School Board Meeting - August 12, 2020

Miss Wilson-Jones?

Yes, Director Golden.

Director Hersey here.

Director Mack.

I'm here.

Director Rankin.

I'm here.

Director Rivera-Smith.

I believe I'm just receiving texts from Director Rivera-Smith and Director Hampson that they're still attending the meeting.

So please pause.

And for a few more.

Thank you Director Hampson.

Again if folks could turn yourself on mute and please keep your cameras off.

This is a work session of the Board of Directors and so we want to make sure our board and our staff can enter the meeting and be part of the discussion.

Do we have Director Rivera-Smith with us.

Okay we are waiting one moment on our superintendent and staff.

Thank you all for your patience and flexibility.

We're trying to make sure we can hold this meeting and 350 is a lot of people on team.

President DeWolf I got another text that Director Rivera-Smith is having a hard time getting in still.

I'm on now.

Thank you.

I got me in.

Thank you so much.

Thank you Director Rivera-Smith.

That completes our roll call for today.

Director Rivera-Smith is present as well as Director Rankin and Hampson and myself Director DeWolf.

Now that we have done our roll call as directors I believe the superintendent on the call now as well.

President DeWolf I am on but we still have a couple of staff who are presenting who have not gotten on yet.

Thank you.

And just a reminder this is a that if folks would like to hear our public meeting today you can also watch on SPS-TV.

That is also an option.

It's also on YouTube.

Superintendent Juneau will you let us know when you're when staff has appropriate staff has made it into the room.

I will President DeWolf I think we're waiting for one or two more is all.

Okay.

While we are waiting for staff I'm just going to go over some housekeeping and logistical stuff.

Superintendent Juneau so that should hopefully give us some time for those folks to get into the meeting room.

For today's meeting we will have sign language and interpretation and I ask that only the ASL interpreter have their camera on today as we begin this meeting.

So could we please have everyone else joining Microsoft Teams turn off your cameras now by clicking the camera icon.

Directors or staff may turn on their cameras when presenting but beginning with just our interpreter will allow them to be more easily identified.

Those joining in Microsoft Teams can also pin the sign language interpreter's video so that it continues to be displayed by right-clicking on that video and selecting pin.

For those joining with Microsoft Teams live captions also called closed captions are also available.

To use captions go to your meeting controls and select more actions by clicking on the icon showing three dots.

Under this menu click the option to quote turn on live captions.

This meeting is being held remotely consistent with the governor's proclamation prohibiting meetings such as this one from being held in person.

And I'll note that members of the public will also be joining remotely.

I will not be asking members of the public to identify themselves but thank you to those joining us both on Teams and on SPS-TV.

To facilitate this remote meeting I will ask all participants to ensure you are muted when you are not speaking.

There will not be a public comment opportunity today and we will not be using the chat feature into Teams today.

Staff will be working to administer the meeting and may be muting participants to address feedback and ensure we can hear from directors and staff.

For directors or staff on the phone if you feel that you may have been muted and need to speak please press star 6 to unmute.

One final logistical note as we begin there is a maximum capacity of 350 for those joining through Teams and by phone.

This means that if we near 350 attendees a waiting room may be utilized to address capacity.

Additional attendees will be admitted from the waiting room as capacity permits.

This meeting is also being streamed by SPS-TV.

A link to stream the meeting has been added to today's posted agenda.

Superintendent Juneau I have completed all of the logistical housekeeping needs for us today.

Are all of the appropriate staff with us today.

I believe we are ready President DeWolf.

Okay.

With that we will now move to the action item on today's agenda.

Not sure how.

Period.

This is the action.

This is the board action report titled Approving Resolution Number 2020 Slash — If you were if you were please mute yourselves.

Everybody should be muted.

Thank you.

This is the board action report titled Approving Resolution Number 2020 Slash 21-4.

adopting a reopening plan for the 2020-2021 school year.

May I have a motion for this item.

This is Director Hampson.

I move the school board approve resolution number 2020-21 for adopting a 2020-21 reopening plan as attached to the board action report.

Waive in part the following board policies to the extent explained in the policy implication discussion below policy number 2420 high school grade and credit marking.

and Policy Number 2015 Selection and Adoption of Instructional Materials and approve the purchase from Open Up Education of Expeditionary Learning Education 6-8 ELA Curriculum Materials and accompanying professional development for an amount not to exceed $800,000 for an emergency pilot due to COVID-19.

Immediate action is in the best interest of the district.

Thank you Director Hampson.

Second the motion.

This item has.

Thank you Director Harris.

This item has been moved by Director Hampson and seconded by Director Harris.

Today for the process we will use is that we will first move into a staff presentation and then directors will have questions and comments on the underlying action item that was just moved.

Following that presentation and discussion I will then call for any amendments and they will be moved discussed and voted on at that time.

Following discussion voting on those amendments we will turn to this underlying action item for final comments and action before the vote.

Superintendent Juneau I will now turn it over to you to present this item.

Thank you President DeWolf and school board directors.

I really appreciate you being here today.

I am going to introduce the board action report for adopting the OSPI reopening plan for the 2020-21 school year.

As you know I am recommending that we open the school year in a remote environment.

While staff students families the community and I had hoped that we could provide some in-person instruction I cannot in good conscience ask our staff students and community to be in spaces together that could increase the risk of COVID transmission.

I want to thank all of the participants in our surveys those that were on engagement teams and all of you who sent emails and provided feedback.

My heart is really heavy as the superintendent knowing that we cannot manage and mitigate the health risks at this time.

and allow students back into schools for learning.

Before you today are the necessary documents and my recommendations for the 2020-21 school year.

I'm asking for your approval of Resolution Number 2020-21-4 Adopting the Completed Seattle Public Schools 2020-21 Reopening Plan that must be approved and submitted to OSPI two weeks prior to the start of school on September 2nd.

Every district in the state must adopt through board resolution a reopening plan that follows the template provided by the Office of Superintendent of Public Instruction or OSPI and then file that plan with OSPI and the State Board of Education.

This template is not intended to be a comprehensive opening plan and it is not meant to be the final word on how each district is going to reopen its schools.

It's the document that OSPI and the State Board of Education are requiring that each district file attesting to the existence of plans covering a number of issues and to show a path forward toward the required number of instructional hours.

Filing the template fulfills a legal requirement that every district faces but the work on how our schools will reopen will continue to be fleshed out through the completion of bargaining through additional work sessions with the board and through additional board actions.

As OSPI has stressed the template is a living document that is subject to change throughout the year.

I know that times right now are uncertain and require flexibility.

We all need to lean in and do the best that we can to provide quality services to our students and families.

I want to thank our families staff educators school leaders and students for their patience as we work through this unprecedented time in public education.

As we learn more and circumstances change moving forward we will continue these conversations with the board.

We are hoping to update you on the remote learning at weekly work sessions.

I look forward to partnering with directors on this work.

Included in the materials for today's board meeting are number one the resolution.

Resolution 2020 slash 21-4 and two the 2020-21 OSPI reopening plan and three the board action report.

We have made changes to the BAR before you today.

For example we are not asking that you waive all board policies and board procedures in whole or in part that are in contradiction to the resolution or the plan.

We heard your concerns.

However because the board's policy book is written for traditional learning in schools My staff and I anticipate that additional policies will be identified that will require a complete or partial waiver as long as the district is providing learning in a remote setting during the COVID-19 pandemic.

Such policies will be presented to the board for waiver when appropriate.

I would like to thank my cabinet and the amazing staff that are supporting this team.

I want to acknowledge that this team and their staff have been working around the clock to put structures in place that align with the most up-to-date information about COVID state and local requirements and community and family feedback.

Directors I want you to know that I and this team are committed to providing the best high quality remote teaching and learning possible.

We are here today making this commitment to you and to our students and families.

With that I would like to ask Chief Narver to start by restating the OSPI requirements and reviewing questions 1 and 2 on the OSPI document.

Thank you Mr. President.

Good afternoon.

This is Greg Narver the Chief Legal Counsel for Seattle Public Schools.

I believe Superintendent Juneau covered all the important legal requirements that we're facing today that every district as part of the process for reopening schools for this school year has to approve through board resolution a completed version of the document that we're referring to as the template.

And both of the proposed resolutions before the board the original resolution and the proposed substitute do contain language approving the template.

Once that is approved Once that's approved it will be filed with the both the State Board of Education and the Office of the Superintendent of Public Instruction.

As Superintendent Juneau stressed OSPI has told us that this is a living document.

Every district has an obligation to continue to monitor this document and when necessary revise it.

So again I'll stress this is not the final word on how Seattle Public Schools will operate this year but by approving the template we are fulfilling a legal requirement.

Before I move on are there any questions at all about from board directors about the template.

I'll just go through quickly through the directors.

Director Hampson.

No additional questions at this time.

Thank you.

Director Harris.

So I guess this reminds me of the old CSIP plans that say the legal requirement is just that we have to do it.

It doesn't have to be correct.

And this frankly feels a little like box checking.

Thank you.

Thank you.

Director Hersey.

No additional questions for me at this time.

Thank you.

Director Mack.

I guess it's a process question.

Are we going to be going through this document itself and having staff kind of present and clarify on each of the points as part of this discussion.

Is that the process that we're going to go through today.

Yes.

Correct.

Okay.

Okay.

That's that's great then.

Thank you.

Thank you Director Rankin.

No I don't have questions but I just I wanted to say appreciate the clarification given by the Superintendent for the public at the beginning of this meeting that this this is a template of required items that any plan must must meet and that it doesn't set things in stone in terms of what our families and schools still need and as things develop.

Wanted to reiterate that and appreciate that distinction.

Thank you Director Rankin.

Director Rivera-Smith.

Yeah another kind of future process question because it does say that we will continue to update this plan.

I'm wondering as we do that do we resubmit this template as we go along in the future.

Is there a clear process for how we do update it.

Whether or not there's a clear process I don't know but yes that would be the assumption Because this is what we're filing with the state agencies in response to these particular 24 questions.

As we've said this doesn't cover everything about reopening schools but this is the current best information we have on these 24 questions.

And and to address a concern raised I believe we have worked hard to provide accurate information in response to these.

There's just a recognition that some issues are still being resolved through bargaining and are still coming together and others are going to change during the course of the year including for example the COVID numbers and whether that dictates a change in how how we operate and what the health standards are going to be.

But this is a current snapshot I believe of of the best information we can provide at this time.

The OSPI has stressed repeatedly that it expects every district to need to continue to to monitor this and when necessary revise it.

And there were the anticipation would be yes we would file the revised versions with the with the state.

If there are no other questions I was asked to just cover the first two which are fortunately two of the easier ones to address.

that we have identified the local health officers that I know staff has been in constant touch with to make sure that we're up to date on King County public Seattle King County Public Health regulations and rules about our spaces.

These are the these are our contacts there and that Sherri Kokx in answer to number two is the primary district level point of contact.

for all reopening issues and then she can in turn delegate to appropriate staff to address the specifics.

With that I would go I believe unless there are questions on those I would go back to Superintendent Juneau to lead us on through the template.

President DeWolf this is Director Mack.

I do have a question.

Yes Director Mack.

Thank you.

So number one says that we've identified a primary local health officers but it doesn't state Seattle King County.

I think that clarification might be helpful because those names I assumed they were local health officers within our district and I didn't it's just not clear that those are Seattle King County officials.

So that clarification would be helpful.

Thank you.

Thank you.

Superintendent Juneau.

Yes thank you President DeWolf.

I think Chief Codd is up next.

Okay so questions have come up about number 3. So we have communicated out to employees.

We actually communicated back in March the different types of leave that one could take for either being high-risk or accommodations that could be made to work in a remote environment.

That was sent out to all employees on March 18th.

We have additional information on our HR webpage in the form of an FAQ frequently asked questions.

To date 236 employees have taken different types of COVID leave or have identified themselves as high risk and 9 people have requested accommodations.

This is still a subject of bargaining with many of our labor partners so what comes up in the fall will may change slightly but we have a plan for this in place.

Okay thank you Chief Codd.

We should certainly keep moving through.

We have about an hour and 35 minutes before we're at 3.

Thank you President DeWolf.

I believe Chief Podesta is up now.

Hello this is Fred Podesta Chief Operations Officer.

And question 4 relates to drop off and pick up plans.

which we're reviewing and our review of such.

We're reviewing these plans as part of a site-based plan that we're developing for every school building where we'll have activity on-site instruction.

This is a partnership between the relevant operations department and schools and continuous improvement particularly the coordinated student health department.

And these plans cover furniture and buildings zones control of heating and ventilation systems cohort models for how classrooms will be divided and the appropriate entrances and pick up and drop off from both district-provided transportation and family transportation.

In this each plan Plan that will be produced is produces a site plan and a toolkit for school leaders that will cover the procedures that are needed for pick up and drop off and access to buildings.

Controlling access to entrances.

And then facilities will provide the requisite signing marks on the floors and stanchions to kind of guide traffic into the building and through the building because You know there are general guidelines to maintain the physical distancing of 6 feet where possible but we need a plan for each building because all our buildings are different and the activities that will be occurring in each different in buildings are a little bit different.

So we're reviewing these plans as we go.

And focusing on you know we started this work when the district was heading towards a hybrid model so we had kind of worked them through you know done site visits and had rough plans for a couple dozen schools.

