOVE THE OCTOBER 13TH, 2020 PROFESSIONAL LEARNING DAY TO NOVEMBER 3RD OF 2020.
BOTH OF THESE ADJUSTMENTS WILL ALLOW THE DISTRICT TO BETTER PROVIDE SUPPORT TO TEACHERS WITH THE NEW LEARNING ENVIRONMENTS, FACE-TO-FACE AND REMOTE, FOR THE FALL SEMESTER.
THESE CHANGES DO NOT IMPACT CONTRACTS, INSTRUCTIONAL MINUTES, NOR STATE WAIVERS FOR PROFESSIONAL LEARNING DAYS.
>> THERESA, FOR THESE PROFESSIONAL PLANNING DAYS, ARE THOSE DAYS WHERE STUDENTS ARE NOT IN CLASS?
>> THAT IS CORRECT. THOSE ARE STUDENT HOLIDAYS AND THEY'RE STAFF AND PROFESSIONAL LEARNING DAYS.
SO THERE'S NO IMPACT TO STUDENT INSTRUCTIONAL MINUTES.
THOSE HAVE ALREADY BEEN ACCOUNTED FOR.
>> AND FOR THOSE INSTRUCTIONAL DAYS, I GUESS IT MIGHT BE LESS OF AN ISSUE BECAUSE THERE'S NOT MANY STUDENTS IN CLASS, BUT I JUST WANT TO MAKE SURE THAT EVERY TEACHER THAT WANTS TO, HAS THE OPPORTUNITY ON NOVEMBER 4TH TO MAKE IT TO THE BALLOT BOX.
>> ABSOLUTELY. HAVING A PROFESSIONAL LEARNING DAY ON THAT DAY WOULD ALSO ALLOW FOR ANY STUDENTS OR FOR TEACHERS TO GO AND VOTE AND PARTICIPATE.
>> IS THERE ANY FURTHER DISCUSSION?
>> THE ONLY THING I'D SAY IS I REALLY APPRECIATE THE IDEA OF HAVING A WORKDAY FOR OUR ELECTION DAY AND MAYBE IN THE FUTURE EVERY FOUR YEARS, WE NEED TO REMEMBER THAT.
>> THANK YOU. IS THERE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES ADOPTS THE 2020-2021 SCHOOL CALENDAR MODIFICATION FOR PROFESSIONAL DEVELOPMENT DAYS AS PRESENTED.
>> TRUSTEE STOLLE, DO YOU WISH TO SECOND?
>> I HAVE A MOTION BY CODY WEAVER AND SECOND BY DAVID STOLLE THAT THE BOARD OF TRUSTEES ADOPTS THE 2020-2021 SCHOOL CALENDAR MODIFICATION FOR PROFESSIONAL DEVELOPMENT DAYS AS PRESENTED.
IS THERE ANY FURTHER DISCUSSION? TRUSTEE CHAMBERS, DID YOU HAVE A COMMENT YOU WISH TO MAKE?
>> WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU, SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
THE MOTION PASSES 7-0. THANK YOU.
THE NEXT DISCUSSION AND ACTION ITEM IS APPROVAL OF PURCHASES
[11C. Approval of Purchases Related to COVID-19 for the 2020 - 2021 School Year]
RELATED TO COVID-19 FOR THE 2020-2021 SCHOOL YEAR, BEGINNING WITH APPROVAL OF PURCHASE OF CLASSROOM MOTION-BASED AUDIO VIDEO SYSTEMS. DAN ARMSTRONG AND RANDY MCDOWELL WILL PRESENT. MR. ARMSTRONG?>> YES. THANK YOU, PRESIDENT RICHARDS.
THIS ITEM THAT WE'RE BRINGING FORWARD TONIGHT, I'M GOING TO BACK IT UP JUST A LITTLE BIT BECAUSE TO UNDERSTAND WHAT WE'RE ASKING FOR FOR THE PURCHASE, YOU HAVE TO UNDERSTAND WHAT WE'RE DOING WITH REMOTE LEARNING.
SO WHAT WE'RE DOING WITH REMOTE LEARNING, AS YOU CAN IMAGINE, IS AS TEACHERS ARE BEHIND THEIR COMPUTERS TALKING TO THEIR STUDENTS, THAT'S ONE CONCEPT WHETHER A WEBCAM IS USED AND THE MICROPHONE ON THE COMPUTER IS UTILIZED AS THEY INTERACT AND DO THINGS ONLINE WITH THE STUDENTS.
ONE CONCEPT THAT WE'RE GOING TO TALK A LITTLE BIT MORE ABOUT IS A CONCEPT CALLED CO-SEATING.
SO YOU'RE GOING TO HEAR A LOT OF THIS TERM LATER ON IN THE PRESENTATION.
BUT WHAT THAT MEANS IN A NUTSHELL IS, I'M A TEACHER AND I HAVE FACE-TO-FACE LEARNING TAKING PLACE IN MY CLASSROOM AND, AT THE SAME TIME, CO-SEATING IS I'VE GOT AN ONLINE AUDIENCE LISTENING IN ALSO.
NOW AS YOU CAN IMAGINE, THAT CAN PROVIDE SOME COMPLICATIONS UNLESS A TEACHER IS SITTING THERE AT THEIR DESK DOING IT, TRYING TO TEACH THE CLASS WITH FACE-TO-FACE ALSO, AND BECAUSE OF THAT IT KIND OF SETS THE STAGE THAT SOME CLASSROOM ENVIRONMENTS AREN'T CONDUCIVE FOR THIS CO-SEATING TYPE OF MAKEUP IN THEIR CLASSROOMS.
[01:00:03]
SOME TECHNOLOGY IS NEEDING TO BE USED FOR US TO HAVE THAT INTERACTIVE FACE-TO-FACE, YET STILL BE ABLE TO HAVE A GOOD EXPERIENCE FOR A REMOTE LEARNER AT THE SAME TIME.THIS ISN'T ALL THE CLASSROOMS, BUT WE DO HAVE SOME THAT MAY BE CO-SEATED TOGETHER.
SO, AS WE STARTED GOING DOWN THIS PATH, AS I WAS TALKING WITH MY INSTRUCTIONAL TECHNOLOGY TEAM, WE CAME UP WITH THIS GOOD, BETTER, BEST TYPE OF CONCEPT.
NOW THE BEST SOLUTION, REALLY NOT PRESENTING RIGHT NOW BECAUSE IT'S A VERY EXPENSIVE SOLUTION WHERE YOU WOULD MOUNT CAMERAS AND HAVE DIFFERENT MICROPHONES IN EVERY SINGLE SPOT OF A ROOM SO THAT IT CAN COLLECT AND PORTRAY GOOD VIDEO QUALITY FOR THE PEOPLE WATCHING AT THE LECTURE BUT PEOPLE WATCHING REMOTELY ALSO.
THOSE SYSTEMS CAN GO UP $2000, $3000 EASY.
SO WE KIND OF PUT THOSE ON THE SIDE AND WE STARTED TALKING ABOUT WHAT COULD WE DO TO BE ABLE TO DO THIS CO-SEATING IN A REASONABLE STYLE AND A REASONABLE COST.
WHAT WE CAME UP WITH WAS TWO DIFFERENT SOLUTIONS.
ONE IS A LOWER BASED SOLUTION WHERE WE COULD, AS A LOT OF OUR CLASSROOMS ARE SET FOR THE AUDIO COMPONENTS, RE-ENGINEER SOME ITEMS FOR THE AUDIO SO THE TEACHER, WEARING A LITTLE LANYARD, CAN TALK TO THE CLASSROOM AND HAVE A GOOD EXPERIENCE FOR BEING LISTENED TO BY AN AUDIENCE AT HOME.
BUT TO DO THAT ALSO, TO GET THAT VISUAL EFFECT, WE TALKED ABOUT HAVING A WEBCAM, HAVING A WEBCAM THAT YOU'D GET FACED TOWARDS THE TEACHER, THAT WILL WORK AND MAYBE WE GET A LONG USB CABLE FOR SOME OF THOSE CLASSROOMS, AND WE'RE LOOKING AT THAT FOR SOME OF THE CLASSROOMS THAT WE CAN GET AWAY WITH THAT, CAN DO THAT IN AN EFFECTIVE MANNER, BUT THAT MAY NOT BE ENOUGH ALSO.
AND SO WHAT WE'VE COME UP WITH IS A WAY THAT WE CAN HAVE A WIRELESS SOLUTION AND THAT'S WHAT WE'RE TALKING ABOUT WITH THIS SOLUTION.
IT'S A WIRELESS SOLUTION FROM A COMPANY CALLED SWIVEL, THAT WILL HAVE AN IPAD THAT SITS ON A SWIVEL, AND WHAT IT DOES IS YOU'D PUT IT AT THE FRONT WHERE AN INSTRUCTOR, AS THEY TEACH, THE CAMERA FEED THAT GOES BACK INTO THE WEB SESSION WILL FOLLOW THE INSTRUCTOR, SO IN LARGER ROOMS WHERE THERE'S A LOT OF MOVEMENT YOU'D GET THE FULL EFFECT OF THE INSTRUCTION AS THE CAMERA CAN MOVE AND SWAY WITH YOU, BACK AND FORTH.
SO WHAT THIS SOLUTION IS, IS FOR US TO BE ABLE TO, WE'VE ALREADY IDENTIFIED, WE'RE TALKING WITH THE OTHER PARTS OF THE ORGANIZATION TO IDENTIFY THOSE CLASSROOMS AND THEN WE SCALED IT DOWN TO THE ONES THAT ABSOLUTELY WILL NEED THAT TYPE OF CO-SEATING AND WE'VE NARROWED IT DOWN TO ABOUT 1000 CLASSROOMS THAT WE WOULD POSSIBLY NEED THIS IN.
WHAT WE'RE ASKING FOR IS THE ABILITY TO GO UP TO THAT MUCH, IN A SCENARIO WHERE WE CAN DELIVER THIS TYPE OF SOLUTION FOR THOSE CLASSROOMS, THAT WE CAN PROVIDE THE BEST INSTRUCTION TO OUR REMOTE LEARNERS AS WE GO THROUGH THIS.
AND NOT TO SAY THAT THIS IS A SUNK COST BECAUSE WE'VE ALWAYS HAD THESE AROUND IN VERY SMALL AMOUNTS FOR PEER COACHING AND WE'RE TALKING ABOUT HOW WE CAN EFFECTIVELY DO FOR OUR HOME-BOUND STUDENTS.
SO WE'RE LOOKING AT DIFFERENT WAYS ALSO OF UTILIZING THIS INVESTMENT AS WE PROGRESS FURTHER ON, AS WE GO DOWN FULL REMOTE LEARNING IN THE FUTURE.
SO WITH THAT, I'LL ENTERTAIN ANY QUESTIONS.
>> DAN, IN MY HEAD, I'M THINKING WE HAVE ONE CHOIR TEACHER AT SOME OF OUR CAMPUSES.
THIS WOULD ALLOW THAT TEACHER TO BE ABLE TO DO THE LIVE DIRECTION, AND ALSO HER OR HIS STUDENTS WOULD BE ABLE TO.
IS THAT THE KIND OF CLASSROOM YOU'RE TALKING ABOUT WITH THE MOVEMENT? CAN YOU GIVE ME-
>> CORRECT, YOU NAILED IT RIGHT ON THE HEAD, BAND-
>> OKAY, BAND, CHOIR, ORCHESTRA-
>> WELL, AND THERE'S OTHER ONES WITH CTE AND SO WE'VE GOT A LOT OF CLASSES THAT KATRINA'S TEAM HAS BEEN
[01:05:01]
VERY GOOD AT HELPING US IDENTIFY THE CLASSROOMS THAT WE WOULD POSSIBLY NEED THESE TYPES OF SOLUTIONS IN.>> DAN, AS YOU WERE GOING THROUGH YOUR PRESENTATION, AND I THINK GREAT MINDS THINK ALIKE, JERI, THAT WAS EXACTLY WHAT I WAS THINKING ABOUT WAS WHAT ARE POST-COVID USES FOR THIS.
AND I THOUGHT CTE, ESPECIALLY THOSE TYPES OF CLASSES WHERE WE CAN ONLY OFFER THEM IN ONE OF OUR SENIOR HIGHS, WE CAN CONNECT TO THE OTHER TWO AND IT MIGHT MAKE FOR A REALLY GOOD SOLUTION, TO GET MORE KIDS ACCESS TO THOSE CLASSES.
AND HOMEBOUND, WAS ANOTHER GROUP OF KIDS THAT I THOUGHT ABOUT.
YEAH, THAT'S REALLY EXCITING, AND I'M GLAD YOU-ALL ARE ALREADY THINKING ABOUT THIS.
>> THAT BRINGS THE COST DOWN TO ABOUT $1,100 INSTEAD OF $3,000 PER CLASSROOM IF I'M DOING AN ESTIMATE RIGHT?
>> OKAY, AND THEN IS THIS MAINLY FOR SECONDARY, OR WOULD WE HAVE ELEMENTARY USE?
>> RIGHT NOW, WE HAVE IDENTIFIED THESE CLASSROOMS AND PAIRED IT DOWN IN THE SECONDARY SCHOOL AT THIS POINT.
>> DAN, ARE MOST THOSE CLASSES ELECTIVE CLASSES?
>> GOSH, IT'S DIFFERENT TYPES OF ELECT IN LOADS, CTE.
NO, NOT JUST WITH MATH, BUT PRE-CALC.
WE DO HAVE SOME OTHER CLASSES LISTED THAT ARE CANDIDATES FOR THIS TYPE OF TECHNOLOGY.
>> I'M TRYING TO REMEMBER, I'M SURE A LOT OF PARENTS WHEN THEY TAKE THAT SURVEY, DECIDING FOR THEIR STUDENTS TO DO ONLINE VERSUS IN CLASS.
MY OWN ASSUMPTION WOULD BE IF MY KIDS ARE ONLINE, THEN, THE TEACHER THAT THEY'RE GOING TO HAVE IS ONLY AN ONLINE TEACHER.
THAT MAY BE JUST FOR PRIMARY AND THEN FOR SECONDARY, IT SOUNDS LIKE IT COULD BE A MIX.
I HATE TO SAY A MIX, IT SOUNDS LIKE THE TEACHERS MAY BE TAKING ON MORE STUDENTS.
I GUESS, THE STUDENT TO TEACHER RATIO WOULD BE MY QUESTION.
IF YOU HAVE A STUDENT THAT'S TAKING IT ONLINE, BUT ALSO THERE'S STUDENTS THAT ARE THERE IN CLASS WHEN THIS IS BEING DONE.
>> NOW I'M GOING TO CHIME IN A LITTLE BIT.
WE DO HAVE THAT IN OUR PRESENTATION TO THAT, TO KIND OF COVER AT HOW THE STUDENT-TEACHER RATIO WILL FALL OUT AND REALLY, WHEN WE'RE THINKING OF COURSES THAT MAY NEED TO USE THIS TYPE OF TECHNOLOGY, IT WOULD BE IN CASES WHERE THERE MIGHT BE JUST ONE, OR TWO, OR A FEW TEACHERS WHERE THERE'S NOT ENOUGH TEACHERS THAT COULD COVER IT JUST REMOTE OR IN JUST FACE-TO-FACE.
OR WHERE WE WOULD ACTUALLY NEED TO HAVE THE CAMERA TO SERVE BOTH STUDENTS IN BOTH SETTINGS.
YOU'LL SEE MOSTLY ELECTIVE AND EXTRACURRICULAR COURSES AND THEN YOU'LL ALSO SEE SOME CORE COURSES WHERE IT'S, ONCE YOU START TO GET INTO SOME OF THE UPPER LEVEL, YOU HAVE FEWER TEACHERS THAT ARE TEACHING THOSE COURSES.
WE WOULD UTILIZE THIS TYPE OF TECHNOLOGY THERE AS WELL.
DAN, DOES THIS BECOME INTERACTIVE FOR THOSE THAT ARE ONLINE WATCHING VIRTUALLY?
>> I'LL LEAVE IT AT THIS BECAUSE WE TALK ABOUT DOING SOME THINGS WITH THE WEBCAM.
WHAT THIS DOES THAT THE WEBCAM REALLY DOESN'T, IS WHEN YOU TALK TO THE WEBCAM ON SOME OF THOSE CLASSROOMS, YOU CAN'T REALLY SEE, BUT BECAUSE THIS IS ON AN IPAD AND YOU'RE TALKING, YOU'LL STILL HAVE THE LITTLE PANES LIKE YOU SEE HERE OF PEOPLE.
SO WHEN YOU TALK, YOU CAN STILL TALK TO THE PERSON THAT YOU'RE LOOKING AT.
WHEN I SAY INTERACTIVE, IT DOES GIVE YOU A LITTLE BIT OF AN EXPERIENCE WHERE YOU LOSE THAT WHEN YOU JUST DO A WEBCAM, YOU'RE JUST KIND OF THROWING IT OUT THERE AND HOPING THAT THEY'RE GETTING IT.
THIS KIND OF DOES HAVE A LITTLE BIT OF FEEDBACK.
>> DAN, JUST ON THAT, SO THIS WOULD BE PRIMARILY FOR SYNCHRONOUS EDUCATION, WHERE THE STUDENT NOT NECESSARILY SOME TYPE OF ASYNCHRONOUS RECORDING, BUT THE STUDENTS ARE ON THERE AND ABLE TO INTERACT WITH THE INSTRUCTOR.
>> CORRECT. WITH THE IDEA THAT SOME OF THESE RECORDINGS COULD BE UTILIZED LATER ON AND THAT'S JUST A GOOD THING.
WE'VE TALKED ABOUT PEER COACHING, BUT THERE'S OTHER USES FOR THOSE, FOR US TO BE ABLE TO REVIEW THOSE RECORDINGS AND HONESTLY, MAYBE UTILIZING THOSE FROM YOUR BEST TEACHERS FOR THINGS THAT YOU CAN POSE FOR USES FOR LATER ON.
IT DOES HAVE OTHER USES FAR PAST THAN THE INITIAL ONE THAT WE'RE ASKING FOR.
IF WE ARE CONSIDERING POST-COVID USAGE SO CAN WE TAKE ATTENDANCE
[01:10:08]
WITH THIS DEVICE AND REDUCE OUR ABSENCE RATES, FOR EXAMPLE? DO YOU THINK HOMEBOUND STUDENTS, IF THEY LOG IN AND CHECK IN WITH THEIR TEACHER, WILL THEY BE COUNTED AS PRESENT?OUR HOPES AND WE'RE WORKING ON WAYS THAT BY VIRTUE OF THEM LOGGING IN TO GO VIEW THIS.
WE'RE HOPING WE'RE GOING TO CATCH THEIR ATTENDANCE AT THAT POINT SO THAT WE KNOW THAT YOU WERE ONLINE LOOKING AT THIS.
IT'S NOT NECESSARILY THIS PRODUCT AS MUCH AS IT IS FOR YOU TO GO LOOK AT THIS PRODUCT.
WE'RE BUILDING SOME SYSTEMS IN PLACE SO THAT WE CAN TRACK THAT SO WE CAN EFFECTIVELY TAKE ATTENDANCE.
AS WE GO THROUGH THIS NEW REALM WE'RE LIVING IN WITH REMOTE LEARNING.
>> AS SOMEONE HERE WHO ACTUALLY DID HELP OUT IN THE DISTRICTS FOR A COUPLE OF YEARS.
THIS IS GAME-CHANGING, SO VERY EXCITING FOR OUR WAY PAST THIS TIME PERIOD.
THAT'S SOMETHING TO BE UTILIZED LONG-HAUL, SO IT'S REALLY EXCITING.
>> ARE THERE ANY OTHER QUESTIONS? IF NOT, MAY I HAVE A MOTION.
>> YOU HAD A QUESTION AMY. I'M SORRY, HEATHER?
SO IF APPROVED TODAY, HOW FAST CAN YOU IMPLEMENT THIS?
WE WILL BE WORKING ON PROCURING AND LIKE MOST THINGS, THERE'S COMPONENTS FOR PROFESSIONAL LEARNING, COMPONENTS OF IT, AND THE INTEGRATION AND DISTRIBUTION.
THOSE WILL BE TAKING PLACE VERY SOON, AS FAR AS WE CAN PROCURE IT.
WE'VE ALREADY WORKED ON THE ENGINEERING DESIGNS AND HOW WE ARE GOING TO REPLICATE THIS OUT.
OUR HOPES ARE TO GET IT AT LEAST IN, I DON'T HAVE THE EXACT DAY YET, BECAUSE I DON'T KNOW THE SHIPPING TIMES YET.
BUT IT'S GOING TO BE VERY SOON AFTER THIS MEETING GIVES US THE GREEN LIGHT.
I'M HOPING WE CAN IN A COUPLE OF WEEKS WE CAN AT LEAST IDENTIFIED SOME OF OUR KEY AREAS THAT WE'VE GOT TO GET TO, AND ENGINEER THOSE WITH THE IDEA THAT WE'LL MAKE IT OUT TO THE REST OF THEM AS WE GO THROUGH THIS BEGINNING PART OF THE SCHOOL YEAR.
>> ANY FURTHER QUESTIONS? AND DAN, COULD YOU DESIGN THE ZOOM WHERE ALL THE TRUSTEES ARE CONGREGATED IN THE SAME AREA, NOT SPREAD ACROSS THE WHOLE SCREEN?
>> I'LL WRITE THAT AS A POSSIBLE PROGRAM ENHANCEMENT, BUT WE'LL SEE HOW THAT GOES.
>> ALRIGHT. THANK YOU. ALRIGHT. IF THERE ARE NO FURTHER QUESTIONS, MAY I HAVE A MOTION?
NANCY HUMPHREY, I MOVE THAT THE BOARD OF TRUSTEES APPROVES AND ENTERS INTO THE OPERATION CONDUCTIVITY AND OR LOCAL ACQUISITION AGREEMENT AND AUTHORIZES THE SUPERINTENDENT AND OTHER APPROPRIATE DISTRICT PERSONNEL TO TAKE ALL NECESSARY ACTIONS UNDER SUCH AGREEMENT.
>> I'M SORRY, IS THAT THE RIGHT MOTION FOR THIS ONE?
THIS WHOLE REMOTE STUFF IS CRAZY, ISN'T IT?
>> IS IT? IT DEPENDS ON YOUR COPY.
>> OKAY. DO YOU WANT TO GO AHEAD DO THE MOTION, JERI? I APOLOGIZE.
CHANGES MADE THE BOARD OF TRUSTEES APPROVES THE PURCHASE OF MOTION-BASED AUDIO-VISUAL SYSTEMS WITH SWIVEL INC.
I SECOND. [LAUGHTER] MY APOLOGIES.
>> IT'S ALL RIGHT, THANK YOU. I HAVE A MOTION BY JERI CHAMBERS, THE SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES THE PURCHASE OF MOTION-BASED AUDIO-VISUAL SYSTEMS WITH SWIVEL INCORPORATED.
IS THERE ANY FURTHER DISCUSSION? SEE NONE. WE WILL NOW PROCEED TO VOTE BY ROLL-CALL.
VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>>THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>>THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
>> I'M IN FAVOR, THE MOTION PASSES SEVEN TO ZERO. THANK YOU.
MS. WANG, ARE YOU IN FAVOR OR OPPOSED?
>> NOW IT DOES PASS SEVEN TO ZERO.
[01:15:02]
I HOPE THE IMPLEMENTATION GOES MORE SMOOTHLY THAN OUR MOTION IN VOTING, DAN.THE NEXT ITEM PERTAINING TO APPROVAL OF PURCHASES RELATED TO COVID-19 FOR THE 2020, 2021 SCHOOL YEAR IS AWARD REQUEST FOR PROPOSAL 2020.
FOR PROPOSAL 2020-026, HEALTH AND SAFETY SUPPLIES.
RANDY MCDOWELL WILL PRESENT, MR. MCDOWELL.
>> THANK YOU, PRESIDENT RICHARDS.
SO THE PURCHASING DEPARTMENT RECEIVED REQUESTS FOR PROPOSALS FOR HEALTH AND SAFETY SUPPLIES, EQUIPMENT, AND SERVICES YESTERDAY AND OPENED THOSE AT 10:00 A.M. FROM 184 VENDORS.
THE PROPOSALS WERE FROM QUALIFIED VENDORS THAT WILL SUPPLY A WIDE ARRAY OF HEALTH AND SAFETY SUPPLIES, EQUIPMENT AND SERVICES, OTHERWISE KNOWN AS PERSONAL AND PROTECTIVE EQUIPMENT, OR PPE, IN RESPONSE TO THE COVID-19 PANDEMIC TO PROVIDE FOR THE OPENING OF SCHOOLS.
SAMPLES OF REUSABLE AND DISPOSABLE MASKS, FACE SHIELDS, GOWNS, SANITIZER, DESK SHIELDS, ALL OF THESE WERE SUBMITTED MY VENDORS FOR EVALUATION.
AND THIS IS A THREE-YEAR PROPOSAL THAT THEY WERE SUBMITTING ON.
AND YOU HAVE A 39-PAGE DOCUMENT ATTACHED TO YOUR BOARD AGENDA THAT IS ACTUALLY EVEN IN A SMALL FONT.
AND THESE ARE ALL THE ITEMS AND THE VENDORS THAT WE'RE RECOMMENDING.
AND SO WHAT WE'RE TRYING TO DO AT THIS POINT IS, WE KNOW WHAT MANY OF OUR PPE NEEDS ARE AND WE'LL BE TALKING MORE ABOUT THAT IN OUR BACK TO SCHOOL PLAN.
BUT THERE'S SOME THINGS THAT WE AREN'T EVEN SURE ABOUT AT THIS POINT.
AND SO WE REALLY OPEN THIS UP TO ANY POSSIBILITIES THAT WE CAN THINK OF, OF WHAT WE MIGHT NEED TO PURCHASE.
WE'VE ALSO INCLUDED ALL RESPONDENTS TO THIS, JUST BECAUSE FOR DIFFERENT SITUATIONS WE MIGHT WANT DIFFERENT PRODUCTS.
ALSO, SUPPLY AND DELIVERY ARE AN ISSUE RIGHT NOW WITH SUCH A RUN ON THESE TOPS TO BOTTOMS. AND SO APPROVING THESE 39 PAGES THAT ARE RECOMMENDED WILL ALLOW US TO HAVE LIKE A BOOK OF ALL THE PPE THAT WE'RE ALLOWED TO PURCHASE.
AND EVERY TIME THAT WE GET A SPECIFIC REQUEST FOR NEED, THEN WE WILL BE ABLE TO GO IN AND DO PROCESSING AND EVALUATE WHAT IS OUR BEST OPTION FOR THAT PURCHASE.
AND SO WE FEEL WE FORGET ABOUT THIS PROPOSAL AND THAT IT WILL MEET OUR NEEDS AS WE GO INTO THIS SCHOOL YEAR THAT'S GOING TO BE VERY UNIQUE.
WE ARE ASKING FOR A LIMIT UP TO $2 MILLION ON THIS BID ANNUALLY.
OBVIOUSLY, THIS FIRST YEAR WILL BE THE LARGE YEAR BECAUSE IT'S THE RAMP-UP.
AND HOPEFULLY ALL THIS WILL GO AWAY AFTER THIS YEAR, BUT WE DON'T REALLY KNOW WHAT THE COST IS GOING TO BE, WHAT ALL OF OUR NEEDS ARE GOING TO BE.
WE DO HAVE A CURRENT BID ALSO THAT WE WERE ALLOWED, THAT WE HAD ABOUT 400,000 AVAILABLE ON A FURNITURE BID THAT WE'D BEEN PURCHASING, THAT WE PUT AN ORDER IN ON DESK DIVIDERS.
AND SO THIS BID WOULD ENHANCE, OR ADD ON TO THAT BID BECAUSE WE'RE GOING TO EXTEND ALL THE REMAINING AMOUNT ON THAT ON ONE PURCHASE ON DESK DIVIDERS.
AND SO AGAIN, WE THINK THAT'S A HIGH NUMBER.
WE DON'T EXPECT TO SPEND TWO MILLION OFFICE BID IN A YEAR.
BUT THIS GIVES US THE ABILITY THAT KEEPS OUR OPTIONS OPEN AS THINGS CONTINUE TO DEVELOP.
>>YOU KNOW, EARLIER IN THE YEAR AT A PREVIOUS BOARD MEETING, WE TALKED ABOUT THIS STATE TO EA PROVIDING US SOME PPE.
IS THAT GOING TO AMOUNT TO VERY MUCH FOR THIS SCHOOL YEAR? AND I KNOW THAT'S NOT DESK DIVIDERS.
THAT WAS LIKE GOWNS AND FACE SHIELDS AND MASKS.
>> I'M GLAD YOU BROUGHT THAT UP AND WE'RE GOING TO TALK MORE ABOUT THAT IN THE BACK-TO-SCHOOL PLAN.
BUT YES, THEY DID PROVIDE PRETTY MUCH RE-USABLE MASKS FOR ALL EMPLOYEES AND ALL STUDENTS, ONE.
THEY PROVIDED 5700 GALLONS OF HAND SANITIZER, THAT'S ABOUT ONE PER CLASSROOM.
5700 GALLONS IS A TON, BUT IF YOU THINK ONE GALLON PER CLASSROOM, AND IF THE STUDENTS ARE USING THAT PRETTY ACTIVELY, THAT'S DEFINITELY NOT A SCHOOL YEAR'S SUPPLY.
AND THEN WE'VE GOT THE DISPOSABLE MASKS, WE'VE GOT GLOVES.
SO THEY DID SUPPLY US WITH WITH A LARGE AMOUNT OF PRODUCT.
[01:20:01]
OR MAYBE IT'S 44 PALLETS OF PRODUCT.IN A LARGE DISTRICT, YOU CAN JUST GO THROUGH A LOT, AND THEN LIKE YOU SAID, THERE ARE ITEMS THAT THEY DIDN'T PROVIDE THAT ARE ON HERE, ESPECIALLY THE THINGS LIKE THE DESK SHIELDS AND THOSE TYPES OF ITEMS.
>> RANDY, IF YOU DON'T MIND I'LL CHIME IN ALSO ON THIS.
I TALKED TO THE COMMISSIONER LAST WEEK AND MADE A PLEA THAT IF THERE'S ANOTHER ROUND OF CARES ACT FUNDING AND PPE REIMBURSEMENT OF ANY KIND IS IN THE EQUATION THAT RIGHT NOW, WE'RE AT THE POINT OF, IT'S SO CUSTOMIZED ALMOST DOWN TO THE FURNITURE THAT YOU HAVE IN YOUR CLASSROOMS, AND THE DESIGN OF YOUR CAFETERIAS, AND HOW YOUR RESTROOMS WORK, AND YOUR WATER FOUNTAINS.
AND IT'S SO PARTICULAR TO AN INDIVIDUAL SCHOOL DISTRICT THAT WE DON'T NEED THEM TO BUY ANY MORE FOR US.
NOW WE'VE GOT THE BIDS, WE NEED SOME MONEY.
PLEASE DON'T TIE OUR HANDS WITH WHAT YOU THINK WE NEED, BUT GIVE US MONEY SO WE CAN GET WHAT WE ACTUALLY NEED, BECAUSE THE BIGGER TICKET ITEMS ARE COMING IN NOW.
AND DESK DIVIDERS IS A PERFECT EXAMPLE, WE HAVE TO HAVE THEM, AND WHATEVER THEY COST, WE'RE GOING TO HAVE TO PAY IT AND IT SURE WOULD BE NICE TO HAVE SOME FLEXIBILITY AND SPENDING SOME CARES ACT DOLLAR ON PPE THAT WE NEED TO SELECT.
SO I HAVE MADE THAT PERSONAL PLEA TO THE COMMISSIONER.
>> ARE THERE ANY OTHER QUESTIONS? SEEING NONE. IS THERE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES AWARDS RFP 2020-026 HEALTH AND SAFETY SUPPLIES, EQUIPMENT AND SERVICES AS PRESENTED.
>> THANK YOU, I HAVE A MOTION BY CODY WEAVER A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES AWARDS RFP 2020-026, HEALTH AND SAFETY SUPPLIES, EQUIPMENT AND SERVICES AS PRESENTED.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL-CALL.
VICE-PRESIDENT CHAMBERS ARE YOU IN FAVOR OR OPPOSED?
>> SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED.
>> THANK YOU, TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU, TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. I'M IN FAVOR, THE MOTION PASSES 7 TO 0, THANK YOU.
THE NEXT DISCUSSION AND ACTION ITEM IS ADOPT A RESOLUTION OF
[11D. Adopt a Resolution of the Board of Trustees Regarding Policy EIAA(LOCAL) Grading/Progress Reports to Parents; Examinations]
THE BOARD OF TRUSTEES REGARDING POLICY EIAA LOCAL, GRADING PROGRESS REPORTS TO PARENTS, EXAMINATIONS, DR. THERESA WILLIAMS AND DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, WILL PRESENT. DR. WILLIAMS.>> THANK YOU, PRESIDENT RICHARDS.
SO LAST SPRING, THE BOARD APPROVED REVISED GRADING GUIDELINES DURING THE LAST GRADED PERIOD OF SCHOOL DUE TO COVID AND THOSE REVISIONS WERE ONLY EFFECTIVE THROUGH THE END OF THE SCHOOL YEAR.
SO IN PREPARING FOR THIS NEXT SCHOOL YEAR, THERE ARE NEW REVISIONS THAT ARE NEEDED TO OUR GRADING GUIDELINES AGAIN.
THE NATURE OF THESE REVISIONS WILL PROVIDE CONSISTENCY AND EXPECTATIONS FOR BOTH LEARNING ENVIRONMENTS, FACE-TO-FACE, MPI SD SCHOOL AT HOME IN ACCORDANCE WITH TEA GUIDELINES FOR PROVIDING SYNCHRONOUS AND ASYNCHRONOUS INSTRUCTION, AND ALSO FOR PROVIDING CONTINUITY OF INSTRUCTION BETWEEN THE TWO ENVIRONMENTS.
THE RESOLUTION REALLY IS ASKING THREE STATES, THREE DIFFERENT AREAS, AND ONE IS THAT NO COMPREHENSIVE SEMESTER EXAMS BE PROVIDED FOR THE FIRST SEMESTER.
THE SECOND IS THAT THERE BE CONSISTENCY BETWEEN GRADE WAITS FOR SECONDARY STUDENTS, AND THEN THE THIRD IS REALLY LOOKING AT THEN HOW SEMESTER AVERAGES ARE TAKEN AND IT'S 50 PERCENT THE FIRST NINE WEEKS AVERAGED WITH THE SECOND NINE WEEK PERIOD.
THEN THESE ADJUSTMENTS WOULD NOT APPLY TO OUR DUAL CREDIT CLASSES AND ADULT CREDIT GRADES FOLLOW AND THE GRADING SYSTEM WITH OUR COLLIN COLLEGE PARTNER.
AND AT THIS TIME, ANY QUESTIONS THAT YOU MAY HAVE FOR US? DR. HASLEY AND I ARE PREPARED TO ANSWER FOR YOU.
>> YOU SAID THAT THE EXAM WOULD ONLY APPLY TO THE FIRST SEMESTER, BUT I DON'T READ IT THAT WAY, IN WHAT LANGUAGE IN FRONT OF US.
WITH REGARD AS EXAMS [OVERLAPPING] GRADES.
[01:25:05]
>> YEAH, THAT'S THE SAME, I WAS GOING TO KNIT ON THE LANGUAGE.
I THINK MAYBE THE RESOLUTION, THE NOW THEREFORE CLAUSE NEEDS TO BE AMENDED TO REFLECT THAT THIS IS FOR THE FALL SEMESTER ONLY.
>>OKAY I SAY I MAY HAVE STATED THAT WRONG AND SO IF I HAVE SAID THAT WRONG, WOULD YOU PLEASE CORRECT OR WAS IT JUST FOR THE FALL SEMESTER?
>> WE HAVE WRITTEN IT FOR THE YEAR.
>> OKAY I'M SORRY, THEN THAT WAS MY, AN ERROR ON MY PART.
>> BUT IF YOU LOOK AT THE FIRST RECITAL.
>> IT'S REFERENCING THE FALL SEMESTER.
>> I SEE IT, YES, THAT MAKES SENSE.
>> I WILL GIVE YOU MY TWO CENTS, WHICH IS, GIVEN THE CHANGING NATURE OF THE REMOTE ENVIRONMENT, I WOULD BE MORE COMFORTABLE JUST PASSING THIS FOR THE FALL SEMESTER ONLY AND THEN IF NEED BE COME BACK IN JANUARY AND DO IT AGAIN FOR THE SPRING SEMESTER.
>> I ALSO WANTED TO ADD, I THINK WE SHOULD TOUCH BACK ON WHAT DAVID JUST SAID, BUT JUST FOR THE BENEFIT OF ANY PARENTS WATCHING AND JUST FOR CLARIFICATION, IT'S MY UNDERSTANDING THAT THE TYPICAL GREETING WOULD BE 75 TO 25.
THAT BEING SEVENTY-FIVE PERCENT OF GRADES IN A NINE WEEK PERIOD WOULD BE BASED ON MAJOR GRADES FROM TESTING AND TWENTY-FIVE PERCENT FROM QUIZZES, ASSIGNMENTS, TYPICAL DAILY TASKS AND WHAT WE'RE DOING IS WE'RE CHANGING TO A 60/40 AND THAT'S GOING TO PUT MORE OF AN EMPHASIS ON THE DAILY ASSIGNMENTS IN INTERACTIONS WITH TEACHERS. IS THAT CORRECT?
>> VERY GOOD, ALL RIGHT, THANK YOU SO MUCH.
>> ALL IT HAS TO TAKE TO HAVE A GRADING POLICY THAT WAS DIFFERENT FALL TO SPRING AND MY RATIONALES, WE HAVE SOME COURSES THAT ARE ONE SEMESTER ONLY, ECONOMICS, GOVERNMENT AND SO CHILDREN WILL ACTUALLY BE GRADED DIFFERENTLY, BASED ON WHEN THEY TAKE THE CLASS.
SO I CAN SEE THEY'RE SAYING IT GOES FOR CORRECTING LANGUAGE TO SAY THIS IS THE GRADING FOR THE ENTIRE YEAR, NOT REFERENCING JUST ONE SEMESTER.
I DO WORRY THAT YOU'RE GOING TO HAVE A DIFFERENT GRADING METHODOLOGY.
>> AND I WOULD SECOND WHAT TAMMY JUST SAID BECAUSE I WOULD WANT THE STUDENTS TO BE GRADED THE SAME WAY OF THE FIRST SEMESTER AND FOR ANOTHER STUDENT TO TAKE ECONOMICS THE SECOND TERM TO BE GRADED THE SIMILAR WAY.
>> I WOULD ONLY REMARK THAT IN THE SPRING OF LAST YEAR, WE HAD TO CHANGE THAT.
SO LAST YEAR, THE STUDENTS WERE GRADED DIFFERENTLY SEMESTER OVER SEMESTER.
I DO AGREE IN THE CONTINUITY OF THE GRADING THROUGHOUT AND I THINK THE CIRCUMSTANCES WILL EXIST THAT THIS WILL HAVE TO BE RENEWED IN THE SPRING.
YEAH SO I JUST WANTED TO COME IN.
>> I GUESS CAN I ASK SOME CLARITY ON THAT SECOND BULLETED ITEM REGARDING THE GRADE WEIGHT FOR STUDENTS.
IT SAYS 60 PERCENT FOR A NINE WEEK GRADING PERIOD SHOULD BE DETERMINED FROM MAJOR EVALUATION INSTRUMENTS, AND 40 PERCENT IS FOR MINOR EVALUATION INSTRUMENTS.
I'M MISINTERPRETING WHAT CODY HAD ASKED CLARIFICATION ON BECAUSE I THINK THAT SEEMS OPPOSITE, AM I MISSING SOMETHING?
>> SO THE TERMINOLOGY MAJORED, I WISH AN INSTRUMENT IN MONITORING EVALUATION INSTRUMENT IS THE TERMS THAT WE HAVE CURRENTLY IN OUR POLICY AND SO FOR SECONDARY COURSES, THE MAJORITY OF THEM, OUR POLICY SAYS 75 PERCENT OF THE GRADE IS BASED ON MAJOR EVALUATIONS AND 25 PERCENT ON MINOR.
MAJOR EVALUATIONS BEING TEST, CUMULATIVE UNIT EXAMS AND THINGS LIKE THAT.
WE'RE PROPOSING, ADJUSTING THAT A BIT SO THAT ESPECIALLY IN THE REMOTE ENVIRONMENT, YOU DON'T HAVE SUCH HIGH STAKES ON TESTS AS MUCH AND PART OF THIS LEARNING, ESPECIALLY THIS YEAR, NEEDS TO BE REALLY CLOSE MONITORING OF STUDENT PROGRESS ALL THE WAY THROUGH, IT ALREADY GIVES MORE WEIGHT TO THE LEARNING AS THEY'RE GOING, RATHER THAN WAITING UNTIL THE END FOR SUCH A BIGGER PERCENTAGE.
>> OKAY. THANK YOU, DR. HASLEY, I THINK WHAT YOU'RE SAYING THEN IS THAT IT'S INCREASING THEIR MINOR EVALUATION PERCENTAGE FROM 25 PERCENT TO 40 PERCENT. OKAY, THANKS.
>> NANCY, ON THAT, THAT'S SOMETHING THAT I REALLY, REALLY LIKE TO SEE.
I'M NOT SURE WHAT THE LONG-TERM DECISION WILL BE BUT IN TERMS OF PUTTING MORE OF AN EMPHASIS ON THE STUDENT'S DAILY INTERACTION AND PROGRESS COMPARED TO THESE MAJOR TESTS THAT THEY TAKE AND HOW IT'S WEIGHTED.
[01:30:01]
SO I KNOW IT'S GOING TO BE A GREAT HELP FOR GETTING STUDENTS TO LOG ON AND PARTICIPATE ON THE DAILY, ESPECIALLY OUR AT-HOME STUDENTS.BUT JUST IN GENERAL, I THINK THAT SPLIT IS SOMETHING I'M IN FAVOR OF.
