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I'd like to call to order the board meeting of February 13th, 2019. Please stand for the singing of old Canada, recorded by Dean Frank Elementary.

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Those

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carried. We have no delegations tonight, but we do have a presentation.

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I want to welcome Christine Arthway, Assistant Superintendent, who will introduce her colleagues, and we've been able to have a presentation on curriculum updates.

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Through the chair, thank you for the opportunity to provide an update on redesigned curriculum.

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It takes many hands to bring the curriculum to life for and with our students.

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And it is the collective efforts of multiple departments working in concert together

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who create powerful learning experiences for Surrey students.

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The Education Services team, Kathy Puharic, Director of Priority Practices, District

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Principles, Karen Alvarez, and Antonio Venderman continue to provide exceptional leadership

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in charting the course every step of the way.

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This evening, Kathy will be providing a brief overview of the work at K-9 and the key elements

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of the graduation program.

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Kathy.

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Thank

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you, Christy, and thank you for allowing me this opportunity to share with you work

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that I am deeply passionate about and work that I'm truly excited to share with you this

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evening.

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Work that I'm excited to share because not only is it a demonstration of the exceptional

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work that our helping teachers are doing, but it's also a demonstration of the deep commitment

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of our teachers and our administrators,

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their commitment not only to their professional learning,

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but also to the learning of their students.

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And at the heart of the work that we do

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is VCs redesign curriculum.

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And what you have before you

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are is a simple slide that is of two graphics

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that essentially encapsulate what our curriculum is all about.

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And on the left, you see the core competencies.

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These are the communication skills, the thinking skills,

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the personal and social skills that our students must develop

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in order to engage in deep and lifelong learning.

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And on the right, we have what is called the KDU model.

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And these are the knowledge,

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the skills and the big ideas that students have to develop in all areas of all are curriculum.

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So the priority practices department engages in work that helps our teachers develop understanding of this and they support them in this way.

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So what follows this evening on the slides are the work that is associated with this particular piece of the curriculum.

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So, here, what you have for you is the fundamental shift in terms of curriculum and what

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has happened to it.

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And this is how teachers, it's a demonstration of how teachers work has changed in the

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classroom.

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There was a time when much of the focus of the learning experiences that students had in

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the classroom focused on content on what students had to know in relation to that curriculum.

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and there was about 80% of our curriculum focused on that

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and there's about 20% of a focus on curricular competencies

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on the skills that students had to develop

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that were associated with that particular curriculum.

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And what we see now is that there's been a shift,

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there's been a reversal in those numbers.

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So now we have more times spent on curricular competencies

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in the way that content is being used,

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content is being used as a vehicle to help students develop those skills and processes that they need in order to

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learn the curriculum that is connected with those particular subject areas.

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Ensuring that students are readers and writers and that they become numerate has been and always

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will be central in core to our work.

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Reading, writing and numeracy foundations are central to the redesign curriculum.

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And this is central to the work that priority practices does.

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First and foremost, it is about these two areas here.

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This year, and in years past, we have provided many, many opportunities.

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And this year is no exception.

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There's been a wide array of sessions that are specific to building literacy and

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numeracy foundations.

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Inquiry

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-based learning, this is one of the approaches that is supported by the redesigned

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curriculum.

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And this approach to teaching and learning is central to our redesigned curriculum.

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And it is about the questions that students ask.

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And this is what we are trying to engage students in and placing their questions at the center

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of the classroom experience and this isn't just about asking students what do you want

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to learn or just about asking them to ask us a lot of questions.

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This is about triggering curiosity in our students and then students going beyond this

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initial curiosity so that this becomes just the norm.

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this becomes what they just naturally do because we know that it's students' questions and it's not teachers' questions that lead to deeper understanding.

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So that's why it is so important that we develop this in our students so that this just becomes what they naturally do.

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And so regardless of discipline, this is the kind of support that we have been providing

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and priority practices, whether it's in social studies, whether it's in science, whether

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it's in art education, asking these questions is essential.

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And this is the kind of support that we provided in terms of the sessions, but not only in terms

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of sessions, but also the resources that we have provided art schools with.

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And

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speaking of resources, coding and robotics,

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thanks to the Board's support, can be found in all corners of our school.

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We have spheroes and we have azo bots and we have block cells and we have M bots and we have more bots than I can even mention.

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There are so many of them in our schools.

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But these have been provided to all of our schools, all of our elementary schools,

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All of our secondary schools and all of our learning centers have robotics including resources in them, and it is wonderful to see the work that students are doing in this regard and our priority practices team once again, support teachers and building their awareness and understanding of how to integrate coding and robotics resources in the curriculum and meaningful and engaging ways hands

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on learning again.

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another very large component of our curriculum

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and regardless of age and grade level hands-on curriculum

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is very much a part of this new curriculum.

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And again, our teachers are engaging our students

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in purposeful ways and involving them in experimenting

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and in tinkering and inventing and in creating.

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And they're using a variety of tools in order to do this.

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Also in our schools, we're seeing a transformation in terms of our libraries in the learning environment that we're trying to create there.

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Ed services, corporate services, and IMS have been combining resources for two years now so that we could assist our schools in creating virtual, physical and collaborative spaces that are characteristic of a learning home.