At this point we're focusing on about 10 schools we're expecting on-site instructions for some students in special education and developmental preschool and Head Start programs.

And if we're not stopping for questions at each time I will turn this over to Chief Jessee for question 5.

Director Hampson any questions on 3 or 4.

Yes.

Could you just speak to the how many students we can transport assuming they're receiving special education services how many students we could transport daily and also how we support our capacity for McKinney-Vento foster students.

So we can transfer about two thousand with physical distancing and the number of special education buses available to us based on what we've fielded in the past we can transport about 2,000 special education students daily.

We could probably add additional that's bus capacity and then we're working with our alternate service providers for both special ed medically fragile McKinney-Vento foster care any kind of out-of-district door-to-door transportation can accommodate you know roughly 400 in that category.

And we typically transported 35 to 50 students in foster care with curb-to-curb service service and we have that capacity.

At this point we we don't have much concern about vehicle capacity and our all our business partners are eager to provide service so we're feeling pretty good that we have sufficient capacity.

And to the extent that we don't use buses for transportation what what are the what's the impact on those.

Can you speak to the impact of on employees if we're not actively using them for transportation or what other services they might provide.

We are only funded to provide to from transportation and our agreements with our service providers are kind of unit-based per vehicle that they provide on a daily basis.

So I. If we are not using you know we don't have alternative uses and we're not funded for those at the moment we you know it will have certainly an impact.

You know how many vehicles equals how many drivers pretty much.

And so and that will probably be the biggest issue as you know things change is making sure we can we have vehicle capacity to make sure that we will you know have enough drivers on the bench.

Okay.

Thank you Chief Podesta.

Thank you.

Director Harris 3 or 4.

Thank you.

I'm curious about which 10 schools are we.

I heard the number 65 childcare sites the other day.

I'm confused why we're focusing on just 10 schools if we're going to do 65 childcare sites.

Well the 10 schools are for classrooms and instruction.

We are.

Over the summer we operated we had partners operating 35 child care sites.

Those were configured already to accommodate physical distancing.

There are other licensed sites that could be used and our staff are working with operators there to make to see who's willing to operate.

I think that so that's up to 68. So the 10 is really about where we'll have special ed instruction and students with teachers as opposed to child care or distributing meals or other things that might happen in buildings.

Thank you.

Thank you.

Director Hersey.

None for me at this time.

Thank you Director Mack.

Thank you Director Harris for the question around child care sites and for the answers Mr. Podesta.

The questions I had a couple of different questions here that piqued my operational brain.

You talked about the the actual plans for those 10 sites and that they've got detailed protocols etc.

Are those plans finalized yet or are they still in progress and when will they be available.

They're still in progress as we're working with our partners in special education about which classrooms and which specific students.

There's there's still review going on of which students will be on site and when.

And I don't think the plans will be final until we get to individual students.

Okay and those that's that has to have coincide with IEP meetings so that's I know that's a big question because those haven't happened yet.

So for you you also mentioned developmental preschool and Head Start.

How many students between those programs.

I believe and again that's it's a subset of students that are in those programs that are also being reviewed and those lists are being finalized and will be provided to us.

We don't have them quite yet.

Do you know when we might have that estimation of numbers.

I think this will occur a bit over time.

I don't have a target date.

I think some of this will probably continue past the start of school.

We're you know we're expecting on the 19th to have the first set of data.

On the 19th.

Okay great.

Thank you.

And then my final question for now is related to our leased spaces in the buildings that are available and have been used for child care that under the alignment agreements understand you said 35 sites over the summer have been hosting child care and that potentially likely those same child care providers that have alignment agreements with us may continue and potentially additionally and what another 30 have been sites have been identified as potential sites.

In those additional sites if the buildings and facilities have already been modified for safety and distancing in the existing 35 Is the expectation or plan that the district will provide the whatever facility modifications are necessary in those spaces or are we expecting the CBO's to help support those additional needs.

I don't know.

Plexiglas et cetera.

What.

Who's.

Who's.

Who's not.

Who's.

Who's doing that work.

Who's paying for it.

It's mostly distancing it's not plexiglass you know it's not the addition of things it's removing reconfiguring furniture and moving things.

The additional spaces the additional operators rely on shared space that we manage so we're we'll support them in that work.

The 35 that have been operating thus far are in dedicated space and we provided some support to help them configure their spaces but.

Yeah thank you for so so specificity it's it's existing classroom spaces that are being converted.

Director Mack 3 and 4 are asking if we've reviewed and we've reviewed and so I just want to make sure we stick to that because we still have an hour and a half of this.

So if we can hold that until the appropriate time.

But these three these two questions are have we reviewed and reviewed pickup plans.

I just want to be but but hold that.

Is that okay.

Thank you.

Okay Director Rankin.

I'm good on this.

Director Rivera-Smith.

No questions right now.

Thank you.

Thank you.

And I have none here.

So Chief Jessee we'll turn it over to you and if you want to do a you know maybe the next three to four we can pause and do a few more questions after we get to maybe number nine.

Thank you Director DeWolf.

Hi YHSC Chief of Schools Continuous Improvement.

This item is discussing health screening for the district.

Since the early spring we have been relying on attestation.

Five specific questions that we developed with seeing Seattle King County Public Health.

We started with the posting of those attestation questions at the entries to our schools.

Moved also to having sign-in sheets a common sign-in sheet and a attestation agreement on those five questions for when staff signed in.

Since that time we we've used that information to help provide case tracking where necessary.

We've only had two particular situations since in the spring that where we had to use that information and it was really that's the critical reason why we have that information.

And since that also since that time we've also had a development to move those questions to an online or electronic format.

We have them in Microsoft Forms.

We have now the ability to send them via email and text to staff as they enter school this spring given the current drafted plan for remote learning.

or any of the staff that come on to site including at the John Stanford Center they would be sent a QRD.

They could just simply open up that form either in the link or through a QRD also that is available when they walk through the door.

We would have a process where if staff that are dedicated or we know that are coming in on a particular day do not answer the questions within 30 minutes of their entry time.

Then that would generate for the COVID-19 teams at each of our sites to start to make phone calls.

And again and having the sign-in sheets also available at the door so that the staff can work through to ensure that folks have done the attestation who are coming on to our school sites and work sites here in Seattle Public Schools.

Then we can take that data.

Use that data to again not only screen but we can also have information about using that with public health agencies around identification of any hotspots coupled with other data points such as attendance.

Thank you.

Thank you Chief Jessee.

I'm going to just pause one moment here.

I am getting word that we need to just make sure our ASL interpreter is on.

accessible and visible.

So I just want to pause to make sure we can.

And I am not sure if our ASL interpreter has joined us yet.

So in the meantime folks can go ahead and turn on closed captioning if that might provide some assistance.

by pressing the three dots selecting more actions and then selecting turn on live captions.

We'll work to continue to figure out how we can get our ASL interpreter to join us.

If you could also turn on closed captioning from the control from your end so that it can be seen on YouTube's live stream.

Thank you Director Hampson.

Edgar if you could turn on captions on your screen those should be available then through the YouTube live stream.

Thank you.

Okay.

So Jesse if you were done with number 5 move to number 6.

So for number 6 commonly held health standard of 6 feet of physical distance.

As we moved towards the end of the school year and into this summer really going on doing calculations at each of the sites about square footage really that bubble is an estimation of around 50 square feet for each student at a desk site.

We've done over dozens of walk-throughs at different sites along with staff happen to recognize that each individual classroom is generally unique given the type of desks that are in the class as well as other furniture and items.

So going through each of those using that calculation and doing literal walkthroughs at each each classroom across the sites and setting up desks as many as we can to again abide by the 6 feet rule understanding that you know having proper walkways to access or exit or access materials or items within the classroom as well as entering and exiting the classroom itself.

Would that also include setting up schedules for us when folks would access common areas such as bathrooms or accessing meals as we distribute them as well as playgrounds for the younger students.

So just going through all those particular frame planning elements with a team of many multiple teams of folks including our health services department and facilities working as a team to make sure places were set up.

Looking forward to this fall.

Primary focus right now has been also and setting up for as already noted for special education services for those who would benefit from those services or need those services per the IEP team on-site or in-person.

So we've been setting up those spaces and that also includes in a study of HVAC or the ability to have ventilation in those spaces that meet the health and safety standards put out by the CDC and also the Departments of Health here in Washington.

That's the conclusion of number 6. Director DeWolf.

Thank you.

Okay let's move to number 7.

Chief Operations Officer Fred Podesta.

We are for on-site instruction to ensure physical distancing we're planning serving meals in classrooms and not using lunchrooms since as Chief Jessee noted and I had said with regard to the earlier question the classrooms are already established to have the physical distancing requirements so that's how we'll meet this with regard to provision of nutrition services.

Number 8.

I think that's Chief Jessee.

Thank you.

So for number 8 we're talking about frequent handwashing.

We've had common signs posted across all of our sites including the John Stanford Center about handwashing.

As Chief Codd also mentioned we've been providing some notification and trainings and guidance to our staff regarding handwashing.

We've been teaming together on that and putting information out not only directly and in written information the signs But also for our school leaders for them to also guide their staff in making sure as they set up again those common areas and for also folks coming and using their spaces that they come in and wash their hands when we eat meals we wash our hands.

Any contact with common areas or materials we would be requesting that of course folks wash their hands and then leaving the building as well.

So those are the things.

We also as we enter the building at the sign-in areas for at a station for anybody entering buildings we also have put out hand sanitizer as to be convenient for people to do that as well as clean clean pens to help minimize again the exposure to any of the COVID-19.

Number 9.

And Wyeth I can take the next couple of questions.

Again this is Fred Podesta.

We have established guidelines for face coverings requiring all occupants in buildings to wear face coverings unless there is a disability or health impairment that prevents them from accomplishing their role with with that equipment.

We have an adequate supply to cover all staff and we have built again going in as we were planning for the hybrid model we accumulated a 90-day supply of staff assuming all staff were in buildings every day and that there would be 3 and the supplies include face coverings gloves and hand sanitizer.

And we assumed with regard to question 9A that we would need 3 face masks per 15 student classrooms per day.

So we feel like particularly with the relying more on a remote model we have we are well-stocked with all the PPE that we need at the start of school and we've been working with Coordinated Health on any additional protect personal protective equipment that folks will need to support special education students.

We've identified the suppliers that we need for face coverings and other PPE and are prepared with follow-up orders once we work through the stockpile that we've already built.

Moving on to question 10 if I might.

Sorry this is.

We're still getting some messages that the closed captioning and interpreter are not available.

So our Director of Policy and Board Relations got kicked out of the meeting and I'm trying to invite her back in and I'll ask her to speak to that as soon as she's back into the meeting.

Hi this is Chief Berge over IT.

So we have pinged Microsoft with the issue on closed captioning.

You should be able to turn it on.

We can see it there.

We can press the button.

It's just not working right.

Right now the workaround would be to go to YouTube and turn on closed captioning there or SPS-TV.

Both of those would provide closed captioning.

So Erin I'll just wait.

a couple more moments for Ms. Wilson-Jones.

We will keep trying.

I think you can keep keep moving.

I'll I'll see what I can do to find the answer.

This is Chief Operations Officer Podesta again.

If I can move on to question 10 if you'd like me to.

Yes please.

So our busing working with our busing provider to operate buses with a capacity of up to one student per seat with exceptions for siblings or students who come from the same household.

This you know our general transportation standards are K-5 students are 3 per seat and 6 through grade 6 and beyond are 2. So this you know theoretically reduces the capacity you know by a half or a third.

That said you know with the bus fleet we have we can accommodate up to 6,400 students and we were transporting 8,400 students in the previous school year on yellow school buses.

So we're not too far short on capacity.

We have a step and there's a second question about cleaning.

But and again with the actual transportation that we'll be providing to special education developmental preschool and Head Start to selected students.

We have more than enough capacity and during a regular school year our special ed vehicles are not generally highly operating at capacity so we're pretty comfortable that Our physical distancing goals can be met even though the standards are a little bit relaxed for vehicles.

Moving on to question 11.

One moment please.

We need to really resolve this accessibility issue and so we need to solve that.

Director DeWolf I am waiting to hear back from from Ellie.

She still is not able to make it back into the meeting.

Perhaps we could pause for just a brief few minute recess while we we look into this.

Thank you.

That's fine.

I'd rather we resolved then then not.

So clarification President DeWolf are we going into a recess and is there a time limit for that.

I you seem like you're really far away from your phone but I think you asked about a recess and I'm just pausing here for a moment to see if we can resolve this in real time.

And if it gets too long yes we certainly consider a recess but I think people are trying to resolve it.

There is no closed captioning on YouTube as of now.

Hi this is Carrie Campbell Chief Public Affairs Officer Director Hampson.

The only way it's going to show up on live YouTube is if the captioning is turned on on Teams.

And it looks like that functionality as Chief Berge described is not currently working.

It shows up for pre-recorded YouTube not live YouTube which is what we had to transfer today to accommodate the request to stream.

I'm going to Director DeWolf here I'm going to suggest a five-minute recess if Just just a pause here and I'll help give folks the space and the flexibility to resolve this and we'll we'll adjourn back at 1 56 p.m.

Thank you.

Folks are folks are joining

So question 11 is for Podesta Chief Operations Officer.

Question 11 asks about the cleaning regimen in buildings and buses.

Our school buildings will be cleaned daily.