>> I AGREE WITH YOU. I JUST MISINTERPRETED WHAT YOUR QUESTION WAS CODY, THANK YOU.
>> SO THE TYPICAL SEMESTER, THE WAY THE GRADES WOULD BE CRAFTED, AND CORRECT ME IF I'M WRONG, IT WOULD BE THE FIRST NINE WEEK GRADING PERIOD, THE SECOND NINE WEEK GRADING PERIOD, AND THE SEMESTER EXAM, THOSE THREE ITEMS WOULD BE WEIGHTED EQUALLY.
>> NOW I BELIEVE THIS SEMESTER EXAM IS 20 PERCENT OF THIS SEMESTER GRADE.
SO FOR THE FALL WHAT WE'RE PROPOSING HERE IS NOT TO HAVE THAT 20.
>> I NEED SOME HELP WITH THE RATIONALE AND WHETHER OR NOT THIS IS FOR THE FULL YEAR OR FOR, WELL, FIRST OF ALL, WE NEED TO DECIDE WHAT THIS DOCUMENT IS WE'RE BUILDING ON IS.
I HEARD THE DEAL ABOUT THE SEMESTER CLASSES, BUT IF WE HAVE SOME NORMALCY IN THE SPRING.
I WOULD LIKE TO HAVE THE FLEXIBILITY FOR IT TO BECOME NORMAL.
I'M KINDA CONFLICTED. SOMEBODY HELP.
>> JERI, ON THAT AND OBVIOUSLY WHO KNOWS WHAT'S GOING TO HAPPEN OVER THE NEXT COUPLE OF MONTHS.
I FEEL AS THOUGH THERE ARE PARENTS AND EVEN STUDENTS THAT, GOING INTO THE END OF THE YEAR, THE SECOND SEMESTER WILL STILL OPT IN FOR THAT ONLINE LEARNING.
KNOWING THAT AND HAVING THAT EXPECTATION, I THINK THAT'S SOMETHING WE SHOULD PLAN FOR.
I UNDERSTAND, IT'S NOT A BIG DEAL FOR US TO HAVE TO VOTE ON A SECOND RESOLUTION FOR THE SPRING.
I UNDERSTAND THAT POINT TO DAVID AND THAT'S NOT A PROBLEM, THAT'S OUR JOB AS THE BOARD.
WE WE VOTE ON TEXT, BUT AT THE SAME TIME, I THINK THAT IT WOULD BE VERY OVERLY OPTIMISTIC TO THINK THAT WE WOULD HAVE A 100 PERCENT STUDENTS BACK IN CLASS AND NOT HAVE AN ONLINE OPTION AS WE'RE OFFERING IN THE SPRING THAT'S COMING UP.
I JUST DON'T SEE THAT FOR THE 2021 SCHOOL YEAR, BUT I'M ALSO NOT A DOCTOR OR PROFESSOR AND I DON'T KNOW THE FULL RAMIFICATIONS OF WHAT'S GOING ON RIGHT NOW FROM A PUBLIC HEALTH PERSPECTIVE.
>> WELL, I'D LIKE TO ADD SOMETHING THAT I HAD TO DREAM.
[LAUGHTER] I'M TIRED OF REALISM AND I'D LIKE FOR US TO HAVE SOME OPTIMISM.
I JUST LIKE TO HAVE SOME HOPE BUT WHO KNOWS WHERE WE'RE GOING TO BE.
>> THE ASSUMPTION OF THESE RESOLUTIONS IS WE'RE GOING TO HAVE THESE AT HOME LEARNING OPTION FOR A WHOLE YEAR.
>> WELL, ACCORDING TO TEA, WE HAVE TO OFFER IT FOR THE YEAR.
>> IT DOESN'T MEAN THAT PARENTS HAVE TO OPT INTO IT FOR A YEAR, BUT WE HAVE TO BE OFFERING IT FOR A YEAR.
>> THAT GIVES ME SOME CLARIFICATION AROUND THIS THAT I NEEDED. THANK YOU.
NOW WE JUST NEED TO KNOW IF WE NEED TO CHANGE THE LANGUAGE ON THIS BECAUSE THE DATA DOES SEEM TO SPEAK TO THE FALL SEMESTER.
>> YEAH, AND I THINK IN THE TOP PART, THE FIRST SENTENCE OF IT, IF I'M READING IT IS, THAT THE TEXAS EDUCATION AGENCY IS REQUIRING US TO HAVE A REMOTE LEARNING OPTION THAT STARTS IN THE FALL OF THE YEAR.
HOWEVER WE WANT TO TWEAK THAT BECAUSE IN THE ACTION AT THE BOTTOM, IT TALKS ABOUT APPLYING IT TO THE WHOLE SCHOOL YEAR.
I WOULD SAY I THINK WHEN WE CLOSED SCHOOL IN THE SPRING UNDER THE GOVERNOR'S ORDER.
WE HAD TO ADAPT THE GRADING GUIDELINES.
WE HAD CERTAIN THINGS IN PLACE TEMPORARILY TO CREATE FAIRNESS AND EQUITY FOR OUR KIDS SO THAT NO ONE HAD AN ADVANTAGE OVER ANOTHER STUDENT IN GPA.
THAT WAS IN PLACE AT THE END OF THE SCHOOL YEAR.
KIDS WHO GRADUATED LAST YEAR WHO EARNED GRADE POINTS, WERE TREATED EQUITABLY AND FAIRLY.
I WORRY THAT IF WE FRAGMENT THIS FROM SEMESTER TO SEMESTER AND WE CHANGE IT BACK IN THE SPRING, THEN WE HAVE SET OURSELVES UP FOR A VERY RISKY PROPOSITION FOR STUDENTS IN THE TOP, [LAUGHTER] AND ANYONE WHO FALLS IN BETWEEN IF THEY DIDN'T HAVE THE OPPORTUNITY TO GET EQUAL GRADE POINTS FOR A SIMILAR COURSEWORK BECAUSE IN THE SPRING EVERYONE WAS TREATED UNIFORMLY.
NOW WE WOULD SAY WE ARE GOING TO TREAT THEM DIFFERENTLY.
I'M A LITTLE WORRIED ABOUT THAT.
>> I UNDERSTAND THE CONCERNS, AT LEAST WITH MY OWN FAMILY, MY DAUGHTER WASN'T A GREAT TEST TAKER, SO SHE WOULD NOT WANT TO HAVE A SEMESTER EXAM.
MY SON WAS A VERY GOOD TEST TAKER.
I CAN SEE AN UNEVEN PLAYING FIELD IF YOU LOOK AT
[01:35:02]
TWO STUDENTS LIKE THAT HAVING A DIFFERENT METRIC.>> WHEN I USED TO TEACH AND IT WAS SAID CONSISTENCY THROUGHOUT THE WHOLE YEAR WILL BE BETTER FOR OUR STUDENTS.
>> HOW MANY CLASSES, SAME CLASSES, ARE OFFERED TWICE?
WELL, IF YOU LOOK AT GOVERNMENT ECONOMICS ALONE, AP STATISTICS, HELP ME OUT HERE, AP PSYCH, HEALTH, [OVERLAPPING].YEAH.
>> DAVID, I'M JUST THINKING MAYBE WE DO A FRIENDLY AMENDMENT TO CORRECT THIS.
>> YEAH, AND JUST AS A GENERAL COMMENT, I THINK THE FAIRNESS ARGUMENT THAT WEIGHS QUITE A BIT, AND I APPRECIATE THAT, THOSE QUOTES, AND I CAN SUPPORT THIS WITH THAT IN MIND.
YEAH, I WOULD OFFER A FRIENDLY AMENDMENT TO THE FIRST WHEREAS CLAUSE THAT WE JUST STRIKE THE WORDS "FOR THE FALL".
>> SO WAIT, LET ME LOOK AT [INAUDIBLE] , REMOTE LEARNING OPTION FOR STUDENTS, O, STRIKE THE [INAUDIBLE].
WE PROVIDE A REMOTE LEARNING OPTION FOR STUDENTS FOR THE 2020-2021 SCHOOL YEAR.
BECAUSE THAT'S FACTUALLY ACCURATE AND IT AVOIDS CONFUSION.
>> THEN ARE WE GOING TO MAKE A MOTION OR DO WE NOT NEED IT FOR A FRIENDLY AMENDMENT.
>> SINCE WE'VE NOT YET TAKEN A MOTION, WE CAN ACTUALLY MAKE IT IN THIS SENSE.
IF YOU WANT TO MAKE A MOTION MAKING THAT STATEMENT, STRIKING THOSE THREE WORDS, I THINK THAT WOULD BE FINE.
I THINK SHARON'S SHAKING HER HEAD YES.
>>OKAY. I'M GOING TO GIVE IT A SHOT.
>> I WAS GOING TO SAY THAT I AGREE ALSO WITH THE COMMENTS THAT YOU WERE SAYING.
TO YOUR POINT TAMMY, THOSE SEMESTER COURSES, IF THEY ARE TAKEN WITHIN THE FULL SCHOOL YEAR, THE KIDS WILL BE OR THE STUDENTS WILL BE TREATED THE SAME THEN IN DISREGARD.
>> THEY'LL BE ON A LEVEL PLAYING FIELD IF IT'S ALL ACADEMIC YEAR.
>> TO MAKE IT EASY, I THINK THE WILL OF THE BOARD IS WELL KNOWN.
WE COULD TAKE IT AS PRESENTED AND JUST SAY AMENDING THE LANGUAGE TO REMOVE THE FALL SEMESTER.
SO I MOVE THAT THE BOARD OF TRUSTEES ADOPT A RESOLUTION OF THE BOARD OF TRUSTEES REGARDING, POLICY EIAA(LOCAL), GRADING PROGRESS REPORTS TO PARENTS, EXAMINATIONS AS AMENDED.
>> I HAVE A MOTION BY CODY WEAVER AND SECOND BY DAVID STOLLE, THAT THE BOARD OF TRUSTEES ADOPTS A RESOLUTION OF THE BOARD OF TRUSTEES REGARDING POLICY EIAA(LOCAL), GRADING PROGRESS REPORT TO PARENTS EXAMINATION AS AMENDED, STRIKING THE LANGUAGE THE FALL OF.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL, VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>>THANK YOU. SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>>THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEES STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. I'M IN FAVOR, THE MOTION AS AMENDED PASSES 7-0.
SHARON DID WE DO ALL THAT RIGHT?
>> YEAH, THAT'S FINE. THAT'S REALLY WELL. THANK YOU.
THE NEXT DISCUSSION ACTION ITEM IS ADOPT A RESOLUTION THE BOARD OF TRUSTEES OF
[11E. Adopt a Resolution of the Board of Trustees of the Plano Independent School District Delegating Specific Authority to the Superintendent in Continuing Response to the COVID- 19 Pandemic]
THE PLANO INDEPENDENT SCHOOL DISTRICT DELEGATING SPECIFIC AUTHORITY TO THE SUPERINTENDENT IN CONTINUED RESPONSE TO COVID-19 PANDEMIC.SUPERINTENDENT BONSER WILL REPRESENT, MS BONSER?
>> THANK YOU, PRESIDENT RICHARDS.
IN CONSULTING WITH OUR LEGAL COUNSEL, WE HAD TWO RESOLUTIONS FROM THE SPRING SEMESTER, ONE FROM THE BOARD ON MARCH 15TH, AND ONE THAT CAME AFTER THAT IN APRIL.
THEY RECOMMENDED THAT SINCE THAT SCHOOL YEAR HAD ENDED AND WE'RE GOING INTO A NEW SCHOOL YEAR,
[01:40:03]
THAT WE REVIEW THE RESOLUTION AND MAKE ANY REVISIONS TO IT.WE'VE ACTUALLY SLIMMED IT DOWN BECAUSE WE NO LONGER NEED THE PROVISION FOR EMPLOYEE PAY IN THIS BECAUSE THE POLICY HAS CHANGED AND BEEN REDEFINED AND REFINED.
WE DO NOT WANT RESOLUTIONS STANDING THAT WERE NO LONGER PERTINENT TO THE CURRENT UPCOMING SCHOOL YEAR.
FOR THAT REASON, WE REVISED THE LANGUAGE OF THE RESOLUTION TO REFLECT THAT FOR THE NEW SCHOOL YEAR.
I'M HAPPY TO ANSWER ANY QUESTIONS AS WE GO AS WELL.
>> BARRETT, JUST TO BE CLEAR, THE EMPLOYEE PAY LANGUAGE YOU'RE REFERENCING IS AS PRESENTED IN ITEM NUMBER ONE OF THE RESOLUTION AND THAT, THAT IS THE REVISED LANGUAGE, CORRECT?
>> THAT IS THE REVISED LANGUAGE, BUT THERE WAS LANGUAGE ABOUT PREMIUM PAY IN PREVIOUS RESOLUTION THAT IS NO LONGER NECESSARY IN THE RESOLUTION.
>> RIGHT AND SO ON THAT FIRST PART FOR EMPLOYEE PAY, THIS IS NECESSARY BECAUSE WE HAVE SOME HOURLY EMPLOYEES THAT MIGHT BE DOING DIFFERENT JOB ASSIGNMENTS AND THAT'LL CHANGE SOME THINGS UP.
THIS DOES NOT APPLY TO OUR CONTRACTED TEACHERS.
>> THAT'S THE CORRECT STATEMENT ON BOTH PARTS OF YOUR QUESTION.
>> GREAT. GREAT. I ALSO HAD JUST A FEW QUESTIONS INVOLVING PURCHASING.
SO THIS IS AUTHORITY THAT YOU HAD IN PREVIOUS RESOLUTIONS AND YOU MADE THE BOARD AWARE OF ANYTIME YOU HAD TO EXERCISE THAT POWER, WHICH I THINK YOU RARELY HAD TO DO.
I THINK YOU CAN COUNT THAT ON ONE HAND.
>> CORRECT. IN THE PREVIOUS RESOLUTIONS, I EXERCISE THE AUTHORITY GIVEN ON ANY ONE OF THE FOUR ITEMS, A TOTAL OF THREE TIMES: ONE FOR PURCHASING, ONE WAVER, AND ONE DONATION OF PPE.
I NOTIFIED THE BOARD EACH TIME AND THEN BROUGHT IT FOR RATIFICATION AND REPORTING TO THE BOARD AT THE NEXT UPCOMING REGULARLY SCHEDULED BOARD MEETING.
>> FOR THAT PARTICULAR TIME FOR PURCHASING AND IF IT WERE TO HAPPEN IN THE FUTURE, ALL OF THE PURCHASES WOULD BE SPECIFICALLY BECAUSE YOU'RE TRYING TO PREVENT OR SUBSTANTIALLY IMPAIR THE CONDUCT OF CLASSES OR OTHER CENTRAL ACTIVITIES, RIGHT? THAT'S THE ONLY WAY YOU HAVE THE AUTHORITY TO MAKE THOSE PURCHASES.
>> CORRECT. I WOULD SAY THAT TONIGHT'S BOARD ACTIONS ON THE TECHNOLOGY AND THE PPE, HAVING GONE THROUGH THE APPROPRIATE PROCUREMENT PROCESSES, THE NORMAL ONES.
THEN WHAT YOU'VE JUST APPROVED HELPS A LOT WITH US NOT EVEN REALLY NEEDING AS MUCH OF THE AUTHORITY, IT COULD COME UP.
I DON'T KNOW WHAT IT WILL LOOK LIKE, BUT WHAT YOU'VE DONE TONIGHT MAKES IT LESS LIKELY TO NEED TO BE EXERCISED.
>> RIGHT. ONE QUESTION I HAVE ON WAIVERS AND MEMORANDUMS OF UNDERSTANDING, I THINK IT'S A QUESTION THAT A LOT OF PARENTS PROBABLY HAVE RIGHT NOW.
THAT'S IN TERMS OF TEA WAIVERS, A LOT OF PEOPLE HAVE HEARD ABOUT THAT.
IN TERMS OF OUR START DATE, WHICH IS SEPTEMBER NINTH FOR STUDENTS, I BELIEVE.
>> YES. OUR START DATE IS AUGUST 12TH.
OUR IN-PERSON FACE-TO-FACE START DATE, SEPTEMBER NINTH CORRECT.
THE WAY THAT THIS HAS ROLLED OUT IS THAT TEA SAID THAT IF THE BOARD OF A LOCAL DISTRICT CHOOSES TO EXTEND THE TRANSITION WINDOW TO FACE-TO-FACE IN WHATEVER LENGTH OF TIME, THE BOARD COULD VOTE TO APPROVE AN ADDITIONAL FOUR WEEKS.
SO THE IDEA OF THEN AFTER THAT A BOARD APPROVAL, THEN YOU WOULD FILE A WAIVER.
I DO NOT HAVE THE AUTHORITY TO FILE THE WAIVER ON SOMETHING.
I DON'T KNOW THE PERIOD OF TIME THAT THE BOARD WOULD WANT OR CHOOSE TO EXTEND.
SO AND WE HAVE TWO BOARD MEETINGS PRIOR TO SEPTEMBER NINTH.
SO THAT WOULD NOT BE A WAIVER THAT AS A SUPERINTENDENT, I COULD SUBMIT PRIOR TO BOARD APPROVAL BECAUSE I WOULDN'T KNOW WHAT TO SUBMIT BECAUSE IN THE WAIVER, YOU HAVE TO TELL HOW LONG, AND YES.
>> THIS DELEGATION OF AUTHORITY WOULD NOT INCLUDE THE AUTHORITY FOR A WAIVER THAT WOULD EXTEND ONLINE LEARNING AS THE SOLE OPTION FOR PLANO.
>> THE EXTENSION OF THE TRANSITION WINDOW BEYOND THE FIRST FOUR WEEKS.
IS AT THE DISCRETION OF THE BOARD.
[01:45:03]
AT THE APPROVAL OF THE BOARD, THE BOARD WOULD HAVE TO SET THE LENGTH OF THAT EXTENSION OF THE TRANSITION WINDOW AND I WOULD HAVE TO BE PREPARED TO SUBMIT THAT LENGTH OF WINDOW AND THE METRICS.FOR DURING THAT FOUR WEEK WINDOW FOR THE BOARD, YOU ACTUALLY DO HAVE TO REQUIRE SOME KIDS TO COME INTO THE BUILDINGS.
SO ALL OF THAT WOULD HAVE TO BE A PART OF THE WAIVER THAT GETS SUBMITTED.
SO WE WOULD HAVE TO HAVE BOARD ACTION AND DISCUSSION ON THAT BEFORE ANY WAIVER COULD BE SUBMITTED.
SO I COULD NOT SUBMIT THAT WAIVER AS A PART OF THIS RESOLUTION PIECE.
>> YOU'VE ANSWERED ALL MY QUESTIONS. THANK YOU SO MUCH.
>> SARA, I HAVE A QUESTION REGARDING THIS AUTHORIZATION WHAT IS THE PURCHASE AMOUNT YOU CURRENTLY HAVE AUTHORITY WITH.
>> RIGHT. WITHOUT BOARD APPROVAL, IT'S $50,000.
WHEN WE GO THROUGH THE PROCUREMENT PROCESS LIKE WE DID AND THEN BRING AN ITEM TO THE BOARD FOR YOUR APPROVAL.
THEN YOU GIVE, LIKE TONIGHT, YOU GRANTED US THE ABILITY TO SPEND UP TO X AMOUNT OF DOLLARS ON SWIVELS WITH YOUR APPROVAL.
SO ANYTHING OVER $50,000, WE BRING TO THE BOARD.
THE AMOUNT OF THE PURCHASE THAT WE HAVE TO COME TO YOU WITH HAS NOT CHANGED.
SO I CAN GO, WE DO NOT HAVE TO GO THROUGH THE ENTIRE BID PROCESS, BUT THE AMOUNT OF MONEY THAT I CAN SPEND BEFORE I NEED BOARD APPROVAL HAS NOT CHANGED AT ALL.
>> I THINK AN OUTCOME TO THIS AS WE'RE MOVING INTO THESE UNCHARTERED TIMES WHERE YOU HAVE, YOU'RE HAVING TO BUY EXTRAORDINARILY EXPENSIVE THINGS ON VERY SHORT NOTICE, WE AS A BOARD JUST MAY HAVE TO MEET MORE OFTEN.
WE MAY HAVE SOMETHING COME UP AND SARA WILL HAVE TO CONVENE AT LEAST FOUR OF US SO WE CAN BRING THAT BEFORE THE BOARD.
SO WE'RE NOT RAISING HER PURCHASING AUTHORITY, BUT WE MAY HAVE TO MEET MORE FREQUENTLY IN ORDER TO ALLOW THE DISTRICT TO MOVE FORWARD ON SOME OF THESE NEEDED PURCHASES.
>> THE PURCHASING AUTHORITY, WHAT IS FOR THEN? IF WE HAVE TO APPROVE ANYWAY.
>> WELL, BECAUSE HEATHER, THE PROCUREMENT PROCESS TO GO OUT FOR BID CAN TAKE UP TO SIX WEEKS.
SO IT CAN BE A VERY LONG PROCESS OF GOING TO BID.
THERE MIGHT BE ITEMS THAT WE NEED FOR CONTINUITY OF INSTRUCTION, OR PROGRAMMING THAT WE COULD, WE KNOW OF A VENDOR AND WE COULD GO AND SECURE THE VENDING, THE PURCHASING.
RANDY JUMP IN ANYTIME, AND MOVE THAT FAST SO THAT WE CAN NOT INTERRUPT INSTRUCTION.
SO IT'S MORE OF A TIMING THING THAN A DOLLAR AMOUNT THING.
>> IF WE CAN'T, IF CAN'T BE RATIFIED BY THE BOARD AND IS ANY WAY YOU CAN STOP THE PROCESS OF PURCHASING?
>> I'M SORRY, IS THERE ANY WAY THAT THE BOARD CAN STOP?
>> YOU, AS THE ADMINISTRATOR, CAN YOU STOP THE PURCHASING? IT COMES TO THE BOARD FOR RATIFICATION AND THE BOARD DISAPPROVES, SO WHAT HAPPENS THEN? CAN YOU, AS THE EXECUTOR OF THE [INAUDIBLE] , STOP THE PROCESS OF PURCHASING?
>> I SAID SO. WE DON'T EVER EXECUTE A PURCHASE OR EXECUTE A CONTRACT OR A PURCHASE ORDER.
IF IT'S SOMETHING THAT REQUIRES BOARD APPROVAL, THEN WE NEVER ISSUE THAT UNTIL WE HAVE BOARD APPROVAL.
AND SO, THE WAY THE RESOLUTION IS WRITTEN, THERE'S A STATE LAW THAT SAYS, ANYTHING THAT WE PURCHASE IN THE AGGREGATE IN A YEAR, OVER 50,000, WE HAVE TO GO THROUGH A FORMAL BID PROCESS.
NOW WE'VE GOT OTHER AVENUES THAT WE CAN UTILIZE THEIR.
IF THERE'S THINGS THAT HAVE ALREADY BEEN BID THROUGH ANOTHER GOVERNMENTAL ENTITY, THROUGH A PURCHASING CO-OP, THINGS LIKE THAT, THEN WE CAN ACCESS THOSE WITHOUT HAVING TO GO THROUGH A BID PROCESS.
BUT THEN OUR LOCAL POLICY SAYS THAT THE BOARD HAS TO APPROVE ANY PURCHASE THAT WE'RE MAKING THAT'S IN EXCESS OF 50,000.
SO WE HAVE TO MEET STATE LAW REQUIREMENTS AND WE HAVE TO MEET LOCAL BOARD POLICY.
SO IN THIS RESOLUTION, THE LOCAL BOARD POLICY IS NOT BEING WAVED.
WE STILL HAVE THE $50,000 LIMIT.
IT'S ACTUALLY WAVING, UNDER THE DISASTER DECLARATION, THE STATE LAW THAT SAYS THAT IF IT'S NOT SOMETHING THAT WE CAN BUY THROUGH A PURCHASING CO-OP AND IT'S NOT SOMETHING THAT WE CAN PIGGYBACK ONTO ANOTHER BID, THAT WE'RE NOT LEGALLY OBLIGATED TO GO THROUGH THE FORMALITIES OF A BID PROCESS.
>> I THINK IT'S IMPORTANT TO REITERATE THE NARROW SCOPE OF THE PURCHASING POWER THAT THIS WOULD BE DELEGATING TO THE SUPERINTENDENT BECAUSE THIS IS SPECIFICALLY FOR
[01:50:04]
ITEMS OR THINGS THAT WOULD MAINTAIN CONTINUITY OF EDUCATION, AND IF IT'S SOMETHING THAT CAN BE PURCHASED AND BROUGHT BEFORE THE BOARD FIRST AND IT'S NOT TIME-SENSITIVE AND WILL NOT CONFLICT WITH THE CONTINUITY OF EDUCATION, THEN IT HAS TO COME TO THE BOARD.IT'S NOT SOMETHING THAT SARA CAN JUST DO.
SARA DOESN'T HAVE CARTE BLANCHE ON PURCHASING.
IT'S A VERY NARROW SCOPE THAT SHE OPERATES IN, AND WE KNOW, BASED ON HER OWN ACTIONS IN THE PAST, THAT SHE DOES NOT WANT TO HAVE TO DO THAT IF SHE DOESN'T HAVE TO.
>> SO ORIGINALLY I'M THINKING IF WE CAN PUT A AMOUNT UNDER PURCHASES, LET'S SAY THE BOARD HEREBY AUTHORIZES THE SUPERINTENDENT TO MAKE PURCHASES, UNDER A CERTAIN AMOUNT, LIKE 100,000.
>> WELL, THAT'S MORE AUTHORITY THAN I CURRENTLY HAVE.
>> SO I ALREADY HAVE THAT BY LOCAL POLICY.
I HAVE THE AUTHORITY TO SPEND $50,000 OR LESS UNDER LOCAL POLICY.
SO IF IT GOES OVER 50 IN THE AGGREGATE, WE HAVE TO HAVE A BOARD MEETING TO APPROVE IT. ANYWAY.
>> I THINK WHAT WE'RE TRYING TO DO, HEATHER, IS HELP THEM OPERATE FOR ESSENTIAL NEEDS FOR THE DISTRICT AND CUT SOME OF THAT RED TAPE, THAT 6-WEEK PROCESS OF THE COMPETITIVE BID AND GET WHAT WE NEED FOR THE DISTRICT TO OPERATE ESSENTIALLY, WITHOUT GOING THROUGH THAT BID PROCESS.
>> WE DID HAVE TO DO THAT ONE TIME IN THE SPRING, WITH A VENDOR RELATED TO GRADUATION, JUST BECAUSE THE TIME-FRAME OF GOING OUT TO BID AND WHEN WE WERE GOING TO HAVE TO HOLD GRADUATION WAS TOO NARROW, WE COULD NOT DO IT.
IT WOULD HAVE INTERRUPTED THE ENTIRE PROCESS.
AND SO, WE DID EXERCISE IT ONE TIME IN THE SPRING BUT OUR HOPE WOULD BE THAT WE DON'T NEED TO DO IT IN SUCH A LIMITED WAY.
BUT IT REALLY IS MORE ABOUT THE BID PROCESS AND IT IS NOT ABOUT THE AMOUNT OF THE EXPENDITURE BECAUSE I'M NOT ASKING FOR ANY EXPANSION OF AUTHORITY ON THE AMOUNT OF A PURCHASE.
>> BUT I THINK THE MAIN CLAUSE IN THERE IS WITHOUT FOLLOWING NORMAL COMPETITIVE PURCHASING REQUIREMENTS.
SO IT'S NOT SO MUCH ABOUT WHAT'S BEING PURCHASED BUT MORE ABOUT THE PROCESS AND THE TIME THAT IT COULD TAKE AND ITS IMPACT ON STUDENTS.
>> I DO NOT SEE OUT OF A PLACE OF DISTRUST SARA.
>> [LAUGHTER] IT IS, JUST AS A REPRESENTATIVE OF STAKEHOLDERS, I REALLY WANT TO UNDERSTAND, FOR THE SAKE OF CHECKS AND BALANCES.
THAT'S WHY WE'RE HERE, AND I HAVE BEEN VERY, VERY IMPRESSED WITH WHAT YOU HAVE DONE WITH YOUR AUTHORITY AND ALL THE TRANSPARENCY YOU HAVE PROVIDED THE BOARD AND THE PUBLIC.
SO THAT'S WHY I FEEL MORE COMFORTABLE WITH THIS THAN LAST TIME.
>> THANK YOU, HEATHER. I DO TOO, BECAUSE I KNOW HOW MUCH, HOW SMALL THE OPPORTUNITIES WERE THAT I ENDED UP HAVING TO NEED TO USE IT.
SO I FEEL VERY CAUTIOUS ABOUT EXERCISING IT AND I THINK MY TEAM, LIKE TODAY, BRINGING THOSE, THEY HAVE GONE TO BID ON THINGS IN ORDER TO KEEP US FROM NEEDING TO EXERCISE PURCHASING AUTHORITY IF WE DON'T HAVE TO.
BECAUSE WE KNOW THAT THE OVERSIGHT OF EXPENDITURES AND RESOURCES IS A RESPONSIBILITY OF THE BOARD.
AND SO WE ARE ALL GOING TO BE VERY, VERY CAREFUL IN EXERCISING THAT ONLY WHEN IT IS ABSOLUTELY NECESSARY.
>> IT'S GREAT. BECAUSE I DO BELIEVE THERE IS STRENGTH IN NUMBERS, SO WHEN WE MEET TOGETHER LIKE THIS, I FEEL MORE COMFORTABLE MAKING THE DECISION TOGETHER.
>> AND SARA, JUST SO I CAN BEAT A DEAD HORSE, IT IS YOUR INTENT AND HOPE AND OPERATING PROCEDURE THAT ANYTIME THERE IS SOMETHING FOR PURCHASING, THAT YOUR GOAL AND INTENT IS ALWAYS TO BRING IT TO THE BOARD FIRST AND ONLY UNDER THE UNIQUE CIRCUMSTANCES THAT IT WILL DISRUPT THE CONTINUITY OF EDUCATION, AND THAT YOU NEED TO NOT FOLLOW THE NORMAL COMPETITIVE PURCHASING REQUIREMENTS, WOULD YOU USE THIS DELEGATED AUTHORITY?
[01:55:02]
>> AS TRUSTEES, WE MAY NEED TO RECOGNIZE THAT WE MAY BE MEETING A LITTLE MORE FREQUENTLY THIS FALL, JUST IF THESE SITUATIONS DO BABBLE UP.
I KNOW WE WILL ALL DO OUR BEST TO COME TOGETHER TO REVIEW, CONSIDER, AND IF APPROPRIATE, AUTHORIZE THE PURCHASES WE NEED FOR OUR KIDS AND OUR TEACHERS.
>> THANK YOU, PRESIDENT RICHARDS, WE HAVE FOUND IN PPE WORLD, $50,000 IS A VERY LOW NUMBER.
>> I THINK AS YOU WERE EXPLAINING TO ME BEFORE, THAT IT MAY BE CHEAP FOR A GIVEN CLASSROOM, BUT MULTIPLIED BY THE NUMBER OF CLASSROOMS WE HAVE, THAT'S WHEN THE DOLLARS REALLY GET LARGE.
>> AND TO PUT INTO PERSPECTIVE, IT'S ONLY A DOLLAR PER STUDENT AND WE'RE OVER THE LIMIT.
>> THAT'S AN EXCELLENT EXAMPLE.
ARE THERE ANY FURTHER COMMENTS OR QUESTIONS? CAN I HAVE A MOTION.
>> I MOVE THAT THE BOARD OF TRUSTEES, PARDON ME, ADOPTS THE RESOLUTION OF THE [NOISE] BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT DELEGATES SPECIFIC AUTHORITY TO THE SUPERINTENDENT IN CONTINUED RESPONSE TO THE COVID-19 PANDEMIC.
>> I SECOND THE MOTION, NANCY HUMPHREY.
>> I HAVE A MOTION BY JERI CHAMBERS AS SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES ADOPTS THE RESOLUTION OF THE BOARD OF TRUSTEES AT THE PLANO INDEPENDENT SCHOOL DISTRICT DELEGATING SPECIFIC AUTHORITY TO THE SUPERINTENDENT IN CONTINUING RESPONSE TO THE COVID-19 PANDEMIC.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE-PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. SECRETARY WANG, YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. I'M IN FAVOR, THE MOTION PASSES 7-0. THANK YOU.
THE FINAL DISCUSSION ACTION ITEM IS ENDORSEMENT OF A CANDIDATE FOR
[11F. Endorsement of a Candidate for Texas Association of School Boards (TASB) Board of Directors]
TEXAS ASSOCIATION OF SCHOOL BOARDS TASB, BOARD OF DIRECTORS.THE BOARD IS INVITED TO ENDORSE A CANDIDATE FOR POSITION D ON THE BOARD OF DIRECTORS FOR TASB REPRESENTING REGION TEN.
IF A MAJORITY OF THE ACTIVE MEMBERS OF THE REGION ENDORSES A CANDIDATE, THAT INDIVIDUAL WILL BE ELECTED TO THE TASB BOARD.
IF AT LEAST 25 PERCENT, BUT NOT A MAJORITY ENDORSES THE CANDIDATE, THAT INDIVIDUAL WILL BE INCLUDED ON THE OFFICIAL BALLOT AT THE TASB DELEGATE ASSEMBLY.
IS THERE ANY DISCUSSION AT THIS TIME? YES NANCY?
I WOULD LIKE TO TALK ABOUT CANDIDATE JEFF, I THINK HIS THE SAME AS STRIPLIN OF BLAND ISD.
HE REPRESENTS A RURAL PART OF REGION TEN.
AND I FEEL LIKE MAYBE THERE NEEDS TO BE REPRESENTATION, SINCE ABOUT 80 PERCENT OF REGION TEN IS RURAL.
AND A LOT OF THE REPRESENTATION HAS NOT BEEN RURAL.
HE HAS A LOT OF EXPERIENCE WITH MUNICIPAL OPERATIONS AND HE'S BEEN ON THE SCHOOL BOARD IN HIS DISTRICT FOR 11 YEARS.
AND HE HAS A LOT OF, I GUESS, BUDGETING AND FINANCIAL EXPERIENCE, ESPECIALLY BECAUSE HE'S ON THE NORTH TEXAS MUNICIPAL WATER DISTRICT.
SO I JUST THOUGHT I'D BRING THAT TO THE BOARD'S ATTENTION THAT I THINK WE SHOULD GIVE HIM AN OPPORTUNITY TO BE DISCUSSED AS A CANDIDATE FOR OUR ENDORSEMENT.
>> SO NANCY, YOU SAID THAT 90 PERCENT OF THAT REGION IS RURAL?
>> EIGHTY PERCENT. BUT WHAT ABOUT THE STUDENT POPULATION?
>> WELL, OBVIOUSLY THE STUDENT POPULATION IN THE THE BIGGER DISTRICTS OUTWEIGHS THE RURAL.
BUT I'M JUST SAYING THE NEEDS OF THE RURAL ARE NOT VOICED IN THIS DISTRICT, IN REGION TEN, EXCUSE ME I SAID DISTRICT.
>> BUT I GUESS ONE OF MY QUESTIONS WOULD BE, ARE THERE OTHER REGIONS THROUGHOUT THE STATE, THAT DOES HAVE THAT REPRESENTATION? ARE WE MAKING SURE THAT THE PEOPLE THAT WE'RE NOMINATING BEST REPRESENT THE STUDENTS AND FAMILIES FOR OUR PARTICULAR REGION?
>> I WOULD JUST ADD, I WAS GOING TO DISCUSS DEPUTY ADELE BECAUSE SHE'S BEEN ADVOCATING FOR SEVERAL YEARS
[02:00:01]
AND SHE IS VERY INVOLVED AND I'VE SEEN HER INVOLVED IN THINGS.AND SHE'S ALSO A GREAT CANDIDATE TO CONSIDER.
>> THAT'S AGAINST HER BUT BESIDES THAT.
>> [OVERLAPPING] YOU SHOULD STOP WHILE YOU ARE AHEAD.
>> I KNOW BUT SHE'S IN A DISTRICT IN WHICH WE ARE IN PARTNERSHIPS WITH AND WE KNOW THEM WELL, MCKINNEY, AND THEY KNOW US WELL.
SO THAT'S ANOTHER THING TO CONSIDER EVEN THOUGH SHE'S AN AGGIE.
>> DO YOU KNOW HOW LONG SHE SERVED AT MCKINNEY?
>> AND ALSO WE'VE GOT KEVIN CARBO ON THERE, 24 YEARS ON THE BOARD AND HE SERVED IN A LOT OF CAPACITIES.
WE'VE GOT FOUR GREAT RESUMES HERE.
WE'VE GOT SOME VERY INVOLVED PUBLIC SERVANTS.
I GUESS MY QUESTION TO AMY, JUST AS MAYBE A POINT OF INFORMATION, ARE WE VOTING ON AN INDIVIDUAL, ONE OF THESE FOUR THAT WE HAVE BEFORE US?
>> YES. BUT WE DON'T HAVE TO MAKE ANY NOMINATIONS IF WE CHOOSE NOT TO.
THERE HAVE BEEN TIME PERIODS WHEN THE DISTRICT DID NOT MAKE A NOMINATION.
>> CAN WE NOMINATE MORE THAN ONE?
>> SO TO CLARIFY, THIS IS FOR A PLOT FOR D. SO WE HAVE A, B AND C ALL REPRESENTING FROM REGION TEN AS WELL.
>> I'M GOING THROUGH THIS NOW.
I THINK WE JUST VOTE FOR ONE OF THOSE CATEGORIES.
I DON'T THINK WE HAVE REPRESENTATION FOR, SHARON DO YOU KNOW?
>> NO, I THINK THE OTHERS ARE NOT UP.
>> SO REGION TEN HAS MULTIPLE DELEGATES BECAUSE OF OUR SIZE PROBABLY.
AND THREE OF THEM, A, B, AND C ARE SET, AND WE'RE LOOKING AT THE D POSITION.
>> RIGHT, I THINK THAT DALLAS ISD ALWAYS HAS A POSITION.
CURRENTLY I THINK FRISCO ISD IS HOLDING ONE OF THE POSITIONS AND THIS ONE IS JUST UP RIGHT NOW, AND I CAN'T SPEAK ABOUT ALL FOUR OF THEM.
>> LARGE DISTRICTS HAVE A POSITION ALWAYS, AND I DON'T REMEMBER THE EXACT NUMBER OF STUDENTS, BUT IT MAY BE 70,000 OR SOMETHING OF THAT NATURE.
THEY WILL ALWAYS HAVE A POSITION, THAT DISTRICT WILL.
THE REGION HAS OTHER POSITIONS, A, B, C, D, AND EACH YEAR A DIFFERENT ONE WILL COME UP.
>> SO WE CAN ENDORSE ONE OF THESE CANDIDATES OR NONE OF THESE CANDIDATES.
I CERTAINLY FEEL BETTER MAKING ENDORSEMENT FOR SOMEONE THAT WE MAY KNOW PERSONALLY, AT LEAST ONE OF US.
AND SO JERI KNOWS THE PERSON PERSONALLY, TO ME THAT WOULD BE PERSUASIVE, FOR ME.
>> WE HAVE ACTUALLY HAD LUNCH, SHE'S VERY, VERY INVOLVED, HAS BEEN VERY INVOLVED IN MCKINNEY FOR MANY YEARS.
I MIGHT HAVE A GREAT DEAL OF CONFIDENCE IN HER PERSONALLY AND KNOW HER.
AND I DID NOT TALK TO HER ABOUT THIS OR DISCUSS THIS WITH HER IN ANY WAY, BUT I DO THINK THAT SHE WOULD REPRESENT OUR INTERESTS VERY WELL.
>> OKAY AMY, I THINK IN YEARS PAST WHEN WE DIDN'T ENDORSE SOMEBODY, BECAUSE WE DIDN'T KNOW ANY OF THE CANDIDATES AND THAT'S ALWAYS BEEN MY HESITANCY.
IF WE DON'T HAVE SOMEBODY ON OUR BOARD WHO KNOWS THEM OR RECOMMEND THEM, I HAVE A HARD TIME ENDORSING SOMEBODY JUST BLANKLY.
HE'S AT MESQUITE, AREN'T THEY OVER 70,000?
>> AND DAVID, I WOULD NEED TO VERIFY THAT THE NUMBER, IT'S LARGE.
IT'S 70-PLUS MAYBE IT'S 75, BUT IT'S SOMETHING LIKE THAT.
>> YEAH, I GUESS THE QUESTION I WAS, OR WHAT I'M GETTING AT HERE IS IF MESQUITE HAS A PERMANENT POSITION ON THAT BOARD, WE'D BE PUTTING A SECOND, IF WE WENT WITH KEVIN CARBO, YOU'RE NOMINATING A SECOND PERSON FROM THE SAME PART.
>> HE'S THE INCUMBENT. [NOISE] HE'S BEEN ON THERE FOR A WHILE.
SO I WOULD THINK THAT'S NOT THE CASE.
>> SHARON CAN YOU QUICKLY GOOGLE MESQUITE ISD? I'M SURE THEY'RE ENROLLMENTS ON THEIR WEB PAGE.
I THINK ELLIS IS THE BIGGEST DISTRICT IN THE AREA, SECOND IS FRISCO AND I THINK WE'RE MAYBE THIRD NOW.
>> I THINK WE'RE LARGER THAN MESQUITE, BUT I THINK DALLAS IS THE ONLY ONE IN REGION TEN THAT HAS THE PERMANENT SEAT THAT SHARON WAS TALKING ABOUT.
>> AND CAN YOU JUST CLARIFY WHAT SUSTAINS A PERMANENT SEAT JUST FOR A NEWBIE LIKE ME.
>> IT'S ENROLLMENT. BUT I DON'T KNOW WHAT THE NUMBER IS.
[02:05:11]
>> DAN, HAVE YOU FOUND THAT NUMBER?
>> I FOUND THAT THE MESQUITE ISD SCHOOL DISTRICT IN MESQUITE TEXAS AS OF THE 2018, 2019 SCHOOL YEAR HAD 40,278 STUDENTS.
>> SO THEY MOST LIKELY WOULDN'T FALL IN THAT PERMANENT CATEGORY.