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So what we've been providing them with specifically our technology and furniture is what helps create

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those kind of spaces.

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So shifting now from our K9 curriculum are following some of the key changes and timelines

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that the ministry has provided us with in terms of our grad program.

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More specifically, 10 to 12.

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And what you have before you hear is a slide that essentially demonstrates what's the same and what's different about the curriculum.

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So in terms of what's the same, strong focus on our foundational skills on reading, writing, and numeracy still remains there.

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The number of students that, or the number of credits that students need in order to graduate remains the same.

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10 to 12 and so do letter grades and percentages on formal reports and on transcripts.

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That doesn't change.

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What is changing is like with our K-9 curriculum, that focus on what students must know, do,

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and be able to understand that's associated with each curriculum.

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The core competencies are there explicitly and the indigenous ways of knowing are also there.

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In addition to that, there's been a significant shift in careers, K to 12, and Andrew Holland

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and Neeter Dillon have taken the lead as far as our career education goes, and they are

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moving this agenda forward.

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And so a paramount to this work that Andrew and Neeter are leading is the understanding that

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career education in our schools is not about students making decisions about occupations or

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about what they want to do when they finish high school rather it's about helping students

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acquire the knowledge and skills and confidence to adapt in a changing world when that's likely

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going to take them down a path of a variety of different careers so the focus has been

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on that.

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So in terms of this curriculum and when all of this is happening 10 to 12 well

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Well, it's already started, our grade 10 curriculum has been implemented, and I see that

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there is a little bit of an error there.

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Grade 10 implementation started in 2018, September of 2018, and grade 11 and 12 will start

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in 1920,

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so that's coming up, another aspect of our grade 10 to 12 curriculum are the graduation assessments and here we have three assessments that students must write.

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There's a numeracy assessment that they write in grade 10, there's a literacy assessment that they also write in grade 10 and in grade 12,

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there will also be a literacy assessment.

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These assessments, unlike in previous assessments, which we're called provincial exams, are

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not based on numeracy and literacy skills, they're based on the numeracy skills, but

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not skills that are tied to a specific curriculum, rather, it's skills that students develop

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in all areas of the curriculum.

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And

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again, in terms of timelines here, this is a staggered timeline that we have for

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our graduation assessments as well.

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Grade 10 numeracy assessment that started in January of 2018. The Grade 10 literacy assessment

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will be introduced in 2019-20, or 2019-20 in January, and the Grade 12 literacy assessment

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will be in January of 2021.

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So as we know, and as I've already mentioned, are helping

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teachers. Oops, the last slide is not there.

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Something's going to

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write here, but that's all right. So as we know, our helping

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teachers are instrumental in supporting our classroom. Teachers

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in the implementation of this new curriculum. And what was on

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that slide, we're just a few examples of what we're doing at the

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grade 10 to 12 level to support this implementation. But really

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what I wanted to say was in the last two and a half years, we've done more than what

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you would have seen on those slides.

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We have been heavily engaged in supporting this curriculum.

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So in the last two and a half years, we've had 497 after school sessions.

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We have had 88 dinner sessions, and in addition to this, we have also had our helping teachers

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providing side-by-side support in the classroom.

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They've also been attending schools at lunchtime and providing lunch and learns.

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In this year to date we had over, so just from September till the end of January we had

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over 260 lunch and learn sessions in our schools.

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They have provided side-by-side support on over 300 occasions and all of this to say that our

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numbers are staggering, that we have an enormous number of committed teachers and administrators

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who through the work of our helping teachers are building their understanding of what it

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means to create learning environments that are concept based in competency driven.

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I'm very proud of the work that we do and I'm very, very grateful to the Board for the support

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that you give all of us for doing this amazing work each and every day.

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So thank you.

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So thank you.

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So if I could just ask you a question.

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So on the new curriculum, specifically to grade 10,

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and hopefully you have some information or you know about something on it,

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the previous grade 10 curriculum was very limited on personal finances and budgeting.

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And this seems to be a common sort of issue that I get from a lot of parents

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about a child or student in grade 10 to 12 learning about how to handle their own personal

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finances. So instead of just learning about interest rates and how to calculate that, they

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actually learn why they need it and they can learn for themselves how to budget, how to

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sort of organize their own financial affairs. So it's in real life situations as opposed

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to reading from a textbook of X-cost so-and-so but actually doing that their own personal

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budgets so that when they graduate they have a real understanding of their own finances.

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Do you know if that's now part of the new curriculum for them to actually learn based on their

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own sort of things that they'll have to do?

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And then the second one, how is the assessment done for the grade 10 and then on to the grade

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12?

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Is it in the form of the old kind of government exams that they did away with and now maybe

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decided to bring it back?

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So the financial literacy piece, that is very much what they are bringing into the new curriculum.

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You see some of that, you'd see in the math classes and it would be expected that that

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would be done in some of the other classes because when we say that students write a numeracy

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assessment and that assessment is not tied to a particular class, so that numeracy assessment

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is not a math test, that numeracy assessment would be a demonstration of the type of numeracy

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skills the everyday real life kind of numeracy skills that students would be expected to have.

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So that could very well, that would be the type of thing that would be on that numeracy assessment.