Classrooms will be cleaned daily which is a departure from our regular mode of cleaning every third day.

Bathrooms will be cleaned three times a day.

High touch common areas and high door handles.

Stair banisters and other things in common highly trafficked areas will be cleaned throughout the day.

The day custodians will be assigned to clean those commensurate with the building traffic.

And then the indoor spaces that either are used for meal distribution or adjacent to meal distribution when it's done outside will be sanitized each day meals are distributed using an electrostatic sprayer to totally sanitize the space since there's food involved.

Buses will also be on a daily cleaning schedule.

Disinfectant will be applied to all surfaces where that makes skin contact with students seats fronts and back and seats themselves.

The grab railings on the seats and the railings for entry and exit into the bus.

and the window latches.

And again the disinfectant will be sprayed on the bus and allowed to remain on all surfaces for 10 minutes and then wiped down on a daily basis.

And I'm going to pass it on to Chief Jessee for question 12.

Again good afternoon.

Wyatt Jessee Chief of Schools and Continuous Improvement.

We have clearly established procedures for situations involving any kind of suspected or known cases of COVID-19.

We've had to address these issues this past spring and summer.

So we have been tested on that particular set of procedures for us to make sure that if there was a case we go back to our annotation ability for folks to record where they are at.

That's why the state guidance is also around having five or less individuals in one particular area for Most certainly trying to keep the distance of 16 feet, but also if they are have situations where they have been in contact in relatively close proximity for 15 minutes or more or have suspected cases, we moved to having them self quarantine prior to any testing.

We go through the list for us.

We send a notification out to anybody who's on a site while that individual is there.

who are with a suspected or confirmed case.

When we are able to confirm a case we also run down our phone list again based on folks recording themselves at a particular site.

So we make individual phone calls on their situation and run through the series of questions to help provide them with guidance.

of whether they should see a health care provider or not and just kind of really again working on what was their contact or not their contact with any again suspected or confirmed cases for individuals in the in the district.

Continue to work with our local health care agencies.

I think that's really critical for me to continue to say.

They are really and also our medical care professionals in the area.

We just had a meeting last week.

We have another one this week.

with them just to really think about how can we provide additional testing across our sites.

Things like the Seattle flu study.

So we are looking to innovate and get ahead of this as much as possible whenever possible for us because just relying on for us to take temperatures is is late according to the health professionals.

And we find that getting ahead of it is our best case of prevention which I want to stress here for sure.

Thank you.

Thank you Chief Jessee.

Okay so now I'll move to direct your questions quickly here for questions 5-12 just to finish up Part 1 which is around health.

So we'll start with Director Hampson.

If Chief Jessee please define attestation.

That was used throughout but I don't think that that's a commonly understood term in this context.

Thank you Director Hampson.

Yes attestation is an ability for you to go through a series of self-check or self-monitoring for a set of conditions in this case COVID-19 with again the assistance of Seattle County Public Health we have come up with a series of five distinct questions.

Those questions really are in relations to what that is for your attestation.

If you would like me to go over what those five questions cover I can do that as well.

No I was just that I think it was it's not you know when we're using terms that are new contextually we need to make sure that we provide definition for them.

So that's that's sufficient.

My next question is about the the meals.

Please provide a greater overview Chief Podesta around The number of meals we've been providing during COVID our expectation for next year.

How we're going to make sure that we're accounting for increases in free and reduced lunch needs increases in delivery needs and the need to expand or how we'll be working with our community-based organizations who will be providing childcare to thousands of our students.

We're right now we have.

kind of leveled off between 40- and 45,000 students served over the course of a week at the spring and through the summer.

And our planning capacity for that amount we're going this is basically modifications to what we have been doing since last spring.

We are going to maintain the distribution sites that we have now.

Add another 15 beyond that.

The bus delivery had been since we were being funded for student transportation in the spring we were using buses to deliver some meals about 900 a day using 38 routes.

We are going to limit that to the highest volume routes Starting at the near the end of August because we no longer really have the busing the transportation for buses for things that aren't student transportation.

So we will retain the 8 busiest routes that serve about half of those 900 meals and then we'll work with families to shift to the additional 15 distribution sites we're doing at school sites.

We are continuing to work with Amazon which has been great delivering about 1,900 meals to 900 locations at students' homes and seems to be willing to continue that service into the start of school.

So we will continue that as well and continue our partnerships with housing and shelter providers and using our warehouse distribution unit to deliver meals to students in those kind of bulk locations.

So at this point and the sites that we're adding you know we are taking into account participation and demand that we've seen through the spring and summer at our distribution sites and then taking into account in when students were getting meals served in buildings the participation of free and reduced lunch.

We'll continue to work with our partners and monitor you know we monitor kind of the activity at the individual distribution sites and get a lot of feedback from people and see which sites have demand and which have less so and can adjust as necessary.

But you know we're approaching 2 million meals that we've served since the spring you know about a billion in the spring and a million over the summer.

And with CitySite so I think we are going to stick to the things that have been working with us so far.

And you know we'll continue to reach out to partners and partners reach out to us if there are other ways we can you know understand students' needs.

We are not working on any cost recovery through September and there'll be some transition.

As since the buses are expensive and don't provide it's a lot of work and a new expense since we're paying for a few hundred meals we'll see if we can if we need to we'll backfill that with with district staff and district vehicles if there are still some places where the distribution sites are not convenient to people.

Okay.

Okay.

Thank you.

Thank you.

Director Harris.

Yeah I'd like to follow up on that if I might.

Given the fact that the $600 unemployment just ended and we don't seem to have any end in sight can it be surmised that the the demand for meals will go up given the fact that folks are falling off a steep cliff into poverty.

You know we're we're prepared we're prepared for additional demand if need be just like we scaled up for the city's summer program.

I mean that's you know we'll we'll keep an eye on it again when we we are still not serving the same number of meals we serve when meals are being served in buildings so we have the capacity to add more if need be.

We're just it's also we're dealing with food so We do need to keep an eye on it and not produce food that isn't consumed right away but this is scalable.

Okay and with respect to coordinating with our community-based organizations and our potential for 68 child care centers will we be providing food for all 68 child care centers as well.

You know some of them have their own facility we've done that during the summer to those that want it and we certainly offered it.

But we we will if if it's requested in licensed child care sometimes you know have requirements about breakfast snacks and meals and sometimes have turned to us and sometimes have done things other ways.

But certainly we'll be there if need be.

And are we working with our good friends and partners at the City of Seattle for compensation for said

Director Harris I want to be thoughtful about those.

That's a great question but if it's not pertaining to any of these specific questions I will ask you to hold it to the end.

Questions 5-12.

Okay.

Thank you.

Director Hersey.

Yeah.

So I just would really like to know what consideration given that We're going to have more and more folks who are going back to work in the fall.

What consideration are we giving to potentially having some form of meal delivery service for our students who might not have access to it and don't have transportation or a way to get to one of the food sites.

Again we do deliver meals now.

And the target audience has two students' homes that target audience for that has been special education students some of whom will be coming into the buildings.

So we may be able to shift that capacity to serve others.

And again we've used buses up till now that we think we could supplant with district staff once kind of our overall staffing levels and requirements level out again.

And we're adding sites to make sure that there are more sites closer to students and you know within walking distance but we'll monitor that demand and then see if other types of route-based delivery work again the the buses you know there were some buses some bus routes that you know were delivering a dozen meals and so we'll try to see if we can package that more efficiently and use our own staff.

rather than buses which aren't really an ideal delivery vehicle for this kind of thing anyway.

But we we have some practices in place where we are delivering and it's just a matter of kind of scaling it and understanding where the demand is as the remote learning settles in and the schedules settle in and we see you know we can shift this demand fairly quickly.

We we have in the past.

Thank you.

Director Mack questions on 5-12.

Yep I do.

I have I have a number of them but I'm going to try to combine them and make them succinct.

Appreciate the questions around the meal distribution.

How many sites with plus 15 will that make and combining my questions here.

At those sites where we've been distributing meals already given the social distancing requirements is there a plan to move where that physically happens.

Right now it's at the entranceway of the building.

So I'm wondering whether or not that's been a part of the plan at each building site for physical distancing.

So that's my first question is about plant the physical planning of physical distancing of the meal distribution sites in context of other staff being in the buildings.

And corollary to that is a question about who specifically is responsible for tracking the attestations of all staff members and individuals who are coming into the buildings I know it's Chief Jessee talked about that we are doing this and we'll be doing this testing and tracking and phone calling et cetera.

However I'm not clear on who each in the building is on point and actually responsible for that.

Who's going to be making the notifications making those calls because that's about as a fair amount of time required as well as who is physically going to be holding and distributing PPE at each site.

How how would a staff member or another individual access a mask on site.

Is that office staff that's going to be responsible for managing the attestations and PPE delivery.

And how does that fit in.

How does how does that fit in with the actual physical distancing planning with the distribution of meals in some of those facilities.

Thank you.

This is Chief Operating Officer Podesta.

I'll handle some of the meal questions and then turn it over to Chief Jessee for the attestation management.

Yes the the we started with 26 distribution sites.

We collapsed 2 into 1 over the course of the summer.

We're operating 25 now.

We'll add 15 for a target of 40. And the specific location and configuration of the sites is part of the site planning that we're doing and reconciling against the other activities in the building and controlling you know traffic and the physical distancing required for meal distribution entry and access to child care or instruction or other things going on in the building.

With regard to PPE the we'll work with custodial staff to make sure it's distributed in classrooms and available in and provide the equipment in classrooms.

And we provided some equipment for child care as well.

And then school staff will work with their supervisor you know depending on how they're organized to get the you know so custodial supervisors will make sure custodians have it.

Teaching staff will work with office staff and we're entering all the equipment into the inventory and ordering system the district operates so school leaders can you know order more masks gloves and hand sanitizer as they need it.

The cleaning supplies that we use centrally in facility operations will manage the supply and distribution of those items.

And — just to clarify your answer.

Thank you very much for that.

I'm just wondering did is that is there one person on point or is the principal responsible or is it the combination of expectation.

between the custodian office staff teaching staff.

So the principals will be on point for their staff.

You know custodians and groundskeepers and maintenance staff and other people that are in buildings you know will work within their own units to have their staff-oriented PPE and the custodians will make sure that classrooms are supplied as needed.

with the hand sanitizer and the extra face coverings for students who show up without such device.

Thank you.

Okay we need to move to Director Rankin.

Mr. Wyeth Jessee was going to answer about the attestations and who's on point for that I think.

And thank you Chief Podesta.

Thank you Director Mack.

That's that's a good question.

So when the information as the attestation information comes in like I said the procedure that we have would say 30 minutes if they didn't we'd make phone calls.

We're not having huge congregations of staff as you know coming back into remote learning.

But what does provide us with an online the online ability provides us gives us the data into a shared data management system for each individual school site.

information will be taken on a team.

So a COVID-19 team that will be put together at each site.

Each site has a designated COVID coordinator who will have to oversee that process and that information.

And then for oversight that information because it is into a data management system operated by the district.

We will have a centralized district COVID-19 team looking over that data.

every day for where we have staff coming in with the attestation and again about hotspots is really one of our critical items in addition to not just filling out the attestation information.

Thank you.

Okay Director Rankin.

Yeah my question is because the recommendation is starting remote is there opportunity another time to talk about these things when they are not theoretical when they are actually may be happening.

I yeah.

When when is the opportunity when we move phases when these things will be more actual instead of just one day maybe.

When will we when will it come before the what's the opportunity for the board again to sort of with staff go over specifics.

Because right now it seems like we need to get information to OSPI that there is a plan and —.

And.

—Liza Liza as the point of today was to go over this this document for OSPI.

We are doing what we were supposed to do.

So I we will as it's a living document per OSPI we will come back to it as we need to revise it.

I I just want to make sure we're going through this document as we've all described and asked the district to do.

I guess I'm asking more about the questions that we're asking getting into very very specifics that really can't be answered till we are at the point where we're using these things.

Well in the absence of a question do you have anything further before I move to Director Rivera-Smith.

I guess not.

Thank you.

Director Rivera-Smith.

Thank you.

Thank you for all that information Wyeth.

And Fred and everyone else who I might have forgotten about already there was a lot of coverage we just did there.

So I want to go back to one thing you mentioned about the the attestations.

You said there are five questions that are asked in that self-check.

I would like to hear what those five questions are.

Yes so we start off.

Sorry.

Well it's going to lead to I mean I wanted to hear what they were because my my second my question to that would be and I guess I can just skip to the question was about the temp checks.

Is one of those questions a temperature check.

Chief Jessee.

Yes Director Rivera-Smith.

One of the five questions is about your temperature.

Have you had a temperature in addition to your own exposure.

So we really look to say hey are Are you not feeling well?

It's not just about temperature.

Some people can be asymptomatic.

We've actually had a situation very much like that.

One of our employees didn't have necessarily a temperature, wasn't feeling well.

So are you feeling well?

What do you have?

Cough, fever, fatigue, headache.

Some of the symptoms that we know are in association with COVID-19.

Then as I said, we do talk about a temperature and we talk about a higher temperature.

So we give specific temperature or higher.

Then is that they've been around anybody that's required to be quarantined for them themselves or others in relations to their household.

So those are the you know the the questions that we ask in relations to each of the annistation questions the five annistation questions.

Thank you.