SO AT THIS POINT, IF ANYONE WOULD LIKE TO MAKE A MOTION, THEN WE CAN HAVE FURTHER DISCUSSION, OR WE CAN CONTINUE HAVING DISCUSSION NOW.
>> IN MY OPINION, JUST CONTINUING THE DISCUSSION, I THINK KEVIN CARBO IS PRETTY QUALIFIED, AND HAS A NUMBER OF YEARS.
BUT NOT KNOWING HIM PERSONALLY, AND NOT BEING ABLE TO SPEAK TO HIS CHARACTER, JUST NOT KNOWING HIM AND JERI HAPPENED TO KNOW HIM, KNOWING SOMEONE THAT IS RUNNING THAT ALSO SEEMS VERY QUALIFIED, AND VERY INVOLVED IN MANY, MANY YEARS OF SERVICE IN THE COMMUNITY.
I FEEL COMFORTABLE MOVING FORWARD WITH A MOTION IF SOMEONE HAS ONE.
WE HAD THE OTHER REPRESENTATIVE FOR TEN, IS FROM SUNNYVALE ISD, AND THE OTHER PERSON FROM TEN, IS A 10C, AND THAT'S DALLAS.
THAT MUST BE THE PERSON. THE C SEAT MUST ALWAYS BE HELD BY THE DALLAS PERSON.
>> SO WE DON'T HAVE ANYBODY THAT REALLY COMES FROM A DISTRICT NORTH OF, LET'S SAY 635 OR GEORGE BUSH?
>> [OVERLAPPING] WE HAVE FRISCO.
FRISCO HAS A REPRESENTATIVE, THAT IS TRUE.
>> SHE'S A OFFICER SO THAT'S WHY SHE'S NOT LISTED IN THIS LIST.
>> OKAY, I THINK I KNOW ENOUGH.
>> JERI, DID STEPHANIE ATTEND OUR LADY TRUSTEE LUNCH SOMETIMES?
>> I THINK SHE HAS BEEN. SHE HASN'T BEEN A FREQUENT.
WE HAVEN'T HAD FOLKS FROM MCKINNEY FREQUENTLY ATTEND THAT GROUP.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ENDORSEMENT OF STEPHANIE ODELL, TO FILL REGION TEN, POSITION D, ON THE TEXAS ASSOCIATION OF SCHOOL BOARDS, TASB BOARD OF DIRECTORS.
>> I HAVE A MOTION BY CODY WEAVER, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE ENDORSEMENT OF STEPHANIE ODELL, TO FILL REGION TEN, POSITION D, ON THE TEXAS ASSOCIATION OF SCHOOL BOARDS, TASB BOARD OF DIRECTORS.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
THANK YOU. BOARD WILL NOW CONSIDER POLICIES.
[12A. POLICIES DEA(LOCAL) Compensation and Benefits: Compensation Plan on First and Final Reading]
THE FIRST POLICY THIS EVENING IS DEA LOCAL: COMPENSATION AND BENEFITS.COMPENSATION PLAN ON FIRST, AND FINAL READING.
DR. THERESA WILLIAMS AND DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, WILL PRESENT. DR. WILLIAMS.
>> THANK YOU, PRESIDENT RICHARDS.
REVISIONS TO POLICY DEA LOCAL: COMPENSATION AND BENEFITS, ARE PRESENTED FOR ADOPTION IN THE FIRST, AND FINAL READING.
THE REVISIONS TO THIS POLICY WILL REFLECT THE PREMIUM PAY PROVISIONS FOR THE 2021 SCHOOL YEAR, AND BEYOND.
REVISIONS WERE SUBMITTED BY DR.
BETH BROCKMAN AND WILL ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME.
>> IF THERE ARE NO QUESTIONS, MAY I HAVE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES ADOPTS DEA LOCAL ON FIRST, AND FINAL READING.
>> THANK YOU, I HAVE A MOTION BY CODY WEAVER, A SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES ADOPTS THE DEA LOCAL ON FIRST AND FINAL READING.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
[02:10:03]
>> THANK YOU. SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. I AM IN FAVOR, THE MOTION PASSES 7-0. THANK YOU.
THE NEXT POLICY THIS EVENING IS EIAB LOCAL:
[12B. EIAB(LOCAL) Grading/Progress Reports to Parents: Makeup Work on First and Final Reading]
GRADING/PROGRESS REPORTS TO PARENTS MAKE UP WORK ON FIRST, AND FINAL READING, DR. THERESA WILLIAMS AND DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT FAMILY AND COMMUNITY SERVICES, AND SUPPORT SERVICES, WILL PRESENT. DR. WILLIAMS.>> YES. SO REVISIONS TO POLICY EIAB LOCAL GRADING AND PROGRESS REPORTS TO PARENTS MAKE UP WORK PRESENTED FOR ADOPTION UNDER FIRST, AND FINAL READING.
REVISIONS TO THIS POLICY WILL ALLOW PARENTS TO SUBMIT NOTES WHEN STUDENTS ARE ABSENT VIA EMAIL, DUE TO OUR SCHOOL CLOSURE, AND ALSO DUE TO STUDENTS POSSIBLY BEING IN REMOTE LEARNING.
AND REVISIONS WERE SUBMITTED BY DR. GOBER, AND WE'RE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
>> TO THERESA, WOULD THIS EXTEND PAST THE PANDEMIC? ALLOWING PARENTS TO BE ABLE TO SEND AN EXCUSE VIA EMAIL?
>> YES, AND THIS WAS PROBABLY THAT JUST THE TOP OF POLICY THAT HASN'T PROBABLY BEEN LOOKED AT IN QUITE A WHILE, AND SO PARENTS WOULD HAVE THE ABILITY TO EMAIL, AND THEN THERE WOULD BE A VERIFICATION, OF COURSE, OF THAT EMAIL IF NEEDED.
HOW MANY TIMES HAVE I [OVERLAPPING] CAN'T FIND THE PAPER AND THE PEN, AND WE ALL HAVE THE COMPUTER RIGHT IN FRONT OF US, AND WE CAN DO THAT.
SO WE'RE GETTING PROGRESS IN AN APPROPRIATE WAY, THANK YOU.
I HAD THE CHILD WHO'D NEVER WOULD TAKE THE NOTE OUT OF HIS BACKPACK AND ACTUALLY DELIVER IT TO COUNSELORS.
SO I THINK THIS IS A GREAT MOVE FORWARD.
ARE THERE ANY OTHER COMMENTS, OR ANY OTHER QUESTIONS?
>> I ECHO WHAT YOU SAY TAMMY, AND I THINK THAT IT'LL HELP US WITH ATTENDANCE, AND THAT TRANSLATES TO DOLLARS, SO THANK YOU FOR THIS AMENDMENT.
>> SO I HAVE A QUESTION. IT SPECIFICALLY SAYS THE GUARDIANS EMAIL ACCOUNT AS REGISTERED IN THE PLANO ISD PARENT PORTAL.
DO WE KNOW WHAT PERCENTAGE OF PARENTS HAVE A REGISTERED EMAIL IN OUR PORTAL?
>> IT'S A VERY HIGH NUMBER, BECAUSE I JUST TRIED TO FIND OUT THE ONES THAT DON'T, AND OUT OF OVER 50,000 THERE WAS LESS THAN 2,000 THAT DID NOT HAVE AN EMAIL ACCOUNT.
>> THAT'S A HIGH NUMBER AND THEN OF COURSE, A PARENT AND STUDENT CAN STILL DO THE OLD SCHOOL METHOD, PEN AND PAPER.
IT'S NOT THAT WE'RE REMOVING THAT, WE'RE JUST ADDING THE EMAIL.
>> THAT'S CORRECT. THIS JUST PROVIDES PARENTS ANOTHER OPTION.
>> YEAH. CODY JUST ASKED MY QUESTION BECAUSE, AS CONVENIENT AS IT IS, AS PARENTS, I DO WANT THE OPPORTUNITY TO TRAIN MY KIDS TO BE RESPONSIBLE, BY DELIVERING A NOTE TO YOUR COUNSELOR.
[LAUGHTER] SEE IF YOU CAN DO IT.
SO [LAUGHTER] I'M GLAD WE STILL HAVE THAT CHOICE.
IF WE WANT TO TRAIN OUR KIDS TO BE SELF-RELIANT AND BE HELD ACCOUNTABLE.
>> IS THERE ANY FURTHER DISCUSSION? IT'S A GOOD THING MY CHILDREN DON'T WATCH THESE SCHOOL BOARD MEETINGS.
[LAUGHTER]. IS THERE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES ADOPTS EIAB LOCAL ON FIRST AND FINAL READING.
>> I SECOND THE MOTION, NANCY HUMPHREY.
>> I HAVE A MOTION BY CODY WEAVER AND A SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES ADOPTS EIAB LOCAL ON FIRST AND FINAL READING.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE BY ROLL CALL.
VICE-PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE POWELL, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE STOLLE, ARE YOU IN FAVOR OR OPPOSED?
>> THANK YOU. TRUSTEE WEAVER, ARE YOU IN FAVOR OR OPPOSED?
[02:15:02]
I WOULD ADD, MY CHILDREN HAVE DONE REALLY WELL. THEY'RE GREAT YOUNG ADULTS.
>> TAMMY, MIGHT I ASK FOR A SMALL REPRIEVE BEFORE WE GET INTO THE NEXT REPORT?
>> THAT REQUEST HAD ALSO BEEN TEXTED TO ME BY ANOTHER PARTICIPANT.
SO WHAT I WOULD LIKE TO DO, IF THERE ARE NO OBJECTIONS FROM THE BOARD, IF WE MAY TAKE A 10-MINUTE RECESS AND RECONVENE AT 7:20.
THANK YOU. WE'RE NOW RECONVENED.
[13.A. Plano Independent School District 2020 - 2021 School Year Planning Update]
THE BOARD WILL HEAR A REPORT ON THE PLANO INDEPENDENT SCHOOL DISTRICT 2020/2021 SCHOOL YEAR PLANNING UPDATE, PRESENTED BY SUPERINTENDENT BONSER AND MEMBERS OF THE LEADERSHIP TEAM.>> THANK YOU, PRESIDENT RICHARDS, BOARD OF TRUSTEES, AND ALL OF OUR FAMILIES AND STAFF WHO ARE TUNING IN TONIGHT OR WHO WILL WATCH THIS ON THE RECORDING.
NEEDLESS TO SAY, IT'S BEEN QUITE A JOURNEY FROM LAST SPRING TO THE SUMMER AND NOW APPROACHING OUR FALL SEMESTER.
HANG ON, I GOT TO FIX MY SCREEN.
THIS POWERPOINT POPPED UP AND NOW I'M LOOKING IN THE WRONG SPOT.
THIS EVENING'S PLANNING UPDATE WILL DISCUSS A WIDE ARRAY OF DETAILS RELATED TO OPENING SCHOOL.
I'LL BEGIN BY JUST MAKING A FEW REMARKS RELATED TO THE FALL.
FIRST OF ALL, I WANT OUR BOARD, OUR STAFF, AND OUR FAMILIES TO KNOW THAT THERE ARE NO EASY DECISIONS RELATED TO RE-OPENING SCHOOL.
IF IT WERE EASY, EVERYONE WOULD FEEL HAPPY.
WHEN YOU MAKE A DECISION, THAT DOES NOT MAKE EVERYONE HAPPY, IT IS NOT EASY.
THERE ARE NO RULE BOOKS ON HOW TO RE-OPEN A SCHOOL DURING A PANDEMIC.
THERE'S A LOT OF INFORMATION, ALMOST AN OVERWHELMING AMOUNT OF INFORMATION.
THERE ARE A LOT OF RESEARCH ARTICLES, AN OVERWHELMING AMOUNT OF RESEARCH ARTICLES.
ABOUT STUDENTS AND ADULTS, AND COMMUNITIES, AND COMMUNITY SPREAD, AND INFECTION RATES, AND POSITIVITY RATES.
IT IS A LOT OF INFORMATION TO PROCESS AND THEN MAKE DECISIONS.
I KNOW THAT BEFORE WE DECIDED TO RE-OPEN IN FULL REMOTE, WE DID RECEIVE FEEDBACK FROM MANY THAT WE NEEDED TO DELAY THE START OF SCHOOL.
WE RECEIVED FEEDBACK THAT WE SHOULD OPEN.
WE RECEIVED FEEDBACK THAT WE SHOULD CHANGE THE CALENDAR AND THEN ONLY DO REMOTE.
I UNDERSTAND EVERY ONE OF THOSE PERSPECTIVES, I TRULY DO.
I UNDERSTAND THAT THERE IS NO BETTER PLACE FOR KIDS TO LEARN THAN INSIDE A CLASSROOM WITH A TEACHER.
I UNDERSTAND THAT THERE ARE PARENTS WHO, FOR WHATEVER REASONS IN THEIR FAMILY, IN THEIR HOME, WANT TO MAKE A DECISION TO KEEP THEIR CHILD AT HOME.
I UNDERSTAND THE FEARS MY STAFF HAVE, BECAUSE AS THE GROWN-UPS, THEY ARE VULNERABLE IN THEIR WORKPLACE, AND I UNDERSTAND THAT TOO.
I JUST WANT YOU TO KNOW, IN MY HEART, WE HAVE BEEN WORKING VERY HARD TO PUT A PLAN TOGETHER TO TRY TO KEEP PEOPLE SAFE AND DELIVER A QUALITY EDUCATION FOR PLANO ISD STUDENTS AND FAMILIES.
IT HAS NOT BEEN PERFECT, I WILL BE THE FIRST PERSON TO HUMBLY ADMIT THAT.
BUT IT IS NOT FOR THE LACK OF EFFORT.
THERE'S BEEN NO DESIRE OR PURPOSE OF BEING LESS THAN TRANSPARENT.
JUST TRYING TO MANAGE ALL OF THE CHANGES THAT HAVE COME OUR WAY HAS BEEN EXTREMELY CHALLENGING.
AND SO WHAT I WANT TO DO IN THE NEXT COUPLE OF SLIDES BEFORE I TURN IT OVER TO THE TEAM IS, I SEE FACEBOOK, NOT ALL OF IT, BUT THERE'S A LOT OF IT AND I KNOW THERE'S BEEN A LOT OF SPISD QUESTIONS AND THERE'S BEEN A LOT OF EMAILS ABOUT HOW DID WE GET TO THE POINT WHERE THAT WAS THE DECISION THAT WAS MADE.
SO I WANT TO SHED SOME LIGHT ON THAT BECAUSE I THINK IT'S IMPORTANT AND I DON'T WANT ANYONE EVER WONDERING LIKE, HOW DID THAT HAPPEN? SO I HAVE A COUPLE OF SLIDES THAT JUST TAKE US THROUGH A TIMELINE.
BUT I DO THINK IT'S RELEVANT TO SETTING
[02:20:01]
THE STAGE FOR THE CONVERSATION THAT WE'RE GOING TO HAVE THIS EVENING.SO IF YOU'LL TURN TO THE NEXT SLIDE, WE'LL START WITH JUNE.
NOW I GOT TO MOVE MY LITTLE DIALOG BOX AGAIN.
SO IN JUNE, SCHOOL HAD ENDED AND WE HAD NOT HAD OUR JUNE BOARD MEETING YET, BUT WE DID HAVE SOME GUIDANCE FROM TEA ON WHAT THE SUMMER RE-OPENING MIGHT LOOK LIKE.
SO THERE WERE CDC GUIDELINES IN THERE THAT TEA ADOPTED THAT SAID, IF YOU'RE GOING TO DO ANY SUMMER LEARNING STARTING IN JULY, THEN THESE ARE THE PARAMETERS THAT YOU WOULD USE.
THEN ON JUNE 23RD, THAT WAS THE SAME DAY AS OUR LAST BOARD MEETING, TEA CAME OUT AND SAID THAT SCHOOL DISTRICTS WOULD BE REQUIRED TO PROVIDE FIVE-DAY A WEEK INSTRUCTION, AND IT WOULD HAVE TO PROVIDE A 100 PERCENT REMOTE INSTRUCTION.
PARENTS WOULD HAVE THE CHOICE OF, DO I WANT TO HAVE MY CHILD COME TO SCHOOL, OR WOULD I RATHER HAVE THEM LEARN FROM HOME? SO WE TALKED ABOUT THAT AT THE JUNE 23RD MEETING.
THEN ON JUNE 26TH, THE GOVERNOR RE-ISSUED AN EXECUTIVE ORDER.
THE PART IN THERE THAT PERTAINED TO SCHOOL DISTRICTS WAS THAT WE WOULD FOLLOW THE SUMMER LEARNING GUIDANCE FROM TEA.
SO AT THAT POINT, THAT WAS THE ONLY GUIDANCE WE HAD ON WHAT FACE-TO-FACE LEARNING MIGHT LOOK LIKE FOR THE FALL.
SO EVEN AT THE COMMISSIONER'S ADVISEMENT IN OUR SUPERINTENDENT CALLS, IT WAS, YOU ALL NEED TO START LOOKING AT THIS AS A GUIDE FOR WHAT THE FALL MIGHT LOOK LIKE.
SO WE'RE REALLY GOING INTO THE PLANNING OF WHAT DOES THE SUMMER GUIDANCE LOOK LIKE? WHAT DOES SOCIAL DISTANCING LOOK LIKE? SO ONE OF THE FIRST THINGS WE DID WAS GO OUT AND WALKED EVERY SINGLE BUILDING IN OUR DISTRICT FOR, WHAT IS THE SQUARE FOOTAGE? HOW MUCH ROOM IS IN A BUILDING? HOW FAR APART CAN WE GET TABLES AND DESKS? WHAT FURNITURE WOULD WE HAVE TO TAKE OUT OF ROOMS TO GET TO THE POINT WHERE WE CAN DISTANCE ACCORDING TO THE SUMMER GUIDANCE? AND ALL OF THOSE PARAMETERS OF HOW MANY PEOPLE YOU CAN PUT IN A SPACE? HOW BIG A GROUP GATHERING CAN BE? SO ALL OF THE SUMMER GUIDANCE WAS WHERE WE STARTED PLANNING FROM AT THE MIDDLE AND END OF JUNE.
THIS SLIDE, THERE'S A LOT ON IT.
JULY WAS A BUSY MONTH FOR GUIDANCE.
SO AT THIS POINT WE DID NOT REALLY HAVE ANY REMOTE LEARNING GUIDANCE, BUT WE DID NEED TO START THINKING ABOUT, HOW WILL WE ALLOCATE STAFF? AND HOW WILL WE KNOW WHAT PREFERENCE OUR PARENTS HAVE FOR WHAT LEARNING WILL LOOK LIKE IN THE FALL IF WE DON'T ASK? SO WE OPENED A PARENT PREFERENCE WINDOW, KNOWING THAT THERE WOULD BE CHANGES, BUT IT WOULD GIVE US AT LEAST A PLACE TO START HAVING AN UNDERSTANDING OF WHAT MIGHT THAT LOOK LIKE COME THE FALL.
BECAUSE JULY TO AUGUST 12TH IS A PRETTY SHORT WINDOW OF ON-RAMP.
THEN ON JULY THE 7TH, SO THE VERY NEXT DAY, TEA RELEASED INFORMATION THAT THE SUPERINTENDENT AND THE ADMINISTRATION, WOULD BE ALLOWED TO START SCHOOL WITH A THREE-WEEK REMOTE TRANSITION PERIOD.
SO AT THAT POINT, WE HAD GUIDANCE ON, YOU'LL HAVE SOME FLEXIBILITY STARTING OUT THE SCHOOL YEAR TO CHOOSE TO DO SOME REMOTE LEARNING OR ALL REMOTE LEARNING COMING INTO THE NEW SCHOOL YEAR.
THEN WE ALSO GOT SOME GUIDANCE, ADDITIONALLY, ON REMOTE LEARNING.
SO NO GUIDANCE YET ON FACE-TO-FACE SAFETY, ANY OF THAT.
SO FOR REMOTE LEARNING, WE GOT GUIDANCE JULY 7TH.
FOR FACE-TO-FACE LEARNING, WE'RE STILL UNDER THE THINKING OF SUMMER LEARNING GUIDANCE.
WE OPENED UP OUR PARENT-PREFERENCE WINDOW ON THE 6TH AND THAT WAS SUPPOSED TO CLOSE ON THE 13TH.
BUT WE NEEDED TO RELEASE OUR DRAFT REOPENING PLAN BECAUSE IT'S HARD TO ASK PARENTS AND WE HEARD THIS LOUD AND CLEAR.
WE'VE BEEN WORKING ON THE PLAN, BUT WE DON'T HAVE ALL THE GUIDANCE YET.
WE KNOW IT'S A DRAFT PLAN, BUT WE KNOW PARENTS ARE TRYING TO BE RESPECTFUL OF OUR REQUESTS TO GIVE US AN IDEA OF WHAT YOU'RE GOING TO DO, KNOWING YOU CAN COME BACK LATER AND CHANGE YOUR MIND.
WE RELEASED THE DRAFT REOPENING PLAN ON THE 13TH AND AT THE SAME TIME EXTENDED THE PARENT-PREFERENCE WINDOW TO THE 16TH SO THAT PARENTS WOULD HAVE TIME TO LOOK OVER THE PLAN AND AT LEAST SEE THE DRAFT, KNOWING IT WAS BEING REVISED THROUGH PARENT ADVISORY AND STAFF ADVISORY GROUPS.
[02:25:02]
WE HAD THOUSANDS OF PEOPLE PARTICIPATING IN THAT.BUT IT SEEMS UNFAIR TO ASK PEOPLE TO MAKE A CHOICE WHEN THEY DON'T HAVE ENOUGH INFORMATION JUST TO WORK FROM.
AT THE SAME TIME, ON THE 14TH, WE HAD ABOUT A WEEK'S WORTH OF PARENT PREFERENCE AND SAID, LET'S RELEASE THAT TO THE PUBLIC, BECAUSE IF I'M A PARENT AND MY SCHOOL WANTS TO COME BACK 70 PERCENT FACE-TO-FACE AND 30 PERCENT HAVE CHOSEN SCHOOL AT HOME, DOES A NUMBER OF PEOPLE IN A BUILDING AFFECT MY DECISION-MAKING? WELL IT COULD, SO PUSH THAT OUT THERE.
WE RELEASED THAT AND THEN WE MONITORED AT THE AT THE VERY CLOSE OF THE SCHOOL AT HOME WINDOW, WE WENT FROM 70-30 ON THE 14TH, TO 60-40 ON THE 16TH.
RELEASING THE PLAN AND PARENTS THINKING ABOUT IT, AND I KNOW IT WAS AN AGONIZING CHOICE FOR A LOT OF PARENTS, AND I TOTALLY UNDERSTAND THAT.
BUT WE GOT A RETURN OF 60-40 AND WE'RE STILL UNDER THE SUMMER LEARNING GUIDANCE.
WE MEET WITH TEA TWICE A WEEK.
NO INDICATION OF WHEN FACE-TO-FACE GUIDANCE IS COMING OUT.
IN FACT, WE HAD A MEETING ON THE 16TH AT 2 O'CLOCK IN THE AFTERNOON WITH TEA AND HAD NO IDEA THAT FACE-TO-FACE GUIDANCE MIGHT BE COMING.
NOW WE ARE LESS THAN A MONTH FROM THE START OF SCHOOL AND WE HAVE TO MAKE A DECISION.
WHAT IS THE PUBLIC HEALTH CONDITION IN OUR COMMUNITY, AND IN OUR REGION? WHAT IS THE RATIO OF PARENTS WHO HAVE CHOSEN TO COME IN PERSON VERSUS AT HOME.
WHEN I SAY 60-40, THAT'S A DISTRICT AVERAGE.
WE HAD SOME CAMPUSES THAT WERE 80-20 AND WE HAD OTHER CAMPUSES THAT WERE 40-60 AND I MEAN, 80 PERCENT WANTED TO COME TO SCHOOL.
THERE IS NO WAY FOR US TO FOLLOW THE SUMMER GUIDANCE FOR TEA, FOR SOCIAL DISTANCING IN THE CLASSROOM.
IT'S PHYSICALLY IMPOSSIBLE TO FOLLOW.
I DON'T WANT TO BELABOR THE POINT, BUT THERE WAS NOT A WAY TO SAFELY DO THAT AND ADEQUATELY DO THAT.
A DECISION WAS MADE AND ANNOUNCED ON THE MORNING OF THE 17TH THAT WE WOULD START WITH THE THREE-WEEK REMOTE TRANSITION PERIOD PER TEA GUIDANCE THAT A SUPERINTENDENT IN ADMINISTRATION COULD DO THAT WITHOUT BOARD APPROVAL.
BECAUSE WE FELT LIKE THAT WAS THE RIGHT THING TO DO TO ADEQUATELY PREPARE FOR THE BEGINNING OF THE 2021 SCHOOL YEAR.
THAT IS THE DECISION THAT WE MADE AND I'VE ALWAYS SAID THIS, YOU CAN HANG THAT DECISION ON THE SUPERINTENDENT.
IT WAS A COLLABORATIVE DECISION FOR ME, WITH MY TEAM, BELIEVING THAT THAT WAS THE RIGHT THING TO DO.
HOWEVER, I KNOW AT THE END OF THE DAY AS THE SUPERINTENDENT, THE RESPONSIBILITY OF THE FINAL DECISION RESTS WITH ME AND I STAND BY MY DECISION.
I DON'T LIKE THE IDEA THAT WE'RE NOT GOING TO WELCOME KIDS BACK FACE-TO-FACE FROM THE FIRST DAY.
BUT I DO STAND BY THE DECISION THAT TO KEEP KIDS SAFE AND TO PROVIDE ADEQUATE SOCIAL DISTANCING, IN WATCHING WHAT'S HAPPENING WITH THE VIRUS IN THIS COMMUNITY AND TALKING WITH THE CDC AND EPIDEMIOLOGISTS IN OUR PUBLIC HEALTH COMMUNITY, THAT I THINK IT WAS THE RIGHT DECISION TO MAKE.
I KNOW MANY PEOPLE DISAGREE, I UNDERSTAND THAT.
IT WAS NOT AN EASY DECISION AND I DID NOT MAKE IT LIGHTLY.
ON THE 17TH AT 2 O'CLOCK IN THE AFTERNOON, TEA CALLED A SPECIAL MEETING, AND THEY EXTENDED THE TRANSITION WINDOW FROM THREE TO FOUR WEEKS.
INSTEAD OF THREE WEEKS THAT THE ADMINISTRATION'S DISCRETION, THEY MOVED IT TO FOUR, AND THAT DOES NOT REQUIRE BOARD APPROVAL.
HOWEVER, THEY ALSO ADDED THAT, A DISTRICT COULD GO BACK TO THEIR BOARD AND ASK FOR AN ADDITIONAL, OR THE BOARD COULD REQUEST AN ADDITIONAL FOUR WEEKS OF TRANSITION TO REMOTE LEARNING.
BUT THAT WOULD REQUIRE BOARD APPROVAL FOR HOW LONG AND WHAT WOULD THAT LOOK LIKE? EVEN IN THE TEA GUIDANCE, YOU HAVE TO HAVE KIDS IN YOUR BUILDING DURING THAT TIME, BUT YOU CAN CONTROL HOW MANY KIDS COME IN TO THE BUILDING.
THEN THEY ALSO, ON THE 17TH, ANNOUNCED THAT THE PLAN FOR HYBRID THAT WE ABANDONED IN JUNE BECAUSE OF TEA GUIDANCE THAT HYBRID WOULD HAVE TO BE A THIRD MODEL BECAUSE OF THE SIZE OF HIGH SCHOOLS AND SENIOR HIGH'S.
THE COMMISSIONER CHANGED THEIR MIND AND SAID THAT,
[02:30:05]
NOW YOU COULD DO THE HYBRID.THEN THEY ALSO GAVE FACE-TO-FACE PUBLIC HEALTH GUIDANCE TO SCHOOL DISTRICTS FOR THE FIRST TIME, WHICH CAUSED US THEN TO GO BACK AND NOW HAVE TO REVISE OUR PLAN AGAIN.
THEN ON THE SAME DAY, IT WAS VERY BUSY DAY ON THE 17TH, DALLAS COUNTY, CITY OF DALLAS PUBLIC HEALTH AUTHORITY ISSUED AN ORDER THAT IMPACTED THREE OF OUR SCHOOLS.
RIGHT NOW, THERE'S REALLY VERY LIMITED IMPACT OF THAT BECAUSE WE HAD ALIGNED OUR SCHOOL START WINDOW WITH BASICALLY WHAT THE DALLAS ORDER SAID, SO I THINK THERE'S NOT A HUGE IMPACT THERE, BUT THERE WOULD BE THREE SCHOOLS IF DALLAS DECIDED TO EXTEND ITS ORDER.
WE'RE CHECKING WITH LEGAL, BUT WE'LL COME BACK ON THAT DEPENDING ON WHAT HAPPENS A LITTLE BIT FURTHER DOWN THE ROAD WITH THAT ORDER.
THEN WE REOPENED THE SCHOOL SELECTION WINDOW.
ON JULY 24, THE COMMISSIONER, IN HIS EARLIER GUIDANCE FOR REMOTE LEARNING ON JULY 7, SAID THAT SCHOOL DISTRICTS NEEDED TO ALLOW PARENTS TO CHANGE THEIR MIND TWO WEEKS BEFORE THE BEGINNING OF THE YEAR STARTS.
MASTER SCHEDULES, THAT USUALLY TAKE THREE TO FIVE MONTHS TO BUILD AT THE HIGH SCHOOL AND SENIOR HIGH LEVELS AND MONTHS FOR ELEMENTARY AND MIDDLE SCHOOL, NOW AT TWO WEEKS WE WOULD HAVE TO BE MOVING KIDS BACK AND FORTH BETWEEN MASTER SCHEDULES FOR REMOTE LEARNING SCHOOL-AT- HOME AND FACE-TO-FACE.
IT IS A VERY INVOLVED PROCESS, IT TAKES A LOT OF TIME AND ATTENTION.
WE OPENED THE WINDOW, PER THE GUIDANCE FROM TEA, AND THEN BAG THEN CAME AND ISSUED AN OPINION THAT THE DECISION FOR RE-OPENING AND CLOSING DOES NOT REST WITH A PUBLIC HEALTH AUTHORITY IN A PREVENTATIVE MEASURE, BUT THAT RE-OPENING AND CLOSING DECISIONS ARE TO BE MADE BY A BOARD AND THE SUPERINTENDENT, WITH THE SUPERINTENDENT WORKING IN COORDINATION WITH THE BOARD AND THE BOARD VOTE ON REMOTE LEARNING.
THAT WOULD APPLY TO THE FOUR WEEKS AFTER THE INITIAL TRANSITION WINDOW AND AFTER THAT.
THEN ON JULY 28TH, TEA ISSUED A PUBLIC HEALTH GUIDEBOOK FOR FACE-TO-FACE, AND IT HAD UPDATED CDC GUIDANCE ON WHAT FACE-TO-FACE NEEDS TO LOOK LIKE.
THE GUIDANCE CHANGED AGAIN ON THE 7TH, AND THEN WE GOT FACE-TO-FACE AND GUIDANCE ON THE 17TH, AND THEN IT CHANGED AGAIN ON THE 28TH, SO WE HAVE TO GO BACK AND CHANGE THE PLANS AGAIN.
THEN TWO DAYS LATER, OUR NEW TEACHERS REPORTED FOR WORK.
OUR TRAINING THAT WE ARE PUTTING TOGETHER FOR STAFF, FOR STUDENTS, FOR PARENTS, IT KEEPS CHANGING.
EVERY TIME WE'VE DEVELOPED THINGS, PRODUCTS, TRAINING MODULES, PLANS, THEY CONTINUE TO CHANGE ON US AND I GUESS THEY COULD CONTINUE TO CHANGE INTO THE FUTURE.
WE'RE TRYING TO ADAPT ALL OF THESE THINGS AND THE THOUGHT THAT THESE THINGS WERE STILL CHANGING AND WE WERE LESS THAN TWO WEEKS AWAY FROM THE FIRST START OF SCHOOL, I DON'T FEEL GOOD ABOUT THAT FOR ANYBODY, AND US BEING ABLE TO SAY WE'VE ADEQUATELY TRAINED OUR STAFF, AND OUR STUDENTS, AND OUR FAMILIES TO COME BACK TO SCHOOL SAFELY, FACE-TO-FACE.
I WISH I COULD SAY SOMETHING DIFFERENT AND I'M NOT TRYING TO MAKE EXCUSES, BUT I AM TRYING TO PAINT YOU A PICTURE OF THIS REALITY.
THEN THE 31ST, THE COLLIN COUNTY HEALTH DEPARTMENT GAVE US OUR FIRST GUIDANCE LAST FRIDAY.
TODAY, WE HAD A MEETING WITH THEM ABOUT THEIR GUIDANCE AND HOW IT FITS TOGETHER WITH TEA GUIDANCE BECAUSE IT'S NOT EXACTLY THE SAME AND HOW WE WILL HANDLE FACE-TO-FACE, AND WHEN THERE'S A POSITIVE CASE, OR TWO POSITIVE CASES, AND THE DISTRICT RESPONSE TO THAT, AND THE COORDINATION OF THE HEALTH DEPARTMENT WITH THE SCHOOL DISTRICT IN THIS NEW AND UPDATED GUIDANCE FOR FACE-TO-FACE.
NOW, WE'LL GO TO AUGUST AND HERE WE ARE.
I'LL BACK UP TWO DAYS, BUT YESTERDAY, STAFF THAT ARE EXPERIENCED TEACHERS OR STAFF, BUT NEW TO THE DISTRICT REPORTED TO WORK ON AUGUST 3RD, AND TOMORROW, WE WILL WELCOME ALL TEACHERS BACK TO THE DISTRICT.
WE HAVE A LOT OF WORK TO DO WITH THEM.
[02:35:01]
WE HAVE TO TRAIN THEM TO BE READY FOR REMOTE BECAUSE IN THE EVENT THAT A SCHOOL DISTRICT CLOSURE HAPPENS BECAUSE OF A POSITIVE OUTBREAK, OUR STAFF NEED TO BE TRAINED AND PREPARED TO FLIP TO REMOTE IMMEDIATELY BECAUSE IF WE HAVE AN OUTBREAK THAT REQUIRES US TO CLOSE THE BUILDING, MITIGATE, CLEAN THE BUILDINGS, NOTIFY PARENTS, AND THEN BRING BACK THE ONES WHO ARE SAFE TO COME BACK BECAUSE THAT IS THE PROTOCOL THAT IS REQUIRED, WE HAVE A GOOD DEAL OF TRAINING TO DO WITH OUR STAFF AND PART OF THAT TRAINING IS, YOU ARE READY TO GO REMOTE, BECAUSE IF WE SEND KIDS HOME BECAUSE OF AN OUTBREAK, THEY CANNOT BE DELAYED IN THEIR EDUCATIONAL RECEIVING DELIVERY OF INSTRUCTION.THEY MAY BE READY TO GO WHEN THEY GO HOME.
THEY NEED TO BE ABLE TO FLIP BACK AND FORTH BECAUSE WE DON'T KNOW WHERE IT WILL HAPPEN, WE DON'T KNOW WHEN IT WILL HAPPEN.
IF YOU LOOK AT SOME OF THE EARLY SCHOOL DISTRICTS THAT ARE BACK, WE CAN WATCH THE TRENDS THAT ARE HAPPENING IN INDIANA AND EVEN IN THE STATE OF TEXAS.
WE ARE WATCHING WHAT'S HAPPENING WITH THOSE EARLY DISTRICTS THAT MIGHT HAVE A LOWER RISK IN THEIR COMMUNITY, AND SO THEY'RE GOING BACK FACE-TO-FACE SOONER.
THE CDC SAID IT TODAY, THEY'RE WATCHING TO SEE WHAT IS THAT GOING TO LOOK LIKE? THE 5TH IS WHEN TEACHERS COME BACK AND THEN THE 6TH IS WHEN THE SCHOOL-AT-HOME WINDOW WILL CLOSE.
PARENTS STILL HAVE TIME TO GO IN AND ADJUST THEIR PREFERENCE.
I WANT TO BE CLEAR; STATING A PREFERENCE WAS NOT ABOUT WHEN WE STARTED SCHOOL FACE-TO-FACE, IT WAS ABOUT WHAT LEARNING ENVIRONMENT YOU WANT YOUR CHILD IN, AND THE TRANSITION WINDOW, THERE WAS NOT A VOTE ON THAT.
I JUST WANT TO BE VERY CLEAR ON THAT.
THE PREFERENCE WILL KICK IN ON SEPTEMBER 9TH, WHEN WE COME BACK FACE-TO-FACE, BECAUSE THAT'S PLANO'S PLAN; THAT WE WILL BE BACK FACE-TO-FACE IN SEPTEMBER.
THEN, THE FIRST DAY OF CLASSES STARTING IN THAT REMOTE TRANSITION WINDOW WILL BE AUGUST 12TH, WHICH IS THE APPROVED CALENDAR DATE FOR PLANO ISD.
THAT'S BEEN A LITTLE BIT OF A NUTSHELL OF THE JOURNEY THAT WE'VE BEEN ON.
I WANT TO TURN TO THE NEXT SLIDE AND JUST SAY, I'VE HAD A LOT OF QUESTIONS ABOUT METRICS, AND WHAT METRIC ARE YOU USING TO MAKE DECISIONS, AND WHAT FACTORS ARE YOU CONSIDERING? I WANT YOU TO KNOW THAT IN ADDITION TO ALL OF THE STUFF ON THOSE PREVIOUS SLIDES AND ALL OF THE INFORMATION THAT WAS COMING DAILY AND WEEKLY, WE WERE ALSO STUDYING PUBLIC HEALTH, AND DATA AND TRENDS, AND WORKING WITH OUR LOCAL HEALTH DEPARTMENT IN BOTH DALLAS AND IN COLLIN COUNTIES.
WE KNOW THAT DALLAS IS BIG AND A LOT OF THEIR NUMBERS DON'T REALLY AFFECT PLANO ISD, BUT THOSE ZIP CODES THAT DO OVERLAP FOR DALLAS AND RICHARDSON, WE ARE ALSO MONITORING BY ZIP CODE SO THAT WE CAN MORE LOCALLY LOOK AT THAT TEA GUIDANCE.
WE'VE BEEN LOOKING AT ALL OF THAT SUMMER, AND THEN THE REVISED GUIDANCE, CDC GUIDANCE, AS THAT HAS CONTINUED TO EVOLVE AND CHANGE, ALL OF THE GOVERNOR'S EXECUTIVE ORDERS.
THEN REALLY, LOOKING CLOSELY AT WHAT IS OUR CAPACITY TO SOCIALLY DISTANCE IN A CLASSROOM AND PHYSICALLY DISTANCE KIDS WITH THE CERTAIN NUMBER OF KIDS IN OUR BUILDINGS? THE QUESTION OF METRICS IS A REALLY INTERESTING ONE.
I HAD A REALLY GOOD CONVERSATION WITH, ACTUALLY ONE OF OUR PARENTS YESTERDAY ON THE PHONE ABOUT THIS, AND I HAVE ASKED FOR METRICS.
I'VE ASKED TEA, "WHAT METRICS ARE YOU GOING TO RECOMMEND FOR SUPERINTENDENTS AND SCHOOL DISTRICTS, SCHOOL BOARDS? WHAT METRICS FROM PUBLIC HEALTH SHOULD WE BE LOOKING AT?" BECAUSE WE'VE ALL HEARD THE TWO WEEKS OF THIS GOING DOWN, AND POSITIVITY RATE OF THIS, AND WE HEAR ALL THE NUMBERS.
WE ALL ARE HEARING THE NUMBERS.
YOU ARE, AT HOME, THE BOARD IS HEARING IT ALL, WE'RE HEARING IT ALL.
WHEN I ASKED THE QUESTION, WHAT METRICS, I'M TOLD, "THOSE METRICS ARE NOT RELIABLE." YOU CANNOT USE THEM BECAUSE THE DATA IS NOT RELIABLE ENOUGH BECAUSE OF THIS OR THAT, OR THE AGE OF THE STUDENT, OR THE COMMUNITY SPREAD AND IT'S VERY FRUSTRATING, AND IT'S FRUSTRATING FOR YOU AT HOME, THAT I'M MAKING DECISIONS THAT YOU MAY NOT AGREE WITH,
[02:40:03]
AND IT'S EQUALLY FRUSTRATING FROM THE STANDPOINT OF A SUPERINTENDENT, AND A BOARD, AND A SCHOOL DISTRICT OF PEOPLE WHO CARE DEEPLY ABOUT CHILDREN, AND EDUCATING CHILDREN, AND ALSO FEELING THE WEIGHT OF MAKING SURE THAT WE KEEP PEOPLE SAFE AND THAT OUR STAFF IS AS SAFE AS POSSIBLE COMING BACK INTO THE WORK ENVIRONMENT.I'M GOING TO SAY THIS AND I DON'T WANT ANYBODY TO TAKE THIS THE WRONG WAY.
THERE'S 50,000 KIDS AND 7,000 EMPLOYEES.
I AM NOT MAKING A DECISION FOR ONE OF YOU.
NOT ONE. MY DECISION IS FOR EVERYONE.
I AM NOT A PUBLIC HEALTH EXPERT.
IF YOU THINK I AM, YOU WILL BE VERY DISAPPOINTED IN MY PERFORMANCE.
I DON'T KNOW WHAT IS GOING TO HAPPEN. I REALLY DON'T.
I DON'T THINK ANY OF US COULD'VE PREDICTED, WHERE WE ARE TODAY, WITH OUR HEALTH, WITH OUR FAMILIES, WITH THE SOCIAL AND EMOTIONAL WELL-BEING OF ALL OF US.
I KNOW THAT SCHOOLS ARE A BETTER PLACE FOR KIDS TO BE.
BUT I ALSO KNOW THAT IF I HAD CONTROL OVER A PERIOD OF TIME WHEN I THOUGHT THAT I COULD SAVE A LIFE, THEN I WOULD SAVE A LIFE.
IF YOU EXPECTED ME TO BE A SUPERINTENDENT WHO WOULD ACT DIFFERENTLY, THEN I'M SORRY.
BUT AT THE SAME TIME, I CANNOT LIVE WITH MYSELF.