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So that is something that schools would be moving in that direction.

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Okay, thank you. Yeah, trustee, then. Sorry.

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No, and just in terms of the type of assessment that it is, it is online. It is done.

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There are different components to it. There's an online component that could have multiple

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choice types of questions, but there would also be written answers to these questions as well.

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And moving to our grade 12 literacy assessment where there would even be an oral,

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So there's audio associated with it, which is very new.

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We haven't had audio in any of our assessments before.

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So just a question for the question online.

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How can you guarantee that that's actually the person doing it?

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Well, there's a company called Willux and they work very closely with the ministry and

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our administrators when they go into the schools, the students are there.

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you check in, you're sitting at a computer, so you're checking in, it's usually in a smaller

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setting compared to a gym where there might be 300 computers, they don't do that, so it's

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a classroom with 25 students.

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Okay, thank you.

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Trustee Finn.

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I just wanted to say thank you, Kathy, Christie, Antonio, Karen, Andrew, Niro, who's not here

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I believe for a wonderful job.

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I know for some people it might be few slides, but I know how much work is involved behind this, creating all this.

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So I just wanted to thank you guys for doing such a wonderful job.

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Thank you.

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Thank you all from the board.

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I have a motion to approve minutes of the minutes of the last board meeting.

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Second.

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All in favor?

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Opposed, carried.

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We will now move on to the 2.18 to 2019 amended annual budget.

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Thank you Madam Chair.

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Madam Chair is my pleasure and a bit of the budget committee to bring forward the

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2018-2019 amended annual budget for the Board's consideration and approval.

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The amended budget has been prepared to reflect actual enrollment as funded by the Minister

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of education, as well as an updated projections for all the sources of revenue expenses for

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the year-ended June 30, 2019.

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Madam Chair, a careful review of the amended budget will reveal the district will finish

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the year in a strong financial position, despite its operating expenses exceeding revenues

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by $2 million. The next shortfall in revenues will be offset by existing

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priors operating fund balance, which will be drawn down to $12.8 million at June 30. Note

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the operating fund balance includes $7.2 million for contributions required by

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government towards new capital projects.

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High lives include consolidated revenues for the year are projected at $789 million.

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00:22:42,020 --> 00:22:51,080
Total operating revenues projected at $692.7 million, an increase of $10.3 million over

228
00:22:51,080 --> 00:22:52,240
the preliminary budget.

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00:22:52,240 --> 00:23:01,360
The total fund of school aid enrollment is projected at almost 73,400 FTEs, an increase

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00:23:01,360 --> 00:23:05,360
of 1,200 students over the previous year.

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00:23:07,550 --> 00:23:12,110
Total operating expenses projected to be 694.7

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00:23:12,110 --> 00:23:18,650
million, an increase of 4.2 million, or the preliminary budget due primarily to increase

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00:23:18,650 --> 00:23:26,870
supply and service costs of 4.5 million. Salary increases of 1.1 million. Additional operates

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00:23:26,870 --> 00:23:36,150
in funding for educational initiatives, facilities and technology of 2.4 million. These costs

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00:23:36,150 --> 00:23:43,090
increased our offset by benefit decrease of 3.8 million, mainly due to the reduction in

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teachers' pension plan contribution rates.

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Madam Chair, in closing, in summary,

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I'm pleased to report that the board's

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sound-proved fiscal management policies and practices

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00:23:55,570 --> 00:23:58,790
have enabled the district to continue to put students'

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needs first.

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00:24:00,370 --> 00:24:03,230
Despite continuing funding and cost pressures,

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the district remains in a very strong financial position.

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The strong financial position will assist the district

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As we plan and develop a budget for the 2019-2000 fiscal year, Madam Chair, thank you.

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00:24:19,630 --> 00:24:27,350
And if I may, I would like to thank Secretary Treasurer and Simon Ayers for both their teams

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00:24:27,350 --> 00:24:34,290
for all the work and support that they give this board in reaching these numbers.

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And as you can see, we finish this one, now we start the next one.

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00:24:39,210 --> 00:24:46,750
And so it goes, right, and, you know, so the pressures on staff, certainly, and the pressures

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00:24:46,750 --> 00:24:55,550
on the board never seem to end, because it's our job by law to always provide a balanced

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00:24:55,550 --> 00:25:00,230
budget, so Madam Chair, I guess I would move that we accept,

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approve the budget.

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00:25:03,420 --> 00:25:04,480
Are

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you saying number one in the recommendation is what you're saying Kerry that the attached

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00:25:15,920 --> 00:25:22,240
school just to fill in the budget yes okay all in favor opposed Kerry yeah

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00:25:24,610 --> 00:25:26,650
three

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00:25:26,650 --> 00:25:35,910
readings please move first second first could I have the three readings first okay I'm

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00:25:35,910 --> 00:25:36,630
motion to have.

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00:25:36,790 --> 00:25:41,370
I'll move that we give the annual budget by-law three readings

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00:25:41,370 --> 00:25:41,850
of this meeting.

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00:25:42,150 --> 00:25:42,430
Second.

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00:25:42,910 --> 00:25:43,570
All in favour?

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00:25:44,370 --> 00:25:44,770
Opposed?