So my concern is if staff members do not have a thermometer at home and they cannot adequately or accurately say if they had a temperature or not are there at the points of entry of schools going to be they're going to be staffed with screeners too.

So one pause here.

This is exactly what we're trying to avoid.

We are talking about this document and now we are getting into specifics in the weeds about a future time.

And I want to be thoughtful that the moment we asked for today from SPS was to focus on this template of 24 questions.

That feels very specific to at a point we've come back to needing to utilize temperature checks.

I understand.

I to me this this covers the health screening question number 5. So that's what I was specifically trying to find out more about.

If you don't feel that that is appropriate at this time I will move on to other questions because I did have other questions too.

I'm not trying to step on your toes here Director Rivera-Smith.

If we go by question it says we have a daily health screening plan in place for students.

You have to click yes.

The district is saying yes.

That's what I want to request.

And this is questions about the screenings.

Yeah.

And my questions were just to find out more about that screening and the process of that screening.

Again I'm I'm I'm happy to move on.

Okay.

So my other question then was for number then the question number about frequent handwashing.

Have we done an inventory of sinks to ensure that we I hear that signage is up assuming the signage is in multiple languages.

And I for that then again wanted to know if we can ensure that we have the sinks we'll need for even the minimal amount of students and faculty which may be in the buildings at the beginning.

This is Chief Operations Officer Podesta.

We have.

gone through the whole inventory of handwashing sinks throughout the district to make sure they're all operational and we identified an additional 35 we felt we needed in buildings and are installing those as we speak and inspect expect to be done by the end of the month.

Thank you.

No further questions at this time.

Thank you very much.

Thank you.

So we have a very large section coming up.

So I'm going to move to part 2 which is statutory educational requirements Superintendent Juneau.

So I'm going to ask we go through the full section and then we'll ask questions after number 17.

That sounds great.

Thank you President DeWolf.

Okay this is Chief Human Resource Officer Clover Codd.

I believe I am going to be attending to questions 13 and 14. So.

And number 13 we are required to have a 180 instructional day calendar that is board approved that we actually do have in place that has currently three additional days.

Right now we call them snow days although in a remote model snow would not necessarily be a reason for us closing school.

But there could be other reasons such as power outages or network outages that would require us to not be able to provide remote service learning to our students and would require us to close.

We are currently negotiating a calendar that would add more days into that should we need them.

But the answer to this number 13 is we do currently have a calendar that meets these requirements.

So moving on to number 14 we are also required to put forward and describe a typical weekly schedule per students at the elementary middle and high school levels that demonstrates to OSPI that we are able to meet the 1027 instructional hour requirement throughout the year and also shows in that weekly schedule that there would be time for professional collaboration for staff to be able to collaborate and plan.

You will see that we have in what we have presented in each of our elementary middle and high school schedules you will see a Wednesday that provides for that additional collaboration with with the employees that are working in our schools our educators.

There have been a lot of questions about our illustrative schedules and what they actually mean and what it means in terms of screen time for younger students in terms of what's developmentally appropriate.

And I think there has been some confusion What we are trying to show in the schedules that we have put forward is that A we are able to meet the 1,027 instructional hours hours through a combination of what would we would call synchronous or live instruction and asynchronous or independent offline learning activities.

You will see that there are consistent start times consistent lunchtimes.

So that families and students are able to access a consistent schedule across the district.

However one of the things that I think there has been some misunderstandings about is that obviously these schedules would need to be tailored for the individual needs of the schools and the students.

So there is flexibility within the parameters.

You will also see that for instance in an elementary school schedule we've got an an ELA or a literacy block a math block a social studies block.

Those are not meant to to be shown as if students would be in a whole class live environment for the entire block.

That is meant to show that the teacher is accessible during that block.

For instance let's just take a reading block or an ELA block in an elementary even say a first or second grade classroom.

If the block says from 9 to 10 that the ELA instruction is occurring the teacher might log on with our whole class for the first 15 or 20 minutes to do the direct instruction live with everybody.

We sometimes call that a mini lesson at which point students might be reading independently not on screen and the student is working with smaller groups of students to be able to provide additional guided reading supports or do a shared reading lesson.

The ELL teacher bilingual teacher might come into the classroom at that time and work with a small group of students.

The teacher may also be working with students in a one-on-one fashion listening to them reading understanding their reading comprehension and providing feedback.

But that block is not meant to be for the whole class is definitely meant to be flexible so that the needs of the students can be met.

So you will see that we've got elementary middle and high school schedules that are illustrative in nature.

At the secondary level we're looking at the three periods of day and that is a combination of synchronous live instruction and asynchronous or independent offline learning activities so that we can get to that that OSPI mandate of 1027 hours throughout the school year.

And I believe with that.

I will pass over to question number 15 for Chief Wyeth Jessee.

Good afternoon again.

Wyeth Jessee Chief of Schools Continuous Improvement.

This particular question retains pertains to daily attendance for all students regardless of the teaching modality.

Since we are coming back in a remote learning platform we will be provided Just late breaking news.

Updates in the WAC 392-401 by OSPI.

So it was in accordance with the items that we had drafted around our own attendance procedures.

For us for our attendance procedures we want to make sure that we're providing flexibility in how we are exactly assessing whether a student is attending for any given day.

Well we will have an ability to take attendance whether a student was on synchronous or live instruction.

We will also be providing flexibility and accounting for attendance.

If any student is engaging with any of the materials within either synchronous again live or asynchronous lessons posted lessons on any Schoology Or also just in conversations through phone email or Teams with our students.

So they're again engaging with materials the learning materials or tasks.

And that would be done for each day.

Also providing the guidance is there's a quite a long list of items for that would be unexcused for any items around attendance.

such as illness for themselves a family member a parent work schedule or access to internet.

So any of those kind of challenges amongst some others they'd be unexcused.

Procedure really in a more streamlined way for me to explain it would be for the again the teacher to take attendance through both the opportunity for students to engage whether that be live or posted materials.

Then if they're not then this teacher would reach out find out what is going on for the student.

May need assistance from office personnel so where we hand it off.

Some of that would change for within the district depending on the size of the school and also for us around elementary and secondary.

And then working through the questions We also have a tiered model as part of that.

So why what's going on for the student.

We obviously have a host of different reasons why students may be engaging with lessons let that be live or those materials that are posted.

And so a team of professionals through a tiered support model at each site work through a process of inquiry to find out what is needed by the student and or their family to help further engage with materials.

I think that's part of the continuous or infinity loop for us to better our instruction and our supports so they can meet the needs of again our students and families.

And I'll turn it over for question 16 to Chief DeBacker.

Good afternoon.

This is Diane DeBacker Chief Academic Officer.

I will be reviewing.

Questions 16 17 and 18. 16 is all about learning standards.

Asking if we have identified learning standards across grade levels and or content areas to ensure instructional time and professional learning are effectively tied to our reopening plan.

Yes we have identified learning standards.

We are calling those our priority standards.

As you can imagine in a year-long course whether you're in 3rd grade or whether you're in a a high school content subject class.

There are lots of standards throughout the year.

So we will be identifying priority standards as we begin the school year.

We are doing that in collaboration with our CANI team with our content managers with our special ed professionals and others to identify what standards we need in order to get the school year started.

And then we will roll out the next set of standards that should be priority throughout the school year.

So that will be a constant cadence for us of identifying priority standards and then letting our educators know when the next standards are coming along and what they are.

For question number 17 it's asking if we've determined our 20-21 grading policies.

Yes we have determined those and as explained In the template for our elementary grades that's K-5 we will utilize our grade-level student progress reports.

These are the same progress reports and the standards marking that we have used in the past that we used during school closure.

Included with those standards marking are robust comments from the teachers as to how each individual student is doing.

For our secondary programs that's grades 6 through 12 we are requesting a change or a waiver around the grading policy that we change to a grading policy of A through D.

This would mean that we would drop the E after significant engagement with students with educators with building principals And with community members we've determined that the E is not an appropriate mark especially as we're moving towards an anti-racist organization and it's not culturally responsive.

So we are recommending that the E be dropped.

So the lowest grade would be a D-minus in our current recommendation.

We do understand that there'll be an amendment to that later today and we're prepared to respond to that request.

Question number 18 is about incompletes.

Actually go ahead.

Go ahead and start going through 18. Okay.

18 is about incompletes.

They want to know if we have a plan to support our students who received incompletes in the spring.

Keep in mind the spring of 2020. Yes we did have a plan for that as a board you approved that as we changed our grading to A or I for grades 6 through 12. And we obviously had that plan in place for the incompletes.

It was a successful plan.

We ended up with very few incompletes for our students and most of the students were able to get those incompletes taken care of during our summer school program.

I will stop at this point.

Thank you Dr. DeBacker.

Okay so now we are in Section 2 which is questions 13 with an additional question 18 which corresponds to those topics.

I'll go to directors again starting with Director Hampson.

Any questions.

Briefly before we move on to our next section please.

Okay so I'm just going to state very clearly that My assessment here is that we've been presented with versions of schedule grading.

I don't know that I can get let's see attendance.

And there will need to be significant work in these areas with the board going forward.

I remain incredibly concerned about the notion of the 1,027 hours and the use of what is effectively a brick-and-mortar schedule in a remote environment.

And I believe that that needs a lot of work.

I know we have policies that we need to look at in order to change start times.

But the current basis of schedule I think is not going to really meet the needs I would venture to say the majority of families who don't have the capacity to manage their children and moving them from segment to segment throughout the day because our kids are going their parents are working.

They're going to be in child care.

They'll be in community.

So we have a lot of work to do on this and I look forward to doing that work as a board.

And this is also still being discussed in bargaining.

So I just want to note that that any additional questions will come moving forward but there is a tremendous amount of work to do particularly on the schedule.

And then in terms of attendance I'm not comfortable with anything that creates a pipeline for truancy and calls to CBS.

And in any punitive fashion I appreciate the notion of incredible flexibility in any contact including just picking up a meal as counting for attendance and that we cannot and that those have to be quote unquote asynchronous.

And we need to get really careful and clear about using the terms asynchronous and synchronous.

They don't mean much to most people.

And and using real language about whether we're talking about students working independently Are students working with an instructor or students working with a family member.

What exactly are those requirements.

This is a lot and a very and then as far as grading is concerned yes there is an amendment.

I'm very concerned about coming back to about students coming back to school being traumatized with the notions of having to catch up having assessments that are going to cause problems for them feeling like they're behind.

We need to make sure that we're welcoming our students back with support with concern with connection and with their well-being in mind.

And to the extent that any of these things get in the way of that we need to back off of them.

And whether it's elementary school grading or middle through high school we need to set our students up for as much success as they can possibly gather in this in this coming year very much dependent on their situation.

So I'll leave it to the rest of the directors who I know also have concerns here.

But just know that I do not consider these in any way final.

These are a work in progress and we will be having further conversations about these.

Thank you.

Thank you Director Hampson.

I just caution I don't think we all need to re-re-share or or our feelings about this being a living document and yes we'll be coming back to this more and more to refine it.

So for other directors questions for comments or questions on questions 13 through 18. Director Harris.

Yes.

One of the things that I've heard is that the teachers are going to be using Teams not Zoom.

And recently this morning I heard from a number of people that we are not purchasing or asking Microsoft to donate teams for educators which I understand have rooms for small group instruction.

So when we talk about synchronous and asynchronous and we talk about small groups how is it we're going to do that if our current platform doesn't allow for that.

This is JoLynn Berge.

Chief for IT and Finance.

So Director Harris I responded to your email earlier.

There is no special thing that we need to buy as far as Teams goes.

We have all the features that you've heard about.

The breakout rooms are not active yet.

It's something that Microsoft is bringing up in the next in the next little bit in their new release.

The other features that you talked about out are outlined in the email.

They're available but they're also available in Schoology.

And I've heard that Schoology is not readily adaptable for the needs of our teachers and principals.

Well I'm not sure how to comment.

I guess I would provide this.

LA Unified and Tacoma just decided to pick up Schoology after doing RFPs and looks at it so.

I'm not we'll have to have more discussion.

Thank you.

Director Hersey.

Yeah Chief Jessee I just wanted to confirm really quickly during the presentation.

I think this is a misnomer but I wanted to confirm.

You said that issues such as access to Internet parent work schedule etc. would be unexcused.

Did you mean excused.

Sorry.

Yes.

Thank you Director Hersey.

And then excuse me.

Excuse.

Thank you so much.

No no worries.

I just wanted to confirm.

Okay.

And the next thing is that again with the schedule I'm not going to go into this harshly but parents and teachers have been very vocal that and I just want to make clear that we are wanting to design the schedule so that it works with everybody in partnership with our educators and just make that very clear.

We're just not at that point yet.

I'm good we can move on to the next person.

Thank you Director Hersey.

Director Mack.

Yes thank you.

Just I have I do have a number of questions but I think my first one was Chief Jessee can you repeat the name of the WAC that just came out related to attendance.

And can you also ensure that that's forwarded to all of us for our information.

What's the number of that WAC on attendance that OSPI just came out with.

Yep sure can.

It's 392 — 401. 401 okay.

And thank you for the clarification that there will be excused absences for those things you mentioned.

I also had my my concern was deeply raised by that.

With with regards to number 15 in the plan to take daily attendance it says very specifically in this thing that we're as a board attesting to is that we have a clear plan for ongoing communication to check in daily etc.