I COULD NOT LIVE IN THE POSITION YOU HAVE ENTRUSTED ME WITH, WHICH IS EVERY DAY YOU EXPECT ME WHEN THEY COME TO SCHOOL TO PROTECT THEM.
FROM VIOLENCE, FROM BULLYING, FROM DISCRIMINATION, FROM HARASSMENT.
WHEN WE HAVE BAD CASES OF THE FLU, WE CLOSE A BUILDING, WE CLEAN, WE MAKE SAFETY DECISIONS ALL THE TIME.
I NEVER IN MY LIFE IMAGINED THAT AS A SUPERINTENDENT, I WOULD HAVE TO SIT IN A POSITION AND MAKE A DECISION LIKE THIS.
>> SARA, JUST LET ME INTERJECT FOR A MOMENT.
I AM EXTREMELY PROUD OF YOU AND YOUR STRENGTH AND YOUR COURAGE.
I KNOW IT DIDN'T TAKE A VOTE TO DO THESE FIRST FOUR WEEKS AT HOME, BUT HAD IT, THAT'S THE WAY I WOULD HAVE VOTED BECAUSE I TOO DON'T WANT TO BE THE BOARD PRESIDENT WHEN WE LOSE A TEACHER OR A CHILD, WHEN I COULDN'T HAVE SUPPORTED A DIFFERENT DECISION.
I THINK IT WAS QUITE APPROPRIATE YOU PICK THE LITTLE ROUND BALLS FOR YOUR SLIDE BECAUSE I THINK WE'VE BEEN A PING-PONG BALL IN ALL OF THIS WITH VARYING DISCUSSIONS FROM DIFFERENT HEALTH AUTHORITIES.
I JUST WANT TO THANK YOU FOR YOUR COURAGE AND I APPRECIATE EVERYTHING YOU DO.
>> THANK YOU TAMMY. THAT MEANS A LOT.
I'M GOING TO GET KIDS BACK TO SCHOOL.
[OVERLAPPING] I KNOW WE'VE GOT A LOT OF INFORMATION TO ROLLOUT TONIGHT, SO I'LL STOP TALKING AND I KNOW ANGELA HAD SOMETHING TO SAY, SO I'LL BE QUIET NOW AND I THANK EVERYONE WHO'S WATCHING FOR YOUR GRACE AND LISTENING TO MY COMMENTS THIS EVENING.
>> CAN I SAY, I THINK EVERYBODY, ALL THE PARENTS, FAMILIES WHO ARE WATCHING RIGHT NOW, THEY SHOULD KNOW THAT JUST YOU AND THE ADMINISTRATION AND ALL THE CABINET MEMBERS HAVE BEEN WORKING LONG HOURS TO HELP MAKE DECISIONS THAT ARE MANDATED BY OUR STATE.
SO WHAT YOU HAVE DONE SO FAR HAS BEEN AMAZING AND LONG HOURS YOU PUT IN. THANK YOU.
>> I'LL CHIME IN TOO AND I'LL JUST BE BRIEF.
BUT I RECOGNIZE THE STRENGTH AND CAPACITY THAT WE HAVE IN OUR ADMINISTRATION.
THANK YOU FOR THE TIME YOU'VE PUT IN AND THE WORK YOU'RE DOING FOR OUR FAMILIES AND OUR COMMUNITY.
I WANT EVERYONE WHO'S WATCHING TO UNDERSTAND THAT YOU MAKE THE BEST DECISION YOU HAVE WITH THE INFORMATION YOU HAVE AT THAT TIME.
WHEN YOU LOOK AT THE TIMELINE THAT WE'VE BEEN GIVEN AND THE CHANGES OVER TIME, I THINK THAT WE'VE LANDED IN A VERY APPROPRIATE SPOT.
SO THANK YOU, SARA AND ADMINISTRATIVE TEAM.
>> I'D LIKE TO JUST CHIME IN A LITTLE BIT AND JUST KIND OF REITERATE IT.
IF IT WASN'T FOR THE CHANGING REGULATIONS BACK AND FORTH FROM THE TEA.
PART OF THAT'S ALSO, WE LIVE IN REALITY AND THINGS CHANGE AND WE HAVE NEW INFORMATION.
[02:45:06]
THAT WORKS TO A CERTAIN DEGREE.BUT WHEN YOU'RE TALKING ABOUT RUNNING A SCHOOL DISTRICT WITH 50,000 PLUS STUDENTS AND ALL OF THESE SCHEDULES AND 7000 PLUS STAFF.
ALL OF THESE DECISIONS TO BE MADE.
IT'S ONE THING TO BE UPSET ABOUT IN SCHOOL OR NOT IN SCHOOL ON HOW TO START.
BUT IF YOU DO NOT HAVE THE TIME, THE PLANNING TIME, AND THEREFORE THE ABILITY TO SAFELY REOPEN IN THAT TIME AND SAFELY EXECUTE A PLAN, THEN THE DECISION YOU MADE BECOMES A VERY SIMPLE AND EASY ONE.
COMING OBVIOUSLY FROM YOUR HEART AND FROM BOTH YOUR HEART AND YOUR HEAD.
BUT IT'S THE WAY THAT YOU'VE LAID OUT THIS TIMELINE.
I THINK IT'S VERY IMPORTANT TO THE PARENTS AND TEACHERS AND STAKEHOLDERS TO BE ABLE TO SEE THIS AND UNDERSTAND EXACTLY THE THOUGHT PROCESS AND DECISION MAKING PROCESS YOU WENT THROUGH TO COME TO YOUR FINAL DECISION BECAUSE I CAN'T THINK OF ANYBODY THAT COULD SAFELY EXECUTE OR EVEN COME UP WITH A PLAN TO OPEN WITH A START DATE WE HAD INTENDED THAT THE BOARD HAD VOTED ON, GIVEN THE SHORT TIMEFRAME AND LIMITED AND OFTEN CHANGING INFORMATION YOU WERE GIVEN AT EVERY STEP OF THE WAY.
AND SO I KNOW, AS YOU KNOW, THERE THERE'S BEEN CRITICISM ABOUT THAT DECISION.
IT'S A DECISION THAT I DO SUPPORT BECAUSE I UNDERSTAND THE DETAILS AND NUANCES AND I HOPE MORE PEOPLE TAKE THE TIME MAYBE TO SKIP AHEAD TO THAT PLANO IST LIVE VIDEO TO WATCH THIS PORTION AND SEE EXACTLY WHAT YOU SAY AND BREAK IT DOWN BECAUSE IT'S HARD TO COME UP WITH A DIFFERENT CONCLUSION THAN YOU DID AFTER HEARING WHAT YOU JUST SAID.
I THINK IT'S IMPORTANT FOR PEOPLE TO DO THAT AND I APPRECIATE YOU AND YOUR DECISION.
>> NOW JUST TO ADD, I HAVE BEEN OVERWHELMED WITH THE NUMBER OF TEACHERS WHO'VE COMMENTED OR SAID SOMETHING TO ME PERSONALLY ABOUT HOW THEY FEEL LIKE YOU HAVE THEIR BACK.
THERE ARE WORKFORCE AND THERE'S NOT.
I DON'T KNOW A TEACHER THAT'S NOT WANTING TO BE IN FRONT OF THEIR KIDS IMMEDIATELY, BUT YOU HAVE HAD THEIR BACK.
THEY ARE OUR BLOOD AND THEY'RE THE PEOPLE WHO DELIVER THAT WONDERFUL EDUCATIONS.
SO YOU HAVE MY COMPLETE SUPPORT.
IT IS AS COMPLICATED AND I THINK THE PEOPLE WHO HAVE BEEN NAYSAYERS HAVE BEEN FRUSTRATED.
IF THEY WILL ACTUALLY LOOK AT THE TIMELINE AND LOOK AT HOW COMPLICATED THIS IS.
I REALLY DON'T THINK YOU HAVE ANY OTHER CHOICE BUT TO BE WHERE WE ARE RIGHT NOW. SO THANK YOU.
>> I ECHOED THIS OR I TOLD YOU THIS PRIVATELY, BUT I'D LIKE TO STATE THIS PUBLICLY THAT YOU HAVE MY FULL SUPPORT AND I'VE AGREED WITH ALL OF THESE DECISIONS THAT YOU AND STAFF HAVE MADE TO DATE.
I THINK I TOLD YOU THIS, BUT I WILL ALSO SAY THIS PUBLICLY THAT IT'S EASY FOR PEOPLE TO MAKE DECISIONS AND TELL YOU WHAT YOU SHOULD DO WHEN THEIR DECISION HAS NO ACTUAL RAMIFICATION ON THE HEALTH, SAFETY, AND WELL-BEING OF 57,000 PEOPLE.
SO WHEN YOU ARE THE ONE MAKING THAT DECISION OR WE AS A BOARD ARE MAKING DECISIONS, WE MAKE THOSE DECISIONS, AS YOU SAID, SARA, FOR EVERYONE'S SAKE, NOT FOR ONE PERSON BUT FOR EVERYONE'S SAKE.
THESE DO HAVE REAL HEALTH, SAFETY, AND WELL-BEING CONSEQUENCES, THESE DECISIONS.
SO I APPLAUD YOU FOR YOUR COURAGE.
I APPLAUD YOU FOR YOUR STRENGTH AND YOU HAVE MY SUPPORT 100 PERCENT.
FOR ALL THE THINGS YOU DO, I REALLY HOPE YOU AND YOUR TEAM TAKE GOOD CARE OF YOURSELVES.
BELIEVE ME, YOU GUYS ARE IN A NOT AN ENVIABLE POSITION RIGHT NOW.
YEAH, WHY WOULD YOU PUT HERE OF THE DISTRICT, WE REALLY WANT YOUR TEAM TO FILL YOUR BUCKET AND TAKE CARE OF YOURSELF.
>> WE ARE HOLDING EACH OTHER UP.
[LAUGHTER] YOUR WORDS HELP HOLD US UP, FOR SURE.
OKAY. SO I AM GOING TO TURN THIS OVER TO DR. WILLIAMS. THERESA, I THINK YOU'RE ON MUTE.
>> HERE WE GO. I JUST WANT TO ECHO THE WORDS SHARED BY THE BOARD THAT YOUR TEAM APPRECIATE YOUR LEADERSHIP AND ALL THAT YOU DO TO KEEP US STRONG AND MOVING FORWARD.
I ALSO WANT TO THANK THE BOARD FOR YOUR SUPPORT.
ALSO, OUR TEAM AND MY CABINET TEAM AND SARA OUR CABINET TEAM BECAUSE THEY HAVE WORKED LONG HOURS,
[02:50:01]
COUNTLESS HOURS, SOMETIMES WITHOUT DAYS OFF, BECAUSE IT HAS BEEN A ROLLER COASTER RIDE.BUT AS WE GO THROUGH THIS, IT WILL MAKE US STRONGER AND BETTER AND VERY APPRECIATIVE OF ALL OF THE HARD WORK AND DEDICATION THAT CONTINUES TO POUR OUT EVERY SINGLE DAY.
THEN OUR DISTRICT, NOT JUST OUR DISTRICT LEADERS, BUT OUR CAMPUS LEADERS.
THEY WERE OFF FOR A VERY SHORT TIME.
I DON'T KNOW IF MANY WERE ABLE TO TAKE SOME TIME OFF BUT THEY'VE GONE BACK AND THEY'VE BEEN GOING A 100 MILES AN HOUR TRYING TO PREPARE FOR TEACHERS AND STUDENTS IN BOTH LEARNING ENVIRONMENTS.
WITH THAT BEING SAID, THE REST OF TONIGHT'S PRESENTATION, WE WILL WALK THROUGH PHASE ONE OF REOPENING SCHOOLS.
ALSO, AS WE PREPARE FOR THE FIRST DAY OF SCHOOL, WHICH STARTS AUGUST 12TH.
PHASE ONE IS GOING TO COVER ALL THE WAY THROUGH SEPTEMBER 4TH, THEN WE'LL MOVE INTO THE SECOND PART OF THE PRESENTATION.
WHERE WE WILL LOOK AT WHAT IN-PERSON INSTRUCTION OR RETURNING TO YOUR CAMPUSES WILL LOOK LIKE STARTING SEPTEMBER 9TH.
ALL OF THE NEW INFORMATION THAT IS SHARED TONIGHT, WE ROLLED OUT A RETURN TO SCHOOL MANUAL A FEW WEEKS AGO.
WE ARE PREPARED TO SHARE AND UPDATE THAT MANUAL WITH TONIGHT'S INFORMATION.
THIS INFORMATION WILL ALSO BE MADE AVAILABLE ON OUR WEBSITE.
PREPARING FOR THE FIRST DAY OF SCHOOL, SEVERAL THINGS.
REGISTRATION STARTED LIGHT IN SPRING WITH KINDERGARTEN IN APRIL AND HAS CONTINUED.
OUR LAST REGISTRATION PERIOD WAS IN JUNE FOR GRADE SIX THROUGH 12TH GRADE, WHICH ARE SECONDARY STUDENTS.
OF COURSE, WE ARE CONTINUING TO REGISTER STUDENTS AS THEY COME.
ONE OF THE THINGS THAT WAS DIFFERENT THIS YEAR AND DUE TO THE NATURE OF THE VIRUS, WE HAD TO PIVOT TO AN ONLINE PROCESS AND SO WE HAVE IMPLEMENTED THAT.
AS SARA STATED, YOU'RE GOING TO HEAR A LOT ABOUT OUR SCHEDULES AND TEACHER LIST AND MASTER SCHEDULES.
BUT BECAUSE WE'RE CONTINUING TO MAKE CHANGES AND OUR FAMILY PREFERENCE PERIOD HAS EXTENDED THROUGH AUGUST THE 6TH.
STUDENTS SCHEDULES WILL NOT BE AVAILABLE UNTIL AUGUST 10TH AND 11TH, WHICH IS RIGHT BEFORE THE FIRST DAY OF SCHOOL.
OUR "MEET THE TEACHER" AND "OPEN HOUSE EVENTS" WILL BOTH BE HELD VIRTUALLY THIS YEAR.
THOSE DATES WILL BE PUBLISHED, OR HAVE BEEN PUBLISHED ON OUR WEBSITE AND WE'LL CONTINUE TO SHARE THAT INFORMATION WITH FAMILIES.
A LITTLE INFORMATION ON THAT IS, WE'VE TRIED REALLY HARD TO MAKE SURE THAT OUR ELEMENTARY AND DATES DO NOT OVERLAP WITH MIDDLE SCHOOL OR HIGH SCHOOL.
SO THAT FAMILIES THAT HAVE CHILDREN IN MULTIPLE GRADE LEVELS WILL BE ABLE TO ACCESS THOSE OPEN HOUSE EVENTS.
AS FAR AS TECHNOLOGY, ALL STUDENTS, KINDERGARTEN THROUGH 12TH GRADE WILL BE EXPECTED TO USE THEIR DISTRICT ISSUED CHROMEBOOK.
THIS IS A REQUIRED TOOL THIS YEAR FOR STUDENTS THAT ARE BOTH IN OUR FACE TO FACE LEARNING ENVIRONMENT AND OUR PISD SCHOOL AT-HOME ENVIRONMENT.
STUDENTS WILL USE THIS TOOL TO ACCESS GOOGLE CLASSROOM AS WELL AS TEACHERS TAKING ATTENDANCE.
THIS IS HOW THEY'LL SUBMIT THEIR ASSIGNMENTS AND PARTICIPATE IN SYNCHRONOUS LEARNING WITH THEIR CLASSMATES.
EACH CAMPUS WILL BE REACHING OUT TO FAMILIES TO ENSURE THAT THEY HAVE A CHROMEBOOK PRIOR TO THE FIRST DAY OF SCHOOL.
THAT PROCESS, SOME OF IT HAS ALREADY STARTED AND WILL CONTINUE RIGHT UP UNTIL THE FIRST DAY.
AS WE'RE CONTACTING FAMILIES ABOUT CHROMEBOOKS, WE'RE ALSO THEN AT THAT TIME ENSURING THAT FAMILIES HAVE CONNECTIVITY.
SO WE WILL ALSO BE ISSUING HOTSPOTS TO SUPPORT ANY FAMILIES THAT ARE IN NEED.
THEN YOU ALSO ADOPTED TONIGHT OUR PARTNERSHIP UNDER AN OPERATION AND CONNECTIVITY, WHICH WILL ALSO PROVIDE A GREATER OUTREACH TO OUR COMMUNITY.
OUR SCHOOL SUPPLY LISTS ARE LINKED ON OUR WEBSITE.
IT IS A PRETTY SAVVY TOOL THAT WAS NOT AROUND BACK WHEN MY STUDENTS OR MY KID, MY OWN CHILDREN WERE IN SCHOOL, BUT PARENTS HAVE BEEN AN EASY WAY TO GO IN.
AND ON OUR WEBSITE, PURCHASE THEIR SCHOOL SUPPLIES.
THEN WE'RE ALSO ASKING PARENTS, EVEN THOUGH WE WILL HAVE SOME PPE OR PERSONAL PROTECTIVE ITEMS OR EQUIPMENT THAT WILL BE DISTRICT ISSUED TO STUDENTS.
WE ARE ASKING PARENTS TO PROVIDE ADDITIONAL HAND SANITIZER AND MASKS FOR THEIR OWN STUDENTS.
INSTRUCTIONAL MATERIALS THAT WILL BE ISSUED OUT TO STUDENTS.
AGAIN, THE PRIMARY TOOL IS YOUR STUDENTS HAVING THEIR CHROMEBOOK,
[02:55:03]
WHICH WILL ALLOW THEM TO ACCESS THROUGH DIGITAL BACKPACK, YOU'LL HEAR MORE ABOUT THAT FROM DAN WHEN WE GET TO HIS SECTION.BUT ANY STUDENT THAT IS NEEDING TEXTBOOK OR ANY OTHER INSTRUCTIONAL MATERIALS, EACH CAMPUS IS SETTING UP A TIME FOR PARENTS TO COME AND PICK THOSE ITEMS UP AS NEEDED.
ALL OF OUR TEACHERS ARE RETURNING TOMORROW FOR PROFESSIONAL LEARNING.
TEACHERS AND CAMPUS STAFF, WILL BEGIN WORKING ON PROFESSIONAL LEARNING AND PREPARING FOR STUDENTS IN BOTH LEARNING ENVIRONMENTS.
THEN AGAIN, HAVING THE CHANGE IN OUR PROFESSIONAL CALENDAR, THIS EVENING WILL ALSO ALLOW US TO HAVE SOME ADDITIONAL TIME ON THE FRONT END.
THEN FINALLY, AS WE'RE PREPARING OUR TEACHERS FOR THE FIRST DAY, WE ARE ALSO PREPARING OUR FAMILIES AND OUR STUDENTS.
SO WE HAVE A TRAINING CAMPAIGN THAT WILL BE LAUNCHED FOR FAMILIES AND STUDENTS AS THEY PREPARE FOR THE FIRST DAY.
SO YOU'LL SEE MORE OF THAT COMING BEFORE THE SEPTEMBER 9TH START DATE.
THAT INFORMATION WILL BE SHARED ON ALL OF OUR VARIOUS COMMUNICATION CHANNELS.
WE WILL ALSO BE COVERING, OR ACTUALLY OUR TEACHERS WILL BE COVERING SOME OF THAT AND THE AT-HOME LEARNING ENVIRONMENT THE FIRST FOUR WEEKS TO SCHOOL PRIOR TO STUDENTS RETURNING.
SO THAT IS ALL THAT WE'RE DOING TO PREPARE FOR THE FIRST DAY.
NOW WE'RE GOING TO LOOK AT, AS WE BEGIN OUR FIRST DAY OF SCHOOL, AND INTO THE FIRST FOUR WEEKS OF SCHOOL.
DURING THIS TIME ALL STUDENTS WILL FOLLOW THE SCHOOL AT-HOME MODEL THAT HAS BEEN ROLLED OUT AND WE'LL CONTINUE TO TALK THROUGH SOME OF THAT TONIGHT.
SO STUDENTS WILL HAVE BOTH SYNCHRONOUS AND ASYNCHRONOUS LEARNING BY PLANO ISD TEACHERS.
SO THEY'RE TEACHERS THAT THEY WILL HAVE FOR THE YEAR IN MOST CASES.
ALSO THEY WILL FOLLOW OUR PISD CURRICULUM.
WHEN I SAY IN MOST CASES, WE'RE TRYING REALLY HARD TO MAKE SURE THAT WE CAN SCHEDULE STUDENTS WITH THEIR TEACHER WHEN THEY COME BACK FACE TO FACE.
THERE WILL BE SOME INSTANCES, DUE TO JUST CAPACITY OF CLASSROOMS, THAT THERE MAY BE A SCHEDULE CHANGE, BUT WE ARE TRYING, THAT IS OUR FIRST GOAL.
BUT THERE MAY BE SOME SCHEDULE CHANGES.
SO THE FIRST THREE DAYS OF SCHOOL.
WE COME BACK TO SCHOOL ON A WEDNESDAY, SO LABOR DAY IS ON THAT MONDAY.
THAT TUESDAY, OUR TEACHERS WILL HAVE A IN-PERSON WORK DAY.
THEY WILL WORK THROUGH ALL OF THE PROTOCOLS TO WELCOME OUR STUDENTS ON WEDNESDAY.
I'M SORRY, I'M GETTING AHEAD OF MYSELF.
I'M GETTING INTO THE NEXT PHASE.
THE FIRST THREE DAYS OF SCHOOL, STUDENTS WILL BE RECEIVING THEIR SCHEDULES.
ALL STUDENTS WILL MEET SYNCHRONOUSLY WITH THEIR TEACHERS AND THEY WILL FOLLOW THEIR SCHEDULE THE FIRST TWO DAYS OF SCHOOL.
THIS WILL ALLOW TIME FOR TEACHERS TO GET TO KNOW THEIR STUDENTS.
TO ENSURE THAT THEY'RE GETTING FAMILIAR WITH THE SCHOOL YEAR.
THAT THEY'RE CONNECTING WITH THEIR HOME ROOM.
THAT STUDENTS ARE ABLE TO PRACTICE ON HOW TO TAKE ATTENDANCE AND TEACHERS ARE PRACTICING ON HOW TO TAKE ATTENDANCE IN A SYNCHRONOUS FASHION.
THIS WILL ALSO PROVIDE SOME OPPORTUNITY FOR COUNSELORS TO HAVE SOME SYNCHRONOUS TIME WITH STUDENTS.
SO REALLY THE FIRST THREE DAYS IS FOR EVERYONE TO GET CONNECTED AND TO START RUNNING THROUGH WHAT LEARNING WILL LOOK LIKE FOR THE NEXT THREE WEEKS.
FOR THE REMAINDER OF THAT TIME, ALL STUDENTS ARE GOING TO FOLLOW THE SCHOOL AT-HOME.
EVERYBODY WILL BE UTILIZING GOOGLE CLASSROOM.
TEACHERS WILL BE DESIGNING SYNCHRONOUS AND ASYNCHRONOUS INSTRUCTION FOR STUDENTS.
THEY WILL ALSO WORK ON FINDING DIFFERENT WAYS FOR US TO ASSESS STUDENTS AND TO SEEK FEEDBACK FROM STUDENTS IN THEIR LEARNING.
TEACHERS WILL ALSO BE PROVIDING A CONSISTENT TEMPLATE THAT THEY WILL BE COMMUNICATING WITH FAMILIES EVERY SINGLE WEEK AND IT WILL BE CALLED "WEEK-AT-A-GLANCE." SO THIS IS A REALLY IMPORTANT DOCUMENT WHERE PARENTS CAN SEE, THIS IS WHAT I CAN EXPECT THIS WEEK AND THAT MY STUDENT WILL LEARN IN THIS CLASS.
IT WILL ALSO HELP SERVE AS A GUIDE FOR STUDENTS.
WHEN STUDENTS RETURN BACK IN SEPTEMBER AND STUDENTS THAT HAVE SELECTED PISD SCHOOL
[03:00:01]
AT-HOME WILL CONTINUE IN THE SAME SCHEDULE AND IN THE SAME ROUTINE THAT THEY DID THE FIRST THREE WEEKS.THEN OUR FACE-TO-FACE STUDENTS WILL TRANSITION BACK AT THAT TIME.
SO SARA KIND OF RAN THROUGH SOME OF OUR TIMELINE, BUT OUR INITIAL WINDOW TO SEEK PARENT PREFERENCE WAS JULY 6TH THROUGH THE 16TH.
THIS WAS IN ORDER TO ACCOMMODATE JUST THE DIFFERENT NEEDS THAT EACH FAMILY MAY HAVE FOR THEIR CHILDREN.
THIS SELECTION PERIOD WOULD COVER STUDENTS FOR THE FIRST NINE WEEKS.
AFTER THE 16TH, WE OPENED THE WINDOW BACK UP.
SO THE SECOND WINDOW, AND THIS IS JUST TO GIVE PARENTS ONE MORE OPPORTUNITY, BECAUSE AS CHANGES HAVE COME FROM THE STATE.
WE CONTINUE TO UPDATE FAMILIES AND OUR PARENTS ARE CONTINUING TO CHANGE THEIR MIND.
SO THAT WINDOW CLOSES ON AUGUST 6TH, SO IN TWO DAYS.
THEN THAT DECISION AT THAT POINT WE'LL FINALIZE THE INSTRUCTIONAL SETTING FOR STUDENTS, AND THEN IT WILL GO INTO EFFECT ON SEPTEMBER 9TH.
THAT WILL BE THE SETTING FOR THE FIRST NINE WEEK PERIOD.
OUR FAMILY PREFERENCES CONTINUE TO CHANGE, AND SO SARA SHARED IT.
WE WERE AT A 40-60 SPLIT RIGHT AT JULY 17TH.
THE FIRST CUT-OFF WINDOW WAS JULY 16TH, WE RAN THE NUMBERS ON THE 17TH.
AND WE WERE RIGHT AROUND A 60/40 SPLIT.
AND AS OF YESTERDAY WE HAVE 49 PERCENT OF OUR FAMILIES THAT HAVE SELECTED THE FACE-TO-FACE LEARNING ENVIRONMENT, AND 51 PERCENT OF OUR FAMILIES HAVE SELECTED SCHOOL AT HOME.
FOR THE NEXT SEVERAL SLIDES I'M GOING TO RUN THROUGH JUST SOME SAMPLE SCHEDULES OF WHAT PISD SCHOOL AT HOME WILL LOOK LIKE FOR STUDENTS IN THE FIRST FOUR WEEKS.
THE FIRST IS JUST A SAMPLE PRE-K SCHEDULE.
ALL ELEMENTARY TEACHERS, THEY'RE GOING TO FOLLOW THEIR INSTRUCTIONAL DAY TO ENSURE THAT THERE'S ENOUGH INSTRUCTIONAL MINUTES DEVOTED TO EACH SUBJECT AREA.
ALL OF THE SUBJECT AREAS WILL BE CHUNKED INTO SOME SYNCHRONOUS OR LIVE INSTRUCTION TIME AND OTHER ASYNCHRONOUS TIME, WHERE STUDENTS CAN GO BACK AND WORK AT THEIR OWN PACE.
THE SCHOOL AT HOME SCHEDULE FOR ELEMENTARY STUDENTS WILL FOLLOW THE SAME SCHEDULE AS STUDENTS THAT SELECT FACE-TO-FACE DURING THIS PERIOD.
EACH CAMPUS WILL DEVELOP THEIR OWN MASTER SCHEDULE, SO THESE ARE JUST EXAMPLES OF WHAT TO EXPECT.
IN THIS EXAMPLE YOU CAN SEE IN THE GREEN BLOCKS THAT THIS WILL BE THE SYNCHRONOUS TIME OF WHICH STUDENTS WOULD BE LOGGED IN LIVE WITH THEIR TEACHERS.
AND DURING THIS TIME IT WOULD BE LIVE INSTRUCTION AND INTERACTION WITH THEIR TEACHER.
DURING THE WHITE BLOCKS, THIS REPRESENTS THE ASYNCHRONOUS TIME IN WHICH STUDENTS WOULD BE GIVEN THEIR 'WEEK AT A GLANCE' DOCUMENT.
AND STUDENTS WOULD BEGIN TO WORK THROUGH THAT, EITHER WITH THE SUPPORT OF THEIR PARENTS, OR OUR OLDER KIDS ON THEIR OWN THROUGHOUT THE WEEK.
ALL PRE-K STUDENTS WILL BE PROVIDED A DISTRICT IPAD, THAT'S A LITTLE BIT EASIER FOR STUDENTS AT THAT AGE TO SUPPORT THEIR REMOTE INSTRUCTION.
THE NEXT IS A SAMPLE SCHEDULE OF OUR KINDERGARTEN.
AGAIN, THE GREEN IS GOING TO REPRESENT THE SYNCHRONOUS TIME.
WHITE WOULD BE THEIR ASYNCHRONOUS TIME THROUGHOUT A DAY.
AND AT KINDERGARTEN WE COULD EXPECT SOMEWHERE BETWEEN 95 TO 125 SYNCHRONOUS MINUTES OF INSTRUCTION.
YOU'LL SEE THAT AS WE MOVE THROUGH THE SAMPLE SCHEDULES, THAT THE TIME FOR SYNCHRONOUS INSTRUCTION WILL INCREASE EVER SO SLIGHTLY.
SO THIS IS A SAMPLE FOR GRADES ONE AND TWO, AND YOU CAN EXPECT THIS TIME TO VARY SOMEWHERE BETWEEN TWO AND THREE HOURS PER DAY.
AGAIN, YOU'LL SEE IN ALL THESE SCHEDULES THAT THE SUBJECTS AND THE CONTENT IS CHUNKED THROUGHOUT THE DAY TO ALLOW STUDENTS SOME BRAIN BREAKS, BUT THEN ALSO SOME TIME IN BETWEEN TO WORK ON ASYNCHRONOUS WORK.
THIS IS A THIRD THROUGH FIFTH GRADE SCHEDULE, AND AGAIN THE AMOUNT OF TIME OR THE HOURS INCREASES HERE FROM THREE TO FOUR HOURS.
>> THERESA, CAN I ASK A QUICK QUESTION?
>> JUST CLARIFICATION ON WHEN IT SAYS MIXED.
IS THAT ASYNCHRONOUS THAT THEY STILL HAVE ACCESS TO THE TEACHER?
[03:05:03]
>> THEN WE MOVE INTO A SAMPLE SCHEDULE FOR SECONDARY STUDENTS.
AGAIN, YOU CAN LOOK AT THIS TWO WAYS.
YOU CAN LOOK AT IT BY DAY, SO MONDAYS WILL BE AN ASYNCHRONOUS DAY FOR ALL STUDENTS.
AND THEN TUESDAY, FIRST PART OF THE DAY IS SYNCHRONOUS, SECOND PART OF THE DAY IS ASYNCHRONOUS.
ON WEDNESDAY IT WILL FLIP-FLOP, AND IT STAGGERS AS WE MOVE THROUGH THURSDAY AND FRIDAY.
>> THERESA, CAN I ASK A QUESTION ON THIS?
>> I HAVE HAD SOME CONSTITUENTS, PARENTS, EVEN STUDENTS REACH OUT.
AND UNFORTUNATELY, IN SOME SITUATIONS, THERE ARE STUDENTS THAT DO WORK TO HELP SUPPORT THEIR FAMILY, AND THEY'RE TRYING TO TAKE ADVANTAGE OF THE SYNCHRONOUS/ASYNCHRONOUS LEARNING.
I GUESS THE QUESTION IS, FOR THE STUDENTS THAT ARE ABLE TO DO THE SYNCHRONOUS LEARNING IN THE MORNING.
THEN THERE'S THE LUNCH BREAK, AND THEY CAN MAYBE COMPLETE THEIR ASYNCHRONOUS WORK AFTER, LET'S SAY AT A TIME THAT THEY'RE WORKING AT A GROCERY STORE OR SOMETHING LIKE THAT.
IS THIS SCHEDULE GOING TO BE CONDUCIVE TO THAT?
>> WE ARE STILL FINALIZING ALL THE DETAILS.
WE'RE GOING TO GET INTO A LITTLE MORE AS WE GO THROUGH THE PRESENTATION, AS WE START TO LOOK AT THE MASTER SCHEDULES.
THEN OUR ASYNCHRONOUS PLAN THAT WILL BE SUBMITTED TO TEA FOR APPROVAL, WE WILL BE BRINGING THAT TO THE NEXT BOARD MEETING.
AND SO AT THAT TIME, WE'LL HAVE A BETTER UNDERSTANDING OF THE FINAL PLAN FOR ATTENDANCE TAKING, BECAUSE THERE IS SOME FLEXIBILITY ON HOW WE CAN TAKE ATTENDANCE.
AND THEN ALSO WE'LL BE MORE PREPARED TO PROVIDE SOME DETAIL ON STUDENTS ON WHEN THEY CAN ACCESS THEIR LEARNING, AND WITH THE FLEXIBILITY BETWEEN ASYNCHRONOUS AND SYNCHRONOUS TIME, DEPENDING ON WHICH LEARNING ENVIRONMENT THEY'RE IN.
>> GREAT. I APPRECIATE IT. I JUST WANT TO MAKE SURE THAT'S ONE ELEMENT THAT IS CONSIDERED, BECAUSE THERE ARE A LOT OF FAMILIES AND STUDENTS THAT TRY TO MAKE THAT WORK AND BOTH FOR HELPING THEIR FAMILY, AND ALSO FOR THEIR OWN LEARNING AND EXPERIENCE, AND WORKFORCE EXPERIENCE.
I DON'T WANT THEM TO MISS OUT ON THAT OPPORTUNITY.
>> WE'LL MAKE SURE THAT WE'RE DETAILED IN PROVIDING WHAT THAT WOULD LOOK LIKE FOR A STUDENT THAT IS HAVING TO PROVIDE AND WORK DURING SOME OF THE TIME.
>> THIS IS A SAMPLE SCHEDULE FOR OUR SECONDARY STUDENTS.
AGAIN, STUDENTS WHO SELECTED PISD SCHOOL AT HOME AFTER SEPTEMBER 4TH AND STARTING ON SEPTEMBER 9TH, THEY WOULD CONTINUE IN THIS SCHEDULE.
THEN OUR STUDENTS THAT WOULD TRANSITION TO FACE-TO-FACE WILL COME BACK TO SCHOOL, AND WE'LL TALK ABOUT THEIR SCHEDULES A LITTLE BIT LATER IN THE PRESENTATION.
CAN I ASK A REAL QUICK QUESTION?
>> ON THE ASYNCHRONOUS LEARNING, DURING THAT PERIOD, WHAT WILL A STUDENT'S ACCESS LOOK LIKE, FOR THE ACCESS TO THEIR TEACHER? I KNOW YOU'VE GOT THEM MIXED, WHERE IT LOOKS LIKE THAT WOULD BE PART OF THE PLAN.
I'M ASSUMING STAFF WILL ALSO BE AVAILABLE DURING THESE ASYNCHRONOUS TIMES.
>> THAT IS CORRECT. OUR TEACHERS WOULD STILL TEACH A FULL SEVEN PERIOD DAY.
LET'S JUST LOOK AT TUESDAY, FOR EXAMPLE.
I'M A TEACHER AND I TEACH SIX PERIODS OUT OF SEVEN, WITH A CONFERENCE PERIOD.
IF I'M SCHEDULED TO TEACH FIRST THROUGH SIXTH PERIOD, I WOULD TEACH FIVE SYNCHRONOUSLY IN THE MORNING, AND THEN MY FOURTH, FIFTH, AND SIXTH PERIOD CLASS WOULD BE ASYNCHRONOUS.
SO I WOULD STILL HAVE ASYNCHRONOUS TIME WITH MY STUDENTS AT THAT TIME FOLLOWING THEIR SCHEDULE.
AND THAT MIGHT MEAN THAT I'M CONDUCTING SOME SMALL GROUP INSTRUCTION, MAYBE WORKING ONE-ON-ONE.
I'M THERE TO SUPPORT QUESTIONS AS THEY COME ALONG.
AND SO OUR TEACHERS ARE STILL FOLLOWING THEIR TRADITIONAL TEACHING SCHEDULE.
>> THERESA, CAN I ASK A QUESTION? THIS IS ANGELA.
>> WHEN YOU SAID THAT TEACHERS WILL BE THERE FOR THE STUDENT, WOULD THEY HAVE A TURNAROUND TIME? IF A STUDENT EMAILED A TEACHER, WILL THE TEACHER BE EXPECTED TO REPLY TO THE STUDENT WITH THE ANSWER IN TWO BUSINESS DAYS?
>> YES, IT MIGHT BE ACTUALLY A LITTLE LESS THAN THAT.
[03:10:03]
AND BECAUSE OF THE NATURE OF OUR LEARNING ENVIRONMENT, AND ESPECIALLY THE FIRST THREE WEEKS, COMMUNICATION IS KEY.WE HAVE ROLLED OUT OUR TEACHER EXPECTATIONS.
DR. HASLEY WILL BE COVERING SOME OF THOSE A LITTLE BIT LATER IN THE PRESENTATION, BUT WE WILL HAVE AN EXPECTATION OF WHERE TEACHERS ARE POSTING THEIR OFFICE HOURS, AND WHAT THE COMMUNICATION TURNAROUND PLAN WILL BE FOR PARENTS, BECAUSE WE WANT TO MAKE SURE THAT WHILE WE'RE IN THIS ENVIRONMENT, IF SOMEONE NEEDS SUPPORT AND HELP THAT WE ARE BEING RESPONSIVE.
OF COURSE, ONE OF THE DANGERS OF WORKING FROM HOME OR WORKING REMOTELY IS SOMETIMES THERE'S NO END TO THE WORKDAY, SO WE WANT TO MAKE SURE TOO THAT WE'RE HONORING OUR TEACHERS' PERSONAL LIFE AT HOME AND EVENING WITH THEIR FAMILIES AS WELL AND SO WE'LL HAVE A DESIGNATED TURNAROUND TIME IF A PARENT EMAILS A TEACHER OR A STUDENT EMAILS A TEACHER FOR SUPPORT.
>> THANK YOU. THERESA, CAN I ASK A QUESTION? THIS IS NANCY.
IF, AND MAYBE YOU'RE GOING TO COVER THIS LATER, MAYBE IT'LL BE UNDER THE TECHNOLOGY, BUT IF A STUDENT IS IN A SYNCHRONOUS CLASSROOM AND THEY LOSE CONNECTIVITY, DO WE HAVE A PLAN FOR THAT OR IS THERE A WAY FOR THEM TO GO BACK AND VIEW ANYTHING THAT THEY MIGHT HAVE MISSED?
>> WE'RE GOING TO SHARE WITH YOU WHAT WE HAVE FOR SURE DEFINITIVELY IN OUR PLANS, BUT THERE ARE SOME FINAL DETAILS THAT WE'RE WORKING OUT AND THAT'S WITH WHAT WILL BE RECORDED, HOW WILL IT BE STORED, SO THAT IN THE EVENT THAT THAT OCCURS, THAT STUDENTS WOULD THEN HAVE ACCESS TO THEIR CONTENT.
THEN ALSO FOR STUDENTS, ATTENDANCE TAKING IS A LITTLE BIT DIFFERENT THAN IT'S EVER BEEN, SO DR. GOBER WILL BE COVERING SOME OF THE ATTENDANCE TAKING, AND SO IT MAY BE THAT STUDENTS MAY NEED TO WATCH SOMETHING THAT THEY'VE MISSED A LITTLE BIT LATER IN ORDER FOR US TO COUNT THEM AS PRESENT FOR THE DAY.
>> JUST LOOKING AT SOME OF OUR SUPPORTS DURING THE FIRST FOUR WEEKS, COUNSELORS WILL HAVE CHECK-INS WITH EVERY SINGLE PISD STUDENT.
WE'VE ALSO PUT A "SUPPORT YOUR LEARNER AT HOME" GUIDE FOR PARENTS.
ADDITIONALLY, WE KNOW THAT MANY OF OUR PARENTS ALSO TEACH FOR US IN PLANO ISD, AND SO WE'VE TRIED TO FIND ANY WAY THAT WE CAN SUPPORT OUR FAMILIES AND OUR TEACHERS THE BEST THAT WE CAN.
FOR THE FIRST FOUR WEEKS, WE'VE PUT TOGETHER SOME FREE CHILD SUPERVISION FOR STAFF WHO HAVE SCHOOL-AGE CHILDREN.
THAT SUPERVISION WILL BE AT SEVERAL OF OUR FACILITIES, AND THE ADULTS THERE WILL SUPERVISE STUDENTS ACCESSING THEIR LEARNING WHILE THEIR PARENTS ARE IN THEIR CLASSROOMS TEACHING.
ADDITIONALLY, TO SUPPORT STUDENTS, WE WILL BE PROVIDING CURBSIDE MEALS DURING THIS WINDOW OF TIME.
THAT INFORMATION HAS BEEN SHARED AND IS ALSO ACCESSIBLE ON OUR WEBSITE.
ONE OF THE THINGS THAT'S REALLY IMPORTANT IS THAT IF FAMILIES HAVE NOT COMPLETED THEIR FREE AND REDUCED MEAL APPLICATIONS THAT THEY DO SO.
FINALLY, STUDENT ACTIVITIES; WE FEEL LIKE IT'S SUPER IMPORTANT ANY WAY THAT WE CAN KEEP OUR STUDENTS CONNECTED AND ENGAGED, IT'S ABSOLUTELY CRITICAL.
WE ARE FINDING NEW WAYS TO CONTINUE WITH OUR ACTIVITIES.
WE STARTED OUR SUMMER STRENGTH AND CONDITIONING SESSIONS THIS SUMMER FOR ATHLETICS.
WE'VE CONTINUED TO WORK WITH STUDENTS IN THAT FASHION.
I LOVE DRIVING INTO WORK IN THE MORNINGS AND GETTING TO HEAR THE VINES MARCHING BAND, OUR MARCHING BAND.
THEY'VE REPORTED TO TRAINING A COUPLE OF WEEKS AGO.
SHARON [INAUDIBLE] TEAM, THEY'VE CONTINUED, OR THEY'VE STARTED THEIR PRACTICES AS WELL.