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00:25:44,910 --> 00:25:45,050
Carry.

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00:25:45,290 --> 00:25:46,450
No, I move first, reading.

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00:25:46,690 --> 00:25:47,730
And I will second, first.

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00:25:48,210 --> 00:25:48,710
All in favour?

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00:25:49,390 --> 00:25:49,830
Opposed?

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00:25:49,970 --> 00:25:50,050
Carry.

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00:25:50,270 --> 00:25:50,450
Second.

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00:25:50,710 --> 00:25:51,130
Madam Chair.

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00:25:51,590 --> 00:25:51,870
Second.

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00:25:52,070 --> 00:25:52,250
Second.

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00:25:52,690 --> 00:25:53,590
All in favour?

275
00:25:54,090 --> 00:25:54,530
Opposed?

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00:25:54,670 --> 00:25:54,810
Carry.

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00:25:55,090 --> 00:25:55,490
Move third.

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00:25:56,610 --> 00:25:56,970
Second.

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00:25:57,190 --> 00:25:57,330
Opposed?

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00:25:57,490 --> 00:25:58,650
All in favour?

281
00:25:59,230 --> 00:25:59,670
Opposed?

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00:25:59,790 --> 00:25:59,950
Carry.

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00:25:59,950 --> 00:26:05,790
We will now move on to the sketch panel, sorry, Trustee McNally.

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00:26:06,640 --> 00:26:12,870
If you all indulge me, Madam Chair, we've just approved an amended operating budget for

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00:26:12,870 --> 00:26:18,190
the current year and as the chair, the budget chair has indicated we're in the process

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00:26:18,190 --> 00:26:22,390
of developing our preliminary budget for this next year.

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And one of the significant cost drivers for the district is our continued enrollment growth

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00:26:28,130 --> 00:26:32,550
in our lack of school capacity to accommodate this growth.

289
00:26:33,310 --> 00:26:41,990
Our preliminary analysis indicate that we are going to need to place at least 25 additional portables next year.

290
00:26:42,430 --> 00:26:47,390
As well as move, probably another 10 portables within the district.

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00:26:47,970 --> 00:26:55,890
And the cost of acquiring, placing, and outfitting portables is approximately $210,000 per portable.

292
00:26:55,890 --> 00:27:04,030
and the cost of simply moving a portable in the district is approximately $75,000 per portable.

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00:27:04,670 --> 00:27:11,730
With the addition of 25 new portables, we anticipate our total portable count to increase

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00:27:11,730 --> 00:27:21,750
to 358 portables with an annual operating cost of approximately $13,250 for each one.

295
00:27:21,750 --> 00:27:27,730
And it's my understanding that preliminary cost estimates of acquiring the new portables

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as well as moving and the operating annual operating costs for these portables is going

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00:27:34,950 --> 00:27:39,390
to total over $10.7 million for this district.

298
00:27:40,030 --> 00:27:45,770
And the majority of these portables and their related costs are the direct result of insufficient

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00:27:45,770 --> 00:27:47,410
school capacity.

300
00:27:47,410 --> 00:27:53,070
So, with this in mind, I would like to move that the Board of Education write a letter

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00:27:53,070 --> 00:27:58,970
to the Minister of Education, copied to all local MLA's, requesting the Ministry of

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00:27:58,970 --> 00:28:05,570
Education recognize the significant cost being incurred by our district relating to acquiring

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and operating portables estimated at $10.7 million for the 2019-20 year, and that the Ministry

304
00:28:14,590 --> 00:28:22,870
provide a special purpose grant to our district to help fund portable costs for the 2019-2020

305
00:28:22,870 --> 00:28:28,630
year and that the ministry work with our secretary treasurer to determine the final actual

306
00:28:28,630 --> 00:28:37,860
costs to be funded and if I have a second or a couple of other comments I would like

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00:28:37,860 --> 00:28:38,280
to make.

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00:28:38,280 --> 00:28:46,500
I spent two days at BCSCA this past week, where we talked about the new funding formula

309
00:28:46,940 --> 00:28:57,020
and every minute of every hour I heard about funding protection for declining districts

310
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and nobody, not even the ministry staff, gave any lip service to the cost incurred by growing

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00:29:06,820 --> 00:29:07,380
districts.

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00:29:10,340 --> 00:29:14,800
I feel strongly we need to get this letter sent before we meet with our local

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00:29:14,800 --> 00:29:22,440
LA's in a couple of weeks. And this money, all of this money, this 10.7 million or whatever

314
00:29:22,440 --> 00:29:27,820
it ends up to be, this is money that should be spent on our students in their classrooms.

315
00:29:28,520 --> 00:29:31,980
So I hope you will support this motion. Trustee Holmes?

316
00:29:32,540 --> 00:29:34,100
Yeah, I strongly support this motion.

317
00:29:34,280 --> 00:29:37,000
Something we've brought up many times for the ministry.

318
00:29:37,220 --> 00:29:40,780
I think three or four years ago, we actually got some funding one year and one year only

319
00:29:40,780 --> 00:29:41,900
never again since then.