And what I what I'm hearing is that we have a draft plan but not it's not solidified yet and I think I also remain concerned and have questions around how we're going to actively support engagement with our students and also you know not lose them in the system not lose them just they they just don't show up.

And and on the financial side I'm concerned about that from managing enrollment the AAFTE because enrollment is our budget.

And so how we count attendance and ensuring both that we are actively engaging our students and not I think as Director Hampson was talking a bit about not penalizing them and utilizing it as a a method by which we ensure that we are serving our students.

So I'm not sure how to get there with actually understanding what the clear plan for communication will be other than I guess my question is when when will we actually see an actual proposal of here is the actual communications plan here is specifically how attendance is going to be taken in each school et cetera.

When when will we actually have that.

So I'll just start up.

We'll absolutely want to have strong relationships with our families and students.

We are in the business of engaging them our our customers to ensure that we can provide an environment that is warm and welcoming that is identity safe and that we can meet their own learning modalities and needs and hold them to high expectations.

You know those are the things that we've heard through our engagement with families as well as educators and school leaders.

So this the attendance procedure that we have in place is not meant to be punitive at all and actually it's meant to be the opposite to provide the flexibility So that where we can have unexcused I mean to have excused absences wherever possible but really trying to also discount it's not it's not even an absence right.

Like if you're engaging with the materials that we have posted having a small group conversation having a conversation with a family about how to support their own learner or to work together.

So that's the mechanism which we have set up Getting that all in writing and finalized really is something that we can move forward and get that into the board next week.

Great.

Thank you for that clarification.

My other question is or just clarification is on the calendar that's posted as a part of the BAR.

As I read it that is our current calendar.

It's not been adjusted at this time and with will there be a different calendar submitted to OSPI or is this the one that's going to be submitted.

Director Mack this is Clover Codd Chief Human Resource Officer.

So what's being submitted — This is Chief Jessee.

So this is this is Clover Codd.

So the one that's being presented to OSPI right now you're correct is the one that's currently board approved.

We are in negotiations with SEA with a calendar that would provide for additional flexibility in days but that's currently being negotiated and when we're done with that we would bring that back to you for approval.

And then my my last question is just for clarification on the grading policy.

Are we voting on that today by adopting this because I don't see any motion language related to actually adopting a change.

I see a waiver in the grading policy but I don't see an actual adoption of the suggested grading policy.

Is there a vote that's happening separately from what's in front of us on that.

This is Greg Narver Chief Legal Counsel.

I'll address that.

The vote is the one to approve the template And a necessary element of that is a waiver of the grading policy.

There is not a separate vote scheduled on establishing a new grading policy.

What we have today is simply getting approval of the template and that's that's an element of it.

So the the vote is for the resolution and part of the resolution is approval of the template and the the waiver is called out in the motion but not a separate vote on a new grading policy.

Thank you Director Mack.

Director Rankin.

Hi.

Sorry I couldn't find the button.

Okay.

I thank you to Dr. Codd for describing for us a little bit more clarity on what the template schedule is.

I think those blocks of times really kind of made people nervous thinking that it was four and a half hours or five hours in front of a screen.

So I guess I just want to confirm that what was said I think by Director Hampson that yes the start time is the start time that's in current current policy and that we don't have to stay with that but we will have to waive transportation standards and there's still time for discussion.

in the OSPI doesn't need to know our actual start time.

They just need to know that we have a plan to provide the instructional hours.

Is that accurate.

That is my understanding Director Rankin this is Clover Codd speaking.

Okay.

Thank you.

So I'm just also for people listening like the 755 is not set in stone that's just what it is in policy currently.

So we will still be able to talk about that and I know we've heard from families that 755 is too early and from educators as well.

So be looking out for that in the coming days and weeks.

And then within those hours that the schedule is going to be the instruct instructional hours is defined as educational activity provided by school district staff.

That's how the state requires or how the state defines it.

So as Dr. Codd was saying in those blocks it could be some live instruction with the full class.

It could be small groups.

It could be meeting with your IA.

It could be independent reading time as long as it's educational activity that's being provided and guided by the teacher.

So I guess I just want to confirm that at the building level there will be the opportunity for principals and and building leadership to kind of design their master schedule within If we have a standard start time and a standard end time and a standard lunchtime so kids can get food and everything I'm confirming that there's opportunity for principals and BLT and educators and families to work within that for you know what an ELA block is actually going to be in terms of the experience of the child.

That is correct Director Rankin.

Great.

Thank you.

And then within that also I am wondering about where or if we need to talk about it now and if not then I'll just you know we can wait.

But where we can talk about flexibility for I don't know kids whose parents work a split shift or something like that and they're going to you know never be able to log on at a certain time.

Do we have the opportunity to have Educators flex some of their time.

So like one day a week they they decide just to move move their teaching time to a different part of the day to accommodate kids that can't be on during the day or or would there be flexibility for having like kind of on-call teachers or like a like a help a helpline that.

Just just let's hold this question because I think this is getting a little bit off off track on 13th.

I'm just no but I'm wondering like within the flexibility of the template you know we don't need to talk about what those are but do we still have that flexibility I guess.

Understood.

To talk about accommodating families and students in other ways.

Director Rankin this is Clover Codd again.

I think there are definitely conversations about how do we make sure that students can access learning students and families can access the learning knowing that there are a variety of needs in within our communities.

And so making sure that lessons are accessible in in Schoology that are posted that can be accessed at different times is absolutely part of the conversation.

So I think this is to be continued conversation but we are definitely trying to take these things under consideration.

Okay.

Thank you.

Thank you so much.

Then attendance.

Director Mack and Hampson covered that pretty well and grading will have an amendment coming forward.

So I'm good.

Thank you.

Director Rivera-Smith.

Was I called on.

Sorry on my phone.

My sound went away for a second.

Sorry about that.

Yes.

Thank you.

Thank you.

Thank you Culver and Chief Jessee for clarifying what many parents and teachers needed to hear was that the the illustrative schedules were not meant to be taken as the solid decision of schedules.

I appreciate all the information on the flexibility and the control that will be had by each individual school site.

Can you though clarify for me just so that we understand what part of our daily schedules are actually determined by headquarters since there will be the flexibility in the actual amounts and hours and delivery of subject matter.

Are there parts of those schedules that are determined by district headquarters.

So I'll take this is Clover Codd again.

I will I will try to try to answer your question.

If others want to chime in please do so.

So we determine start times and end times the sort of the number like the hours within a day.

Lunchtimes is typically you know in a non-remote setting those are kind of determined at a school level but what we're trying to do is have consistent lunchtimes across the districts for ease of accessibility during this time of COVID.

And then each school usually has a master schedule.

I am more familiar with elementary schools whereas the the art the music the P.E.

would not all happen at the exact same time in every school.

You couldn't accommodate all of the grade levels that way.

Same with reading math etc.

Those kind of are fluid within throughout the buildings.

But what we want to be able to show OSPI and our community is that we do have consistent schedules consistent start times.

That's what we're providing for.

We want to make sure students have access to 1,027 hours and that there's a minimum level of remote excuse me synchronous live learning each day and then asynchronous activities.

So we want to provide parameters but then within that there's the flexibility at the school level to make the schedule work for the students and the families and the staff.

Okay.

Thank you.

All my other questions were answered yes by other directors.

So thank you.

Okay.

Thank you.

Okay.

Superintendent Juneau back to you for the remaining questions.

Thank you President DeWolf.

I'll turn it back over to Chief Wyeth Jessee.

So for question number 19 this is around our summer learning program the Summer to Learn This last summer we had 15,000 students participate K through age 21 in our programming.

And so underneath this particular question what did we have.

Also just around targeting supports and learning opportunities who need additional support.

About 34 percent of students who attended summer programming were students who were identified by each of the schools the 104 schools for additional supports whether that's specifically the ELA social emotional learning support or math in addition to credit recovery that we had at the high school level.

So that's about a little over 5,000 students who participated and got additional supports this summer when typically we have about 2,300 students in any typical summer programming.

I'll leave it to question number 20 I believe Chief DeBacker is going to take that.

Hello Diane DeBacker Chief Academic Officer.

I'll be discussing item number 20 which is if we have a plan to perform a universal screening on each student when they return to school to better understand their strengths learning needs and social emotional needs.

If you'll recall from when we presented the template a few weeks ago we had marked no on this.

Since that time we are able now to mark yes.

And the reason that we had marked no originally is we had not had not put a plan in place for the universal screener.

As you know had we been able to return to school in more of a hybrid model or a face-to-face model we would have been able to use the measures of academic progress as one of our choices and then some schools have other choices as well.

But in in when you approve the measures of academic progress a month ago or so we told you that we would not be recommending those for remote learning and for remote testing.

And so we're staying with that.

And in order to do that then we had to look at other ways that we can get a good sense of where students are in terms of their their learning needs.

Of course their social emotional needs as we've heard Director Hampson talk about is absolutely at the top of the list before anything else.

And so we will be using what we refer to or what's referred to in the field as curriculum embedded assessments.

And essentially with any anywhere that we have an adopted curriculum usually with adopted curriculum they have pre- and post-test.

And so if you think back to the to the good old days of school or the olden days of school where you would take a pre-test and in terms of that subject area it would be a paper pencil test.

where it would be very quick.

It would be low stakes non-threatening just to kind of see where you're at.

We'll do that at grade level work.

So if you're in 3rd grade we will be giving some type of an assessment and I use that term loosely but some type of a way that we can measure each student as to whether where they're at with where the grade level standards are.

That's what we will be using as long as we're in a remote setting.

We do know that there are a few schools that have other things that they've used over the years.

Our assessment team and our curriculum assessment and instruction team will work with schools to do what's most appropriate and maybe what's most familiar to them.

But we are confident now that we can answer number 20 with a yes.

I'll now hand this over to Dr. Keisha Scarlett.

Number 21.

Sorry about that.

I'm Dr. Keisha Scarlett Chief of Equity Partnerships and Engagement.

And so I'll speak about number 21 about our district's developed community family and community engagement process that includes strategies to reach non-English speaking families to inform our reopening plan.

So you'll see in the information that we describe a few different engagement strategies that different folks across our organization different departments work together in partnership in order to plan for.

And so specifically we have been working together with our Department of English Language for English Language Learners our Department of School and Community Partnerships and also our Department of Public Affairs in order to improve outreach to ELL families.

We received a whole lot of feedback from ELL families both in conversations and listening sessions and other interviews about just the gaps in communication that exacerbate the impact of them trying to support their own children and have the information that they need.

So we convened approximately 35 organizations to attend a session that included all the people that we've described here so I won't read through all of them.

And in order to get some feedback on what are the best practices of how we can really support our English language families to be able to access information for their families and for their students.

Additionally our Public Affairs Division including Communications have been working on just nimble outreach tools and communication tools to be able to support our families through various modes of communication.

So one example is the human translation or human language translation for text messages to be able to reach our families in addition to our current use of school messenger which is used for one-way communication.

So how do we ensure that we have two-way communication so that we can hear their feedback.

As you see in the information our family communication was sent in the top 5 home languages and also include robocall and email and text message and also audio recording in order to just reinforce the information that we're trying to get out as well.

Additionally our home language web pages and resources continue to have translation abilities that families can click on and have the information on the web pages translated for them as well.

A workflow to disseminate talking points and also timely information to CBO's as they are partners in their accountability to our POC families and our families who are English language learners as well.

We've been working in partnership with them in order to support families and help us to build trust and relationship with families as well.

What we have represented here and our rationale here for the yes with a for this process is really focused on the multiple ways that our departments work together to coordinate outreach resources.

I want to remind our board that that family engagement is multifaceted and much of our family engagement is at the school site level.

That we count on our 104-plus schools to to activate their family engagement strategies to support families and they are the first lines through our educators and school leaders of communication.

What we do in central office is really more community engagement which our families and students are all a part of that community engagement and our broader community and are always working on different strategies across multiple different partners.

So you'll hear from special education or ELL department and from our chief of schools and across our entire division all the divisions about how we work to communicate whether it's about transportation or nutrition or a variety of other things in that way.

So I don't have anything else and I will pass it on to.

I lost my text message.

Hi this is JoLynn Berge.

Hey JoLynn.

I was looking for it.

It's okay.

Tea for high tea.

So question 22 talks about investing in additional hardware software or hardware technology and connectivity.

We have done that.

We have all computers on order for a one-to-one device handout that we will finish these last few weeks into the first part of school starting for our elementary students.

It asked us to identify the percentage of students that you believe have right now as of today connectivity We selected the 81 to 90 percent.

We do believe that when we are in the 2021 school year that will raise up much closer to 100 percent.

In B we have described our strategies.

We talk about the different outreach that we are doing for hotspots and internet connectivity.

Broadband connectivity continues to be an issue in our city and across the state.

So we are working with our partners on that.

We are also offering a bring-your-own-device option for students who can bring their own device from home and use it.

This is something that we have done in our high schools previously and it's been very successful and you know many of our students like that.

So that option is available as well.

And with that I will turn it over to Chief DeBacker.

Hello Diane DeBacker Chief Academic Officer.

I will be responding in part to question number 23 and Dr. Codd may also weigh in as as others.

The question is has our district provided professional learning for educators to prepare them for the effective instruction during this coming school year.

We responded that yes we have.