WE'RE GOING TO CONTINUE WITH AS MANY STUDENT ACTIVITIES AS POSSIBLE, OF COURSE, ALL IN OUR GUIDELINES AND KEEPING OUR STUDENTS HEALTHY AND SAFE.
ALL RIGHT. I'M GOING TO TURN IT OVER TO THE TEAM HERE IN JUST A SECOND, BUT WE'RE GOING TO MOVE INTO PHASE 2, AND THIS IS OUR REOPENING OF SCHOOL, WHICH WILL START ON SEPTEMBER 9.
THIS IS WHERE OUR STUDENTS WHO HAVE SELECTED FACE-TO-FACE WILL BEGIN ATTENDING SCHOOL IN PERSON.
OUR STUDENTS WHO SELECTED OUR PISD SCHOOL-AT-HOME,
[03:15:04]
THEY WILL JUST CONTINUE WITH THE REMAINING FIVE WEEKS, FOLLOWING THE SCHEDULE THAT THEY'VE STARTED IN.DR. BROCKMAN, I BELIEVE THAT YOU ARE UP NEXT.
>> THANK YOU. ONE OF THE THINGS WE LEARNED THIS LAST SPRING, WAS THE NEED TO PROVIDE CLARITY AROUND THE ROLES AND RESPONSIBILITIES OF EMPLOYEES DURING THESE TIMES OF SCHOOL-AT-HOME LEARNING, FULL REMOTE LEARNING, AND THE POSSIBILITY OF SHORT-TERM CLOSURES.
WE'VE CLARIFIED THE ROLES OF THE TEACHERS THROUGH THE INSTRUCTIONAL MANUAL THAT ACADEMIC SERVICES HAS PUT A HUGE AMOUNT OF WORK INTO DEVELOPING.
WE HAVE ALSO DEVELOPED AND SHARED THE EXPECTATIONS, FOR THOSE WHO ARE IN NON-TEACHER ROLES AS WE START THIS SCHOOL YEAR IN FULL REMOTE, AND AS WE MOVE INTO POTENTIAL SHORT-TERM CLOSURES.
WE'VE ALSO BEEN COLLABORATING WITH ACADEMIC SERVICES TO ENSURE THAT WE HAVE SUBSTITUTES READY TO STEP IN AS NEEDED, TO PROVIDE SUPPORT, AND CONTINUITY OF INSTRUCTION.
STRUCTURES ARE IN PLACE ALSO TO SUPPORT TEACHERS WITH VARIOUS TYPES OF LEAVE THAT MAY BE NEEDED THROUGHOUT THE YEAR.
THE HEALTH SERVICES TEAM CONTINUES TO REFINE PROTOCOLS FOR PREVENTION, SCREENING, AND MITIGATION AS CDC AND TEA GUIDELINES SHIFT.
THE PROCESS FOR COMMUNICATION AROUND POSITIVE CASES HAS BEEN DEVELOPED.
THIS WILL ALLOW US TO WORK QUICKLY AS WE IDENTIFY CLOSE CONTACTS AND POSSIBLE EXPOSURES IN THE WORKPLACE AND THE SCHOOL SETTING.
UNFORTUNATELY, WE HAVE HAD THE OPPORTUNITY THIS SUMMER TO PRACTICE THOSE AND MAKE SURE THAT ON A VERY SMALL SCALE, THAT THE PROCESSES AND COMMUNICATION TOOLS WE'VE DEVELOPED ARE GOING TO WORK FOR US.
FINALLY, PROFESSIONAL LEARNING HAS BEEN ONGOING AS STAFF PREPARE TO PROVIDE HIGH-QUALITY INSTRUCTION IN FULL REMOTE, FACE-TO-FACE, AND SCHOOL-AT-HOME ENVIRONMENTS.
THAT WILL CONTINUE EVEN AS STUDENTS RETURN FACE-TO-FACE IN EARLY SEPTEMBER.
THE LEARNING HAS FOCUSED ON STRATEGIES FOR ENGAGING LEARNERS, WHETHER THAT'S STUDENTS OR ADULTS, IN A VIRTUAL SETTING AND WE'LL CONTINUE TO SUPPORT OUR TEACHERS AS THEY ADD TOOLS TO THEIR TOOL BELT IN ENGAGING STRATEGIES IN A VIRTUAL ENVIRONMENT.
TRAINING HAS ALSO BEEN REQUIRED AROUND HEALTH AND SAFETY ISSUES.
STAFF RETURNING TO CAMPUSES TOMORROW HAVE A SHORT TRAINING TO COMPLETE REGARDING THE HEALTH AND SAFETY EXPECTATIONS IN THE WORKPLACE.
THINGS SUCH AS WEARING MASKS, SOCIAL DISTANCING, WASHING HANDS, SOME OF THOSE HEALTHY HABIT GUIDELINES THAT HAVE BEEN COMING OUT FROM THE CDC AND TEA, BUT ALSO OUR EXPECTATIONS FOR A HEALTHY WORKPLACE. THANK YOU.
>> SORRY FOR THE DELAY THERE DR. BROCKMAN, I HAD TO GET MY MICROPHONE WORKING.
WELL, GOOD EVENING, I'M GOING TO CONTINUE TALKING ABOUT THE STUDENT ACTIVITIES, AND OTHER AREAS AS WE CONTINUE TO SUPPORT OUR KIDS, ESPECIALLY AS WE BEGIN THIS FACE-TO-FACE PORTION, AND COMING BACK ON SEPTEMBER 9TH.
FROM A STUDENT ACTIVITY STANDPOINT, OUR MARCHING BANDS WILL CONTINUE TO HAVE THEIR ACTIVITIES OR PRACTICES.
THOSE WILL CONTINUE TO OCCUR OUTSIDE OF THE SCHOOL DAY.
TYPICALLY OUR HIGH SCHOOL BANDS.
MOST OF THEM HAVE THEIR PRACTICE SESSIONS IN THE MORNING BEFORE SCHOOL AND THE SENIOR HIGH BANDS IN THE AFTERNOON.
WE HAVE A COUPLE THAT WILL DO ONE OF THE OPPOSITE OF WHAT I JUST SAID, BUT THE MAJORITY OF THEM, THAT'S WHAT THEY WILL DO.
THE CHEERLEADING AND DRILL TEAM WILL CONTINUE THEIR BEFORE, AND OR AFTER SCHOOL PRACTICES, AND THEN OUR MIDDLE SCHOOL SQUADS, THEY WILL BEGIN PRACTICES ON SEPTEMBER 9TH.
I WANT TO POINT OUT WITH BOTH OF THOSE GROUPS, IS YOU-ALL REMEMBER, A NUMBER OF WEEKS AGO WHEN WE TALKED ABOUT THE AT-HOME STUDENTS, OR FAMILIES THAT CHOOSE TO HAVE THEIR KIDS AT HOME, AND CONTINUING ON, WOULD THEY STILL HAVE AN OPPORTUNITY AND HAVING THOSE ACTIVITIES OUTSIDE THE SCHOOL DAY WILL STILL ALLOW THEM TO COME UP.
EITHER BEFORE SCHOOL, AND OR AFTER SCHOOL, THEY GET BACK HOME IN TIME FOR THEIR, LIKE IF IT'S IN THE MORNING, GET BACK HOME IN TIME FOR THE SECOND PERIOD CLASS, AND OR FINISH THEIR SCHOOL DAY AT HOME, AND THEN COME UP AND JOIN THE ACTIVITY IN THE AFTERNOON.
WE LOOK FORWARD TO THAT GOING SMOOTHLY.
I'M SURE THAT THERE IS GOING TO BE A FEW BUMPS IN THE ROAD, BUT WE ARE OPTIMISTIC THAT'S GOING TO WORK WELL FOR EVERYBODY GIVEN A GOOD EFFORT.
[03:20:03]
ON THE ATHLETICS, THEY WILL BEGIN ONCE AGAIN, AS OF SEPTEMBER 9TH.THEY WILL BEGIN THE BEFORE, AND AFTER SCHOOL PRACTICES.
THAT'S ALSO GOING TO INCLUDE THE FACE-TO-FACE ATHLETIC PERIODS, EITHER FIRST OR SEVENTH PERIOD, WHATEVER THEIR PROGRAM FALLS INTO, AND MIDDLE SCHOOL FOOTBALL ACTIVITIES WILL START ON SEPTEMBER 9TH, AND THAT ACCLIMATION PERIOD THAT THEY HAVE TO GO THROUGH BEFORE THEY ACTUALLY START DOING ANY KIND OF, WEARING ALL THE FULL EQUIPMENT AND CONTACT AND THINGS.
I DO WANT TO POINT OUT, WITH OUR HIGH-SCHOOL AND SENIOR-HIGH FOOTBALL PROGRAMS, AND VOLLEYBALL PROGRAMS, THEY'LL ACTUALLY BE STARTING THEIR FIRST OFFICIAL PRACTICES ON SEPTEMBER 7TH.
THE UIL ALLOWS THAT TO OCCUR, SO THEY WON'T BE NEEDING TO WAIT UNTIL THE 9TH ON THAT FIRST DAY OF ACTUAL FACE-TO-FACE INSTRUCTION.
THE MEAL PROCESS FOR THE STUDENTS THAT ARE IN THE SCHOOL AT HOME, THAT WILL CONTINUE AS IT WILL BEGIN ON AUGUST 12TH.
THAT PROCESS FOR THEM WILL CONTINUE, AND LOOK THE VERY SAME.
THE ONLY THING THAT MIGHT CHANGE IS THE MEAL DISTRIBUTION, AND OR LOCATION SITES, THOSE CAMPUSES THAT WE HAVE, THOSE MIGHT CHANGE A LITTLE BIT.
THAT'S GOING TO BE BASED UPON SOME PARTICIPATION NUMBERS, AND WHERE WE THINK THOSE ARE GOING TO BE STRATEGICALLY PLACED THROUGHOUT THE DISTRICT.
I DON'T SEE THAT BEING ADJUSTED VERY MUCH, BUT THERE IS THAT POSSIBILITY.
THE MEAL SERVICE FOR OUR FACE-TO-FACE STUDENTS WILL BE VERY SIMILAR TO WHAT IT IS DURING A REGULAR SCHOOL YEAR.
THE CAFETERIA, THERE WILL BE SOME ADJUSTMENTS FROM THE WAY THAT THE MEALS ARE PRESENTED.
I THINK THE MENUS WILL BE VERY SIMILAR TO WHAT THEY'RE USED TO.
HOWEVER, THE PORTIONS WILL NOT BE SERVED LIKE IN A PAPER BOAT CONTAINER AND THEN PLACED ON A TRAY WHERE EVERYTHING IS OPEN.
THE FOOD WILL BE FRESH AND PREPARED FRESH, HOWEVER, IT WILL BE PLACED INTO MORE OF AN INDIVIDUAL CONTAINER, SIMILAR TO A TO-GO BOX THAT YOU, THAT YOU MIGHT BE FAMILIAR WITH.
THOSE WILL LOOK A LITTLE BIT DIFFERENT.
THEN THE EATING LOCATIONS WILL VARY AS WELL, BASED UPON THE CAMPUS.
THE CAFETERIA SPACE, COMMONS AREAS, CLASSROOMS SPACE.
THOSE WILL BE DETERMINED AT THE CAMPUS AND THE [INAUDIBLE] DEPARTMENT WILL WORK WITH THEM.
THEN THEY WILL BE COMMUNICATING THAT WITH THE KIDS AND THE PARENTS AS APPROPRIATE.
WE SHARED THIS A NUMBER OF WEEKS AGO AS WELL, BUT OUR BUSES WILL RUN REGULAR ROUTES.
THEY'LL HAVE A REGULAR CAPACITY.
I THINK WITH THE NUMBERS THAT MS. BONSER AND DR. WILLIAMS HAVE ALREADY SHARED BEING THE 50-50 SPLIT THAT WE HAVE.
WE'RE GOING TO HAVE A NUMBER OF STUDENTS THAT ARE GOING TO BE VIRTUAL, AND NOT RIDING THE BUS.
I DON'T THINK THERE'S GOING TO BE ANY CAPACITY ISSUES ON THE MAJORITY OF OUR BUSES.
HOWEVER, JUST GETTING BACK TO THE FUNDAMENTAL COMMENT, THERE WILL BE THE REGULAR ROUTES THAT TYPICALLY RUN.
I DO WANT TO POINT OUT THE SAFETY PROTOCOLS.
THERE WILL BE A SPECIFIC BOARDING PROCESS FROM THE BUS STOPS.
WE HAVE SENT OUT, AND PROVIDED INFORMATION THAT WE WOULD LIKE FOR OUR PARENTS TO COMMUNICATE WITH THEIR CHILDREN ABOUT HOW TO SOCIALLY DISTANCE THERE AT THE BUS STOP.
DON'T BE SHARING DRINKS, DON'T BE PASSING EACH OTHER'S PHONES AROUND.
ALL THOSE KIND OF THINGS THAT KIDS TYPICALLY LIKE TO DO.
ALL THE WAY FROM HAND SANITIZERS WHEN THEY GET ON THE BUS, WE'LL HAVE SOME WINDOWS OPEN, HAVING SOME FRESH AIR CIRCULATE THROUGH.
THEN AFTER EACH TIER THE BUS DRIVERS WILL BE SPRAYING THE SEATS, ALLOWING THOSE TO BE SANITIZED UNTIL THEY GET TO THEIR NEXT TIER.
THEN WE WILL ALSO DO MORE OF EVEN A DEEPER CLEAN OUT AT THE TRANSPORTATION FACILITY AT LEAST ONCE OR TWICE A WEEK.
THAT'LL BE A PROCESS THAT WE HAVE IN PLACE.
THE TRANSPORTATION DEPARTMENT IS TARGETING AUGUST 17TH, TO HAVE ALL THE ROUTE INFORMATION AVAILABLE TO PARENTS AND STUDENTS, ON THE ROUTE-FINDER TOOL THAT'S ON THE DISTRICT WEBSITE.
IT'S USUALLY AVAILABLE A WEEK OR TWO BEFORE THE REGULAR SCHOOL YEAR STARTS.
THIS YEAR, THE 17TH, THAT'LL GIVE ALMOST THREE WEEKS AVAILABLE FOR PARENTS TO GO IN, AND LOOK AT MORE SPECIFIC INFORMATION ON THAT.
I JUST WANT TO POINT OUT A COUPLE OF THINGS, AND THE DIFFERENCE BETWEEN THE DAY CREW, NIGHT CREW.
OBVIOUSLY BOTH CREWS WILL BE HAVING THEIR TYPICAL NORMAL ROUTINES, AND THE CLEANING TASKS THEY ARE ASSIGNED EACH DAY.
[03:25:03]
THEN IN ADDITION TO THOSE TASKS, THE DAY CREWS, THEY WILL BE MAKING SURE AND GIVING SPECIAL ATTENTION TO THOSE HIGH-TOUCH, HIGH-TRAFFIC AREAS, MAKING SURE WE'RE KEEPING THINGS WIPED DOWN, MAKING SURE THAT THERE IS AN ONGOING CHECK THROUGHOUT THE SCHOOL DAY OF THE DISINFECTANTS, THE HAND SANITIZING STATIONS, THE SOAP, PAPER TOWELS, JUST THE THINGS THAT NEED TO BE AVAILABLE TO THE KIDS THROUGHOUT THE BUILDING.ALSO WORKING WITH CAMPUS ADMINISTRATORS, AND TEACHERS AS THEY NEED HELP, MAYBE REFILLING THEIR SPRAY BOTTLE THAT WE'LL HAVE IN THE CLASSROOM, ANY HAND SANITIZERS STATIONS THAT WE HAVE THROUGHOUT THE CAMPUSES, AND ALSO IN THE CLASSROOM, KEEPING THOSE STOCKED APPROPRIATELY.
THEN OUR NIGHT CREW, SAME THING, EXCEPT IN ADDITION TO THEIR REGULAR TASKS, THEY'LL BE FOCUSING ON THE DISINFECTING PART OF THE CLASSROOM AREAS, THE HIGH-TOUCH AREAS, THE HORIZONTAL SURFACES, REALLY GIVING THOSE RESTROOM AND AREAS OF A GOOD DISINFECTING.
THEN ONCE AGAIN RESTOCKING THE SUPPLIES, SO THAT THINGS ARE READY TO GO FOR THE FOLLOWING MORNING, AS THE SCHOOL DAY BEGINS.
THAT IS IT FOR THIS SPECIFIC AREA.
>> COUPLE OF QUESTIONS. REMIND ME, IT'S BEEN A LONG TIME SINCE I HAD A MIDDLE SCHOOL ATHLETE, DO OUR MIDDLE SCHOOL SQUADS GO OUT OUT DISTRICT, OR DO THEY JUST PLAY OTHER MIDDLE SCHOOLS WITHIN PLANE OF THE ISD?
>> WE ONLY COMPETE INTERNALLY, BECAUSE WE HAVE 13 SCHOOLS, AND WE HAVE NO NEED TO GO ANYWHERE OUTSIDE OF THE DISTRICT.
WE CONTROL ALL OF OUR SCHEDULES, ALL OF THOSE THINGS.
>> OKAY. WITH REGARD TO TRANSPORTATION FOR OUR BANDS AND DRILL TEAMS AND ATHLETES, ARE WE ALLOWING STUDENTS TO LEAVE DIRECTLY FROM THE FIELD? ARE THEY ON A PASS WE REQUIRE A BUS-BACK-TO-A-SCHOOL AFTER ACTIVITIES ARE OVER? ARE WE CONSIDERING THAT AS AN OPTION?
>> THAT REALLY IS ALREADY AVAILABLE, WHERE THERE IS AN ALTERNATE TRANSPORTATION FORM THAT STUDENTS AND PARENTS CAN FILL OUT.
WHAT YOU'RE TALKING ABOUT, THAT TYPICALLY HAPPENS FROM A GAME, WHERE A PARENT NEEDS TO GET THEIR CHILD TO ANOTHER ACTIVITY, AND OR IT'S JUST QUICKER FOR THEM TO GO AHEAD AND GET HOME SO THEY CAN GET STARTED ON SOME HOMEWORK SO THEY DON'T TAKE THE BUS BACK AND THERE'S A FORM FOR THAT.
ARE YOU TALKING ABOUT AFTER A PRACTICE, OR?
>> I'M REALLY TALKING ABOUT A GAME, I'M JUST TALKING OUT LOUD RIGHT NOW.
I DON'T KNOW IF THIS IS A REAL GOOD IDEA, BUT JUST TO LIMIT THE EXPOSURE IN A CONFINED BUS, AN ENTIRE BUS LOADED KIDS.
FOOTBALL TEAM OR A BAND OR A DRILL TEAM, IF THAT'S SOMETHING FOR THIS PARTICULAR FALL WE SHOULD CONSIDER, ALLOWING PARENTS TO JUST TAKE THEIR KIDS WITHOUT HAVING TO GO THROUGH A FORM PROCESS DIRECTLY FROM THE FIELD.
>> WE CAN DO THAT. MY RECOMMENDATION, AND I WOULD PROBABLY HEAR THE SAME FROM SOME OF MY COLLEAGUES.
IT'S REALLY NOT A VERY INVOLVED PROCESS, IT IS A PRETTY SIMPLE FORM, BUT WE HAVE TO HAVE SOME KIND OF RECORD-KEEPING AND ACCOUNTABILITY ON WHO'S WITH WHOM AND WHO'S TAKING WHOM, AND THAT THEIR CHILD IS GOING WITH THEIR PARENTS.
SO WE DON'T TRY TO SOLVE ONE PROBLEM AND CREATE FOUR MORE.
>> THAT'S WHY I SAID I WAS TALKING OUT LOUD, AND I DON'T KNOW IF IT'S A GOOD IDEA.
SO DON'T COMMIT TO ME THINKING I DON'T [LAUGHTER].
MAYBE IT'S A MATTER OF BETTER ADVERTISING, THAT THERE'S A FORM YOU CAN DO IF YOU HAVE CONCERNS.
>> THAT'S BEEN IN PLACE FOR A NUMBER OF YEARS, AND WE CAN CONTINUE TO TALK ABOUT THAT WITH OUR PARENTS AND TEAMS AND GROUPS.
>> I HAVE A QUESTION REGARDING CLEANING.
IT'S NICE TO HEAR THAT IN THE BUSES, WE CAN OPEN THE WINDOWS BETWEEN SHIFTS AND SPRAY THE SEATS.
WHAT I'M CONCERNED ABOUT IS WHEN YOU ARE INSIDE A SCHOOL, A CLASSROOM, YOU DON'T HAVE WINDOWS YOU CAN OPEN TO VENTILATE.
IN THAT CASE, ARE WE USING THE SAME CHEMICALS WE SPRAY THE BUS, TO SPRAY THE CLASSROOM? I DON'T WANT TO PICK A CURE THAT'S WORSE THAN THE DISEASE, YOU SEE WHAT I MEAN? IN CLEANING THE CLASSROOMS, ARE WE SURE THAT WE'RE PICKING THE LESSER EVIL? WITH THE CHEMICALS WE USE AND THE METHODS WE BELIEVE TO DISINFECT?
>> ALL OF THE DISINFECTING, WHETHER IT'S A CLEANING AGENT, OR IT JUST SANITIZES, OR IT JUST CLEANS,
[03:30:02]
FROM A DISINFECTANT STANDPOINT, THOSE ARE THINGS THAT WE WORK WITH OUR CUSTODIAL COMPANY ON, AS THEY USE THOSE THINGS ON THE CAMPUS.THE THINGS THAT WE PURCHASED SEPARATELY THAT WE WOULD USE ON BUSES AND WITH DIFFERENT FACILITIES, THOSE THINGS ARE SAFE TO USE, ESPECIALLY AFTER A CERTAIN AMOUNT OF TIME.
EVEN IN THE EVENING, THEY'LL BE SITTING OVERNIGHT AFTER THEY'D BEEN WIPED DOWN.
THERE SHOULDN'T BE ANY ANY KIND OF RESIDUE OR ANY PROBLEMS FROM THAT STANDPOINT.
>> HAVE WE EVER EXPLORED ANY IMPROVING OF AIR QUALITY THROUGH THE IMPROVEMENT OF THE H-VAC SYSTEM?
>> YEAH. I'M GOING TO DEFER TO RANDY ON THAT AND HE MIGHT TALK ABOUT THAT HERE IN HIS DISCUSSION.
THERE HAS BEEN SOME CONVERSATION ABOUT THAT, BUT IT'S A PRETTY INVOLVED TOPIC AS WELL.
I'M GOING TO NEED TO DEFER TO RANDY ON THOSE CONVERSATIONS, BECAUSE THAT'S MORE OF A FACILITY COMPONENT.
>> QUICK QUESTION. FOR BAND PARENTS, THEY SENT HOME EMAILS THAT DESCRIBE HOW THEY'RE GOING TO CONDUCT BAND.
MORE SOCIAL DISTANCING, MORE OUTSIDE, NOT ISSUING THE WOOL UNIFORMS. HAVE PARENTS IN OTHER EXTRACURRICULARS RECEIVED SIMILAR INFORMATION? HOW WILL THEY DO CHOIR? HOW WILL THEY DO THEATER? WILL YOU BE COVERING THAT LATER?
>> DURING THE SCHOOL DAY, YOU'RE TALKING ABOUT?
>> THAT OTHER INFORMATION THAT'S GONE OUT, FROM MY UNDERSTANDING, HAS BEEN MORE FROM A PERFORMING STANDPOINT, THE UNIFORMS, SPECIFICALLY MARCHING BAND.
THERE WILL BE SOME INFORMATION THAT INDIVIDUAL PROGRAMS SHOULD BE SENDING OUT, AND CAN SHARE ON, WHAT THEIR CLASSROOM ENVIRONMENT WILL LOOK LIKE.
I'LL WORK WITH CATHY CATTERSON AND HER TEAM ON ALLOWING IT TO HAPPEN.
>> WILL PARENTS HAVE ANY TIME TO START MAKING SOME DECISIONS ABOUT IN-PERSON VERSUS REMOTE?
>> WE CAN DO OUR BEST TO MAKE THAT HAPPEN.
I'LL NEED TO GO BACK AND LOOK AT THE MOST RECENT INFORMATION.
WE MADE SOME UPDATES IN THE MANUAL AND I'LL GO BACK AND DOUBLE-CHECK AND SEE HOW INCLUSIVE THAT IS TO TOUCH ON.
>> THEN THE NEXT ITEM IS ON PERSONAL PROTECTION EQUIPMENT OR PPE.
THIS IS AN AREA THAT MANY DEPARTMENTS HAVE BEEN COLLABORATING ON, ESPECIALLY OVER THE LAST SEVERAL WEEKS AND IS DEFINITELY AN AREA THAT WE'RE PUTTING A LOT OF FOCUS ON.
IT'S ALSO AN ITEM THAT WE TALKED ABOUT EARLIER IN THE BOARD MEETING WHEN THE BOARD AWARDED SOME BIDS FOR US TO PURCHASE THIS ADDITIONAL PPE.
WE ALSO TALKED ABOUT THE TEA ALLOCATIONS THAT WE RECEIVED ON MANY OF THESE ITEMS THAT WE'RE NOW IN THE PROCESS OF SUPPLEMENTING WITH LOCAL FUNDS.
SOME OF THESE AREAS IN PARTICULAR, ARE MASKS OF EVERY STUDENT.
EVERY STAFF MEMBER WILL, OR HAS RECEIVED, A REUSABLE MASK.
AND ALSO ON FACE SHIELDS, EVERY CAMPUS STAFF MEMBER WILL RECEIVE AN ADULT FACE SHIELD, ALSO ALL STUDENTS IN SECOND-GRADE OR BELOW WILL RECEIVE A CHILD'S FACE SHIELD.
HAND SANITIZER HAS BEEN DISTRIBUTED, AND THAT WILL BE IN EVERY CLASSROOM, THEN ALSO ENHANCED HAND SANITIZERS AND HAND-WASHING ON CAMPUSES.
DESK DIVIDERS IS SOMETHING THAT WE WORKED ON A LOT OVER THE LAST WEEK OR SO.
WE'RE IN THE PROCESS OF ORDERING A SIGNIFICANT NUMBER OF DESK DIVIDERS.
WHAT OUR GOAL IS, AT THIS POINT IS, ANYTIME THAT WE HAVE MULTIPLE STUDENTS AT ONE DESK OR ONE TABLE, THAT WE'VE GOT SOME TYPE OF DIVIDER TO SEPARATE THOSE STUDENTS.
OF COURSE, WHERE WE HAVE SINGLE DESKS, WE'RE GOING TO TRY TO SPREAD THOSE OUT IN THE CLASSROOM AS MUCH AS POSSIBLE TO SEPARATE STUDENTS.
A COUPLE OF THINGS ON DESKS, ONE IS A LOT OF OUR ELEMENTARY SCHOOLS HAVE DOUBLE DESKS, AND AT FIRST WE THOUGHT THAT WAS A BAD THING.
AS WE'VE CONTINUED TO WORK ON THAT PLAN, WE'VE FIGURED OUT THAT WE CAN PUT STUDENTS ON OPPOSITE SIDES AND OPPOSITE ENDS OF THOSE DOUBLE DESKS.
THEN WE WERE PURCHASING DIVIDERS TO GO IN THE MIDDLE, WHAT IT'S ALLOWING US TO DO, IS HAVE BETTER DISTANCING BETWEEN THOSE GROUPS OF TWO STUDENTS WITHIN A CLASSROOM THAT DOES HAVE THE DOUBLE DESK.
[03:35:02]
WE'VE ACTUALLY TAKEN THAT CONCEPT TO OUR ELEMENTARY CAMPUSES AND DID SOME CONFIGURATION ON THAT YESTERDAY.IF YOU TAKE TWO DOUBLE DESKS AND YOU PUT THEM TOGETHER SIDE-BY-SIDE GOING OPPOSITE DIRECTIONS, AND THEN YOU PUT A DIVIDER IN BETWEEN, NOW WE CAN GET BETTER SOCIAL DISTANCE BETWEEN THOSE PODS OF DESKS.
BUT WE ALSO HAVE A SHIELD BETWEEN THE STUDENTS THAT ARE SITTING IN CLOSE PROXIMITY.
ON ROUND TABLES, WE PLACED AN ORDER TODAY.
IT'S ALMOST LIKE AN X THAT WOULD GO SO YOU COULD PUT FOUR STUDENTS THAT HAVE DIVIDERS GOING ACROSS, THAT ALSO LOOKS LIKE IT'S GOING TO WORK ON SOME OF OUR RECTANGLE TABLES.
AGAIN, WE'RE CONTINUING TO WORK ON THE DETAIL OF THAT.
BUT WE'RE REALLY WORKING TO TRY TO SEPARATE STUDENTS THAT WE CAN'T SEPARATE DUE TO SPREADING OUT TABLES.
WHERE CAN WE EVEN PUT FOUR DESK TOGETHER, MAYBE, AND PUT ONE OF THESE X'S ON IT SO WE CAN SOCIALLY DISTANCE? BUT FOR STUDENTS THAT ARE CLOSE, WE HAVE THE DESK DIVIDERS.
THAT CONTINUES TO BE A WORK IN PROGRESS.
ALSO EVERY CLASSROOM WILL HAVE SPRAY SANITIZER WHEN THE TEACHER WANTS TO USE THAT.
OF COURSE CUSTODIANS ARE GOING TO BE CLEANING AFTER HOURS, BUT ANYTHING DURING THE DAY THAT THE TEACHER WANTS TO ENHANCE, THEY'RE GOING TO HAVE THE PRODUCT TO DO THAT.
THESE ARE THE MAIN PPE ITEMS THAT WE'RE BRINGING TO TALK ABOUT TONIGHT.
ALSO CAMPUS DISTRIBUTION, WE'RE WORKING WITH DR. COOPER'S GROUP ON DISTRIBUTING ALL THESE ITEMS OUT TO CAMPUSES, AND ALSO PURCHASING IS IN THE PROCESS.
AND AGAIN, WITH THE BID THAT YOU ORDERED TONIGHT, TO TRY TO STOP THE WAREHOUSE AS BEST WE CAN SO THAT WE HAVE GOOD REPLENISHMENT OF ALL THESE PRODUCTS.
>> SO FOR SPECIAL ED TEACHERS THAT HAVE SPECIAL EXACT NEEDS, GIVEN THE KIND OF STUDENTS THAT THEY HAVE, HOW ARE WE TAKING THAT INTO CONSIDERATION? ALSO, THERE'S A LOT OF TEACHERS THAT ARE BUYING THEIR OWN EQUIPMENT AND HOW DOES THAT WORK IN TO MAKE SURE THAT EVERYBODY HAS THAT EQUAL KIND OF PROTECTION?
>> YES, ON SPECIAL ED AND IN SOME OF THOSE SPECIFIC AREAS WE ARE HAVING TO REFINE THAT PLAN.
FOR EXAMPLE, WE MAY HAVE SPECIAL ED STUDENTS THAT AREN'T ABLE TO WEAR A MASK AND SO THEY MAY HAVE FACE SHIELDS.
IN SOME OF THOSE CLASSES WE SHOULD HAVE THE OPPORTUNITY ALSO TO HAVE BETTER SOCIAL DISTANCING, YOU JUST HAVE TYPICALLY LESS STUDENTS IN THE CLASSROOM.
SO REALLY, EVERY CLASSROOM IS GOING TO HAVE DIFFERENT DYNAMICS, ESPECIALLY IN SPECIAL ED AS YOU KNOW.
BUT THOSE ARE ALL CONSIDERATIONS THAT WE'RE LOOKING AT.
AS FAR AS TEACHERS BUYING THEIR OWN, OF COURSE WE'RE NOT AWARE OF NECESSARILY WHAT'S GOING ON THERE.
WE'RE COMMUNICATING WHAT OUR PLANS ARE AND SO WE HOPE THAT WHEN TEACHERS SEE WHAT WE'RE GOING TO BE PROVIDING, THAT THAT'S GOING TO MAKE THEM FEEL MORE AT EASE ON WHAT THEIR NEEDS ARE.
BUT YEAH, RIGHT NOW I DON'T HAVE A FEEL FOR WHAT'S BEING PURCHASED, SO I REALLY DON'T KNOW HOW TO COMMENT ON THAT.
>> THEN DR. WILLIAMS, BACK TO YOUR QUESTION EARLIER ON AIR AND AIR FILTRATION, THAT'S SOMETHING WE'VE BEEN STUDYING.
I DON'T KNOW THAT I HAVE THE FINAL ANSWER ON THAT AT THIS POINT.
WHAT I WILL TELL YOU IS, THE VIRUS IS A VERY SMALL, SMALL VIRUS, LIKE A 0.1 MICRON.
IT TAKES AN EXTREMELY HIGH END FILTER TO TRY TO PICK UP SOMETHING EVEN CLOSE TO THAT SMALL, AND SO WHEN YOU GET INTO THINGS LIKE HOSPITALS AND ALL THEY'RE ABLE TO RUN A MUCH HIGHER GRADE FILTER, BECAUSE THEIR SYSTEMS WERE DESIGNED TO RUN A VERY DENSE FILTER IN IT.
SO WHAT YOU RUN INTO SOMETIMES IS, IF YOU TAKE A SYSTEM THAT WASN'T DESIGNED TO RUN A VERY DENSE FILTER, AND THEN YOU TRY TO PUSH THE REGULAR AMOUNT OF AIR THROUGH IT, YOU CAN EITHER BLOW THE DUCTWORK APART, THE FAN WON'T PULL THE AIR THROUGH IT, AND SO YOU RUN INTO OTHER TECHNICAL ISSUES.
SO WE'VE BEEN WORKING WITH THE MANUFACTURERS, THE TRAINS, THE CARRIERS, THOSE THAT HAVE MANUFACTURED OUR UNITS, AND GETTING GUIDANCE FROM THEM ABOUT WHAT TYPE OF FILTERS OUR UNITS CAN EVEN SUPPORT, AND IF WE GO TO THE HIGHER GRADES THAT OUR UNITS CAN SUPPORT, IS IT EVEN A STRONG ENOUGH FILTER THAT IT MADE ANY DIFFERENCE? AND SO WE'RE ON THE ROTATION,
[03:40:01]
AND HAVE BEEN ON THIS, THAT WE REPLACE FILTERS EVERY THREE MONTHS OR FOUR TIMES A YEAR.EVERY FILTER IN THE DISTRICT HAS BEEN REPLACED SINCE STUDENTS WERE LAST WITH US IN MARCH, AND SO WE'LL CONTINUE THAT, BUT WE ARE STRUGGLING WITH WHERE IS THE COST BENEFIT THERE, AND WHAT ARE THEY EVEN CAPABLE OF PULLING AIR THROUGH, BECAUSE OUR SYSTEMS WEREN'T DESIGNED HOSPITAL GRADE BACK WHEN ALL OUR CAMPUSES WERE DESIGNED, AND SO WE'RE GETTING DIFFERENT INFORMATION.
I WILL TELL YOU THAT WHAT WE'RE LEARNING FROM RESEARCH, IS IT'S VERY CHALLENGING TO TAKE REGULAR UNITS AND TRY TO FILTER OUT A 0.1 MICRON VIRUS, SO THAT'S WHERE WE'RE AT, BUT WE'RE GOING TO CONTINUE TO RESEARCH THAT AND SEE IF THERE'S ANY IMPROVEMENTS WE CAN MAKE THAT WILL MAKE A SIGNIFICANT DIFFERENCE.
OKAY, AND THAT'S ALL ON PPE UNLESS THERE'S ANY MORE QUESTIONS?
>> CAN I ASK ONE QUESTION? IT'S ANGELA.
CONCERNING MASKS AND FACE SHIELDS, I KNOW THAT WE'RE GOING TO SUPPLY FOR THE ELEMENTARY KIDS, WHAT ARE WE DOING FOR THE HIGH SCHOOL KIDS? [OVERLAPPING].
>> YEAH, SO ANGELA, ALL STUDENTS ARE GOING TO RECEIVE A MASK.
>> A REUSABLE MASK AND THEN OF COURSE, AS DR. WILLIAMS TALKED ABOUT EARLIER, WE ENCOURAGE PARENTS TO PROVIDE ANY ADDITIONAL MASKS, AND I THINK WE'VE ALL GOT A STASH OF THEM GOING AROUND NOW, THEY'RE IN OUR CARS AND AT HOME AND AT WORK AND I'M SURE THAT MANY OF OUR STUDENTS WILL HAVE THAT AS WELL.
ACTUALLY TEA ALLOCATED ONE PER STAFF MEMBER AND ONE PER STUDENT, AND SO WE'RE GOING TO GO AHEAD AND DISTRIBUTE THOSE OUT AND THEN WE'RE PURCHASING ADDITIONAL JUST FOR WHEN NEEDED.
>> THEN THE MASK THAT THEY'RE GETTING IS GOING TO BE REUSABLE SO IT'S NOT GOING TO BE ONE OF THOSE DISPOSABLE ONES?
>> NO. TEA ALSO SENT US DISPOSABLE, SO WE'LL USE THOSE WHERE WE NEED TO SUPPLEMENT, BUT THE STANDARD ISSUE WILL BE A REUSABLE MASK FOR STAFF AND THE STUDENTS.
>> WELL, GOOD EVENING EVERYBODY.
I KNOW THE HOUR IS LATE, SO I'LL TRY TO KEEP THIS BRIEF.
THERE'S A LOT GOING ON IN STUDENT FAMILY COMMUNITY SERVICES.
FIRST, LET'S TALK ABOUT OUR COUNSELORS.
OUR COUNSELORS ARE ALL BACK AT WORK AND THEY HAVE BEEN TASKED WITH GETTING IN CONTACT WITH EVERY SINGLE STUDENT, CHECKING IN ON THEIR NEEDS, THEIR WELL-BEING, MAKING SURE THEY HAVE THE TECHNOLOGY THEY NEED, INCLUDING HOTSPOTS, AND VERY SOON WE'LL BE MAKING SURE THAT THEIR SCHEDULES ARE CORRECT AND GETTING THEM OFF TO A GREAT FIRST DAY OF SCHOOL.
OUR HIGH SCHOOL STUDENTS CAN FIND SOME VERY UPDATED INFORMATION ON OUR WEBSITE, PERTAINING TO COLLEGES, COLLEGE FAIRS, SAT, ACT, THE ADMISSION PROCESS, AND HOW TO GET REFERENCE LETTERS.
OUR COUNSELORS ARE ALSO GOING TO SET UP SOME ZOOM MEETINGS.
I DON'T HAVE DATES FOR THIS, THEY DON'T EVEN HAVE DATES FOR THIS, BUT WE'LL HAVE SOME FORUMS FOR OUR SENIORS ON HOW TO GET MORE INFORMATION AND WHAT THEY SHOULD BE DOING AT CERTAIN TIMES OF THE YEAR TO GET READY FOR THE COLLEGE PROCESS.
>> WE'RE VERY EXCITED ABOUT OUR MONTHLY SOCIAL EMOTIONAL LEARNING ACTIVITIES AND INFORMATION AND LESSONS THAT WE HAVE.
THOSE ARE ALWAYS UPDATED EVERY SINGLE MONTH.
THEY'VE BEEN GOING ON REALLY EVEN BEFORE COVID, AND WE'RE SO PROUD OF THOSE, WE'RE KEEPING THOSE UPDATED FOR EVERYONE, INCLUDING PARENTS AND STUDENTS.
>> JUST THIS WEEK WE HIRED A NEW DIRECTOR FOR MTSS AND 504.
THIS IS A NEW POSITION FOR OUR DISTRICT AND SO WE'RE EXCITED TO HAVE SOMEBODY WITH THE FOCUS ON 504 AND MTSS.
THEY'RE AT WORK WITH HER ALREADY, LOOKING AT THE PROCESSES THAT WE HAVE IN PLACE FOR THIS UPCOMING SCHOOL YEAR AND WE PLAN TO CONTINUE MOST OF THE ACCOMMODATIONS FOR 504, MOST CAN BE DONE REMOTELY.
AS A MATTER OF FACT, SOME OF THOSE ARE EVEN BETTER WHEN DONE REMOTELY, AND SO IN THE PARENT MANUAL WE HAVE A SORT OF A SIDE BY SIDE MANUAL THAT GOES OVER WHAT ACCOMMODATION YOUR STUDENT IS RECEIVING, AND WHAT THAT LOOKS LIKE IN OUR REMOTE ENVIRONMENTS.
I THINK PARENTS FIND THAT VERY HELPFUL.
>> THE BIG TOPIC REALLY FOR OUR TEACHERS AND ME LAST MONTH HAS BEEN ATTENDANCE.
[03:45:03]
SO I'M GOING TO TRY TO SUMMARIZE ATTENDANCE AS BEST AS I CAN.FOR THE FIRST FOUR WEEKS WE'LL ALL BE ON REMOTE SCHOOL AT HOME.
TEACHERS WILL TAKE ATTENDANCE AS THEY ALWAYS HAVE.
THEY'LL TAKE IT EVERY SINGLE PERIOD; IF YOU'RE A SECONDARY TEACHER YOU'LL TAKE IT EVERY SINGLE DAY; IF YOU'RE A ELEMENTARY TEACHER AND THERE'LL BE CUTOFFS; SO THE ATTENDANCE HOUR FOR ELEMENTARY SCHOOL WILL BE ABOUT 10 O'CLOCK IN THE MORNING, AND FOR SECONDARY SCHOOLS WILL BE ABOUT 3:00 P.M.
THE CHALLENGE IS THAT IF YOU HAVE AN ASYNCHRONOUS DAY, YOU COULD HAVE A STUDENT THAT MAY BE LOGGED ON AT 7:00 P.M., 8:00 P.M., 9:00 P.M., 11:30 P.M., BUT ATTENDANCE WAS ALREADY TAKEN, AND SO FOR THAT WE WILL HAVE TEACHERS, THE NEXT DAY THEY CAN PRINT OFF A REPORT FROM THE WEBDESK AND THAT'S WHY IT'S VERY IMPORTANT, PLEASE HELP SPREAD THE WORD.
IT'S VERY IMPORTANT THAT STUDENTS ACCESS OUR APPLICATIONS, EVEN GOOGLE CLASSROOM, VIA THE PLANO ISD WEBDESK.