320
00:29:42,120 --> 00:29:46,940
It was brought up again by a number of us at our recent summit meeting with the ministry,

321
00:29:47,480 --> 00:29:51,940
without a whole lot of positive answer at that point in time, of course, but I definitely

322
00:29:51,940 --> 00:29:54,360
support us bringing a formal letter to make this a request.

323
00:29:55,420 --> 00:29:56,340
Appreciate it as well.

324
00:29:56,460 --> 00:29:57,060
Trustee McNally.

325
00:29:57,060 --> 00:29:57,140
Thank you.

326
00:29:57,960 --> 00:29:58,180
Thank you.

327
00:30:00,530 --> 00:30:03,030
I don't see you, Terry. Trustee Allen?

328
00:30:05,050 --> 00:30:05,730
No,

329
00:30:08,670 --> 00:30:13,110
I mean, this discussion around the cost of portables

330
00:30:13,110 --> 00:30:21,190
came up as we started to prepare our 2019-2020 budget. And Trustee McNally is absolutely right.

331
00:30:21,990 --> 00:30:27,470
This comes away from what should be spent on children. There's no question about that.

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And

333
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isn't the first time we've been to the well and come up dry.

334
00:30:34,270 --> 00:30:39,230
But the truth of the matter is, Trustee McNally's opening comments are correct.

335
00:30:40,010 --> 00:30:49,510
The smaller districts constantly pound away at ministry and their local MLA's for relief

336
00:30:49,510 --> 00:30:56,630
for declining enrollment, constantly, not just occasionally, or once a year like we do about

337
00:30:56,630 --> 00:30:58,470
the cost of portables, they're constantly.

338
00:30:58,470 --> 00:31:03,530
When ever they get together, it's what about us, what about us, what about us.

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00:31:04,130 --> 00:31:09,090
And yet in all the years I've sat here, and certainly the same with Trustee McNally,

340
00:31:09,930 --> 00:31:16,090
there's been never been any recognition for growing districts, certainly growing district

341
00:31:16,090 --> 00:31:17,150
the size of Surrey.

342
00:31:17,510 --> 00:31:23,890
When you've just heard the final budget figures, last year alone we had 1200 new students,

343
00:31:24,770 --> 00:31:25,070
right?

344
00:31:25,070 --> 00:31:28,910
I mean, that's the size of some districts, right?

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00:31:29,470 --> 00:31:32,390
I mean, when you think about it, how ridiculous it really is.

346
00:31:33,130 --> 00:31:37,330
And yet, ministry turned a blind eye to the fact

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00:31:37,330 --> 00:31:41,390
that our Secretary of Treasury and Deputy Secretary of Treasury

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00:31:41,390 --> 00:31:44,870
have to find that funding from somewhere just to put kids

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in classrooms. We're not talking about anything fancy.

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We're talking about putting children into classrooms.

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00:31:52,490 --> 00:31:59,630
And I think that the more that we continue to do it, and I urge, and obviously, it'll

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00:31:59,630 --> 00:32:01,730
be passed unanimous, and why wouldn't it?

353
00:32:01,870 --> 00:32:06,910
But I mean, I think the public needs to know that that's $10 million that could be spent

354
00:32:07,420 --> 00:32:08,170
on their children.

355
00:32:08,970 --> 00:32:14,010
No, there's no messing about with it, there's not no way of being fancy about it, that's

356
00:32:14,010 --> 00:32:14,510
where it comes.

357
00:32:15,110 --> 00:32:20,770
I'm the Budget Chair, this is my Budget Committee, and we know exactly to the penny where it

358
00:32:20,770 --> 00:32:21,290
comes from.

359
00:32:21,290 --> 00:32:28,690
So, I think that somehow, some way, we have to wake up the local NLA.

360
00:32:29,030 --> 00:32:33,870
I mean, that's who goes to the Ministry of Education and says, oh, by the way,

361
00:32:34,250 --> 00:32:40,410
silly children are being ripped off for $10 million, because, in my words, that's exactly

362
00:32:40,410 --> 00:32:41,010
what it is.

363
00:32:41,510 --> 00:32:44,210
So, thank you, Trustee McNally and thank you, Madam Chair.

364
00:32:44,210 --> 00:32:47,610
I see no further speakers, all in favor?

365
00:32:48,490 --> 00:32:49,270
Opposed, carried.

366
00:32:49,810 --> 00:32:54,870
I would also like to take this time to acknowledge Trustee Allen for his ongoing work with the budget.

367
00:32:54,870 --> 00:33:00,790
He's been budget chair for quite a few years, and he does an exceptional job on our behalf of the board, so thank you, Mr. Allen.

368
00:33:02,130 --> 00:33:06,590
We will now move on to sketch plans of Sullivan Heights, secondary.

369
00:33:07,830 --> 00:33:12,090
Thank you chairperson, we're very pleased to be bringing forward the sketch plans for

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00:33:12,730 --> 00:33:20,350
the expansion of Sullivan secondary school and I would very much like to welcome and introduce Mr.

371
00:33:20,470 --> 00:33:27,810
Dave Riley our new director of the capital project office, welcome Dave and Dave will introduce our presenters tonight.

372
00:33:27,810 --> 00:33:28,750
is the architect

373
00:33:35,240 --> 00:33:38,820
and partner in the space architecture planning and interior design.