And we initially responded as you'll see there within the template.

of the trainings that we provided for our educators during the school closure this past spring.

I'll just remind you that in Seattle Public Schools we have a small digital learning team of 8 people strong.

And you can see that they provided professional development around Schoology around how to do remote learning.

During the spring we had a lot of participation obviously over 1,400 educators participated.

We will continue to do similar professional learning during Tri-Days and then as I think Dr. Codd will speak about a possible option for some Waive Days.

We've expanded our training beyond just Schoology because we are also offering seesaw which is a learning management system a platform for early education for our smallest students or our youngest students rather K-2 and also up through grade 5 if a school desires that.

So we will be adding that into our portfolio with training.

We'll continue with the training that we've had around culturally responsive teaching and all of our anti-racist pedagogy series.

So we were.

answering 23 with a yes.

Dr. Codd I don't know if you want to speak about the possible waiver days.

Yes.

So not with specificity because we're still in negotiation.

This is Clover Codd Chief Human Resource Officer.

But I do want to acknowledge that there is a lot of anxiety around being prepared.

Educators want to be prepared for the start of this remote school year.

And so we owe it to our students and families to make sure that we are providing additional time for professional development to what's already built into our calendar.

We know educators need not just time to learn technology platforms and tools but they also need to learn and we need to build in time to make sure we're connecting students and families and providing those social emotional supports for overall well-being.

and professional development in remote instruction and how to create engaging environments in an online world.

And so we are currently negotiating for additional time that we would like to add into our calendar for the school year.

Cannot talk about the specifics.

That will be coming out soon.

We're very close to reaching a deal with SEA but wanted to be able to offer that up into the conversation so that people can feel some sense of assurance that we are going to be offering much more professional development opportunity to make sure people are ready for this 2021 remote school year.

And I do believe that Dr. Pedroza also has something to add around question 23.

Yes I just wanted to make sure that we are planning professional development for school leaders case managers and staff regarding inclusionary practices specifically targeting general education the general education setting.

And this will also include supports for 504s and special education students.

And this will include everything from in the remote learning setting.

And so that is the plan moving forward.

So I just wanted to make sure that that was noted in this conversation.

Thank you.

So I just want to also clarify to our both colleagues on the board and staff as well as our participants who are listening in on the call that it is obviously 23 minutes past our scheduled time so we obviously will be extending our time today.

This typically happens.

We are a very curious board and so we'll be extending our meeting today and I appreciate all of your flexibility on that.

So now that we've reached the end of the template let's do a final round of questions.

Director DeWolf there was one last question number 24. Director Berge was going to respond.

Thank you.

I'm sorry.

Go ahead.

It's all right.

So our district has selected primary learning management systems.

Those are Microsoft Teams Schoology and Seesaw.

So that will be where the majority almost all of the work that our students do as far as assignments and connecting with teachers will happen within those platforms.

It does not mean that there wouldn't be couldn't be some other software that's used but those will be the main areas for grading and assignments Things of that nature.

That concludes my remarks.

Back to Superintendent Juneau.

Yeah I'm just Director DeWolf just want to thank staff and that concludes our presentation and I guess you can take it away.

Thank you.

Thank you.

Okay so we'll just do final round of questions on those that portion of the template so we can move to the next portion of our agenda.

So I'll start again with Director Hampson.

Hi there.

Thank you.

Sorry technical delay.

So Director I mean Chief Jessee was the summer school participation representative of our demographics.

Yes Director Hampson the graphic the demographics that for the student participants in our summer programming mirrored very closely to what they are for the entire district.

Okay and I've made thank you I've made my concerns about assessments clear so I'll leave that to other directors to go into further.

And with respect to community engagement I've heard very strongly from family and community engagement which are really critical at this time.

I know we have a lot more to delve into.

This is one of the board's biggest areas of concern.

And I don't I know that we did some outreach to English language learner families but we have significantly more to do.

There there is a version of engagement that I think this district is very used to that that tends to be pretty unidirectional.

I know that we're looking at putting things in place make communication two-way.

We have a lot of work to do however as a board and a staff to make sure that whatever belief sets or strategies that we have at the board and and central office level are actually resulting in supportive engagement strategies at the student level.

And I believe we're a long way from that.

And so I look forward to doing more of that work.

And I think I do want to give our our tech team has been working really hard to get devices in in hands and has been doing some pretty substantial family engagement during the last month or so that I've been happy to see directly.

I'm going to be continuing to bring up as we get further into this that there are issues around digital literacy connectivity consistent access whether it's to Internet service or just a safe quiet place to actually participate in a remote setting.

And then in other cases the notion of the remote situation is just simply not going to work for some students.

And so while you know in an ideal world we would be able to to.

get to 100 percent I want to stay really realistic that that's not where we are.

And despite our staff's really strong efforts to push both connectivity and devices out to all families we're going to have to work very hard in a number of other areas and build other capacity that allows us to stay connected to students outside of tech.

And I will leave it to my fellow directors.

Director Hampson and I just if folks could please stick to 19 through 24 here and we'll go to Director Harris next.

I'd like to pass but be recalled on at the end of the line here.

I'd like to listen to my fellow directors.

Thank you.

Understood.

Director Hersey.

Yeah I have no questions on this section.

Thank you.

Thank you.

Director Mack.

Yes.

Thank you.

I think two questions.

One about the tech rollout and supports.

When will families learn about those distribution plans.

Do we have a plan that that's going to come out in the next week to families or when when is that going to happen because school is due to start and not too long from now.

So I'm curious to know when the distribution plans are going to head out to families so that they can get their devices.

This is JoLynn Berge.

I'm at so middle schools and high schools really have that plan.

They ran those device handouts a lot in the spring.

Those plans are pretty well in hand for those schools.

We'll be assisting the elementary schools and standing something up.

We're currently in the process of working across departments with school supplies and other things that we know have to be handed out at the same time as well as forms.

So we're still working on exactly what that will look like but we'll be modeling off of the spring laptop handouts and device handouts that we did.

So we'll be moving it to the elementary schools in a similar fashion.

But wanting to try to do it all at once.

Okay great.

So that'll that information will be coming out soon once the full plan gets put together.

Appreciate that it's a lot of complicated work.

I do want to point out though that I'm not I've seen concerns around middle school and high school students that have not accessed their technology because they didn't perceive it to be that they were students furthest away from educational justice and they've been told by principals that they've all been handed out.

So if we are one-to-one I think that we actually may be in a place where there are students that need devices that aren't that haven't gotten them yet in middle school and high school as well.

I just want to make that point.

Okay.

They were opened up to everyone at the end.

I think that we we know we have some more work to do and we need to finish up with those students.

So that really is going to be a check-in with each student to make sure they have what they need and they're connecting online.

That'll be part of what we're asking just our entire system how to support the family and student.

Excellent.

Thank you.

And then my other question is around family and community engagement and It's kind of a two-part question around whether or not we're ensuring that we have at every school someone in the role of counselor social worker slash family engagement support worker at every one of our schools to support families in addition to the principal.

I think as others have talked about the the family engagement from our schools often is very one-way and it's through either their educator their direct teacher or the principal and there's varying levels of engagement there.

And especially in this remote environment it seems critical to me that that we would at every school have another person on point and identified as a person to go to for family engagement questions.

that would help support the educator and the principal.

But I also know that we're not funded to have a counselor at every school.

So A do we have a possibility of having a point person identified that has that role at all of our schools.

I guess and I should have said B but I'm sorry that's that's A is my my main question.

Do we have the ability to do that at all our schools.

That's not just the educator or the principal.

So Wyeth I'm wondering if you could talk about maybe the attendance support teams and the MTSS teams that we kind of have supporting our students.

Because Director Mack you're right.

We don't have funding to fund all of those positions.

And MTSS teams are not in existence at all of our buildings.

There's only I mean a third have MTSS teams.

So yeah.

Well people again hi good afternoon.

Wyeth Jessee Chief of Schools and Continuous Improvement.

So for accuracy every every school has a tiered support They may call it something different.

So not everybody calls it the same thing.

But the purpose is around providing supports to students and families as as needed you know based on a continuum of supports.

I think the question you're really raising is around engagement and who's responsible for it.

And so yeah the school leader we rely significantly and heavily on them and their expertise to connect.

We also know that our our office personnel connect tremendously with our students.

They often know a lot of the background the stories the strengths and the needs of our families.

And then I think the piece that I would add is everybody's responsible for that.

That it really is a team approach.

No one knows all things for a particular student.

And so when we when we work in a team environment whether that's at the grade level or department along with integrating EL L supports special education a counselor an FSW some of the people you mentioned Director Mack.

They all are responsible.

So that's what we've set up this this fall.

We would also set that up for if we were to come back in some kind of you know whatever if we were to change into a hybrid or or you know whatever we look for after COVID-19.

But that that is that's everybody's responsibilities to engage families.

I thank you for that answer.

I think that I think I kind of remain concerned that we don't that families also need to know another point person.

And so I appreciate.

Thank you for the answer.

I'm done.

Thank you.

Yeah thanks.

I have two quick questions I guess.

Can is is there opportunity.

I have questions.

I want to know more about the universal screening but I know that that's not that doesn't need to happen now.

There is a plan.

I would just like to learn more about it.

And is there opportunity for us to do that in committee or in another meeting.

This is Chief DeBacker.

We.

We can provide as much information as you need in whatever format.

Probably not here since you're pressed for time.

Yeah.

We could even discuss it in C&I next week if you prefer.

That would be great.

Okay.

Thank you.

And then the other question about the well professional learning for educators.

I don't know if it's really a yes or a no because it's have we already provided and we've had it looks like we've provided like a little bit but there's a lot of educators that wouldn't be covered by all that and we will be providing it.

So is it fair to say yes.

This is this is.

Chief Human Resource Officer.

So I think it's fair to say yes because we have I think the wording of the question definitely should be will you be.

So I think the answer to both of those is yes.

Yes we have.

We have offered we've had over 1,400 educators participate in that.

But we also have a comprehensive plan to make sure by start of school we have provided consistent professional development for our educators so that they are ready for a remote instructional model.

Thank you.

And then the last question learning management system I understand is about primary learning management system.

But there was a comment that Chief Berge made about that there could be others.

So is that at the discretion of the building or will there be other processes by which the district approves other possible programs.

Hi this is Chief Berge.

So we have an approval process now and there is approved software that's listed on our website.

We look at student security and we look at ADA accessibility as two main components before that they're allowed to be used in the classroom.

I just wanted to say that while those are our main base systems that everyone's going to have to use it's not an exhaustive list of nothing else ever will be used in the classroom.

That's the point I was trying to get across.

Okay.

Thank you.

Thank you.

Director Rivera-Smith close us out with any questions comments before actually You'll go and then I'll call on Director Harris to close us out.

Thank you.

My question is regarding number 23 on this about professional learning.

I'm hearing from I'm hearing concerns from our ESA's which are Educational Staff Associates.

For those who don't know our nurses our speech therapists occupational therapists psychologists teachers for the deaf.

Concerns that the trainings offered are actually not relevant to the work they do.

So I'm wondering if there is a plan to engage with them on what would be appropriate for their work and to be offered for that.

Director Rivera-Smith this is Clover Codd again.

So yes this is actually being negotiated so I don't want to talk about specifics but absolutely yes we are addressing these concerns within the context of negotiations.

Thank you for that.

No no further questions at this moment.

Thank you.

Thank you.

All right.

Director Harris close us out with this section.

Terrific.

Thank you.

I just heard comments that we're going to circle back around for folks with device needs.

Are we asking the principals in each school to do that.

Yes they'll be helping.

We'll all be helping together.

Okay.

And comment on Chief Jessee's comment that everyone is responsible.

If everyone is responsible the old adage is that no one is responsible.

Are we going to designate a point person for each school to address the connectivity issues the attendance issues etc.

Where does the buck stop.

Accountability is a very very Highly held gold for this board.

This is Chief Wyeth Jessee for Schools and Continuous Improvement.

I would say Director Harris we've had this conversation many times over and I agree accountability is really important.

For some there's different items that were raised on here.

One of those that you mentioned was around the distribution of devices which Department of Technology Services will be helping to coordinate with the school sites and going down a checklist.

But for the attendance as I mentioned earlier was that we were going to put those things out.

We have dedicated teams.

The ultimate person that's responsible for attendance at each school site per procedure is the is the principal.

And then the oversight is going to be done performed by central office.

So we'll be also monitoring in central office for the attendance for students.

And who will be the point person at central office for that.

You could go right to me.

Okay.

And my last question is is it true that the principals have not been distributed the playbook as yet.

That is correct.

And what is the ETA on that.

That that concerns me greatly.

We needed to have.

Yep.

Haven't voted on anything so.

Yep exactly.

Yep.

We had to wait for today.

Yep.

Okay.

Thank you everyone for your great questions.

Now that we've come to the next portion of our agenda I'm going to excuse me just making sure I have all my notes here.

So we we will now move to the discussion on Amendment Number 2 which will be a verbal amendment from Director Rankin Director Hersey and myself.

So Director Rankin may I have a motion for this amendment which for our audience will be and for the record will be identified as Amendment 2. Can you make that motion please.

Yes I can.

Sorry.

Trying to find the right.

And President DeWolf is it possible to get somebody to scribe the language onto the screen so we can see it.

It's it's quite difficult to have an amendment that I can't read as well.