WHEN THEY DO THAT WE HAVE A RECORD OF WHEN THEY LOGGED IN, HOW LONG THEY WERE LOGGED IN, WHAT THEY VIEWED, AND EVERYTHING ELSE.
THAT IS WHAT WE'LL USE FOR OUR PRIMARY PIECE OF EVIDENCE FOR ATTENDANCE.
ALL OF THAT IS TO SAY, IF I TOOK MY ATTENDANCE, I'M A HIGH SCHOOL TEACHER, I TOOK MY ATTENDANCE AT THREE O'CLOCK, THE NEXT DAY I CAN RECONCILE MY ATTENDANCE BECAUSE I'LL HAVE A REPORT OF WHO LOGGED IN AFTER THREE O'CLOCK BUT BEFORE MIDNIGHT.
ALL OF THOSE INSTRUCTIONS ARE IN OUR PARENT MANUAL THAT'S BEEN PUBLISHED, AND THEN TOMORROW WE PLAN TO SEND THOSE VERY DETAILED INSTRUCTIONS TO OUR TEACHERS.
ONE LAST THING ABOUT ATTENDANCE, I'M PRETTY EXCITED ABOUT THIS.
THEORETICALLY, WE SHOULD SEE AN ATTENDANCE INCREASE, THEORETICALLY, BECAUSE THERE IS NO REASON YOU CAN'T LOG IN AT SOME POINT OF THE DAY AND DO TEACHER ASSIGNED LEARNING.
I'M SAYING THAT SPECIFICALLY, TEACHER ASSIGNED LEARNING, BECAUSE YOU JUST CAN'T LOG IN AND JUST SURF AROUND OUR WEBSITE, YOU HAVE TO DO TEACHER ASSIGNED LEARNING.
SO THERE'S NO REASON WE SHOULD NOT HAVE GREAT ATTENDANCE, SO I'M VERY ANXIOUS TO SEE HOW THAT TURNS OUT.
OUR ATTENDANCE GUIDELINES, JUST SO YOU KNOW, ARE ALIGNED TO TEA IN OUR TEA ADA ACCOUNTABILITY, SO WE DO EXPECT FULL FUNDING FOR ALL OF OUR ATTENDANCE GUIDELINES THAT WE HAVE.
>> TOMORROW'S A BIG DAY, TOMORROW OUR CHILDCARE CENTERS ARE OPENING UP AND SO WE'LL BE SERVING ABOUT 100 STUDENTS, 100 EMPLOYEE CHILDREN IN OUR EMPLOYEE CHILDCARE CENTERS.
WE HAVE THREE OF THOSE, AND THEN WE'RE GOING TO SERVE ABOUT 263 CHILDREN IN OUR TEMPORARY STAFF CHILDREN SUPERVISION SITES.
THOSE WE JUST PUT TOGETHER FOR THIS, PRETTY MUCH THE MONTH OF AUGUST, SO OUR STAFF CAN KNOW THEIR CHILDREN ARE SAFE WHILE THEY'RE GETTING READY TO START SCHOOL.
SO ABOUT 400 KIDS WE'LL BE SERVING STARTING TOMORROW AND THOSE WILL ALL BE OUR STAFF CHILDREN AND SO WE'RE EXCITED TO WELCOME THEM AND WE'RE CONFIDENT THAT WE HAVE SAFE ENVIRONMENTS TO WELCOME THEM TO SCHOOL.
THANK YOU VERY MUCH FOR APPROVING THE UPDATED STUDENT CODE OF CONDUCT.
ONE SIGNIFICANT CHANGE IN THE STUDENT CODE OF CONDUCT, IS THAT WE DO HAVE SOME GUIDELINES ABOUT WEARING FACE MASK AND BEING APPROPRIATE WITH ALL PPE.
SO THERE WILL BE SOME CONSEQUENCES IF STUDENTS ARE BEING FOOLISH AND EITHER NOT WEARING THEIR FACE MASKS WHEN THEY WERE ASKED TO OR WHEN THEY WERE EXPECTED TO.
OR STUDENTS DOING FOOLISH THINGS, MOVE AROUND COUGHING AND SNEEZING ON PEOPLE OR OTHER THINGS COULD BE AS SERIOUS AS AN ASSAULT AND SO WE HAVE ALL OF THAT IN OUR STUDENT CODE OF CONDUCT AND THANK YOU FOR APPROVING THAT TONIGHT.
YOU ALSO PROVED TONIGHT, SORRY TO GO BACK TO ATTENDANCE.
YOU ALL KNOW THAT WE APPROVE PARENT LETTERS THROUGH EMAILS, SO WE APPRECIATE THAT.
OUR PTA HAS BEEN VERY SUPPORTIVE.
WE'VE BEEN WORKING WITH THEM, THEY'VE BEEN WORKING WITH US.
[03:50:01]
WE'VE GIVEN THEM SOME GUIDANCE ON HOW INVOLVED TO BE WITH OUR CAMPUSES AND WHEN WE WANT THEM THERE AND WHEN WE REALLY DON'T WANT THEM THERE, AND THEY'VE BEEN VERY GRACIOUS TO RESPECT ALL OF THAT.AND SO YOU SHOULD SEE MOST OF OUR PTA AT DISTRIBUTION DROP OFF OR PICK UP DAYS.
AND THEY'LL BE THERE TO DISTRIBUTE SOME OF THEIR SCHOOL SUPPLIES AND THINGS THAT PARENTS ORDER THROUGH THEM.
AND LASTLY, WE ARE WORKING WITH OUR PTA AND THE COMMUNICATIONS DEPARTMENT TO PRODUCE A PARENT GUIDE TO SUPPORT YOUR AT HOME LEARNER.
AND MORE ABOUT THAT WILL BE COMING SOON.
I THINK WE'RE GOING TO DISTRIBUTE THAT SORT OF BITE SIDES PIECES, SORT OF LIKE TWITTER SIZED PIECES FOR OUR PARENTS ON A DAILY BASIS.
THAT'S IT FROM STUDENT, FAMILY, AND COMMUNITY SERVICES.
>>I HAVE A QUESTION. THIS IS ANGELA POWELL.
CONCERNING COUNSELING AND GUIDED SUPPORT.
SO SINCE IT'S GOING TO BE VIRTUAL, WOULD STUDENTS AND PARENTS BE ALLOWED TO CALL THE COUNSELORS, WOULD THEY BE IN THEIR OFFICES OR IS IT ALL ON EMAIL?
>>YES. THEY WILL BE ABLE TO CALL THEIR COUNSELORS.
I CAN'T TELL YOU THAT THEIR SPECIFIC COUNSELOR WILL ALWAYS BE IN THEIR OFFICE.
BUT IF THEY'RE NOT IN THE OFFICE, YES EMAIL WILL BE AVAILABLE.
WHAT TIME OF DAY OR TIME OF THE NORMAL SCHOOL DAY, MORE THAN LIKELY TO HAVE A COUNSELOR AVAILABLE.
IF IT'S OUTSIDE OF THE SCHOOL DAY, WERE WORKING, STILL DON'T HAVE IT FIGURED OUT YET TO SORT OF HAVE A EXTENDED COUNSELOR LINE AVAILABLE FOR OUR STUDENTS.
>>OKAY. OKAY. WELL, THANK YOU.
>>HEY, COURTNEY. THIS IS DAVID, ON THE ATTENDANCE COMPONENT.
DOES THE TEA GUIDANCE, DOES THAT REQUIRE EITHER A SPECIFIC TIME TO GAUGE ATTENDANCE OR SAME DAY ATTENDANCE.
THE REASON I'M ASKING IS, YOU MENTIONED THAT TEACHERS WOULD BE ABLE TO PRINT OUT THE FOLLOWING DAY AND SEE WHO LOGGED IN LATE.
IS THERE A WAY FOR US TO NOT TAKE ATTENDANCE FOR TUESDAY UNTIL SAY WEDNESDAY MORNING AT EIGHT O'CLOCK AND JUST DO A ONETIME?
>>YES. WE TALKED ABOUT THAT A LOT.
THANK YOU FOR ASKING THAT QUESTION.
I'M JUST ENTHUSED THAT SOMEBODY ELSE IS AS PASSIONATE ABOUT ATTENDANCE AS I AM.
WE WANT A MECHANISM TO ALERT PARENTS THAT YOUR CHILD DID NOT ATTEND SCHOOL OR LOG IN.
AND THAT MECHANISM RIGHT NOW IS OUR SCHOOL MESSENGER.
SO BY HAVING ELEMENTARY HAVE A TEN O'CLOCK TIMELINE, IF I HAVE A FIRST GRADER AND MY TENTH GRADERS AT HOME TAKING CARE OF THAT FIRST GRADER.
WHILE I'M AT WORK, IT'D REALLY BE BY 11 O'CLOCK THE MESSENGER WILL GO OUT.
OR YOU CAN CHECK YOUR PARENT PORTAL AND SEE THAT YOUR CHILD WAS ABSENT.
I THINK THE ACTUAL MESSAGE OR MESSAGE GOES OUT AT 6 PM THAT NIGHT.
I SEE DAN ARMSTRONG, LOOKING AT ME BIG EYES, I HAD TO FIX THAT, SO YES.
SO WE WANT A MECHANISM THAT ALERTS PARENTS THAT THEIR CHILD WAS NOT AT SCHOOL.
AND WE WANT THAT MESSAGE TO GO OUT BEFORE MIDNIGHT BECAUSE NOW THEY HAVE TIME TO RECONCILE THAT ABSENCE.
THUS, THEORETICALLY WE SHOULD HAVE BETTER ATTENDANCE.
>>I APPRECIATE THAT, AND THERE'S THE PARENT OF A SENIOR WHO HAD SEVERE SENIORITIS LAST SPRING [LAUGHTER].
I CAN TELL YOU THAT, THAT IS A GOOD IMPROVEMENT TO LAST SPRING'S ONLINE LEARNING ATMOSPHERE.
>>SO THAT'S IN THE WORKS [LAUGHTER].
WHEN IT CONCERNS ATTENDANCE IN THE CLASSES, WHAT HAPPENS IF A STUDENT'S ONLY ATTEND HALF OF THE CLASSES FOR THE DAY AND THEY SKIP THE OTHER HALF BECAUSE WE'RE NOT GOING TO KNOW. HOW DID WE CATCH THAT?
>>I'M ASSUMING YOU'RE TALKING ABOUT SECONDARY STUDENTS?
>>YES. SECONDARY HIGH SCHOOLERS.
SECONDARY STUDENTS ARE GOING TO BE HELD ACCOUNTABLE FOR EACH AND EVERY PERIOD.
AND I'M GLAD YOU ASKED THAT BECAUSE I FORGOT TO TELL YOU THAT THE 90 PERCENT ATTENDANCE RULE IS STILL IN EFFECT.
WHICH MEANS A STUDENT NEEDS TO ATTEND EACH CLASS, 90 PERCENT OF THE TIME IN ORDER TO RECEIVE CREDIT IN THAT CLASS DESPITE WHAT THEIR GRADES IS.
[03:55:02]
GREAT QUESTION AND THAT IS FILLED OUT IN OUR PARENT MANUAL.BUT NOW THAT YOU ARE ASKING, I MIGHT HAVE TO GO BACK AND PUT SOME BOLD AND UNDERLINED ON THAT.
>>CAN I TAKE THAT A STEP FURTHER?
>>IN TERMS OF OUR SECONDARY STUDENTS, LET'S SAY A SENIOR HIGH SCHOOL STUDENT, LET'S SAY THEY'VE GOT THE SYNCHRONOUS LEARNING IN THE MORNING, AND THEN THEY HAVE THE LUNCH BREAK AND THEN THEY HAVE THE ASYNCHRONOUS IN THE AFTERNOON.
IF THEY'RE ABLE TO COMPLETE THE ASSIGNMENTS THAT ARE THERE FOR ASYNCHRONOUS IN THE AFTERNOON, LET'S SAY BEFORE 12:00 PM OR BEFORE ONE O'CLOCK.
IS THERE ANY EXPECTATION THAT THEY NEED TO BE CHECKING IN WITH THE TEACHER OR DOING ANY KIND OF THING FOR ATTENDANCE FOR THAT SECOND HALF OF THE DAY?
>>NO. IF IT'S ASYNCHRONOUS, AS LONG AS IT'S DONE WITHIN THAT 24-HOUR BAND, THEY'RE GOOD.
I DON'T WANT TO TALK ATTENDANCE, I COULD TALK IT ALL NIGHT IF YOU GUYS WANT.
I DON'T WANT TO GIVE ONE EXAMPLE.
THIS IS FOR OUR OVER ACHIEVING KIDS.
THE TEACHERS WILL BE GIVEN THEIR WEEK AT A GLANCE, YOU HEARD DR. WILLIAMS TALKED ABOUT THAT EARLIER.
SO HERE'S SOMETHING WE NEED TO CAUTION ANYBODY ABOUT BECAUSE IT WILL AFFECT THEIR ATTENDANCE.
IF YOU WERE TO GET ON MONDAY AND YOU CAN SEE MONDAY THROUGH FRIDAY, ALL THE THINGS THAT YOU'RE REQUIRED TO DO ASYNCHRONOUSLY.
YOU GOT ALL THOSE THINGS DONE ON MONDAY NIGHT.
YOU WOULD BE PRESENT ATTENDANCE WISE ON MONDAY.
BUT IF YOU NEVER LOGGED IN AGAIN, TUESDAY THROUGH FRIDAY, EVEN THOUGH YOU MIGHT HAVE DONE THE ASSIGNMENTS FOR TUESDAY THROUGH FRIDAY.
ATTENDANCE IN A VIRTUAL SETTING, ACCORDING TO TEA IS NOT ABOUT DOING THE WORK, IT'S ABOUT BEING ENGAGED DAILY IN LEARNING.
THAT'S SOMETHING, I KNOW WE SPELLED OUT IN THE PARENT MANUAL.
I THINK I EVEN DID A GRAPHIC WITH AN EXAMPLE OR A CHART WITH AN EXAMPLE, WE'LL MAKE SURE OUR TEACHERS COMMUNICATE THAT OVER, COMMUNICATE THAT TO OUR STUDENTS.
>> DR. GILBERT, WE WANTED TO TAKE JUST A STEP FURTHER BECAUSE YOU MENTIONED THE 90 PERCENT RULE.
IF IT'S A STUDENT DID DO WHAT YOU SAID, DID ALL THE WORK ON MONDAY WOULD MERELY LOGGING INTO THE PLATFORM ON TUESDAY SATISFIED OR REALLY ALSO NEED TO LOGIN TO THAT PARTICULAR CLASS ON THE PLATFORM TO GET ATTENDANCE FOR THAT CLASS.
>>I'M ASSUMING WE'RE ALL TALKING ABOUT SECONDARY STUDENTS.
>>THAT'S WHAT I'M TALKING ABOUT, YES.
>>SO MERELY LOGGING IN AND LOGGING OUT WOULD NOT SUFFICE.
AND THE TEACHER WOULD KNOW THAT BECAUSE IT TELLS THEM HOW LONG THEY WERE LOGGED IN AND WHAT THEY WERE LOGGED IN TO.
SO FOR EXAMPLE, IF I'M THE SIXTH PERIOD MATH TEACHER AND MY CLASS ON THIS DAY WAS AN ASYNCHRONOUS SETTING, WHICH MEANS I DIDN'T MEET WITH YOU SCREEN TO SCREEN.
BUT I ASSIGNED YOU TO WORK ON SOME KHAN ACADEMY SOMETHING OR ANOTHER.
BUT YOU LOGGED INTO THE NATIONAL GEOGRAPHIC VIDEO ON HUMPBACK WHALES.
THAT TEACHER'S GOING TO MARK YOU ABSENT.
[BACKGROUND] BECAUSE YOU DID NOT DO THE TEACHER ASSIGNED LEARNING FROM THAT CLASS, WHICH WAS ACADEMY MATH OR WHATEVER, MY EXAMPLE.
>>SO THERE'S NOT MUCH INCENTIVE FOR STUDENTS TO TRY TO KNOCK OUT ALL OF THEIR ASYNCHRONOUS LEARNING IN A SINGLE DAY?
>>I'D LIKE TO DO A TIME CHECK VERY QUICKLY.
I THINK THIS PRESENTATION WAS SLATED TO LAST ABOUT AN HOUR, NOW WE'RE AN HOUR AND 40 MINUTES IN AND WE'VE GOT PROBABLY HALF THE PRESENTATION'S STILL TO GO.
SO IF I COULD ASK MY COLLEAGUES THAT WE TYPICALLY DON'T HOLD QUESTIONS TO THE END.
BUT THAT MIGHT BE A METHODOLOGY WE'D LIKE TO USE FOR THIS ONE BECAUSE SOME VERY IMPORTANT INFORMATION STILL TO COME IN THE SECOND HALF OF THIS PRESENTATION.
SO I JUST WANT TO MAKE SURE THAT WE'RE ALL VERY CONSCIOUS OF TIME.
I KNOW OUR LAST MEETING ACTUALLY SPANNED TWO DAYS.
I WAS HOPING THIS ONE WOULDN'T [LAUGHTER] SO IF I COULD JUST ASK FOR EVERYONE'S INDULGENCE.
>> ALL RIGHT. THEN, I'M GOING TO MOVE US INTO TECHNOLOGY SERVICES.
YOU HEARD A LITTLE BIT EARLIER FROM THERESA
[04:00:03]
REGARDING EVERYTHING THAT WE'RE STARTING TO DO WITH THE CHROMEBOOKS.ALL THE CAMPUSES ARE DEPLOYING THOSE RIGHT NOW.
I WAS HOPING TO GET YOU SOME NUMBERS.
RIGHT NOW, WE'RE ROUGHLY GOING ABOUT, IN THIS LAST COUPLE OF DAYS, ABOUT 2,000 HAVE BEEN DELIVERED THROUGH ABOUT FOUR OR FIVE CAMPUSES.
SOME WERE AT SMALL SCALE, SOME HAVE A MEDIUM SCALE.
THE THING THAT'S GOING ON RIGHT NOW IS, ESPECIALLY ON THURSDAY AND FRIDAY, A LOT OF THE CAMPUSES ARE SCHEDULED TO HAND OUT ALL THE CHROMEBOOKS.
THAT'S SOMETHING THAT I'VE GOT ALL THE TECHNICIANS IN AND WE'RE WORKING WITH ALL THE CAMPUSES RIGHT NOW, FEVERISHLY, ON GETTING THOSE CHROMEBOOKS STAGED, READY, AND PREPPED TO BE HANDED OUT TO THE FAMILIES.
WHEN WE TALK ABOUT THE WEBCAST OPTIONS FOR CO-SEATING, I'M NOT GOING TO GO OVER TOO MUCH OF THIS BECAUSE WE TALKED ABOUT IT A LITTLE BIT EARLIER ON THE AGENDA ITEM, WE TALKED ABOUT THE CONCEPT OF THE SWIVL, AND WEBCASTING, AND CO-SEATING, MORE OF THAT YOU'LL HEAR TO COME BUT I WON'T GO OVER IT TOO MUCH IN RESPECT FOR TIME.
THE ONE THING I DID WANT TO GO OVER AND TAKE A LITTLE BIT OF TIME AND TALK ABOUT IS THAT THIS YEAR, IF YOU'VE SEEN THE STUDENTS LOGINS TO GOOGLE, IT'S THEIR FIRSTNAME.LASTNAME.1@MYPIST.NET.
THEY'VE HAD A GOOGLE ACCOUNT, BUT THEY'D NEVER HAD E-MAIL AND SO AS WE WERE TALKING THIS SUMMER WITH ACADEMIC SERVICES AND WE'RE TALKING ABOUT GOOGLE CLASSROOM BEING THE MAIN COMMUNICATION TOOL, PART OF THAT IS GMAIL.
THIS YEAR, WE ARE GOING TO BE TURNING ON THE E-MAIL COMPONENT OF GOOGLE FOR THE STUDENTS IN GRADES 6 THROUGH 12.
NOW THIS WILL ONLY TAKE PLACE IN THE GRADES 6 THROUGH 12, AND THE INTEGRATION WILL ENHANCE THE COMMUNICATION BETWEEN THE TEACHERS AND THE STUDENTS.
A NEW GMAIL TILE WILL BE AVAILABLE ON THE STUDENT'S WEBDESK.
HONESTLY, ON THE CHROMEBOOKS, THERE'S A LITTLE M FOR THE GMAIL AT THE BOTTOM.
THE INITIAL SCOPE OF THE E-MAIL IS TO ONLY COMMUNICATE BETWEEN THE PIST.EDU AND THE MYPIST.NET DOMAIN.
IT WAS PRETTY MUCH EVERYTHING BETWEEN PIST.EDU, THE TEACHERS, AND THE STUDENTS.
THAT'S WHERE WE'RE GOING TO LAUNCH THIS RIGHT NOW.
WE'RE WHITELISTING A COUPLE OF DOMAINS THAT CAN E-MAIL AND TO GET SOME OF THE TEXTBOOKS TO WORK, BUT WE'RE WORKING ON GETTING THAT UP AND RUNNING.
AS WE PROGRESS THROUGH THE YEAR, WE'RE GOING TO LOOK TO ENHANCE THE REACH OF THE E-MAIL SYSTEM TO COLLEGES AND SO FORTH.
ON ITS INITIAL LAUNCH, IT'S JUST GOING TO BE A PRETTY CLOSED-OFF SYSTEM BETWEEN TEACHERS AND STUDENTS SO THAT ALL THE FUNCTIONALITY OF THE GOOGLE CLASSROOM WILL BE MORE FLUID AND IT CAN BE UTILIZED.
WE WANT TO LET YOU KNOW THAT WE'RE BUILDING THAT UP.
A LOT OF OUR INSTRUCTIONAL GROUP IS WRITING UP ALL THE RULES, AND OUR INSTRUCTIONAL TECHNOLOGY GROUP IS WRITING UP ALL THOSE COMPONENTS OF WHAT IS THE EXPECTATIONS AND ITS USAGE ON A WEBSITE THAT WE'RE WORKING WITH THE CAMPUSES ON SO THAT EVERYBODY CAN UNDERSTAND THE EXPECTATIONS.
THIS ONE IS GOING TO BE A NEW WRINKLE, AND THAT SHOULD HELP COMMUNICATIONS BETWEEN STAFF, AND THE TEACHER'S, AND THE STUDENTS THIS COMING YEAR.
THE OTHER PART THAT I WANT TO TALK ABOUT IS THE HELP DESK.
IT'S THAT TIME OF THE YEAR WHERE THE HELP DESK IS BUSY HELPING STAFF GETTING TECHNOLOGY UP AND WORKING FOR THE YEAR, BUT IT'S ALSO THAT TIME OF THE YEAR WHERE PARENTS ARE TRYING TO REGISTER THEIR KIDS WITH THE UPDATED EMERGENCY CARD INFORMATION AND SO FORTH.
THIS YEAR, OUR HELP DESK HAS BEEN INVOLVED HEAVILY WITH HELPING THE FAMILIES WITH THE LEARNING PREFERENCES AS WELL.
NOW, WE'RE RAMPING UP HEAVILY ON THE CHROMEBOOKS AND THE LOGGING IN OF ALL THE STUDENTS LIKE WE DID IN THE SPRING, IT'S LIKE GROUNDHOGS DAY.
WE'RE GIVING THEM BACK OUT AND WE'RE RE-TEACHING EVERYBODY ON THEIR NETWORKS AT HOME, HOW TO LOG IN.
THE CALL VOLUME IS CONSISTENTLY HIGH.
I CAN TELL YOU THAT WE ARE ADJUSTING TO HELP OUR HELP DESK OUT.
I'M REDIRECTING SOME FOLKS FROM OTHER PARTS OF THE DEPARTMENTS TO COLLAPSE INTO
[04:05:04]
THE HELP DESK SO WE CAN MEET THAT DEMAND THAT'S TAKING PLACE RIGHT NOW AT THE HELP DESK.THEY'RE IN HIGH UTILIZATION RIGHT NOW AND THEY HAVE BEEN TO LAST THREE TO FOUR WEEKS.
MORE STATS, I DON'T REALLY HAVE TOO MANY STATS ON THAT JUST YET, BUT WE'LL BE PULLING THOSE AS WE GET THE SCHOOL YEAR STARTED.
THE MAIN THING I WANTED TO TALK ABOUT WAS THE WEBDESK.
THOUGH WE'VE TALKED ABOUT THEM, JUST TO REFRESH EVERYBODY'S MEMORY, THE WEBDESK IS THE WEB PLATFORM THAT WE LAUNCH ALL THE APPS AND THE RESOURCES FOR THE STUDENTS AND THE TEACHERS IN THE DISTRICT.
THE WEBDESK PLATFORM WILL BE EXTENDED FURTHER THIS YEAR AS WE ADD MORE PUBLISHERS AND DIGITAL RESOURCES FOR USE WITH THE STUDENTS DIGITAL BACKPACKS.
ONE OF THE NEW AREAS THAT THE WEBDESK WILL BE HEAVILY UTILIZED IS A THING, YOU'LL HEAR US USE THE WORD TEACHER CONSOLE.
IT'S A NEW FEATURE SET THAT WE REALLY HAVEN'T USED BEFORE BUT COURTNEY TALKED ABOUT THAT EARLIER.
HOW IS THE TEACHER GOING TO KNOW WHEN A STUDENT'S DOING ACTIVITIES ONLINE AND REMOTELY? THE TEACHER CONSOLE GIVES THE TEACHERS A NEW LOOK AT ANALYTICS OF THE CLASSROOM IN THAT WEB ENVIRONMENT AND SO IT TELLS YOU WHAT STUDENTS LOGGED IN AT WHAT TIME REALLY EASILY IN A REALLY EASY GRAPH OR GRID TO SEE.
IT ALSO, AS WE LOOK TO TAKE ATTENDANCE, IT SHOWS THE APPLICATIONS BEING USED AND THE DURATIONS OF TIME.
I THINK CODY NOTED EARLIER, THAT A STUDENT JUST LOGS IN AND LOGS BACK OUT.
WELL, WE CAN SEE, "HEY, YOU JUST LOGGED IN FOR A COUPLE OF MINUTES," AND IT'S VERY SIMPLE FOR A TEACHER TO JUST CLICK ON THE LOGIN SUMMARIES AND GET A ROSTER OF THEIR CLASS AND SAY, "HEY, YOU KNOW THAT STUDENT HAS BEEN IN THE LAST 35 MINUTES AND OH, HE'S BEEN WORKING ON BRAINPOP FOR THE LAST 20 MINUTES OF THAT DURATION." WE'RE COMING UP WITH SOME OF THOSE TOOLS TO HELP AND WE'RE MAKING SOME TRAINING VIDEOS SO THAT WE CAN EASILY EXPLAIN THESE CONCEPTS TO THE TEACHERS.
A LOT OF THAT'S TAKING PLACE RIGHT NOW AS WE GEAR UP AND GET READY FOR THE NEW YEAR.
>> DO WE GET TO ASK QUESTIONS, ANY?
I THINK JUST [INAUDIBLE] AS THE PRESENTATIONS STILL TO GO, AND SOME REAL NEEDY STUFF.
IF WE CAN MAYBE HOLD THEM TO THE END, UNLESS IT'S A VERY BRIEF QUESTION.
>> OKAY. I GUESS IT'S MY TURN.
GO THROUGH OTHER THINGS THAT ARPE IS PLANNING FOR THIS FALL.
LET ME START WITH MAP TESTING FIRST.
ALWAYS REMEMBER WHAT THE GOAL AROUND MAP TESTING IS.
THAT'S TO ENSURE THAT THE TEACHERS HAVE THE LATEST PLAN, AND PERSONALIZE INSTRUCTION FOR STUDENTS.
SO THIS COMING FALL, WE WILL BE MAP TESTING IN READING AND MATH IN GRADES KINDERGARTEN THROUGH EIGHTH GRADE, AND IN SCIENCE IN GRADES THREE THROUGH EIGHT.
WELL, THIS YEAR FOR OBVIOUSLY FOR THE VERY FIRST TIME, MAP TEST WILL BE ADMINISTERED REMOTELY.
USING CHROMEBOOKS, AND TEACHERS WILL USE THE GOGUARDIAN SYSTEM THAT IS BUILT INTO THE CHROMEBOOKS, TO GUIDE THE STUDENTS INTO THE RIGHT ESTEEM PLATFORMS, AND ALSO MONITOR TESTING.
IN THE GOGUARDIAN SYSTEM, THE TEACHER CAN, JUST LIKE I'M SEEING ALL 16 FACES HERE AT THIS MEETING, THE TEACHER CAN SEE THE SCREENS OF ALL THE STUDENTS IN THEIR CLASSROOM.
THEY CAN ZOOM IN, ZOOM OUT OF ONE SCREEN, AND SO ON.
SO THEY'LL BE ABLE TO MONITOR THE STUDENTS, AS THEY ASSESS.
AFTER TESTING, THE TEACHERS WILL OBVIOUSLY HAVE ACCESS TO ALL THE ACHIEVEMENT AND GROWTH REPORTS IMMEDIATELY.
THIS YEAR WE HAVE MADE SOME EFFORTS WITH THE COMPANY NWBA, TO SUMMARIZE ALL THE REPORTS THAT ARE AVAILABLE.
WHETHER IT IS A STAAR PREDICTION, OR GROWTH REPORT.
ALL THESE REPORTS, A TEACHER WILL BE ABLE TO RUN BY STUDENT GROUP.
SO THEY WILL BE ABLE TO RUN IT ONLY FOR THE ECONOMICALLY-DISADVANTAGED, THE ENGLISH LANGUAGE LEARNERS, THE AFRICAN-AMERICAN STUDENTS, OUR SPECIAL-ED STUDENTS, AND SO ON.
ONE OF THE BIG THINGS THAT WE HEARD ABOUT, IS CALLED COVID LOSS, AND IT WAS IN THE NEWS A LOT A FEW MONTHS AGO.
THIS KIND OF EXTENDED [INAUDIBLE].
SO ONE OF THE PLANS THAT WE HAVE PUT IN PLACE IS,
[04:10:05]
TO LOOK AT THE GROWTH FROM FALL TO FALL, FROM LAST YEARS FALL TO THIS YEAR'S FALL, AND THEN COMPARE IT TO PRIOR YEARS, FALL TO FALL GROWTH, AND SEE WHAT IS THE DIFFERENCE IN GROWTH TO THIS FALL, COMPARED TO THE GROWTH, COMPARED TO PRIOR FALLS.SO WE CAN SEE REALLY HOW BIG WAS THAT COVID LOSS WAS FOR PLANO. STAAR TESTING.
WE DIDN'T HAVE STAAR TESTING LAST SPRING.
WELL AT THE STATE BOARD OF EDUCATION MEETING ON JUNE 30TH, GA COMMISSIONER STATED THAT THE PANDEMIC WON'T STOP THE STAAR FROM BEING ADMINISTERED NEXT SCHOOL YEAR.
ON JULY 27TH, THE GOVERNOR ANNOUNCED THAT GRADES FIVE AND EIGHT SSI TESTING, THAT IS THE MULTIPLE ADMINISTRATIONS FOR PROMOTION, IS WAIVED.
SO THERE ARE A FEW GOOD THINGS, AND FEW BAD THINGS IN THIS.
WITH THE SSI WAIVER, IN GRADES FIVE AND EIGHT, THERE WILL BE ONLY BE ONE ADMINISTRATION OF STAAR, AND THAT WILL TAKE PLACE IN MAY, WITH ALL THE OTHER STARTERS.
IN A REGULAR SCHOOL YEAR, FIVE AND EIGHT, READING AND MATH TAKES PLACE IN EARLY APRIL, AND THE RETEST TAKES PLACE IN MAY.
IN SOME ASPECT THIS IS VERY BENEFICIAL.
AS OBVIOUSLY LESS TESTING TIME FOR THE STUDENTS, MORE INSTRUCTION TIME TO STAAR TEST, SO WE WILL SEE SOME BENEFIT.
ON THE OTHER HAND, STUDENTS WILL NOT GET A SECOND OPPORTUNITY, FOR THOSE WHO FAIL, TO TAKE THE TEST FOR THE SECOND OPPORTUNITY.
SO TRADITIONALLY, ABOUT 50 PERCENT OF OUR STUDENTS WHO FAILED THE FIRST ADMIN, PASSED THE STAAR TEST IN THE SECOND ADMIN.
THIS IS IN GRADE FIVE, AS WELL AS GRADE EIGHT.
SO AN ACCOUNTABILITY SYSTEM WILL BE IN PLACE, TO SOME DEGREE.
UNLESS TEA MAKES SOME CHANGES, WE MIGHT SEE SOME NEGATIVE IMPACT COMING FROM THE ACCOUNTABILITY SIDE.
BUT REALLY, I CONSIDER ACCOUNTABILITY MORE FOR THE ADULTS, ON HOW WELL THEY DO THE JOB.
FROM THE STUDENT'S PERSPECTIVE, THEY WILL GET MORE INSTRUCTION TIME, BETWEEN ASSESSMENTS.
SO, YOU KNOW, IT'S A TRADE-OFF.
IN ADDITION, TEA HAS EXPANDED TESTING WINDOWS FOR ONLINE TESTING.
IN DECEMBER, WE WILL HAVE EOC TESTING FOR MOSTLY RETESTERS, AND THAT ONLINE WINDOW IS NOW EXPANDED TO TWO WEEKS, AND THE PAPER WINDOW IS STILL ONE WEEK.
THE ONLINE WINDOW IS TWO WEEKS.
IN MAY, FOR STAAR AND EOC, THE ONLINE TESTING WINDOW NOW IS A MONTH LONG.
IT STARTS ON MAY 11TH, AND GOES THROUGH JUNE 11TH.
OBVIOUSLY PLANO CANNOT LEVERAGE ALL THOSE DATES BECAUSE OUR LAST DAY OF SCHOOL IS MAY 27TH.
SO WE HAVE 13-DAY TESTING WINDOW FOR ONLINE TESTING, WHEREAS FOR PAPER TESTING, WE ONLY HAVE A ONE WEEK TESTING WINDOW.
OTHER DISTRICTS THAT ARE STARTING LATE, AND GOING INTO JUNE, WILL HAVE A MONTH TO TEST UNDER THIS PLAN.
SO THE LAST TOPIC I WANT TO TOUCH, IS CAMPUS IMPROVEMENT PLANNING.
YOU ALL RECOGNIZE THAT THERE IS A LOT OF ADDITIONAL WORK THAT NEEDS TO BE DONE TO GET SCHOOLS STARTED, AND WITH THE TEACHERS.
SO WE HAVE STREAMLINED THE CAMPUS IMPROVEMENT PROCESS THIS YEAR.
WE ARE ADVISING SCHOOLS TO USE LAST YEAR'S COMPREHENSIVE NEEDS ASSESSMENT, DATA ANALYSIS THAT THEY DID LAST YEAR, AND THEIR DATA ANALYSIS FROM JANUARY.
IN JANUARY WE ASKED CAMPUSES TO LOOK AT ON THEIR MAP DATA, AND ALL THEIR SEMESTER EXAM DATA, AND COME UP WITH THE MID-YEAR DATA ANALYSIS.
WE ARE ASKING THEM TO USE THAT, TO GUIDE THEIR INSTRUCTION AND CAMPUS IMPROVEMENT PLANNING.
IN ADDITION, WE ARE ALSO EMPHASIZING SCHOOLS TO EXPLORE STRATEGIES RELATED TO REMOTE INSTRUCTION, AND PLANNING AND ORGANIZING A TEACHER PROFESSIONAL LEARNING IN REMOTE SETTINGS.
SO TO MAKE SURE THAT THIS CAMPUS IMPROVEMENT PLAN PROCESS IS GOING AS SMOOTH AS POSSIBLE, FOLKS FROM MY STAFF WILL BE MEETING WITH EVERY CAMPUS PRINCIPAL, AND ALL THE ARPE THAT ARE IN CHARGE OF CAMPUS IMPROVEMENT PLANNING, AND WE'RE SCHEDULING A ONE HOUR SESSION, AND GET THEM ALL STARTED, AND GOING IN THE NEXT FIVE TO SIX WEEKS.
[04:15:03]
THAT'S KIND OF A QUICK UPDATE, AND I'D LIKE TO TAKE ANY QUESTIONS IF YOU HAVE.>> OKAY, I THINK I'LL JUMP IN NOW.
LET'S JUST GIVE A QUICK UPDATE ON THE WORK THAT HAS GONE ON TO PREPARE A RETURN TO SCHOOL PLAN.
WE TOOK A GROUP OF OUR PARENT ADVISORY FOLKS THAT MET WITH US EARLY IN JULY AND THEN ALSO WITH THE PRINCIPALS UPON THEIR RETURN TO WORK, TO GO THROUGH OUR RETURN TO SCHOOL MANUAL.
WE WENT THROUGH THIS PLAN AND TOOK THE RECOMMENDATIONS AND SUGGESTIONS AND DEVELOPED DIFFERENT PROTOCOLS IN THE AREAS THAT YOU SEE LISTED THERE.
OUR GOAL IS TO MAKE THE SCHOOL YEAR AND THE SCHOOL DAY FLOW AS WE NORMALLY WOULD ANY YEAR.
BUT WE KNOW VERY WELL THAT WE'RE GOING TO HAVE TO TAKE DIFFERENT STEPS TO MAKE SURE THAT OUR STUDENTS ARE SAFE.
LEARNING THOSE NEW STEPS ALONG THE WAY IN ALL OF THESE AREAS IS GOING TO A LITTLE BIT OF TIME.
SO, WE'RE GOING TO NEED PATIENCE AS WE IMPLEMENT THESE NEW PROTOCOLS IN OUR CAMPUSES.
BUT AS WE DO EVERY YEAR, WE LEARN THOSE ROUTINES AND WE MOVE FORWARD AND OUR STUDENTS ARE SUCCESSFUL.
SOME OF THE THINGS THAT WE HAVE LOOKED AT REALLY AS WE WALKED THROUGH THE DAY, IS A DROP-OFF AND PICK UP WHERE WE ANTICIPATE THE SAME THINGS TO OCCUR AT A CAMPUS.
OF COURSE, THERE'S GOING TO BE ADDED MEASURES.
HAND SANITIZING, HAND WASHING WILL BE ENCOURAGED AND ALL STUDENTS WILL BE ASKED TO DO THAT AS THEY ENTER THEIR CLASSROOMS AND ALSO AS THEY ENTER SOME OF THE COMMON AREAS IN THE BUILDING.
DROP-OFF IN THE AFTERNOONS, WE CAN EXPECT TO SEE SIMILAR PROCEDURES AT MOST OF OUR CAMPUSES.
SOME OF THESE PROCEDURES WILL BE STAGGERED.
OUR GOAL IS REALLY TO TRY TO MITIGATE AS MUCH AS POSSIBLE LARGE GROUPS OF STUDENTS HAVING THE OPPORTUNITY TO GATHER IN THE HALLWAYS OR OUTSIDE THE BUILDING.
OUR GOAL IS REALLY TO SUPERVISE THESE AREAS AS MUCH AS POSSIBLE.
ALSO TO PROMOTE THAT STUDENTS ARE FOLLOWING THAT SOCIAL DISTANCING GUIDELINES THAT WE'LL HAVE IN PLACE.
AND ALSO ENCOURAGING OUR STUDENTS TO BE WEARING THEIR FACE MASKS AS THEY INTERACT WITH OTHER STUDENTS IN THOSE COMMON AREAS.
YOU CAN EXPECT TO SEE THAT IN HALLWAYS AND IN TRANSITION PERIODS.
ONE THING THAT WE DO HAVE IN OUR PROTOCOLS IS, IN OUR HALLWAY USE, IS WE ARE NOT GIVING ACCESS TO STUDENTS TO AN ACADEMIC LOCKER.
THEY WILL HAVE ACCESS TO THEIR BACKPACK, BUT THAT'LL KEEP THOSE GROUPS IN THE HALLWAYS FROM GETTING TOO BIG. WE KNOW HOW KIDS ARE.
THEY'RE SOCIAL PEOPLE AND I KNOW THEY'RE GOING TO BE EAGER TO BE AT THE CAMPUS, BUT WE NEED TO MAKE SURE THAT WE MAINTAIN THAT SOCIAL DISTANCING FOR THEM AND ENCOURAGE THEM TO FOLLOW THOSE NEW PROTOCOLS.
OUR LUNCH ROOMS, YOU'VE HEARD RANDY MENTION EARLIER, OUR FACILITIES ARE VERY DIFFERENT FROM ONE CAMPUS TO THE OTHER.
LUNCH ROOM PROCEDURES, WE WILL AGAIN ESTABLISH THE PROTOCOLS FOR HAND WASHING, HAND SANITIZING LOOK VERY CAREFULLY AT SOCIAL DISTANCING PLANS THROUGHOUT EACH ONE OF OUR CAMPUSES.
SPECIFICALLY AT EACH CAMPUS, THERE'LL BE SOME DIFFERENCES AND THOSE WILL DEPEND ON STUDENT ENROLLMENT AT EACH CAMPUS, AS WELL AS THEIR LUNCH SCHEDULES.
SO WE CAN EXPECT TO SEE SOME DIFFERENCES IN HOW SCHEDULES ARE DEVELOPED AT EACH CAMPUS, BUT THE PROTOCOLS WILL BE CONSISTENT.
THE MAJORITY OF OUR CAMPUS EVENTS, AS YOU'VE HEARD ARE BEING PLANNED VIRTUALLY.
THERE WILL BE THOSE EVENTS WHERE WE WILL HAVE CONTACT WITH OTHER FOLKS AND THOSE COME TO THE DISTRIBUTION OF CHROMEBOOKS, SCHOOL SUPPLIES, AND OTHER MATERIALS THAT STUDENTS WILL BE NEEDING TO GET THE SCHOOL YEAR STARTED.
SOME OF THE SUPPLIES THAT ARE CAMPUSES HAVE BEEN GIVEN ALREADY.
WE'VE TALKED ABOUT AS FAR AS THE PPE REQUIREMENTS, PPE ALLOCATIONS.
HOW THOSE ARE USED AT THE CAMPUS, IT DEPENDS.
YOU'VE HEARD ALREADY FROM RANDY ABOUT THE DESKS, THE DESK DIVIDERS.