374
00:33:39,320 --> 00:33:45,600
He is specialized in new school projects, and in addition to the Sullivan Heights Secondary

375
00:33:45,600 --> 00:33:51,820
present today, he is also the architect on our as we drive elementary, dog road elementary,

376
00:33:52,340 --> 00:33:55,480
and Douglass Area Elementary, sorry.

377
00:33:56,280 --> 00:33:56,660
Thank you, Lee.

378
00:33:56,660 --> 00:33:58,340
Thank you.

379
00:33:58,440 --> 00:33:59,360
Thank you, Madam Chair.

380
00:33:59,920 --> 00:34:01,960
Trustees, for the opportunity to present

381
00:34:01,960 --> 00:34:04,260
the Sullivan Heights edition.

382
00:34:05,380 --> 00:34:08,740
I did have it written down and I decided I'm going to wing it

383
00:34:08,740 --> 00:34:10,860
because I've changed the arrangement a little bit.

384
00:34:11,960 --> 00:34:16,120
The slide you have in front of you basically explains the context of this project.

385
00:34:16,860 --> 00:34:21,460
The existing Sullivan Heights secondary school.

386
00:34:22,340 --> 00:34:22,860
Sorry.

387
00:34:24,900 --> 00:34:49,220
Existing Sullivanite secondary school is a capacity of 1,000 students and the new addition would add another 700 students to that there are several site restrictions on this on the existing site, including the existing play field to the south creek to the east and portables and parking restrictions that we're dealing with in this design.

388
00:34:49,220 --> 00:34:52,840
and so I'll get into that in some detail here.

389
00:34:53,940 --> 00:34:55,960
In phase, the project will be in two phases.

390
00:34:56,300 --> 00:34:58,100
The first phase will include relocation

391
00:34:58,100 --> 00:35:01,720
of the existing portables that currently reside adjacent

392
00:35:01,720 --> 00:35:03,600
just north of the existing play fields.

393
00:35:07,240 --> 00:35:11,180
And the existing driveway entrance will also be relocated

394
00:35:11,880 --> 00:35:12,440
to the north.

395
00:35:13,780 --> 00:35:17,500
And we have a difference in grade between the existing main

396
00:35:17,500 --> 00:35:22,660
floor level of the Sullivan School with the play field about six meters.

397
00:35:22,900 --> 00:35:30,540
So, these several restrictions including the stream to the east, which is, we need to set back about 30 meters.

398
00:35:33,500 --> 00:35:34,820
I'll go through the plans briefly.

399
00:35:35,200 --> 00:35:36,360
This is the lower floor.

400
00:35:37,300 --> 00:35:44,480
The lower floor consists of a multipurpose room that has flexibility for up to about 150 people.

401
00:35:45,500 --> 00:35:51,620
There's a main entrance corridor lobby, which is a elevator lobby, a maker space, which

402
00:35:51,620 --> 00:35:53,740
is that ultimate point to it on the plan here.

403
00:35:54,460 --> 00:35:59,340
The maker space, which is this space here adjacent to the lobby, a student gallery space,

404
00:36:01,520 --> 00:36:07,600
a junior shop, or a tech lab we like to call it, and a computer lab, and all these spaces

405
00:36:07,600 --> 00:36:12,240
are basically adjoined and can be used simultaneously amongst these three shops.

406
00:36:12,240 --> 00:36:24,060
service spaces including change rooms, mechanical spaces are located against the retaining portion of this project and again that's a six meter difference in height so these spaces are high spaces.

407
00:36:26,130 --> 00:36:40,550
The floor above consists of one learning neighborhood in learning neighborhood that has a shared project space in the middle and four classrooms that surround including two prep spaces.

408
00:36:42,150 --> 00:36:48,930
to the south, which is the green floor plate area located on the, shown on this plan, is

409
00:36:48,930 --> 00:36:55,490
the foods and above is the science. And this science foods area is linked to the existing

410
00:36:55,490 --> 00:37:00,770
school on the second level. So you could imagine this space as being the through space or

411
00:37:01,430 --> 00:37:08,610
for many of the students for the shared component and won't allow students to enter these learning

412
00:37:08,610 --> 00:37:14,690
neighborhoods to the west for private reasons of not mixing too many of the students amongst

413
00:37:14,690 --> 00:37:19,510
different learning neighborhoods. The floors above are basically a repeat. So this is a

414
00:37:19,510 --> 00:37:26,930
very compact plan, a stacked plan, it's very efficient on this level because we have

415
00:37:26,930 --> 00:37:32,110
a roof level above that link. We are envisioning an outdoor learning area and I do have some

416
00:37:32,110 --> 00:37:39,710
renderings that you'll see shortly. And again, that's the top floor level four. The gymnasium

417
00:37:39,710 --> 00:37:45,710
is an addition to the existing gymnasium along the east side of Sullivan. This plan doesn't

418
00:37:45,710 --> 00:37:51,170
show it quite as well as I'd like, but you'll see it rendering it shortly. So here's an image of

419
00:37:51,170 --> 00:37:58,390
the proposed addition, which is located to the south of the existing school. And you'll see the

420
00:37:58,390 --> 00:38:06,630
four-story addition as well as the addition of the gymnasium adjacent to the existing gymnasium.