Just hearing it verbally is going to be really challenging.

Well let's let's hear it and then let's see what we need to do.

Director Rankin please step in now.

Yes I move to amend the 2020-2021 reopening plan template by replacing the first sentence of the answer to the portion of question 17 regarding high school grading which states A through D or incomplete are the proposed grading options.

So I move to replace that sentence with the following language.

A through C-minus or incomplete are the proposed grading options.

The second sentence would remain as written and to the extent that this amendment conflicts with information provided in presented in the BAR the amendment would control and override what's in the BAR.

Thank you.

Do I have a second.

Second.

This is Director Hampson.

Thank you.

Okay.

It has been moved by Director Rankin and seconded by Director Hampson.

Director Mack would you still like the wording put up on the screen.

Yeah it would be helpful.

I mean we haven't seen this.

This wasn't.

presented in advance of the meeting and the first I'm hearing of it so I'm seeing the actual language.

If I just could verbally state back to what I understood is that in in summary the amendment is proposing that the grading policy would be A through C dropping the D and maintaining incomplete.

Yeah.

So current currently the the what was in the template says A through D or incomplete with the removal of the E and our my amendment is to remove the D as well.

I don't feel like we should be giving students D's in a pandemic and if they're at risk of getting a D then we need to engage and make sure that they have the support and access to education that they need to pass with with a C-minus or above.

Thank you.

Okay so if I can ask our board staff to support by adding the language to the screen just so Director Mack can see it.

Director Rankin I will turn it to you for any additional comments you want to brief us on before I turn it over to directors quickly here.

Any other.

No basically just in thinking about the last year's temp or the spring's temporary policy of an A or an I and knowing that for a lot of people that didn't that was not robust enough and now that we have expectations being raised on on on students on teachers on the district etc. and more standards to meet.

I just still don't want anyone students being penalized.

struggling to connect or having a hard time getting what they need in a remote setting.

And and I think that I'm I'm worried about losing students and not having them be prepared for whatever comes next for them if we allow D's.

And that discussion was had with fellow curriculum instruction member Director Hersey and then with you Director Zach DeWolf.

And I want to add too that we've had some other larger conversations about wanting to just examine grading and standards based versus letter grades etc. as is rooted in our values as a district and what we want to tell you know what we want students and teachers to be working on but there's not time for that right now.

But we can remove the the potential punitive mark of the D.

Thank you.

Okay so now directors for any quick comments or questions on Amendment 2 before we move to the vote.

We'll start with Director Hampson.

No just to confirm I think this is the just one tiny step towards a more equity focused grading policy we know that we have a lot more work to do and I was happy to hear that staff is interested in doing that work particularly as it pertains to middle school.

I think that this is a good starting point for the current situation we're in.

So thank you for putting putting this together.

Thank you.

Director Harris.

Yeah I'd like to go back to one of the answers we got from staff as far as how many incompletes last spring.

And how many folks rectified those incompletes and where we stand now.

And I'd also like to know if part of this motion correcting or addressing the incompletes is addressed.

This is Chief DeBacker.

President DeWolf would you like me to respond.

That sounds great.

Please do.

Thank you.

Director Harris we had fewer than 30 incompletes from the spring.

So fewer than 30. Many of those were addressed through summer school.

I do not have an exact number of how many of those 30 were addressed but we can find that out.

If we we felt very good about that the the incompletes that did come into summer school were able to to be able to be taken care of.

So because we have the process in place it will change a little bit during during this coming semester whether we would go with a D grade or the C minus grade.

But the process is in place.

The educators were able to figure out plans for students so we're we're confident with the incompletes as we had them at this point.

So what is the plan for curing the incompletes then please.

The plan for curing the incompletes is similar to what we did during the spring in that if at a certain point during the semester we a teacher is aware that a student may be moving towards an incomplete they will notify their building level administrator that that is that may be coming so that we can do some some some work with the student prior to that time.

And then once the student if the student does is not able to get that taken care of before the end of the semester there will be an individual plan that each student will work with with the teacher in order to get that taken care of.

They'll have till the end of the semester to complete that plan.

So then my next question in terms of accountability as to which schools are having issues with this.

Does it go from then the principal to the ed directors or does it go to you.

It's very vague to me.

I'm looking for a punch list if you will.

Yeah.

The for the spring semester the incompletes went through the building administrator.

And I don't believe that the directors of schools were involved with those in terms of individual students.

They may have been involved with them in terms of visiting with the principal.

But any incompletes that were still left on the books would come to we supported the principals and how they could help work those out.

So it came to central office.

with more than anything as advice as to how we can help the student.

That the.

Thank you.

The ed directors were looped in but they weren't the final decision point.

I don't know if that helps or not.

Well then who was the final decision point.

Final decision point at this point was with the building administrator.

So we could have a continuum of different approaches throughout then is that correct.

There's no fundamental baseline.

I'm thinking about how to answer that question.

Yes with with each individual principal it could be different but we feel like with the process that we put in place prior to even getting to that point with the decision that there were enough safeguards in place that there was a There was there was a system process around it up to that point.

Thank you.

Thank you.

Director Hersey.

Yeah thanks.

So this was a really robust conversation that we had amongst Director Rankin and I.

I just want board directors to remember like Mathematically going into this next semester a 1.0 that you get from a D is still incredibly detriment excuse me incredibly detrimental to a student's GPA.

And so as we're thinking about this again wanting to act from the perspective of doing as little harm as possible but also giving space to get clear and accurate feedback.

I think that this pushes us a little bit closer as Director Hampson was mentioning to equity for every student.

What I also want to see is that as we come back at whatever situation outside of COVID that we use the same approach that we were doing for in complaints for E's and D's moving forward.

This is the type of support that we need to be giving to our students to ensure that they have all of the resources and academics needed to be successful going forward into whatever pathway they choose post-graduation.

So.

Those are my thoughts.

I really hope that we can get there on this resolution because this is what is going to be best for our students.

Thank you Director Hersey.

Director Mack.

I'm just having this brought to my attention now.

I haven't had a ton of time to think through it but I you know I think the district staff in proposing the A-D in dropping the incomplete may have pondered whether or not we should also drop the D.

So I'm kind of wondering if and maybe it's Diane DeBacker that can speak to the thought process about why maintaining A through D made the most sense as opposed to also dropping the D in the district's proposal.

Yeah.

Director Mack this is Diane DeBacker Chief Academic Officer.

And we as we had a lot of engagement around this in the in the past couple of months.

So we engaged with our our secondary principals.

We had students from AAMA.

We had students from the Superintendent's Advisory Group.

We engaged with the the PSTA.

all around different options and we did consider an A-C but the main reason that we did not recommend it for this is we were concerned that it might lead to more incompletes.

And so so that was our main concern but also As we looked at the amendment that has been presented here and we've had a we've had a little bit of time to look at this Director Rankin was was very early in in alerting us to this possibility.

So as we've looked at this so we put it back on ourselves and I think it's directly what or it's it's related to what Director Hersey said is that just If it if we really think that it's going to lead to more incompletes and we need more things within our system of how we determine grades for individual students especially students furthest from other educational justice how we assist them along the way.

So we're putting that responsibility back on us as a system and and saying that we have to put everything in place like we did during the spring.

If you think about it out of a possible number of grades that we could have had incompletes in the spring there was a possible 80,000 different grades that could have been incomplete.

We had that down to less than 30. So we can do this.

I think we support the amendment and we commit to working with our our educators and our building administrators to see that this benefits students.

Okay so thank you for that clarification that you you do support this amendment even with all the engagement that happened previously and your existing proposal being slightly different.

But just for clarification the accountability measures of managing the incompletes I don't see that codified anywhere.

I see it spoken about but I'm a little concerned about whether or not that plan that we had in place for ensuring that we were following up and engaging with those students that if we don't have it codified or stated and it's not a part of this amendment that it might just get lost.

And I hear your commitment but I'm wondering how we can ensure that we have that same accountability on the incompletes as we did in the fall.

And maybe that's a process question because it's not a part of the amendment but it's it's a thing that I think does need to be included here.

Right.

Yes.

And thank you for asking that.

Yes.

And if you remember that in the spring you passed the policy and then the staff developed the detailed guidelines.

We'll do that in the same way that we did.

We'll look at the lessons learned as we did that during the spring and make any changes but we'll develop those processes and we'll get those back to to probably through the C&I committee.

That's a proper way to address those.

Okay thank you.

Thank you.

Thank you.

Director Rankin oh excuse me Director Rivera-Smith.

Thank you and thank you Chief Becker for clarifying your support of the amendment.

I I think everyone covered pretty much the benefits of the change.

So I have no further questions.

Thank you.

Thank you.

And I also as a supporter sponsor don't have any more questions at this time.

Thank you for your clarification Ms. DeBacker.

Now that it is the end of this discussion Ms. Wilson-Jones please do the roll call vote for amendment number 2 please.

And just to reconfirm I had Director Rankin moving the amendment and Director Hampson seconding the amendment.

Is that correct.

Yes.

Thank you.

then to the roll call vote on Amendment 2. Director Hersey aye Director Mack aye Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director Harris Director DeWolf.

This motion has passed unanimously.

Thank you very much Ms. Wilson-Jones and thank you directors.

May I have a motion now.

We'll move to Amendment 1. So I may have I have a motion for Amendment 1 which is the proposed substitute resolution number 2020-21-4 from Directors Hampson Hersey and Rankin which would which was posted to today's agenda.

This is Director Hampson.

I move Amendment 1 to the Board Action Report titled Approving Resolution Number 2020-21-4 Adopting a Reopening Plan for the 2020-21 School Year to Substitute Proposed Substitute Resolution Number 2020-21-4 for the resolution attached to the underlying Board Action Report And to the extent that the substitute resolution conflicts with information presented in the underlying board action report the substitute resolution shall control.

Immediate action is in the best interest of the district.

Do I have a second.

I second it.

Okay.

Thank you.

Director Harris was there first.

So Amendment 1 has been moved by Director Hampson and seconded by Director Harris.

Director Hampson I will now turn it over to you and the other sponsoring directors to quickly brief us on Amendment 1.

Yes I will keep this short.

We did discuss this at length last week.

I would just quickly say that this what I am proud to present this amendment for is the intent to provide environments for our students in the coming year where they have the opportunity to connect in place-based environments with each other with their educators to push beyond the limited notion of remote learning and provide health and wellness for them and connection and provide opportunity identity safe opportunities for them to access some portion of their of their academic health through this next year.

I'm going to turn it over to my fellow sponsors.

Yeah I'll go ahead and hop in here.

Hi this is Director Hersey.

I think that you know as we have shopped this potential resolution around with so many various community groups I think that initially it's very clear that the reception is mixed but the more we have conversations around what we are envisioning for this to be built in partnership with educators to be operationalized at every individual building and to have a broad definition of what outdoor education is so that that can be worked and maintained in an accessible and sustainable way for each building.

Really the reception is this is a really great idea.

I am recalling a conversation that I had with new Vice Principal or excuse me Assistant Principal Annie Patu over at Rainier Beach around some of the great work that they were doing with connecting with their students in a socially distant way on Fridays during summer program at Franklin High School.

And that sounds a lot like outdoor education to me.

And what I really just want to emphasize again for the rest of our board is that this is an opportunity for us to really be thoughtful about how important and critical those interpersonal relationships are especially in terms of education.

And if we do not start having conversations about a plan to get this done in partnership with our union and the rest of our staff in our buildings then we are doing our children a vast disservice because I'm telling you as a teacher it will not work if we do not have a plan at some phase Not at the beginning of school.

Let me make that clear as well.

This in no way is happening at the beginning of school.

So I just want to be again very clear that this is an opportunity for us to do right by our students.

Thank you.

Director Rankin any final word before I move to other directors.

Yeah just really quickly.

I've seen you know people sort of refer to this as the outdoor school proposal.

And I just wanted to say that you know while outdoor school is definitely a component really at the heart of this is is adhering to the requirements you know necessary of the template from WSSDA of the resolution that we need to pass today.

It covers all of those things and sort of goes further to insist that as we move through this ever-changing situation that we're all in That we all work together to find ways for community to be together for community to tell us what they need.

That we know that being outside is is safer is is is less risky than being inside.

And and also that movement is so critical for students.

And so I just it's really kind I'm kind of thinking of it as like the whole child whole community place-based resolution that involves outdoor learning.

But just to say that it's not in opposition to the the other resolution that was that's being presented today.

It's it's in addition and it really relies on giving agency to communities and support from the district so that we don't find ourselves in a situation where some school communities some teachers some families are kind of going at it on their own and and providing opportunities in a way that's not equitable because It's it's everyone for themselves instead of all of us together.

So that's basically what this is about.

Thank you directors.

Thank you excuse me thank you sponsoring directors and creators of this resolution substitute.

So I'm going to move to the other directors on any final comments or questions on this item.

And we'll start with Director Harris first.

Thank you.

First of all I want to say a huge Huge thanks to the sponsors of this resolution and watching it be fine-tuned and being changed.

It's definitely been an iterative document and those iterations are much much appreciated.

I am a huge advocate of more outside body time of environmental education etc.

And I agree with Director Rankin this is not just the quote unquote outdoor school resolution.

But I but I have to say that I'm hugely disappointed in the communication between senior staff and the board of directors on a number of issues.