SOME OF OUR CAMPUSES WILL BE NEEDING TO USE THOSE, OTHER CAMPUSES THAT HAVE SINGLE DESKS, WILL BE FOLLOWING THE PROTOCOLS THAT ARE IN PLACE TO ASSIST THEM IN THOSE AREAS.
OTHER SUPPLIES THAT HAVE BEEN PROVIDED TO THE CAMPUSES, AS OUR PRINCIPLES BEGIN TO WORK AT IMPLEMENTING THIS PLAN INTO FULL EFFECT, WHEN OUR STUDENTS RETURNED FACE TO FACE, HAVE REALLY INCLUDED SIGNAGE FOR OUR HALLWAYS TO REMIND STUDENTS OF HOW TO WEAR THEIR FACE SHIELDS, HOW TO WEAR THEIR FACE COVERINGS, PROMOTING OF HAND WASHING, PROMOTING SOCIAL DISTANCING.
WE ALSO HAVE SOME SIGNAGE THAT IS COMING TO OUR CAMPUSES THAT WILL HELP OUR PRINCIPLES TO MARK CERTAIN AREAS, THE COMMON AREAS, ALLOWING STUDENTS TO KNOW HOW FAR TO STAND AWAY FROM OTHER STUDENTS AS THEY GO INTO THOSE COMMON AREAS, CAFETERIAS, LIBRARIES, ET CETERA.
SO THAT IS A QUICK RUNDOWN OF WHAT WE HAVE IN OUR PLAN.
[04:20:04]
THERE'S MORE INFORMATION COMING IN MANY OF THESE SECTIONS AS WE GO THROUGH IT.BUT IF WE HAVE A FEW MINUTES AND I'M HAPPY TO TAKE A QUESTION OR TWO, AS TIME ALLOWS.
ARE WE READY TO JUMP INTO COMMUNICATIONS? CAN YOU GUYS HEAR ME? OKAY. SO THE COMMUNICATIONS TEAM HAS BEEN COLLABORATING WITH ALL DEPARTMENTS, AS WELL AS DOCTOR GILBERT MENTIONED PTA.
WE'VE BEEN RESPONDING TO MEDIA AND OTHER OUTSIDE INQUIRIES, AND THIS IS ALL IN ORDER TO ENSURE THAT OUR COMMUNITY IS RECEIVING ACCURATE, FREQUENT, AND RELIABLE INFORMATION.
WE ARE CONTINUING TO SUPPORT THE DISTRICT IN PROVIDING REGULAR PARENT UPDATES VIA EMAIL, AS WELL AS UPDATING OUR DEDICATED WEBSITE AND THE RELATED FAQ.
WITH ALL OF THIS BACK TO SCHOOL INFORMATION.
THIS WEEK WE LAUNCHED A SOCIAL MEDIA CAMPAIGN ON SATURDAY, FOCUSING ON THE 12 DAYS OF BACK TO SCHOOL.
THIS IS SERVING AS A COUNTDOWN FOR HELPFUL REMINDERS TO PARENTS AS THEY PREPARE FOR THE FIRST DAY OF ONLINE LEARNING ON AUGUST 12TH.
PHASE TWO OF THIS BACK TO SCHOOL CAMPAIGN WILL BEGIN ON AUGUST 13TH, WHERE AGAIN, WE'LL BE WORKING WITH PTA AND SOME OTHER DEPARTMENTS ON RESOURCES FOR FAMILIES AS THEY PREPARE FOR FACE TO FACE LEARNING.
THIS WILL INCLUDE PROVIDING INFORMATION ON HEALTH AND SAFETY PROTOCOLS, THE PROPER USE OF PPE AND OTHER MITIGATING PROCEDURES.
SO WE WILL BE WORKING TOGETHER TO PROVIDE SOME INFORMATION AND VIDEOS THROUGH SOCIAL MEDIA AND OUR OTHER CHANNELS FOR FAMILIES.
FINALLY, IN AN EFFORT TO ENSURE WE ARE REACHING OUR FAMILIES WHO SPEAK SPANISH, WE HAVE BEEN WORKING WITH MULTIPLE DEPARTMENTS TO INCREASE OUR OUTREACH IN SPANISH LANGUAGE.
INFORMATION AND RESOURCES ARE PROVIDED ONLINE AND VIA SOCIAL MEDIA IN SPANISH.
WE HAVE LAUNCHED A NEW VERSION OF SPISD, WHICH WE'RE CALLING [INAUDIBLE] PISD, SO THAT FAMILIES HAVE AN IDENTIFIABLE RESOURCE FOR HAVING THEIR QUESTIONS AND CONCERNS ADDRESSED. THANK YOU.
>>OKAY, SO WE'RE GOING TO CONTINUE WITH PHASE TWO AND NOW WE'RE GOING TO LOOK EXTENSIVELY AT OUR INSTRUCTIONAL DESIGNS AS WE MOVE INTO OUR LEARNING ENVIRONMENTS, AFTER SEPTEMBER 9.
I'M NOT GOING TO HIT ALL OF THESE TIMELINES, BUT THESE TIMELINES, AS SARA MENTIONED EARLIER, HAVE REALLY CAUSED A LOT OF CHALLENGING ROAD BLOCKS, SO TO SPEAK, FOR THE TEAM BECAUSE WE COULDN'T EFFECTIVELY, FULLY PLAN OUT WHAT OUR PLAN FOR RETURN TO SCHOOLS, WHERE SCHEDULES WERE CONCERNED UNTIL WE HAD SOME ANSWERS AND SOME GUIDANCE FROM TEA.
AND WE GOT THAT INFORMATION IN CHUNKS THAT REALLY JUST DELAYED.
BUT WE BEGAN PLANNING FOR WHAT POSSIBLE MODELS COULD LOOK LIKE EARLY IN MAY AND IN JUNE, WE WERE PROVIDED WITH OUR SUMMER SCHOOL GUIDANCE.
THAT'S WHAT INITIALLY WE WERE GIVEN TO WORK FROM AND ALSO LOOKING AT CDC GUIDELINES, AT THAT TIME FOR SOCIAL DISTANCING.
JUNE 23RD WE ANNOUNCED THAT WE WERE GOING TO GO INTO A FULL OFFERING, EITHER A FULL FACE-TO-FACE OR FULL REMOTE OPTION FOR FAMILIES.
AND SO WE BEGAN PLANNING THAT WAY, SEEKING PARENT SELECTION.
AND THEN AFTER OUR SELECTION PERIOD, THE DAY AFTER ACTUALLY THAT IT CLOSED, THE STATE CAME BACK AND SAID, WELL, YOU CAN OFFER SOME OTHER MODELS.
BECAUSE I THINK EVERYBODY ACROSS THE STATE HAD THE SAME CONCERN.
IF WE ALL COME BACK FACE TO FACE, THEN HOW CAN WE SOCIAL DISTANCE? TYPICALLY, IN KINDERGARTEN, WE HAVE ONE TO 22 IN A CLASSROOM.
AND THE SECONDARY CLASSES SOMETIMES RANGE 30-35 IN A REGULAR CLASSROOM.
I THINK THAT'S WHERE THE STATE BEGAN TO PROVIDE THEN, SOME OTHER OPTIONS FOR MODELS.
WHILE KEEPING HEALTH AND SAFETY AS A PRIORITY, WHAT DOES THAT LOOK LIKE AS STUDENTS RETURN? AND WHAT DOES THAT LOOK LIKE IN THEIR DAILY SCHEDULE? IN THE NEXT SEVERAL SLIDES, I WILL TALK ABOUT FACE-TO-FACE ENROLLMENTS.
WE'LL TALK BRIEFLY ABOUT CLASS RATIOS AND SAFETY MEASURES BEING TAKEN AT EACH GRADE LEVEL.
AND THEN DOCTOR HASLEY WILL TALK DIRECTLY ABOUT THE INSTRUCTIONAL DESIGN WITHIN THOSE MODELS DURING PHASE TWO.
SO AS WE HAVE CONTINUED TO RECEIVE FAMILY PREFERENCES FOR OUR STUDENTS AS FAR AS WHICH SETTING, WE HAVE 51 PERCENT OF OUR ELEMENTARY STUDENTS OR PARENTS WHO'VE SELECTED FACE-TO-FACE.
[04:25:08]
SO WHAT DOES THIS LOOK LIKE AS FAR AS SOCIAL DISTANCING AT OUR ELEMENTARY CAMPUSES AS WE START TO LOOK AT THE IMPACT OF THIS SELECTION FOR THE LEARNING ENVIRONMENTS WITH REGARD TO SOCIAL DISTANCING, AND HOW DOES IT IMPACT TEACHER RATIOS? SO WE HAVE 44 ELEMENTARY SCHOOLS, AND OUT OF KINDER THROUGH FIFTH GRADE ACROSS ALL CAMPUSES, THAT'S A TOTAL OF 621 SECTIONS OR CLASSROOMS, AND AS OF TODAY, 537 OF THOSE SECTIONS HAVE LESS THAN 18 STUDENTS PER CLASS.HOWEVER, WE DO HAVE 13 PERCENT OF THOSE SECTIONS THAT HAVE 18 STUDENTS CURRENTLY, WHICH IS ABOUT 84 SECTIONS OR SO.
SO WHAT WE'RE DOING TO LOOK AT ADDITIONAL HEALTH AND SAFETY MEASURES, AND WHAT OUR PLAN OF ACTION WILL BE AS CAMPUSES OR AT THE ELEMENTARY LEVEL, IF THEY START TO REACH THAT NUMBER.
WE WILL START TO LOOK AT LARGER SPACE FOR SOCIAL DISTANCING WITHIN THE SCHOOL BUILDING, PERHAPS IT'S A LARGER CLASSROOM.
WE WILL ALSO BE PRIORITIZING PERSONAL PROTECTIVE EQUIPMENT FOR CAMPUSES AND STUDENTS, AND THEN FOR STUDENTS AT KINDERGARTEN, ONCE WE HIT 18, SINCE THIS OFTENTIMES, NOT ALL OF OUR STUDENTS GO TO PRE-K AND SO SOMETIMES THIS IS THE FIRST TIME THAT OUR KINDERGARTEN STUDENTS ARE IN SCHOOL AND IN SCHOOL ALL DAY LONG.
AT THAT AGE, SOMETIMES THEY'RE STILL LEARNING THEIR PERSONAL SPACE AND SO AT THAT POINT, WE WILL BE ADDING AN INSTRUCTIONAL AID OR SUBSTITUTE TO ASSIST THE TEACHER WITH PROTOCOLS AND HELPING THEM WITH SOCIAL DISTANCING.
THEN WHEN ALL OTHER GRADES OR CLASSES, ONCE THEY REACH 19, WE WILL THEN HAVE TO EVALUATE SPACE AND THEN STAFFING NEEDS, AND SO THAT'S HOW WE WILL WORK WITH OUR ELEMENTARY TEACHER TO STUDENT RATIOS.
SO AS WE MOVE INTO OUR MIDDLE SCHOOL, 49 PERCENT OF OUR FAMILIES SELECTED FACE-TO-FACE AND OUT OF OUR MIDDLE SCHOOLS, OUR SMALLEST MIDDLE SCHOOL HAS 298 STUDENTS THAT ARE RETURNING FOR FACE-TO-FACE, AND OUR LARGEST AT 636.
AGAIN, WITH A GOAL OF TRYING TO SOCIAL DISTANCE.
WE KNOW THAT IT'S GOING TO LOOK A LITTLE BIT DIFFERENT WITH OUR MIDDLE SCHOOL AND HIGH SCHOOLS SINCE WE DON'T HAVE A STUDENT TO TEACHER CAP LIKE WE DO AT ELEMENTARY.
TYPICALLY, OUR MIDDLE, HIGH SCHOOL, AND SENIOR SIGH SCHOOL STAFF, YOU MAY HAVE UP TO 30 TO 35 SOMETIMES IN A CLASSROOM.
WE USUALLY STOP AROUND 30, AND SO SOCIAL DISTANCING WITH OUR STUDENTS AND AS SARA SAID, WE WALKED OUR BUILDINGS AND LOOKED TO SEE HOW WE COULD SPREAD DESKS APART.
IT'S ABOUT 18 MAX IN A CLASSROOM EXCEPT FOR EXTRA CURRICULAR FORCES SUCH AS BAND AND FOOTBALL AND THEY'LL BE UTILIZING, THEY HAVE LARGER SPACES AND A LOT OF TIMES THEY'RE OUTDOORS FOR THEIR CLASSROOM TIME.
SO WHAT DOES THIS MEAN FOR MIDDLE SCHOOL? SO WE'RE SCHEDULING FACE-TO-FACE UP TO 18 PER CLASS OR LESS, AND THEN FOR ANY LARGER SECTIONS, WE'LL LOOK AT LARGER PHYSICAL SPACES WITHIN THE BUILDING.
AGAIN, WE'LL CONTINUE TO PRIORITIZE PPE, DIVIDERS, AND CERTAIN THINGS THAT CAMPUSES WILL RECEIVE DUE TO SUPPORTING OUR SOCIAL DISTANCING EFFORTS, AND THEN WE'RE HAVING TO LOOK AT CO-SEATING.
WHAT THAT MEANS IS IF WE HAVE 18 STUDENTS IN A CLASS, THAT MEANS OUR STUDENTS THAT ARE AT HOME, WE MAY HAVE A LARGER RATIO THERE.
IN SOME CASES, AS WE STARTED TO LOOK AND BUILD OUR MASTER SCHEDULES FOR MIDDLE SCHOOL, THERE WERE SOME SECTIONS WHERE WE COULD GET 18 OR LESS IN A CLASSROOM, BUT THEN OUR AT-HOME NUMBERS WERE 40, 45, 50.
THERE WAS ONE CAMPUS THAT WE HEARD THAT HAD A CLASS OF 70, AND WE KNOW THAT 70 FOR ONE TEACHER IN ONE CLASS WAS NOT GOING TO BE A VIABLE SOLUTION.
SO THAT'S WHERE WE LOOKED AT THE CO-SEATING OPTION AND WHAT THIS MEANS; IN A CO-SEATING OPTION IS THAT STUDENTS THAT ARE BOTH FACE-TO-FACE, AND AT HOME ARE SCHEDULED AT THE SAME TIME WITH THE TEACHER,
[04:30:02]
AND THEY FOLLOW THE SAME SCHEDULE THROUGHOUT THE DAY.SO IT JUST MAY MEAN THAT IN A NORMAL TIME, MAYBE THE TEACHER HAS 30 KIDS TOTAL IN A CLASS, IT JUST MAY MEAN THAT NOW SHE HAS, OR HE OR SHE WOULD HAVE HALF OF THE STUDENTS FACE-TO- FACE, THE OTHER HALF MAY BE AT HOME.
I'M JUST USING SIMPLE MATH AT THE MOMENT.
THOSE RANGES ARE GOING TO VARY.
BY ALLOWING OUR TEACHERS AND OUR PRINCIPALS TO CO-SEAT AND CREATE MASTER SCHEDULES IN THIS FASHION.
IT WILL ALLOW FOR TEACHERS AND STUDENTS TO STAY IN TOUCH THROUGH THIS METHOD.
IT WILL ALLOW FOR SOCIAL DISTANCING AND CONTINUITY OF LEARNING AS STUDENTS TRANSFER IN AND OUT OF LEARNING ENVIRONMENTS.
ADDITIONALLY, IT WILL ALLOW FOR STAFFING EFFICIENCIES AND WILL SUPPORT TRANSITION FOR STUDENTS IF THEY DECIDED TO TRANSITION BETWEEN LEARNING ENVIRONMENTS.
THE HYBRID IS, WE DID NOT BELIEVE WAS A FEASIBLE OPTION FOR OUR MIDDLE SCHOOL STUDENTS, AND PART OF THAT IS THAT OUR STUDENTS SEEM TO BE WITH US FIVE DAYS A WEEK, AND IT'S, I THINK STILL CHALLENGING FOR WORKING PARENTS TO HAVE MIDDLE SCHOOL AGED STUDENTS AT HOME.
NOW LOOKING AT OUR HIGH SCHOOL AND SENIOR HIGH SCHOOLS, WE FALL INTO THE SAME THING AS MIDDLE SCHOOL.
SO WE DON'T HAVE A CAP LIKE WE DO AT ELEMENTARY, ONE TO 22.
WE HAVE VARIOUS RANGES THAT OCCUR IN HIGH SCHOOL, ANYWHERE UP TO SOMETIMES 30, 35 IN A CLASS.
THAT'S USUALLY OUR TRADITIONAL.
BUT WHEN WE LOOK AT THE NUMBER OF STUDENTS OR FAMILIES THAT SELECTED FACE-TO-FACE AT THE HIGH SCHOOL AND SENIOR HIGH LEVEL, IT'S VERY SIMILAR OR THE SAME AS MIDDLE SCHOOL AT 49 PERCENT.
OUR HIGH SCHOOL SMALLEST CAMPUS WAS 396, OUR LARGEST AT 772.
WHEN WE LOOK AT OUR SENIOR HIGHS, OUR SMALLEST IS 1,328 WITH OUR LARGEST AT 1,431.
SO EVEN THOUGH THAT'S ABOUT 50 PERCENT, THOSE NUMBERS ARE REALLY LARGE.
SO THE CHALLENGE HERE REALLY IS ABOUT OUR SENIOR HIGH SCHOOLS, AND EVEN AT 50 PERCENT OR 49 PERCENT, HAVING 1,400 KIDS COME TO SCHOOL IN ONE DAY PLUS 250 TEACHERS.
THAT IS A LOT OF PEOPLE IN ONE SPACE, AND I THINK THAT THIS IS WHY THE STATE ENDED UP COMING BACK AND ALLOWING SCHOOL DISTRICTS TO CONSIDER HYBRID FOR DISTRICTS THAT HAVE LARGE SCHOOLS LIKE WE DO, AND SO THIS IS WHERE, IN ORDER TO MAINTAIN SOCIAL DISTANCING AND TO KEEP OUR STAFF AND OUR STUDENTS IN SMALLER NUMBERS ON ANY GIVEN DAY.
THE HYBRID MODEL BECAME ESSENTIAL.
SO A HYBRID COHORT MODEL, AND I WON'T GO TOO DEEP INTO IT, BUT BASICALLY YOU'RE TAKING THAT NUMBER, SO LET'S JUST SAY 1,400 STUDENTS, YOU'RE DIVIDING THEM IN HALF, 700 ARE COMING ON ONE DAY, AND THE OTHER 700 ARE COMING THE OTHER DAY AND ARE ALTERNATING DAYS.
HOWEVER, THEY ARE SCHEDULED IN THAT SAME CLASS AT THE SAME TIME.
SO COHORT A FIRST PERIOD AND COHORT B FIRST PERIOD WOULD BE TAUGHT BY THE SAME TEACHER AT THE SAME TIME, AND THEY WOULD FOLLOW THE SAME SCHEDULE.
I'M NOT GOING TO GO INTO TOO MUCH DETAIL BECAUSE GLORIA WILL BE COVERING THAT A LITTLE BIT LATER.
I JUST REALLY WANTED YOU TO UNDERSTAND THE HYBRID MODEL IN TERMS OF STAFFING, AND STUDENT TO TEACHER RATIOS.
WE WILL HAVE TO DO SOME CO-SEATING, AND THIS WOULD BE IN COURSES WHERE WE DON'T HAVE ENOUGH TEACHERS TO COVER BOTH AT HOME LEARNING AND FACE-TO-FACE.
THOSE COURSES WOULD BE BAND, OUR FINE ARTS, MANY OF OUR CTE COURSES, MANY OF OUR UPPER LEVEL COURSES.
ONE OF THE QUESTIONS MIGHT BE WHY HYBRID AT BOTH HIGH SCHOOL AND SENIOR HIGH? ONE OF THE THINGS ABOUT OUR CAMPUSES, EVEN THOUGH THEY'RE SPLIT, WE DO HAVE SOME COURSES WHERE WE SHARE TEACHERS BETWEEN THE HIGH SCHOOL LEVEL AND THE SENIOR HIGH.
WE ALSO HAVE STUDENTS THAT ARE AT THE HIGH SCHOOL LEVEL THAT TAKE ADVANCED COURSES AT THE SENIOR HIGH LEVEL AND SO BECAUSE OF THAT, WE HAVE TO KEEP THEIR SCHEDULES INTACT AND WE HAVE TO KEEP CONSISTENCY BETWEEN THE TWO SCHEDULES BECAUSE WE DO SHARE STUDENTS AND STAFF ACROSS THE DISTRICT.
AS STUDENTS WOULD ALTERNATE BETWEEN DAYS OF BEING AT HOME AND BEING FACE-TO-FACE.
[04:35:05]
THEY WOULD ALTERNATE BETWEEN SYNCHRONOUS AND ASYNCHRONOUS INSTRUCTION.ALSO, IT WILL MIRROR VERY MUCH THE PISD AT HOME MODEL, AND GLORIA WILL COVER THAT MORE IN DETAIL.
SO THAT IS AN OVERVIEW JUST OF WHERE WE ARE AS FAR AS MODELS.
WHERE OUR FAMILIES HAVE SELECTED FROM FAMILY PREFERENCES FOR OUR LEARNING ENVIRONMENTS, AND WHERE WE'RE MOVING TOWARDS AS FAR AS MAINTAINING SOCIAL DISTANCING FOR OUR FAMILIES.
AT THIS TIME, I'LL TURN IT OVER TO DR. HASLEY WHERE SHE WILL PICK UP ON OUR INSTRUCTIONAL DESIGN.
>> THANK YOU DR. WILLIAMS. NOW WE'RE UP TO ACADEMIC SERVICES, AND YOU'VE HEARD A LOT OF THIS BEFORE AS OTHER PEOPLE ARE TRYING TO EXPLAIN THEIR PIECES.
I'LL BE ABLE TO GO THROUGH SOME OF THIS A LITTLE BIT QUICKER THAN I THOUGHT.
OBVIOUSLY, YOU KNOW ABOUT THE TWO LEARNING ENVIRONMENTS THAT WE HAVE DESIGNED FROM THE VERY BEGINNING AND PARENTS ARE SELECTING THAT, THE ISD SCHOOL AT HOME IS WHAT WE'RE CALLING OUR REMOTE LEARNING AND FACE TO FACE, OF COURSE, IS WHEN STUDENTS COME TO SCHOOL, AND THAT BEGINS SEPTEMBER NINTH.
WE DO HAVE AN INSTRUCTION MANUAL, AN ELEMENTARY VERSION, A SECONDARY VERSION FOR TEACHERS, AND THAT HAS BEEN SHARED AND IT'S CONTINUING TO BE UPDATED AS WE ADJUST OUR PLANS.
IT IS FILLED WITH OUR EXPECTATIONS AND RESOURCES FOR THE 20-21 SCHOOL YEAR.
I BELIEVE I CAN ANSWER A QUESTION THAT WAS ASKED BEFORE ABOUT EXPECTATION ON RESPONDING TO EMAILS.
IT IS IN THE MANUAL THAT TEACHERS WOULD RESPOND IN 24 HOURS OR THE NEXT SCHOOL DAY TO EMAILS FROM STUDENTS AND PARENTS.
MANY TEACHERS HAVE BEEN PARTICIPATING IN PROFESSIONAL LEARNING OPPORTUNITIES THROUGHOUT THE SUMMER.
AS WE HAD OFFERED SESSIONS ON GOOGLE CLASSROOM AND OTHER DIGITAL TOOLS THAT WERE BEING USED THIS YEAR, LOTS HAVE TAKEN ADVANTAGE OF THAT.
OF COURSE, OUR DISTRICT WIDE PROFESSIONAL LEARNING DAYS FOR TEACHERS ARE THIS WEEK, AUGUST SIXTH THE SEVENTH, WHEN FOLKS FOR MY DEPARTMENT WILL BE WORKING WITH TEACHERS FOR THOSE TWO DAYS AND WE'RE EXCITED ABOUT THAT TIME.
WE'LL BE SHARING ALL THE CURRICULUM UPDATES THAT WERE MADE OVER THE SUMMER.
WE'LL WORK WITH TEACHERS ON HOW TO DESIGN SYNCHRONOUS AND ASYNCHRONOUS WORK, AND LEARNING HOW TO NAVIGATE THE DIGITAL TOOLS TO PROVIDE ENGAGING LEARNING IN THE REMOTE SETTING AS WELL AS FACE TO FACE.
ALSO WE'LL RELY HEAVILY ON COLLABORATIVE TEAMS. I'VE VISITED WITH YOU ABOUT THAT BEFORE, TEACHERS WILL BE WORKING TOGETHER TO PLAN THE LEARNING, THE ASSIGNMENTS AND WAYS TO ASSESS AND MONITOR.
WE MUST ENSURE THAT WHETHER STUDENTS ARE IN THE REMOTE ENVIRONMENT OR THE FACE TO FACE, THAT THE RIGOR IS THE SAME AND ITS EQUITABLE IN THE EXPECTATIONS.
I WANTED TO SAY ANOTHER WORD ABOUT SYNCHRONOUS AND ASYNCHRONOUS.
I KNOW YOU'VE HEARD ABOUT THAT FOR A WHILE NOW.
THOSE ARE A COUPLE OF WORDS THAT WE WERE TALKING WHILE AGO ABOUT WORDS THAT WE DON'T USUALLY USE AND NOW WE USE ALL THE TIME, AND THAT'S TWO OF THOSE.
AS YOU KNOW, SYNCHRONOUS INSTRUCTION IS LIVE 2-WAY INSTRUCTION.
THE INTERACTION BETWEEN THE TEACHER AND THE STUDENTS AND THE TEACHER CAN FACILITATE STUDENTS INTERACTING WITH EACH OTHER, AND ALL THAT'S REALLY A CRITICAL PART OF LEARNING.
THE ASYNCHRONOUS IS JUST AS CRITICAL.
WHAT I WANT TO MAKE SURE THAT STUDENTS AND TEACHERS AND PARENTS UNDERSTAND IS, WHEN A STUDENT HAS AN ASYNCHRONOUS DAY FOR A CLASS OR A HALF A DAY, THAT DOESN'T MEAN ITS TIME OFF, YOU DON'T HAVE WORK TO DO.
BECAUSE IF YOU THINK ABOUT IT, A LOT OF THESE MODELS, KIDS ARE SYNCHRONOUS ONE DAY, ASYNCHRONOUS THE NEXT FOR SPLITTING THE DAY IN HALF.
WE CAN'T AFFORD TO LOSE HALF THE DAYS IN THE YEAR, OF INSTRUCTION.
WHAT THAT MEANS IS EVERY DAY IS A LEARNING DAY.
THE SYNCHRONOUS DAYS ARE LEARNING DAYS.
THE ASYNCHRONOUS DAYS ARE LEARNING DAYS.
THAT MEANS TEACHERS WILL BE DESIGNING WORK AS KIDS CONTINUE TO LEARN EVEN WITHOUT THEM.
THEY'RE ALMOST ASYNCHRONOUS DAYS.
I JUST WANT TO MAKE IT EVEN THOUGH THE ATTENDANCE TAKING IS A LITTLE DIFFERENT AND IT MAY SOUND EASY IN THAT FOR ASYNCHRONOUS WORK CAN'T JUST BE WATCH A TEN MINUTE VIDEO AND I GET CREDIT FOR THE WHOLE DAY, EVEN THOUGH THAT WILL COUNT FOR ATTENDANCE, BUT AS FAR AS THE LEARNING.
WE CAN'T AFFORD TO LOSE TIME WITH LEARNING.
YOU CAN TELL THAT'S OUR MOTTO, EVERYDAY IS LEARNING DAY.
I APPRECIATE YOU APPROVING THE GRADING RESOLUTION AND APOLOGIZE FOR THE CONFUSION ON THE WAY IT WAS WORDED IN THE BEGINNING BUT THAT WILL REALLY HELP US WITH CONSISTENCY IN BOTH ENVIRONMENTS.
THEN FOR INSTRUCTIONAL SUPPORT, IN ADDITION TO THE TEACHERS DESIGNING, ENGAGING LEARNING WITH THEIR COLLABORATIVE TEAMS, AND THEY'RE ALL USING DISTRICT CURRICULUM AND RESOURCES, THERE'LL ALSO BE, AS WAS MENTIONED BEFORE, SHARING THEIR OFFICE HOURS AT CERTAIN TIMES
[04:40:01]
AND GIVING STUDENTS TIMES SO THEY CAN CONNECT WITH THEM INDIVIDUALLY OR IN SMALL GROUPS AS NEEDED TO PROVIDE INTERVENTION OR ENRICHMENT OR SOME SMALL GROUP INSTRUCTION.SO ALL OF THOSE EXPECTATIONS ARE WRITTEN OUT IN THE MANUALS THAT WE HAVE FOR THE TEACHERS.
ALSO, ANOTHER PIECE OF THE SYNCHRONOUS INSTRUCTION REALLY IS THAT SMALL GROUP INSTRUCTION IT'S REALLY CRITICAL.
I'VE SHARED WITH YOU ABOUT OUR LITERACY MODEL AND THAT GUIDED READING IS AN ESSENTIAL PIECE OF THAT, AND TEACHERS HAVE TO HAVE LIVE INTERACTIVE TIME WITH SMALL GROUPS OF STUDENTS TO REALLY HELP THEM PROGRESS IN THE LEARNING.
SO IN ADDITION TO PROVIDING TUTORIALS AS NEEDED, INTERVENTIONS, ENRICHMENTS, OF COURSE, TEACHERS WILL BE EXPECTED TO FOLLOW THE INDIVIDUAL EDUCATION PLANS OF SPECIAL ED STUDENTS AND [INAUDIBLE] ACCOMMODATIONS JUST AS THEY DO WHEN WE'RE IN A NORMAL SCHOOL YEAR.
ALL THOSE WILL BE FOLLOWED IN ALL LEARNING ENVIRONMENTS.
NOW, ALL THESE WORDS YOU'VE HEARD FROM A COUPLE OF DIFFERENT FOLKS.
I WANT TO SPEND A LITTLE BIT OF TIME GOING INTO A LITTLE MORE DETAIL ABOUT THIS.
YOU'VE SEEN SAMPLE SCHEDULES THAT WE'LL START THE YEAR WITH WITH ALL REMOTE FOR THE FIRST FOUR WEEKS.
AND IN JUST A COUPLE OF MINUTES, YOU'LL SEE SAMPLE SCHEDULES THAT WILL USE BEGINNING SEPTEMBER NINTH WHEN WE HAD SOME KIDS IN SCHOOL AND SOME KIDS AT HOME.
AND AT THAT TIME, ELEMENTARY SCHEDULES WILL BE THE SAME.
THE SAME AS WHAT THEY ARE STARTING WITH IN THE NEXT COUPLE OF WEEKS.
THOSE WILL BE THE SAME. BUT AT THE SECONDARY LEVEL IS WHEN THE VARIETY COMES IN FOR THE STUDENTS AT HOME AND AT SCHOOL.
SO WE HAVE A SLIGHTLY DIFFERENT VERSION FOR EVERY LEVEL.
OUR ELEMENTARY CLASSES ARE SMALLER BY DESIGN AND WITH THE PERCENT OF STUDENTS AND PARENTS WHO SELECTED SCHOOL AT HOME, LIKE YOU'VE HEARD WE'RE ABOUT 50-50.
IT'S A BIT EASIER TO DIVIDE THE TEACHERS INTO FACE TO FACE TEACHERS AND REMOTE TEACHERS WITH USING SOME ADDITIONAL STAFF THAT WE ALREADY HAVE WITHOUT ADDING STAFF TO THE BUDGET.
WE'VE BEEN ABLE TO ACCOMMODATE THAT.
FOR THE MOST PART IN A NORMAL SCHOOL YEAR, ELEMENTARY CLASSES ARE SELF-CONTAINED.
THEY HAVE ONE TEACHER, IN THE UPPER GRADES AND THEY HAVE TWO OR THREE THAT PROVIDE ALL THEIR INSTRUCTION.
SO THAT ALSO IS AN ELEMENT THAT MAKES IT A LITTLE BIT EASIER IN ELEMENTARY TO DIVIDE YOUR STAFF OUT FOR THE FACE TO FACE IN REMOTE.
SO AT THIS TIME, WE DON'T FEEL LIKE WE NEED TO SIGNIFICANTLY REDUCE THE NUMBERS OF STUDENTS IN FACE TO FACE CLASSES, AS THERESA JUST SHOWED YOU, THE RATIOS THAT WE HAVE.
ELEMENTARY STUDENTS WHO CHOSE TO SCHOOL AT HOME WILL BE ASSIGNED TO A SCHOOL AT HOME TEACHER.
AND THEIR SCHEDULE AS SEEN EARLIER WILL FOLLOW THE MASTER SCHEDULE OF THE CAMPUS WITH THOSE REQUIRED SYNCHRONOUS BLOCKS AND ASYNCHRONOUS BLOCKS OF TIME THROUGHOUT THE DAY.
AT THE MIDDLE SCHOOL, CLASSES ARE LARGER THAN AT ELEMENTARY.
STUDENTS ARE NO LONGER IN SELF-CONTAINED CLASSROOMS, WHERE ONLY ONE OR TWO TEACHERS PROVIDE ALL THEIR SUBJECTS.
SO THE COMPLEXITIES OF CREATING THAT MASTER SCHEDULE IS MORE DIFFICULT.
AND IN ORDER TO ACCOMMODATE THE CLASS SIZE NEEDED FOR SAFETY AND HAVE STAFF FOR THE REMOTE AND SCHOOL AT HOME, AS THERESA SHARED WE'LL NEED TO DO SOME CO-SEATING AT THE MIDDLE SCHOOL LEVEL.
WHAT THAT MEANS, AGAIN, IS STUDENTS WHO ARE AT HOME OR LOGGING IN TO JOIN SOME OF THE FACE TO FACE STUDENTS IN CLASS AND A LOT OF OUR TRAINING WITH TEACHERS THE NEXT COUPLE OF DAYS AND THROUGHOUT THE NEXT FEW WEEKS, WILL BE SUPPORTING THEM IN HOW TO DESIGN LEARNING FOR CLASSES WHEN THEY HAVE CO-SEATING SITUATIONS.
ALSO, THIS DESIGN FOR MIDDLE SCHOOL ALLOWS THE FACE TO FACE STUDENTS TO COME EVERY DAY, WHICH THERESA ALSO EXPLAINED TO YOU, AND THAT IS DEVELOPMENTALLY APPROPRIATE FOR THAT AGE GROUP.
SO AS WE COME TO PLANNING FOR HIGH SCHOOL, SENIOR HIGH CLASSES ARE LARGER, STAFFING IS MORE SPECIFIC TO COURSES, THERE ARE MORE COURSES TO COVER, MASTER SCHEDULING IS VERY COMPLEX, EVEN IN A NORMAL YEAR.
SO THERESA'S ALREADY BEEN OVER THIS WITH YOU AND YOU'LL JUST FIND WE HAVE SEVERAL DIFFERENT MODELS GOING TO SUPPORT OUR HIGH SCHOOL AND SENIOR HIGHS TO ACCOMMODATE THE SMALLER CLASS SIZE.
JUST AS WITH THE CO-SEATING, THE HYBRID, THEY ARE SEEING HALF THEIR KIDS AT A TIME AND THE HALF OF THE TIME THAT KIDS ARE AT HOME, THEY'RE CONSIDERED IN AN ASYNCHRONOUS DAY.
SO AGAIN, A LOT OF OUR PROFESSIONAL LEARNING WITH TEACHERS IS ABOUT, WHAT DOES IT MEAN TO DESIGN ASYNCHRONOUS WORK AND HOLD STUDENTS ACCOUNTABLE FOR LEARNING WHEN YOU'RE NOT WITH THEM, AND WHAT DOES IT MEAN WHEN YOU COME BACK TOGETHER AND WHAT'S THE BEST USE OF THAT SYNCHRONOUS TIME? THE NEXT SLIDE, WE'LL GO ON.
SOME OF THIS REALLY IS REPETITIVE.
IT'S JUST SHOWING AGAIN HOW WE DEFINE HYBRID, CO-SEATING AND THE AT HOME PROGRAM.
SO THAT'S THERE FOR YOUR REFERENCE,
[04:45:01]
IF YOU NEED TO COME BACK TO IT.SO WE'LL GO ON TO THE NEXT SLIDE.
AND THEN TO SUMMARIZE THIS AND THEN SET THE STAGE FOR GLORIA TO EXPLAIN THE HIGH SCHOOL SCHEDULES.
AGAIN, WHY DID WE GO BACK TO LOOKING AT HYBRID AND CO-SEATING? BASICALLY, IT'S A HEALTH CONCERN.
SMALLER NUMBER OF PEOPLE IN CLASS AT A TIME.
IT ALLOWS US FLEXIBILITY SO THAT WHEN AND IF STUDENTS CHANGE OR IF PARENTS CHANGE THEIR MINDS FROM, "OKAY, WE'VE BEEN REMOTE THE FIRST NINE WEEKS, WE WANT TO COME BACK FACE TO FACE THE NEXT NINE WEEKS." HAVING SCHEDULES DESIGNED IN THE WAY WE ARE ALLOWS THOSE STUDENTS TO MORE EASILY TRANSFER FROM ONE TO THE OTHER WITHOUT HAVING TO CHANGE THEIR WHOLE MASTER SCHEDULE.
SO THAT'S ANOTHER BENEFIT OF DESIGNING THE SCHEDULES THE WAY WE HAVE.
AND THEN, OF COURSE, OUR STAFFING EFFICIENCIES.
SOME OF THE CO-SEATING IS WE DON'T HAVE ENOUGH MONEY TO BUY, TO HIRE DOUBLE THE STAFF SO WE HAVE ALL REMOTE TEACHERS AND ALL FACE TO FACE TEACHERS AND SOME OF THOSE SITUATIONS WHERE YOU'D HAD TO DO THE CO-SEATING.
I THINK THE NEXT IS GLORIA IS UP TO TALK ABOUT LITTLE MORE DETAIL ABOUT THE SCHEDULE.
I AM GOING TO BE GOING OVER OUR FACE-TO-FACE HYBRID MODEL.
THIS IS A SIDE-BY-SIDE EXAMPLE OF A TYPICAL SCHEDULE THAT YOU'LL SEE FOR BOTH FACE-TO-FACE AND THE PISD SCHOOL@HOME STUDENT ENVIRONMENTS AND THEY ARE AVAILABLE AT THE HIGH SCHOOL AND THE SENIOR HIGH LEVELS ONLY.
THE SAMPLE SCHEDULE WILL TAKE PLACE BEGINNING ON SEPTEMBER 9TH, AS DR. WILLIAMS HAD STATED.
ON THE LEFT-HAND SIDE OF THAT GRAPHIC, YOU'RE GOING TO SEE AN EXAMPLE OF THE WEEKLY SCHEDULE FOR THE STUDENTS THAT HAVE CHOSEN TO ATTEND IN THE FACE-TO-FACE LEARNING ENVIRONMENT.
IN THE FACE-TO-FACE LEARNING ENVIRONMENT, SCHOOL HOURS, THEY WILL STAY THE SAME.
IT WILL BE FROM 9:00 AM TO 4:15 PM, AND EVERY MONDAY IS DESIGNATED AS AN ASYNCHRONOUS-TYPE FLEX DAY.
THIS IS WHERE ALL THE STUDENTS ARE GOING TO BE ACCESSING LEARNING ASYNCHRONOUSLY, AND THEY'LL BE SCHEDULED INTO AN ADVISORY PERIOD CONNECTED TO ONE OF THEIR OTHER CLASSES, OR ON A SEPARATE COURSE FOR THE PURPOSE OF CHECK-INS AND TUTORIALS, SOME SOCIAL-EMOTIONAL LEARNING, AND ATTENDANCE AS WELL.
ADDITIONALLY, TEACHERS CAN PROVIDE VIRTUAL OFFICE HOURS DURING THAT TIME.
IN THIS HYBRID COHORT DESIGN, STUDENTS WILL BE DIVIDED INTO THOSE COHORTS.
WE'RE WORKING OUT THOSE FINAL DETAILS ON HOW THE STUDENTS WILL BE DIVIDED.
CURRENTLY, WE'RE LOOKING AT STUDENTS AND DIVIDING THEM INTO COHORT A, SO THOSE STUDENTS WILL BE A THROUGH L, AND THEN IN COHORT B, THOSE WILL BE M THROUGH Z.
IN THIS EXAMPLE, COHORT A WILL BE ATTENDING FACE-TO-FACE INSTRUCTION AT SCHOOL ON TUESDAY AND ON THURSDAY, EACH WEEK.
THEN COHORT A WILL ACCESS LEARNING REMOTELY ON WEDNESDAY AND FRIDAYS.
COHORT B STUDENTS WILL ATTEND FACE-TO-FACE INSTRUCTION AT SCHOOL ON WEDNESDAY AND ON FRIDAY.
THEN THEY'LL ACCESS LEARNING REMOTELY ON TUESDAY AND ON THURSDAY.
ON THE OPPOSITE SIDE, YOU'LL SEE THE PISD SCHOOL@HOME FOR THOSE STUDENTS THAT HAVE SELECTED THAT, AND THOSE STUDENTS WILL ALSO BE DIVIDED INTO TWO COHORTS IN THE HYBRID COHORT DESIGN.
MONDAYS WILL ALSO SERVE AS THAT ASYNCHRONOUS FLEX DAY WHERE ALL THE STUDENTS WILL BE SCHEDULED INTO AN ADVISORY PERIOD FOR THE PURPOSES OF CHECKING IN, TUTORIALS, AND SOCIAL-EMOTIONAL LEARNING, AND ATTENDANCE, JUST AS THEIR FACE-TO-FACE STUDENTS WILL.
STUDENTS IN COHORT A WILL ACCESS SYNCHRONOUS LEARNING ON TUESDAYS AND THURSDAYS, AND ASYNCHRONOUS LESSONS ON WEDNESDAYS AND FRIDAYS.
THE STUDENTS IN COHORT B WILL ACCESS SYNCHRONOUS LEARNING ACTIVITIES ON WEDNESDAYS AND ON FRIDAYS, AND ASYNCHRONOUS LESSONS ON TUESDAYS AND THURSDAYS.