421
00:38:08,770 --> 00:38:17,250
The project is envisioned as being of punched openings, efficient cladding systems,

422
00:38:17,970 --> 00:38:23,610
lots of glazing to provide day lighting and views to the interior.

423
00:38:23,610 --> 00:38:30,950
here. The science component which is this dark, darkened mass in the front is what we've

424
00:38:30,950 --> 00:38:36,950
used architecturally to provide some type of break between the existing school and the

425
00:38:36,950 --> 00:38:43,030
new addition as well as a covered area directly above the multipurpose space which is underneath.

426
00:38:44,190 --> 00:38:48,190
And then as you can see behind this tree which is placed right in the middle of the camera

427
00:38:49,810 --> 00:38:52,150
There's a lobby area for the students.

428
00:38:52,430 --> 00:38:53,410
The shops are on the right.

429
00:38:53,910 --> 00:38:56,050
All the materials are hardened along the lower floor

430
00:38:56,050 --> 00:39:00,230
with security shutters, the upper floor, lots of glass.

431
00:39:01,950 --> 00:39:06,090
Here's another image of the front of the addition,

432
00:39:06,210 --> 00:39:09,710
which provides seating and a student plaza space

433
00:39:09,710 --> 00:39:11,950
that's covered, partially covered, again,

434
00:39:12,170 --> 00:39:15,070
more shops with overhead doors, openers

435
00:39:15,070 --> 00:39:15,790
and all the classrooms.

436
00:39:15,790 --> 00:39:26,450
terms. The south side, again deals with sun and solar gain, so we have sun shades along

437
00:39:27,170 --> 00:39:33,790
all the windows, as well as a stair that you'll see shortly here, which is interconnects all

438
00:39:33,790 --> 00:39:39,850
the floors of the addition, and it's a means of the students getting from their floor down

439
00:39:39,850 --> 00:39:45,150
to the shared components on the lower floor. And then you'll see the stair there. Excuse

440
00:39:45,150 --> 00:39:45,410
Excuse me.

441
00:39:45,870 --> 00:39:46,630
You'll see the stair there.

442
00:39:48,190 --> 00:39:54,550
Also included is a small covered student area next to the, this is part of the link.

443
00:39:54,790 --> 00:40:01,310
So this area could be shared with the existing high school portions, grade 11 and 12, and

444
00:40:02,550 --> 00:40:09,290
10 11 and 12, and also the grade 8 and 9, which is what this edition is for, would also use

445
00:40:09,290 --> 00:40:09,810
this space.

446
00:40:09,810 --> 00:40:14,450
And this is what links the existing school through to the addition.

447
00:40:15,350 --> 00:40:23,750
The existing drop in grade along the South portion of the existing school, and we were

448
00:40:23,750 --> 00:40:29,290
envisioning turning this into a student plaza space, which also provides retaining for

449
00:40:29,290 --> 00:40:30,210
that six meter drop.

450
00:40:30,450 --> 00:40:36,950
So this would be a nice social space, links to the new gym with transparency through, new basketball

451
00:40:36,950 --> 00:40:45,220
all court and possibly performance spaces and that's what I have there.

452
00:40:47,240 --> 00:40:48,100
Any questions?

453
00:40:49,740 --> 00:40:54,160
So seeing none and thank you so much. I'd like to have a motion to receive.

454
00:40:57,000 --> 00:41:02,240
Okay, see no speakers, all in favour? Opposed? Carried. And thank you once again.

455
00:41:03,480 --> 00:41:08,040
We will now move on to by-law number 220, Douglas area elementary.

456
00:41:08,460 --> 00:41:10,600
Thank you, Chairperson.

457
00:41:10,780 --> 00:41:13,740
And we do have a series of by-laws that we need to go through.

458
00:41:13,920 --> 00:41:17,660
The first is by-law 280 for Douglas Elementary School.

459
00:41:18,220 --> 00:41:23,320
This is a restrictive covenant in favor of the city of Surrey, and

460
00:41:23,320 --> 00:41:31,380
it's required for water quality and sediment control in terms of the overall hard services of the site.

461
00:41:31,380 --> 00:41:36,240
In order to move forward with this restrictive covenant the board is required to approve

462
00:41:36,240 --> 00:41:42,140
by law number 280 we have included in your package a draft perform of the bylaw as well

463
00:41:42,140 --> 00:41:48,220
as a bit of a visual showing where the area restricted area will be and there is also a series

464
00:41:48,220 --> 00:41:51,120
of recommendations on page 59 of your reports.

465
00:41:52,700 --> 00:41:59,120
Mr. Frank could I before we start could I ask you on the picture what actually is that like

466
00:41:59,120 --> 00:42:00,920
Does it impede the use of that land?

467
00:42:01,160 --> 00:42:03,900
Like is it above grade or level was grade or?

468
00:42:04,740 --> 00:42:08,680
I believe it's a catch area, perhaps either.

469
00:42:08,740 --> 00:42:09,340
It's like a catch, isn't it?

470
00:42:09,400 --> 00:42:12,060
Yeah, other Kellier Dave could speak to that.