Number one the fact that ethnic studies has been a high priority for this board for several years and we have not moved forward on it.

And that is in fact embedded in this resolution.

And I really want to see a plan on that.

We have stumbled.

We have we have not met the need and now we're adding Black Studies to this which I absolutely agree with.

But we can't do this the way we've done it in the past.

And and it's and it's unacceptable quite frankly.

The other issue is community schools.

On paper it looks like a great idea.

But in four and a half years I have yet to see a spreadsheet or a list of the community-based organizations that work with the school district.

Yes I appreciate that's over 250 folks.

That's okay.

Your school board can read a spreadsheet of over 250 organizations.

And moreover how we deal with those community-based organizations whether we cut them off at the knees in an arbitrary and capricious manner that we have in the last couple of years is highly highly important.

And we've got a whole lot of policy work to do on that.

With respect to the task force you Betha right on could not agree more.

Second with respect to having real partnerships with the City of Seattle.

and the joint operating agreement with the Seattle Parks Department critical issue.

And frankly those have not been very attractive in the past.

And I want to see how that's going to change.

The other is we we need to absolutely call it out and work through it.

I am beyond impressed with the work that's gone into this.

I agree that this is an opportunity But but again the devil's in the details and the execution of these ideas as opposed to platitudes.

Thank you.

Thank you Director Harris.

Director Mack.

Yes thank you.

I appreciate the clarification around that this this resolution is not just outdoor school.

I want to I want to help highlight some of the therefore be it resolved portions that are I think really helpful and important to be stating clearly.

The first of which is being that there's there's going to be two task forces to support this work.

One for the superintendent and one for the board.

Both of those groups and having that engagement is going to be incredibly important and helpful to our work.

Additionally I think making the statement that we are partnering with our Community Alignment Initiative partners and supporting child care options in that manner is incredibly important.

Additionally that the pilot programs are for outdoor and community schools.

are pilots and that you know the consideration of health and safety needs et cetera are going to be considered in those pilots and it's it's it's not a requirement across the district.

I think that's very I think that's a great thing that that got clarified here.

And lastly you know from my operations hat the joint use agreement with Seattle Parks and Rec being revised appropriately to support all of these efforts is needed.

So appreciate all of those different clauses in this resolution.

Thank you.

Thank you so much Director Mack.

Director Rivera-Smith.

Thank you.

Yeah very appreciative of us as well of the co-sponsors for this resolution.

I I look forward to those task force doing the work that will bring about implementation of this for our schools and for our students.

I'll be honest my only my only my only concern at all is with the the pilots that can begin as early as this school year.

You know for a resolution that I know can really center on equity and our students furthest from educational justice.

I don't what I don't want to see though is that for only well-supported and well-resourced schools to take advantage of this early on right now when school starts by being able to coordinate a pilot at their school.

So this will clearly fall then heavily on our schools.

We want to make sure that we do the part that says you know Seattle Public Schools will support with necessary health and safety protocols these pilots because we want to make sure that it would be an opportunity for any school who aspires to get their students outside this school year in a capacity that is safe and in partnership with their community.

So that is that is the only part that I really want us to be aware of and keep an eye on as this rolls out so that we don't create another inequity where we're trying to create more inequity.

Thank you very much.

No further questions.

Thank you Director Rivera-Smith.

And I have no further questions at this time.

I'm very supportive of this resolution.

So I will now close out comments and questions from directors and ask Miss Wilson-Jones for the vote on Amendment Number 1.

Director Harris aye Director Hersey aye Director Mack aye Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director DeWolf aye.

This motion has passed unanimously.

Thank you Ms. Wilson-Jones for your help.

We will now move back to discussion of the underlying item as amended by Amendment 1 and Amendment 2. May I have a motion for the underlying item as amended.

This is Director Hampson.

I move approval of the underlying board action report titled Approving Resolution 2020-21-4 Adopting a Reopening Plan for the 2020-21 school year.

as amended amended by Amendments 1 and 2.

Second the motion as amended.

Thank you.

Thank you Director Harris.

Okay so this item has been as amended has been moved by Director Hampson and seconded by Director Harris.

We will now move to Director — Point of point of point of procedure clarification.

The language in the BAR also included waive in part the following board policies.

to the extent explained in the policy implication and that wasn't read as well as a approve the purchase of.

So there's two other pieces of the motion that weren't read.

Yes that was read at the beginning but I guess if if Ms. Wilson-Jones if.

You want me to reread it.

It's a long time to go.

Sure.

That'd be great.

Just for just for clarity.

I just want to be for clarification exactly what the full motion is.

Yeah that's a good idea.

So this is Director Hampson.

The original resolution included waiver in part of the following board policies to the extent explained in the policy implication discussion below.

Policy Number 2420 High School Grade and Credit Marking and Policy Number 2015 Selection and Adoption of Instructional Materials.

Additionally the approved what about the approved the purchase from Open Up.

It also approves the purchase from Open Up Education of Expeditionary Learning Education 6-8 ELA Curriculum Materials and accompanying professional sorry professional development for an amount not to exceed $800,000 for an emergency pilot due to COVID-19.

So the the substitute resolution which includes the template the waiver of the policies and the addition of the 6-8 curriculum addition.

Director Harris if you want to second one more time that'd be great.

Sure.

Happy to second as amended as restated and clarified.

Thank you.

Thank you.

This item has been as amended has been moved by Director Hampson seconded by Director Harris.

Thank you Director Mack for a great reminder to add that to the record.

We will now move to directors for any final comments or questions on the underlying item and package as amended before we move to the final vote.

So directors we'll start with Director Rivera-Smith.

Thank you.

Did not expect that.

Yeah.

I. So I really wish there was a way to to acknowledge all the people who put so much time passion professional hours into the development of all the work that was shared with us today.

I don't know that it's possible to name them all by anybody but I just want everybody to know how much it is appreciated and it's gotten us to where we are and it's also not the end right.

We know there's a lot of work ahead.

how much engagement and planning there is still to do for all the questions that are still out there.

So I look forward to that.

I look forward to doing that work and being part of those work sessions that we've talked about and hope for and plan for and the engagement that comes with that.

So just thank you again to everybody for all the energy that went into everything we heard today and I have no further comments.

Thank you.

Director Rankin.

I will just echo what Director Rivera-Smith just said.

I know a lot of people have been working tirelessly and there's a lot that we don't see and will probably never see in front of us.

Evidence of all of the hard work.

But just yeah just echo her comments and thanks to everybody for for thinking about your students and and and you're going to just keep keep going.

So.

Yeah.

Thank you Director Rankin.

Director Mack.

Yeah.

Thank you.

I just want to clarify a few things that I think might be Scribner errors not Scribner errors but Scribner corrections.

One of the things that we discussed way early on in this meeting about three hours ago was that in number one under the Part 1 mandatory health requirements it doesn't state Seattle King County Public Health and I think it needs to.

as long as those as well as those names of individuals from that agency.

And I guess kind of a question slash comment slash I don't know what.

I'd like clarification from district staff and our executive board team around with these items that The plans are kind of broad-based and not very specifically identified and things still there's there's outstanding plans.

For example around the you know how are we going to be doing enrollment and attendance.

The you know what's exactly going on in our buildings.

You know when we we open et cetera et cetera.

There's a number of things that are just not as fleshed out.

The schedule bell times.

whether or not we are going to change those or waive the transportation services standards.

When if we approve this today what exactly is our board process and when will those other more specific plans be coming to us.

I think Chief Jessee indicated that the enrollment one would be available next week.

But the rest of it do we have weekly work sessions or weekly board meetings.

How are we going to be processing through these additional things that need to need to still be addressed and solidified.

Is that a question for the superintendent and our president.

I don't know.

I'll let Chief Jessee go and then superintendent and I'm happy to answer or fill in the blanks as well.

Yeah hi Wyatt Jessee Chief of Schools and Continuing Supremacy.

As I mentioned I yeah for attendance I will be having the procedure moved out for next week as also Chief Codd mentioned some of the items we're working with our labor partners to shore some things up and so some of these items are tied directly to our work with them i.e. schedules for example.

Yeah Director Mack this is Superintendent Juneau.

I would just say that I think what we are going to talk through and I'll visit with the President about it is trying to have a series of work sessions where we can keep going through the plans as they continue to progress.

Know that there's still a lot of moving parts and then any policy changes and such that need to happen will likely go through a committee process or a board process as well.

Okay thank you.

I will you know I'll work with Superintendent and the committee chairs particularly if there are plans or policy provisions that need to go through through y'all as well as committee chairs.

Great.

Thank you.

Thank you.

Next we'll move to Director Hersey.

I just want to say a big thank you to everybody who's put hands on this work.

This has been an incredibly huge lift.

especially to the staff that engaged with us around this.

And we would be remissed if we did not get a huge shout out to Seattle Council PTSA specifically Manuela Sly and Sabrina Burr for helping us lift up the community engagement around this and holding us accountable to thinking through every one of these issues.

I will say that while this is a moment to celebrate all of the weeks that led up to this point have been incredibly tumultuous.

And I want to be very clear that now that we are at this moment I sincerely hope that we as a district especially in terms of leadership can come together and actually work collaboratively to get these things done because our students deserve it.

And that is going to be an expectation not only from the board but from our community as well.

I'm excited to hit a little bit of a restart button here and really dig in and sink in and see how we can do this to best support all of our students in this district.

Thank you so much Director Hersey.

Director Harris.

I will in fact vote for this but I will do so reluctantly because the engagement for the Board of Directors has been less than.

And I hope that with weekly work sessions and more robust communication as we work through the details and the details are absolutely critical.

And we do a better job of community and family engagement and we must because each and every one of the board directors are getting hundreds of emails a day asking questions.

And and they're questions quite frankly that many of us board directors can't answer because the information has not been disseminated to us.

We got to do better.

We must do better.

And I well appreciate this is a once-in-a-lifetime we sincerely hope and pray pandemic.

And I also appreciate the fact that this is one of those places where we potentially could change the way we deliver education.

But putting these plans together before collective bargaining seems like the cart before the horse to me and I'm extremely distressed by that fact.

I will vote yes but I will do so reluctantly.

Thank you.

Director Hampson.

I can't say it better than Director Hersey said it in terms of gratitude that goes out to Seattle Council PTSA and the leadership there that has been doing tireless work to engage families during this very difficult time.

And the just the number of the sheer number of voices that they have brought to us and to the table I'm eternally grateful.

And this is really you know kind of for them in terms of moving in a direction that does center not those for whom this is easiest but those for whom this is the most difficult.

For whom we are least likely to succeed with laptops and synchronous versus asynchronous learning.

This is this is for all of the centering all of those students and those families.

We are doing our damnedest to turn our attention and the attention of this district to you and we hope that you feel this as part of that effort and we have to roll up our sleeves.

I am really grateful to my fellow board members and and to staff that have worked with us in these tiny little micro moments leading up to this.

for getting to this point and for coming together and showing that we can work collaboratively and we owe nothing less to our students.

And this needs to be as Director Hersey said a restart and a harbinger of things to come that are good in terms of what we can accomplish and what we can demonstrate and what we can learn as a school community about how to do things differently for our kids.

Thank you.

Thank you Director Hampson and I will close out quickly because we have certainly gone over time.

I do want to just extend gratitude to our staff particularly our board office staff Miss Wilson-Jones Martina Loffelman and Erin Bennett for your work managing all of the work to get our board to these meetings and to manage these meetings.

So I thank you.

I'm also just want to highlight again the fact that I look forward to rolling up and creating the oversight groups to help monitor the progress on on educational delivery over the course of the next year.

And I'll just finish by saying you know this time has been scary and hard and I know it makes us all angry and frustrated and sad and tired and exhausted but I think if anything I will just just illustrate to our community that since March 12th which is exactly 5 months ago today this board has really not stopped relenting and I I can't tell you the amount of times board directors have we have called each other texted each other in the middle of the night working over the weekends.

We have not let up in those last in the last 5 months and we will continue to do so.

And I want to just highlight that on Monday August 17th at 730 a.m.

we're right back into the 2020-21 academic year with our first Audit and Finance Committee meeting.

So we are not letting up.

We are going to continue to persevere and be relentless in our work and our commitment to you our community and the voters.

And it will and certainly the work even if it's hard and scary and challenging it will not stop us from showing up every day.

And so I appreciate you all for joining us today.

And I will now turn it over to Miss Wilson-Jones for the final roll call vote please.

President DeWolf can I just make a clarification.

Ops is actually happening tomorrow.

as the first committee meeting of the year.

So 4 o'clock tomorrow Operations Committee.

Thank you.

Oh yeah we have C&I too next week.

Thank you all.

Okay Ms Wilson-Jones — It's all blurring together so.

Yes calling the roll on the underlying item as amended by Amendment 1 and 2. Director Mack.

Aye.

Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director Harris aye Director Hersey aye excitedly aye Director DeWolf Director DeWolf.

Aye.

Aye.

Motion has passed unanimously.

Thank you.

Thank you all directors for your discussion and thoughtful questions and concerns today.

Thank you to staff for being here today.

Thank you to our community for being on the call as well as those who have been watching through our YouTube channel.

As there is no further business on this agenda this meeting does stand adjourned at 430 p.m.

Wednesday August 12th.

And again we'll see folks tomorrow to join us at the Operations Committee at 4 o'clock tomorrow.

Thank you all and have a great rest of your day.