EVERY DAY, THERE WILL ALSO BE THAT TIME, OF COURSE, FOR OUR SPECIAL POPULATIONS AS WELL, SO THEY WILL BE ABLE TO ACCESS EVERY DAY.
IF I CAN ALSO CIRCLE BACK TO THE REMOTE ASYNCHRONOUS FLEX DAY JUST TO GIVE A LITTLE BIT MORE PERSPECTIVE ON THAT, MONDAY IS GOING TO BE DESIGNED AS THAT ASYNCHRONOUS FLEX DAY WHERE THERE'S NOT GOING TO BE ANY SMALL GROUP, INDIVIDUAL, OR WHOLE CLASS SYNCHRONOUS INSTRUCTION BY THE INDIVIDUAL TEACHER.
FOR THE CAMPUS, IT'LL BE TIME FOR STUDENTS TO CONNECT WITH THE COUNSELORS, DO SOME DISTRICT-CENTRALIZED COURSEWORK,
[04:50:03]
SPECIALIZED STAFFING FOR ACCOMMODATIONS, ASSESSMENTS, OR OTHER IN-PERSON ACTIVITIES THAT ARE REQUIRED FOR THE COMPLETION OF SOME OF THOSE ELECTIVE COURSES.THEY'LL ALSO BE ABLE TO ORGANIZE AND PICK UP AND DROP OFF TIMES FOR ANY OFFLINE MATERIALS NEEDED FOR THE SCHOOL@HOME LEARNING AS WELL.
FOR THE TEACHERS, THEY WILL BE SPENDING THE DAY ASSISTING WITH PICKING UP AND DROP OFF THOSE MATERIALS FOR SCHOOL@HOME LEARNING.
THEY'LL BE SUPPORTING STUDENTS ASYNCHRONOUSLY, AND DOING GRADING, PROVIDING FEEDBACK, CONTACTING PARENTS AND STUDENTS, AND THINGS LIKE THAT.
THEN THEY'LL ALSO BE COMPLETING WEEKLY STUDENT CONTACT LOGS AND PROVIDING INSTRUCTION FACE-TO-FACE IN THE COURSE THAT REQUIRES THE IN-PERSON ACTIVITIES.
THEY WILL ALSO BE ABLE TO ATTEND COLLABORATIVE TEAM MEETINGS OR PARTICIPATE IN PROFESSIONAL LEARNING DURING THAT TIME AS WELL.
FOR STUDENTS, STUDENTS WILL COMPLETE THEIR ASYNCHRONOUS ASSIGNMENTS DURING THAT TIME, THEY'LL ATTEND ON CAMPUS ACTIVITIES REQUIRED FOR COMPLETION FOR THOSE ELECTIVE COURSES, THEY'LL MEET WITH ASSIGNED COUNSELORS OR SPECIALIZED STAFFING THAT THEY HAVE, AND THEN THEY WILL ATTEND SYNCHRONOUS SESSIONS AS ASSIGNED BY THE CAMPUS, IF NECESSARY.
NOW, WE GO ON TO THE MIDDLE SCHOOL MODEL.
WITH THE MIDDLE SCHOOL MODEL, WE HAVE FACE-TO-FACE SCHOOL AT CO-SEATING WITH THE CO-SEATING PLAN THAT WAS MENTIONED BEFORE BY DR. HASLEY AND BY DR. WILLIAMS, AND THIS PLAN WILL ACCOMMODATE OUR STUDENTS FIVE DAYS A WEEK DURING ALL THE REGULAR SCHOOL HOURS AND ALLOW FOR 280 INSTRUCTIONAL MINUTES PER WEEK PER CLASS.
IN THIS MODEL, WE'LL PUT FORWARD A VISUAL, WHICH YOU SEE HERE USING THAT 1ST-7TH PERIOD FACE-TO-FACE, PLUS SCHOOL@HOME STUDENTS, TO CREATE THAT CO-SEATED ENVIRONMENT.
THE STUDENTS IN THE MIDDLE SCHOOL ARE GOING TO BE HAVING THAT OPPORTUNITY TO ACCESS TO SOME CLASSES THAT WILL BE CO-SEATED AND THAT HAVE ELECTED BOTH THE FACE-TO-FACE ENVIRONMENT AT THAT TIME.
THIS MODEL ALSO ALLOWS FOR GREATER BALANCE IN THE CLASS ENROLLMENT IN ALL PERIODS AND SUBJECTS THROUGHOUT THE SCHOOL DAY, AND I KNOW THAT DR. WILLIAMS ALSO MENTIONED THE ENROLLMENT PIECES THERE EARLIER IN THE POWERPOINT.
ONE OF THE KEY BENEFITS TO USING THIS APPROACH IS THE UNIQUE OPPORTUNITY IT PROVIDES TO HAVE STUDENTS IN BOTH OF THE ENVIRONMENTS ENROLLED TO HAVE ACCESS AND THE SAME TEACHING AND LEARNING EXPERIENCES AS ALL THE OTHER STUDENTS.
THE KEY BENEFIT OF THIS MODEL OF SCHEDULING IS THAT IT CREATES GREATER EFFICIENCY IN THE MASTER SCHEDULE FOR EACH OF THE SCHOOL AND THAT BENEFITS BOTH THE STUDENTS AND THE TEACHERS.
BY CO-SEATING THE COURSES, THE MASTER SCHEDULE IS ABLE TO BETTER BALANCE THE CLASS THROUGHOUT THE DAY AND IT'LL HELP THE TEACHERS CREATE CLASS LAYOUTS TO BETTER SOCIAL DISTANCE BETWEEN THE STUDENTS.
AT THE MIDDLE SCHOOL, WE KNOW IT'S REALLY IMPORTANT, TO BOTH STUDENTS AND THEIR FAMILIES, TO GET THE ELECTIVES THEY REQUESTED IN EARLY SPRING, AND SO CO-SEATING CLASSES DURING SCHEDULING PROCESSES PROVIDES FLEXIBLE AND SCHEDULING, AND ALSO ALLOWS FOR THAT ADDITIONAL TIME THAT THEY NEED TO BETTER ACCOMMODATE ALL OF THOSE STUDENT REQUESTS.
DURING THE TIME PERIODS IN WHICH THE STUDENTS CAN SELECT A DIFFERENT LEARNING ENVIRONMENT, CO-SEATING ALSO SHOULD ACCOMMODATE THE SWITCH.
SO THAT'S ALSO ANOTHER PLUS SIDE TO THIS MODEL AS WELL, AND IT WILL ALSO REDUCE THE NUMBER OF TEACHER AND CLASS CHANGES.
THE IDEA OF CO-SEATING WAS VETTED THROUGH ALL OF THE MIDDLE SCHOOL PRINCIPALS WHO FELT THIS TYPE OF SCHEDULING WOULD ALLOW THEM TO CREATE A BETTER SCHEDULE TO BENEFIT BOTH THE STUDENTS AND THE TEACHERS. THANK YOU.
HERE, WE HAVE THE ELEMENTARY SCHEDULE.
GLORIA'S JUST EXPLAINED HIGH SCHOOL, SENIOR HIGH, MIDDLE SCHOOL, AND HOPEFULLY, THIS ONE LOOKS A LITTLE SIMPLER THAN THOSE THAT SHE'S JUST EXPLAINED.
AGAIN, THIS IS JUST LIKE THE ONES THAT THEY'LL HAVE IN THE FIRST FOUR WEEKS OF SCHOOL.
AS STUDENTS RETURN TO SCHOOL AT THE ELEMENTARY CAMPUSES FOR FACE-TO-FACE, THEY'LL ATTEND SCHOOL EVERY DAY LIKE WE'VE SAID AND EXPERIENCE A SCHEDULE MUCH LIKE WHAT WE HAVE IN A NORMAL SCHOOL YEAR AT AN ELEMENTARY CAMPUS.
THE ELEMENTARY SCHOOL-AT-HOME WILL FOLLOW THE SCHEDULE OF THE CAMPUS WITH A SYNCHRONOUS, ASYNCHRONOUS, OR MIXED OPTIONS THROUGHOUT THEIR DAY.
THERE WAS A QUESTION EARLIER ABOUT WHAT DOES THE "MIXED" MEAN.
[04:55:01]
FOR EXAMPLE, ON THIS SCHEDULE, YOUR PE, ART, AND MUSIC BLOCK SAYS MIXED FOR 30 MINUTES.WELL, THAT MIGHT MEAN ON SOME DAYS THE PE TEACHER HAS THEM LOG IN FOR THE FIRST FIVE MINUTES TO GIVE THEM INSTRUCTIONS, AND THEN LOG OUT AND DO THE ACTIVITIES ON THEIR OWN.
THAT MEANS USUALLY, IT MAYBE THERE'S A MINI LESSON IN THE BEGINNING, AND THEN PART OF THE TIME IT'S ASYNCHRONOUS, JUST TO GIVE A LITTLE EXPLANATION ON THAT.
I HAVE JUST A LITTLE MORE INFORMATION TO SHARE WITH YOU ABOUT SOME OF OUR SPECIALIZED PROGRAMMING.
OUR SPECIAL ED LEADERSHIP TEAM HAS REALLY BEEN WORKING HARD SINCE LAST SPRING, PUTTING PROCESSES AND EXPECTATIONS IN PLACE TO SUPPORT THOSE STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES IN THEIR REMOTE SETTING, AND THIS IS JUST AN ESPECIALLY CHALLENGING THING TO FIGURE OUT BECAUSE A LOT OF KIDS WHO NEED SPECIALIZED SERVICES NEED THAT IN A FACE-TO-FACE SITUATION, BUT WE ARE DOING OUR BEST.
YOU KNOW THAT SPECIAL ED IS VERY INDIVIDUALIZED.
EACH STUDENT HAS THEIR OWN INDIVIDUAL EDUCATION PLAN, WHICH SPELLS OUT SPECIFIC GOALS, THE TYPES AND AMOUNT OF SERVICES THAT THEY NEED, AS WELL AS ACCOMMODATIONS, AND MANY STUDENTS ALSO RECEIVE SPEECH THERAPY OR OTHER RELATED SERVICES.
PART OF THE PLAN IS IN THE FALL EARLY ON, WE'LL BE SCHEDULING THE ARD MEETINGS, THE PARENT AND SCHOOL ADMISSION REVIEW DISMISSAL COMMITTEE MEETINGS AND DEVELOP SCHEDULES OF SERVICES PAGES FOR EACH STUDENT SO THAT WE HAVE A SCHEDULE WHEN THEY ARE IN THE REMOTE SETTING, AND ANOTHER ONE IF THEY ARE TO COME TO FACE-TO-FACE.
WE WANT TO DEVELOP THOSE AHEAD OF TIME BECAUSE AS WE'VE SAID BEFORE, WE DON'T KNOW WHEN A SCHOOL MIGHT NEED TO CLOSE FOR A COVID SPREAD FOR A CERTAIN AMOUNT OF TIME, AND WE HAVE TO FLIP, LIKE SARA HAD SAID IN THE BEGINNING, FROM FACE-TO-FACE TO REMOTE OR BACK AND FORTH.
WE'RE DOING OUR BEST TO HELP PREPARE AHEAD OF TIME FOR THOSE THINGS.
FOR STUDENTS IN SPECIAL ED WHO RECEIVE INCLUSION SUPPORT IN THE GEN ED CLASSROOM, THEIR ASSIGNED SPECIAL ED TEACHER WILL WORK CLOSELY WITH THOSE GEN ED TEACHERS, AND THEY'LL SUPPORT THE LEARNING DURING SYNCHRONOUS SESSIONS, MAYBE BY LOGGING ON AND ASSISTING THE STUDENT, OR EVEN DURING ASYNCHRONOUS TIMES IF THE STUDENT NEEDS ADDITIONAL SUPPORT IN THAT WAY.
NOW, AS FOR OUR CENTRALIZED SPECIAL ED PROGRAMS, AND THESE ARE THE CLASSES THAT ARE NOT ON EVERY CAMPUS, THEY'RE THE MORE RESTRICTIVE ENVIRONMENTS.
WE'VE GIVEN YOU SOME LESSONS ON SPECIAL ED BEFORE IN OUR CONTINUUM OF SERVICES, BUT THESE ARE THOSE MOST RESTRICTIVE CLASSROOMS THAT JUST SPECIFIC STUDENTS GO TO.
IN THE CASE OF THOSE, THERE MAY BE SOME TIMES FOR WHEN WE'RE TRYING TO FIGURE OUT HOW MANY KIDS HAVE CHOSEN REMOTE AND HOW MANY ARE FACE-TO-FACE.
WE MAY HAVE TO PULL ONE OR TWO OF THOSE CENTRALIZED TEACHERS TO SERVE ALL OF THE STUDENTS IN THAT SAME KIND OF SETTING WHO'VE SELECTED SCHOOL-AT-HOME, EVEN THOUGH THEY MIGHT BE FROM DIFFERENT CAMPUSES, JUST FOR A STAFFING EFFICIENCY.
BUT AS FAR AS STUDENTS WHO ARE ON CAMPUS FACE-TO-FACE, THEY WILL BE TAKEN CARE OF BY THE TEACHERS WHO ARE ON THAT CAMPUS IN THE SPECIAL ED TEAMS, HOPE THAT MAKES SENSE.
MOVING ONTO PRE-K AND BILINGUAL, AND THESE ARE TWO OF OUR CENTRALIZED PROGRAMS AT THE ELEMENTARY LEVEL.
[NOISE] YOU PROBABLY KNOW OUR PRE-K ENROLLMENT IS VERY LOW RIGHT NOW, AS IS KINDERGARTEN, AND THAT'S JUST A CHALLENGE TO PREDICT AND WHERE IT WILL END UP BY MID-SEMESTER.
AS WE'RE LOOKING AT OUR NUMBERS AND WE'RE CONTINUING TO GET PRE-K ENROLLMENTS ALL THE TIME, THEY'RE NOT COMING IN LIKE A NORMAL YEAR AT ALL, BUT WE ARE TRYING TO FIGURE OUT THE BEST WAY TO SERVE THESE STUDENTS AND TO USE THE STAFF THAT WE HAVE TO DO SO.
IN THESE CASES, WHAT WE'VE DECIDED TO DO IS TO CENTRALIZE THE SCHOOL AT HOME STUDENTS, MEANING LIKE I'VE JUST DESCRIBED WITH THE SPECIAL ED CLASS.
WE'LL PULL SOME PRE-K TEACHERS AND ASSIGN THE SCHOOL-AT-HOME STUDENTS TO THEM.
THEY MAY HAVE STUDENTS FROM A COUPLE OF DIFFERENT CAMPUSES OR THREE DIFFERENT CAMPUSES BECAUSE WE MAY HAVE A CAMPUS WHERE ONLY TWO OF THEIR BREAK KIDS WANT REMOTE, AND THE REST ARE GONNA BE FACE-TO-FACE.
THE SAME THING WITH THE BILINGUAL, OUR NUMBERS ARE SUCH THAT WE DON'T HAVE ENOUGH BILINGUAL TEACHERS TO HAVE FULL REMOTE TEACHERS AND FACE-TO-FACE TEACHERS ON THE SAME CAMPUS.
WE NEED TO CENTRALIZE THOSE STUDENTS WHO'VE CHOSEN SCHOOL-AT-HOME BILINGUAL, PULL SOME TEACHERS TOGETHER TO TAKE CARE OF THOSE SCHOOL-AT-HOME KIDS, AND THEN THE BILINGUAL AND THE PRE-K TEACHERS WHO ARE LEFT ON CAMPUS WILL TAKE CARE OF THE KIDS WHO COME ON THE FACE-TO-FACE MODEL.
WE'RE CALLING THOSE PROGRAMS THE SCHOOL-AT-HOME PRE-K ACADEMY,
[05:00:01]
AND THE SCHOOL-AT-HOME BILINGUAL ACADEMY.THE PRE-K ACADEMY WILL BE HOUSED FROM THE EARLY CHILDHOOD SCHOOLS.
WE'LL ACTUALLY HAVE THOSE TEACHERS WHO ARE ASSIGNED TO THAT DUTY WORK FROM THE EARLY CHILDHOOD SCHOOL.
THOSE ADMINISTRATORS WILL FACILITATE THAT PROGRAM.
THE BILINGUAL TEACHERS WHO ARE ASSIGNED TO THE SCHOOL-AT-HOME BILINGUAL ACADEMY, WE'RE GOING TO UTILIZE THE BIRD SPECIAL PROGRAMS CAMPUS TO HOUSE THOSE TEACHERS SO THEY'RE CLOSE TO THE MULTILINGUAL SERVICES DEPARTMENT, WHICH IS RIGHT NEXT DOOR.
TALLE GOMEZ'S TEAM WILL PROVIDE A GREAT SUPPORT TO THEM, AS THEY'RE DESIGNING THEIR VIRTUAL INSTRUCTION FOR THE BILINGUAL STUDENTS.
THAT'S AN UPDATE ON OUR SPECIALIZED PROGRAMS AND SOME OF THE AREAS WHERE WE'RE GOING TO HAVE TO CENTRALIZE THE SCHOOL-AT-HOME STUDENTS AND TEACHERS.
AGAIN, AS BILINGUAL STUDENTS, IF THEY'RE IN THE SCHOOL-AT-HOME PROGRAM AND DECIDE NEXT NINE WEEKS TO GO BACK-FACE TO-FACE, THEY'LL GO BACK TO THEIR HOME CAMPUS SO THEY'LL ALWAYS BE TIED TO THEIR HOME CAMPUS TO RETURN TO.
IN PRE-K, THE ONLY OTHER THING I NEED TO SHARE IS SOME OF OUR ELEMENTARY PRE-K CLASSES ARE LOOKING VERY, VERY SMALL, LIKE TWO OR THREE STUDENTS.
IF WE CONTINUE TO HAVE THOSE VERY SMALL NUMBERS, WHAT WE WILL DO IS PROBABLY MOVE THOSE STUDENTS TO AN EARLY CHILDHOOD SCHOOL TO ADD TO SOME OTHER STUDENTS TO MAKE A CLASS SO WE WOULD BE ABLE TO AFFORD TO HAVE A TEACHER FOR THEM.
WE'RE JUST WATCHING THOSE NUMBERS VERY CLOSELY.
I DID WANT TO SHARE WITH YOU THOSE SPECIAL PROGRAMS THAT WE'RE GOING TO HAVE TO DO A LITTLE BIT OF A CENTRALIZING TOO. THAT'S IT.
>> WELL, THANK YOU TEAM. I KNOW THAT WAS A VERY LONG UPDATE AND THERE WERE LOTS OF SLIDES AND A TON OF INFORMATION.
YOU CAN SEE SOME NEXT STEPS THAT WE'VE PUT ON THIS SLIDE ON OUR AGENDA FOR WHAT WE'RE DEALING WITH AND WHAT WE'RE LOOKING AT, BUT I KNOW IT'S GETTING LATE AND I KNOW THAT YOU'VE HELD YOUR QUESTIONS, SO I WILL STOP TALKING AND LET PEOPLE ASK QUESTIONS SO THAT WE CAN MOVE THINGS ALONG.
>> I HAVE A QUESTION, IF I COULD? TAMMY.
>> OKAY. THANK YOU. NOW YOU CAN SEE US ALL.
I'VE HAD A LOT OF PEOPLE ASK AND I'VE SEEN A LOT OF CONVERSATION ABOUT STUDENTS WANTING TO USE THEIR OWN COMPUTER.
CAN YOU ADDRESS HOW THAT IS POSSIBLE OR WHETHER THAT'S POSSIBLE?
>> YES, I CAN. AS YOU CAN IMAGINE, WE'VE BEEN ADDING MORE AND MORE, BUT YOU SAW DASH'S PRESENTATION ON THE MAP TESTING, AND WE'VE TALKED ABOUT MORE AND MORE OF THESE TOOLS, A LOT OF THESE TOOLS ARE VERY DEPENDENT UPON CERTAIN THINGS, CERTAIN BROWSER REVISION LEVELS, CERTAIN OPERATING SYSTEMS. WE CAN START GOING DOWN EACH INDIVIDUAL ONE BUT WE'RE TALKING TO THE TUNES OF A LOT OF THEM, AND SO INSTEAD OF GIVING OUT AN IDEA THAT IT'S VERY CONFUSING TO SAY, "WELL, YOU HAVE TO BE AT THIS LEVEL OF BROWSER, YOU CAN'T HAVE YOUR ANTIVIRUS DETECTOR RUNNING TO MAKE THIS," WE HAVE TO COME UP WITH AN EASIER WAY FOR PEOPLE TO KNOW, "HEY, I'M GOING TO TURN THIS ON AND IT'S GOING TO WORK.".
WE'VE ALREADY VETTED OUR CHROMEBOOKS TO DO ALL OF THAT AND TO BE AT THE RIGHT REVISION LEVELS, SO THAT THE TESTING CAN TAKE PLACE, SO THAT SOME OF THESE OTHER TOOLS CAN TAKE PLACE.
IT MIGHT WORK IN CERTAIN THINGS, ON YOUR HOME COMPUTER IT CAN PROBABLY DO A ZOOM SESSION JUST FINE WITH EVERYBODY ELSE, BUT THE HARD PART ABOUT IT IS, WE DIDN'T WANT TO COME OUT WITH MIXED MESSAGES THAT SOUNDED VERY CONFUSING.
SO THE BASELINE WAS, WHAT IF WE MADE A VERY SIGNIFICANT INVESTMENT IN THESE AND WE CAN ENSURE THAT, WHEN YOU'RE USING THESE, THEY'VE BEEN TESTED AND VALIDATED, THAT THESE PROGRAMS AND APPLICATIONS WILL FUNCTION PROPERLY.
SO TO EASE THE COMMUNICATION AND NOT GET A VERY MIXED MESSAGE OUT THERE, WE TRIED TO FLAT LINE IT AND SAY, ''YOU KNOW WHAT, WE DO KNOW THAT WE'VE TESTED ALL THIS AND IT'S GOING TO WORK WITH THE CHROMEBOOKS.'' AND SO THAT'S WHY YOU SEE AND YOU HEAR THAT COMING OUT, BECAUSE WE'RE TRYING TO BE, WITHOUT SPLITTING HAIRS AND GETTING VERY GRANULAR, GIVING OUT A MESSAGE THAT WILL ENSURE THAT YOUR EXPERIENCE IS GOOD IF YOU'RE AT THIS LEVEL.
>> OKAY. SO IT WOULD BE NOT ADVISABLE TO DO ANYTHING BUT THEIR CHROMEBOOK THEN?
[05:05:05]
>> WELL, LIKE I SAID, THERE ARE THINGS THAT WILL WORK, BUT I CAN TELL YOU THAT WHEN WE STARTED TALKING ABOUT LOOKING AT CERTAIN APPLICATIONS, ESPECIALLY IN THE TESTING, IT'S VERY DEPENDENT UPON A LOT OF THESE THINGS, AND WHEN DASH SAYS THAT THE ANTIVIRUS CAN'T BE RUN, SHE'S VERY RIGHT.
THE APPLICATION WILL NOT WORK IF IT SEES ONE.
BUT THAT'S DEPENDENT ON LIKE IF YOU RUN IN WINDOWS, WELL, NOW WE'RE TALKING ABOUT WINDOWS AND A MAC AND A CHROMEBOOK AND TRYING TO EXPLAIN ALL THAT WAS GOING TO BE VERY DIFFICULT, SO WE'RE TRYING TO DO AN EASIER MESSAGE, THAT WE CAN ENSURE THAT WE CAN SUPPORT THIS ON A VERY LARGE LEVEL.
>> [OVERLAPPING] I HAVE A FOLLOW-UP QUESTION.
I'VE HEARD A LOT ABOUT PARENTS WANTING THEIR OWN DEVICE AND THE VERY FACT THAT SOMETIMES YOU HAVE TO TURN OFF YOUR SECURITY, LIKE A MCAFEE IN OUR CASE, TO RUN A PROGRAM ALSO MAKES OUR HOME NETWORK VULNERABLE THOUGH.
SO DO WE HAVE ANY KIND OF ASSURANCE THAT ALL THE APPS YOU RUN IN YOUR CHROMEBOOK ARE VETTED FOR SECURITY AND SAFETY, BECAUSE I DO NOT WANT ANY UNAUTHORIZED DATA MINING HAPPENING TO OUR CLIENTS, OUR HOME NETWORK, AND OUR STUDENTS? SO THAT, I THINK IS THE CONCERN WE HAVE SOMETIMES, INCLUDING ME, BECAUSE I TAKE A LOT OF PRECAUTIONS TO MAKE MY HOME NETWORK SECURE.
[OVERLAPPING] BECAUSE YOUR CHROMEBOOK WILL STILL BE ON MY NETWORK, RIGHT? [OVERLAPPING] SO I CANNOT WORRY.
>> YES. AND I WILL SAY THAT THE CHROMEBOOKS ARE A LITTLE BIT EASIER TO SECURE THAN, TECHNICALLY, WINDOWS WHERE YOU CAN DOWNLOAD APPS, BECAUSE THE CHROMEBOOK, THEY DO HAVE THINGS CALLED EXTENSIONS, BUT WE DO HAVE POLICIES IN PLACE TO ADDRESS THOSE EXTENSIONS.
WE TRY TO ENSURE THAT WE VET THOSE AS WE WORK WITH EACH VENDOR TO MAKE SURE THAT THEY AREN'T MALFORMED PACKETS OR ANYTHING ALONG THOSE LINES.
IN THE SUMMER, TALKING ABOUT THE DATA, WE DID REVAMP OUR DATA PRIVACY AND DATA SHARING AGREEMENT.
AND WE'VE BEEN WORKING WITH OUR VENDORS TO ADHERE TO THOSE LATEST DATA PRIVACY STANDARDS, TO PREVENT SOME OF THAT MINING FROM HAPPENING WITHIN THE COMPANIES THAT WE'RE DOING BUSINESS WITH.
>> ALL THE APPS IN WEBDESK AND THOSE COMPANIES, WE HAVE INDIVIDUAL AGREEMENTS REGARDING THIS, RIGHT? DATA SECURITY.
BUT WHAT IF A BREACH TAKES PLACE DO WE HAVE ANY RECOURSE, ANY REMEDY?
>> I'LL TELL YOU WHAT, WE'RE BEEFING THAT AREA UP RIGHT NOW BECAUSE THE STATE IS INTEGRATING THE DATA POLICIES AND THEY'VE GIVEN SOME GOOD TEMPLATES.
I'VE GOT A CYBER SECURITY COORDINATOR WORKING ON THOSE RIGHT NOW ON HOW WE CAN BUILD THOSE POLICIES OUT TO BE MORE ROBUST.
WE ARE WORKING ON ALL THOSE COMPONENTS.
I HOPE I'M ANSWERING YOUR QUESTION WITH REGARDS TO THIS.
WE ARE WORKING WITH OUR VENDORS TO VET THESE AND ENSURE THAT THEY'RE WORKING WITHIN OUR PRIVACY AGREEMENTS.
NOW THE ONLY CAVEAT THAT I AM GOING TO PUT IN HERE IS IF WE DELIVER OUT THE APPLICATION IN THE WEBDESK, WE WILL WORK ON THOSE DATA PRIVACY AGREEMENTS WITH THOSE VENDORS.
BUT THINK OF THE WEBDESK THOUGH AS A MENU TOO BECAUSE A PERSON CAN PUT ON THE MENU, "OH, THIS WEBSITE I ALWAYS GO TO." WELL, IF THEY PUT ON A WEBSITE LIKE A LINK, LIKE A FAVORITE, THAT DOESN'T NECESSARILY MEAN THAT WE'VE GOT AN AGREEMENT WITH THEM.
SO I JUST DIDN'T WANT TO GIVE A PERCEPTION THAT EVERYTHING IN THE WEBDESK, IF IT'S A USER-DEFINED, LIKE SOMEBODY PUT A LITTLE BOOKMARK TO THIS SITE, WELL, I CAN'T GUARANTEE THAT,
[05:10:02]
BUT I CAN GUARANTEE THAT ANY OF THE VENDORS THAT WE'RE WORKING WITH WITH ACADEMIC SERVICES, THOSE APPLICATIONS WE'LL BE VETTING TO MAKE SURE THAT THE DATA IS SECURE. YES.>> SO IN THIS CASE YOU'RE SAYING THERE'S NO PERFECTION.
>> [OVERLAPPING] WITH THE VENDORS THAT WE DEAL WITH.
BUT THE INTERNET IS PRETTY BIG AND SO CUSTOMIZED SETTINGS AND PEOPLE PUTTING ON THEIR LITTLE OWN BOOKMARKS AND STUFF LIKE THAT, AS WE FIND ANY OF THOSE WE TRY TO BEEF UP OUR POLICIES AND OUR CYBER SECURITY POLICIES TO ENSURE THAT WE CAN KEEP AS SAFE OF AN ENVIRONMENT AS WE CAN, YET STILL LET THE LEARNING TAKE PLACE.
>> SO WHEN WE FIND A WEAKNESS IN OUR NETWORK OR IN A CHROMEBOOK APP, IS IT AUTOMATICALLY UPDATED OR DO YOU HAVE TO HAVE SOME KIND OF MANEUVER FOR STUDENTS TO DO?
>> [OVERLAPPING] WE HAVE A LOT OF DIFFERENT AREAS, FIREWALLS, THE STUDENTS HAVE TO USE OUR POLICIES WHEN THE CHROMEBOOKS EVEN GO OFF OUR NETWORK, YOU'RE UTILIZING OUR POLICIES AND OUR FILTER SOFTWARE THAT GOES DOWN TO PROTECT THE STUDENTS.
BUT AS WE FIND ANY OTHER STUDENTS GOING [INAUDIBLE] THOSE DATABASES ARE UPDATED HOURLY TO TRY TO HELP.
AND WE'RE TRYING TO ALWAYS STAY AHEAD IN VIRUS DETECTION AND MALWARE DETECTION AND ALL THOSE COMPONENTS.
SO WE DO TAKE CYBER SECURITY SERIOUSLY AND THERE'S A LOT OF COMPONENTS IN PLACE TO HELP PROTECT OUR STUDENTS THE BEST WE CAN.
>> I HAVE ANOTHER QUESTION. IT'S A SHORT ONE.
REGARDING THE SYNCHRONOUS LEARNING, WHAT DO WE DO TO PROTECT THE PRIVACY OF THE STUDENTS? LIKE, LETS SEE, TEACHING IMAGE INFORMATION, I'M SURE THE WEBSITES NEED PERMISSION TO USE THE IMAGE OF THE STUDENTS, RIGHT, IMAGE AND AUDIO OF THE STUDENTS? IF WE HAVE A CLASSROOM, A SYNCHRONOUS CLASSROOM, HOW DO WE PREVENT THE CONTENT OF THE LECTURE, FOR EXAMPLE, MY KID SAYING SOMETHING, BEING RECORDED AND LET'S SAY RELEASED ONLINE? DO WE HAVE THAT KIND OF POLICY IN PLACE THAT FORBIDS STUDENTS TO DO THESE THINGS THAT WE DON'T DO IN REGULAR FACE-TO-FACE CLASSROOM, RIGHT? I'M JUST THINKING IT'S REALLY EASIER NOW TO INVADE THAT PRIVACY WHEN YOU HAVE THAT KIND OF MEDIAL SYNCHRONOUS LEARNING, BECAUSE ANYONE CAN COME HERE, TAKE A VIDEO OF WHATEVER AND POST IT ANYWHERE, AND IS THAT SOMETHING WE HAVE CONSIDERED? WHAT'S IN PLACE TO PREVENT THAT FROM HAPPENING?
>> THAT'S AN INTERESTING QUESTION.
I'LL SAY THAT WE ARE, I DON'T HAVE A GREAT ANSWER.
IF SOMEBODY PULLS OUT A CELL PHONE AND STARTS RECORDING SOMETHING.
TO PREVENT THAT, FROM A TECHNOLOGICAL STANDPOINT, I CAN SAY THAT AS WE'RE WORKING WITH OUR CAMPUS AND CENTER STAFF.
WHEN WE DO THE LECTURE WE'LL BE TAKING PRECAUTIONS, BLURRING BACKGROUNDS OR MAYBE HAVING UNIFORM BACKGROUNDS.
BUT WHEN WE DO POST THEM TO THE GOOGLE CLASSROOM, NOBODY CAN JUST GO IN AND CLICK ON THOSE LINKS.
THOSE AREN'T JUST WIDE OPEN, THEY'LL BE IN A PROTECTED AREA, ONLY VIEWABLE TO THE CLASSROOM THAT HAS THE AUTHENTICATED RIGHTS TO COME IN TO GO AND VIEW THOSE AREAS.
WE WILL BE PUTTING SECURITY IN PLACE TO ENSURE THAT THE INFORMATION IS AS SECURE AS WE CAN.
BUT AS FAR AS SOMEONE, IF I'M UNDERSTANDING YOU CORRECTLY, LIKE PULLING OUT A PHONE AND RECORDING SOMETHING, I THINK THAT THOSE WOULD BE
[05:15:03]
AREAS THAT I THINK WE WOULD HAVE TO TAKE ON AN INDIVIDUAL BASIS AND ADDRESS THOSE WITH THE CAMPUS ON EACH ONES THAT ARE VIOLATING ANY TYPE OF PRIVACY ISSUES OF ANOTHER STUDENT.>> I THINK, FOR ME, JUST TO BE A DEVIL'S ADVOCATE, YOU HAVE TO CONSIDER THESE KINDS OF SCENARIOS.
I WISH TO HAVE A FOLLOW UP ON ANY POLICIES AND GUIDELINES REGARDING THIS.
WE DON'T KNOW HOW TO ENFORCE THAT.
BUT IF SOMEONE VIOLATES THAT, AT LEAST WE HAVE SOMETHING TO GO BY.
>> RIGHT, WE DO HAVE A LOT OF THESE THINGS SPELLED DOWN IN POLICY CQO WITH THE TECHNOLOGY AND THE EQUIPMENT.
I THINK SOME OF THESE MAY GO INTO SOME OF THE OTHER POLICIES THAT WE HAVE.
I'D HAVE TO GO LOOK SOME OF THOSE UP WITH MORE OF THE [OVERLAPPING] REPORTING ON SOME OF THEM.
>> I THOUGHT IT MIGHT BE JUST THE BULLYING FACTOR AND ALL THAT.
>> THAT'S IN THE BULLYING UMBRELLA, WE HAVE A PRETTY COMPREHENSIVE SET OF CODE OF CONDUCT FOR THAT.
>> OKAY, I'LL LOOK MORE INTO THE POLICIES.
I WOULD LIKE TO HEAR FROM YOU, AS A FOLLOW UP.
>> WE'LL TAKE A LOOK AT THAT, A LITTLE DEEPER FOR YOU.
>> I THINK, IN GENERAL THERE ARE A NUMBER OF QUESTIONS AROUND TECHNOLOGY.
I JUST QUICKLY WENT AND LOOKED ON THE WEBSITE AND THERE'S NOT A GREAT DEAL OF THIS EXPLANATION THAT YOU JUST SHARED ABOUT HOW STUDENTS WOULD BETTER SERVE USING THE DISTRICT ISSUED CHROMEBOOK FOR A VARIETY OF REASONS.
SO, WE MAY WANT TO LOOK AT PUTTING AN EXTRA PAGE ON THE WEBSITE THAT TALKS THROUGH SOME OF THOSE ISSUES, IF IT IS A LINE OF QUESTIONING WE NOW HAVE IN THE COMMUNITY.
>> THAT WILL BE VERY MUCH APPRECIATED. THANK YOU.
>> A QUICK QUESTION ON CO-SEATING.
JUST IN TERMS OF, FOR MIDDLE SCHOOL, HIGH SCHOOL, AND SENIOR HIGH SCHOOLS IF YOU'VE GOT A STUDENT THAT'S TRYING TO TAKE A PARTICULAR ELECTIVE OR CLASS.
AND LET'S SAY THAT THEY'RE FACE-TO-FACE.
CAN A STUDENT ELECT TO DO STAY AT HOME, SO THEY'RE ABLE TO GET ON TO THE ROSTER OR BE ABLE TO ACCESS CERTAIN CURRICULUM OR TAKE CERTAIN CLASSES?
>> IT COULD BE THAT IT QUITE WORKS THAT WAY.
WE TRY TO, FOR THE MOST PART, ACCOMMODATE STUDENTS AS THEY SCHEDULE.
OF COURSE, IF THAT CAME UP, THAT WOULD BE A CONVERSATION THAT COUNSELORS WOULD HAVE WITH FAMILIES.
BUT, RIGHT NOW, THE CO-SEATING IS IN THE ATTEMPT THAT STUDENTS ARE ABLE TO ACCESS WHAT'S ON THEIR SCHEDULE AND THEIR COURSE REQUESTS AND NOT HAVE TO MAKE THOSE SELECTIONS OR THOSE HARD DECISIONS.
NOW, I CAN'T GUARANTEE THAT IT'S PERFECT, BUT THAT IS THE ATTEMPT AND THAT WILL HELP THAT SOLUTION.
>> ARE THERE OTHER QUESTIONS FROM OTHER COLLEAGUES?
>> YES, I DO. TAMMY I DO HAVE, I WANT TO THANK THE ADMINISTRATION FOR DOING A REALLY GOOD JOB OF DOING THE DETAILED PLANNING PHASES.
BUT, THE QUESTION I HAVE, IS THAT SOME OF OUR STUDENTS WERE STRUGGLING THROUGH VIRTUAL LEARNING.
AND FOR THOSE STUDENTS, I UNDERSTAND WERE DOING MORE OF AN INTERACTIVE LEARNING, LIKE LEARNING NOW.
BUT WHAT HAPPENED THOSE STUDENTS? ARE THEY ABLE TO HAVE SOME FORM OF TUTORIALS WITH THE OTHER TEACHERS FOR A ZOOM MEETING OR SOMETHING? DO YOU HAVE GROUP TUTORIALS? FOR SOME SUBJECTS LIKE CHEMISTRY OR PHYSICS.
>> WELL, JUST AS IN A NORMAL SCHOOL YEAR, TEACHERS ARE EXPECTED TO PROVIDE TUTORIALS AND INTERVENTION FOR KIDS WHO NEED THAT.
AND IN SOME CAMPUSES, TEENS AND TEACHERS MIGHT GET TOGETHER AND OFFER CERTAIN TIMES WHEN CERTAIN TEACHERS ARE AVAILABLE.
IT KIND OF DEPENDS ON HOW THE CAMPUS WORKS THAT OUT.
BUT IF STUDENTS ARE STRUGGLING, THEN PART OF THE TEACHER'S JOB IS TO FIGURE OUT HOW DOES THE SYSTEM HELP WITH THAT.
>> NOW IF YOU'RE TALKING ABOUT SPECIAL-ED STUDENTS, THAT WOULD BE A CASE FOR LOOK AT A SPECIAL-ED TEACHER, TO SEE HOW CAN THEY BE MORE INVOLVED? EVEN ON THE ASYNCHRONOUS DAYS, THEY CAN HAVE TIMES WITH THE STUDENT TO LOGIN WHEN THEY'RE FREE FROM THE SYNCHRONOUS TIME.
>> WOULD THEY BE LOGGING INTO GOOGLE CLASSROOM OR ZOOM MEETINGS FOR ONE-ON-ONE TUTORIALS?
>> I GUESS I CAN ANSWER THAT, BUT I WOULD THINK PROBABLY ZOOM MEETINGS OR ALL OF THE ASSIGNMENTS AND
[05:20:02]
ALL THE COMMUNICATION BACK AND FORTH IS THROUGH GOOGLE CLASSROOM, BUT THEN TOOK TO FACILITATE MEETINGS TOGETHER, SMALL GROUPS, WE WOULD USE SOMETHING LIKE ZOOM OR GOOGLE MEETS.>> ARE THERE OTHER QUESTIONS? I KNOW, CERTAINLY IF YOU HAVE ANY FOLLOW-UP QUESTIONS, THIS IS A LOT OF INFORMATION TO DIGEST.
AND THEN, AS TYPICAL, YOU COULD COPY ALL THE TRUSTEES.
JUST MAKE SURE WE DON'T REPLY ALL ON THOSE EMAILS.
AND WILL THIS PRESENTATION ALSO BE POSTED ON THE WEBSITE?
WE'LL LOAD IT UP ONTO THE WEBSITE AFTER THE CONCLUSION OF THIS MEETING.
>> OKAY. GREAT. SO, IF PARENTS WANT TO GO THROUGH IT IN DETAIL, THEY'LL HAVE THAT OPPORTUNITY.
>> WELL, I'M EXCITED TO SEE THE HYBRID MODEL.
I KNOW THAT OUR COMMUNITY WAS VERY INTERESTED IN THAT AND THEN IT WAS PRECLUDED AS A CHOICE.
AND SO IT'S NICE THAT IT'S COME BACK.
>> YES, WE ARE WORKING HARD TO MAKE IT WORK.
>> THANK YOU FOR YOUR TIME. I KNOW IT WAS LONG.
IF THERE ARE NO FURTHER QUESTIONS ON THE BACK-TO-SCHOOL PLAN, WE DON'T HAVE ANY MORE PUBLIC COMMENTS TO DISCUSS SINCE WE DID ALL FOUR EARLY IN THE MEETING.
AND IF THERE'S NO OTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, LET ME PAUSE TO SEE IF THERE ARE ANY OBJECTIONS TO CLOSING THE MEETING.
>> ME, I JUST WANT TO SAY ONE WORD.
SO I DON'T WANT TO MAKE YOU FEEL YOU LIKE, I'M TRYING TO FIND FAULTS.
A LOT OF TIMES, LIKE I SAID, I PLAY DEVIL'S ADVOCATE SOMETIMES.
AND I REALLY APPRECIATE ALL OF THE GREAT EFFORTS YOU PUT ON YOUR TEAM.
EVERYBODY PUT IN THIS AND ASKED ME SO MUCH WISDOM.
I JUST DON'T HAVE TIME TO COMB THAT OUT.
JUST TO ENCOURAGE, YOU DID A GREAT JOB. THANK YOU.
>> THANK YOU HEATHER FOR SHARING THAT.
SO, ANY OTHER COMMENTS? WELL, IF THERE ARE NO OBJECTIONS, THE MEETING WILL BE ADJOURNED AT 10:28 PM.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.