471
00:42:23,900 --> 00:42:25,820
So yeah, these water quality,

472
00:42:27,740 --> 00:42:30,960
it's an underground concrete box basically

473
00:42:30,960 --> 00:42:39,040
that captures all of the runoff from the parking lots

474
00:42:39,040 --> 00:42:50,780
So that it can separate the oil and the grease from the clear water, so that none of that gets into the city's storm sewer system.

475
00:42:50,980 --> 00:42:54,520
So is it grade level then? So it's underground.

476
00:42:55,380 --> 00:42:55,520
Okay.

477
00:42:55,700 --> 00:43:02,760
So there is a clean out at grade level, so that our staff can get in there and maintain them.

478
00:43:03,140 --> 00:43:05,680
But it is an underground concrete box.

479
00:43:06,040 --> 00:43:06,560
All right, thank you.

480
00:43:06,560 --> 00:43:10,760
Move the viola to any of the given three readings.

481
00:43:11,260 --> 00:43:11,900
Second.

482
00:43:12,500 --> 00:43:13,220
All in favor.

483
00:43:13,580 --> 00:43:14,600
Opposed carries.

484
00:43:15,080 --> 00:43:15,940
Move first, reading.

485
00:43:16,260 --> 00:43:17,060
Second, first.

486
00:43:17,780 --> 00:43:18,500
All in favor.

487
00:43:19,040 --> 00:43:19,720
Opposed carried.

488
00:43:20,480 --> 00:43:20,840
Move second.

489
00:43:21,380 --> 00:43:22,320
Second, second.

490
00:43:22,820 --> 00:43:23,440
All in favor.

491
00:43:24,120 --> 00:43:24,940
Opposed carried.

492
00:43:25,980 --> 00:43:27,120
Move third and final.

493
00:43:27,840 --> 00:43:28,200
Second.

494
00:43:28,820 --> 00:43:29,360
All in favor.

495
00:43:29,620 --> 00:43:30,560
Opposed carried.

496
00:43:31,400 --> 00:43:34,520
We will now move on to viola 281 Douglas Elementary.

497
00:43:35,840 --> 00:43:37,140
Thank you Chairperson.

498
00:43:37,140 --> 00:43:43,720
And this restrictive covenant, again, is required by the city of Surrey in order for us to go forward with this project.

499
00:43:44,380 --> 00:43:56,020
The restrictive covenant will be in favor of the city, and it is there and requires the district to construct, install and maintain storm, storm drainage system, as well as sustainable drainage measures.

500
00:43:56,780 --> 00:44:07,120
In order to move forward, by law number 281 is required for approval, and we've included a pro forma of the by law as well as a drawing and a series of recommendations on pages.

501
00:44:07,120 --> 00:44:08,260
62 of your package.

502
00:44:08,600 --> 00:44:09,060
Thank you.

503
00:44:09,220 --> 00:44:14,820
So I moved that by the 2.81 regarding Douglas area elementary site 180, the stick to governance

504
00:44:14,820 --> 00:44:17,300
sustainable drainage be given 3 rating.

505
00:44:17,900 --> 00:44:18,220
Second.

506
00:44:18,580 --> 00:44:19,300
All in favour?

507
00:44:20,000 --> 00:44:20,560
Opposed?

508
00:44:20,700 --> 00:44:20,940
Carried.

509
00:44:21,140 --> 00:44:21,860
I would move first.

510
00:44:22,060 --> 00:44:22,280
Rating.

511
00:44:22,700 --> 00:44:23,320
Second first.

512
00:44:24,120 --> 00:44:25,080
All in favour?

513
00:44:25,680 --> 00:44:26,200
Opposed?

514
00:44:26,340 --> 00:44:26,600
Carried.

515
00:44:26,940 --> 00:44:27,440
Move second.

516
00:44:27,940 --> 00:44:28,300
Second.

517
00:44:29,140 --> 00:44:29,720
All in favour?

518
00:44:30,420 --> 00:44:30,980
Opposed?

519
00:44:31,100 --> 00:44:31,360
Carried.

520
00:44:31,840 --> 00:44:32,920
Move third and final.

521
00:44:34,040 --> 00:44:34,600
Second.

522
00:44:35,140 --> 00:44:35,820
All in favour?

523
00:44:35,820 --> 00:44:42,680
a poll is carried. We will now move on to, excuse me, bylaw 282, Regent Road.

524
00:44:43,720 --> 00:44:50,000
Thank you Chairperson. This is another restrictive, actually this is a dedication of existing

525
00:44:50,000 --> 00:44:56,580
lands and it's required again by the city of Surrey and the dedication will be land

526
00:44:56,580 --> 00:44:58,200
that will be used for biodiversity.

527
00:45:00,000 --> 00:45:29,400
A corridor on the one side of the property. It is in favor of the city, and again, in order to move forward, by-law number 282 is required to be approved. And again, we've included a pro forma drawings of the location of the area as well as a series of recommendations on page 65 and 66 of your package. So I move that by-law 280 be regarding regional road elementary site, 280, dedication, BCS corridor, be given three readings.

528
00:45:30,120 --> 00:45:38,360
Second. All in favour? Opposed, carried. Move first. Second. All in favour? Opposed, carried.

529
00:45:39,700 --> 00:45:47,780
Second, second. All in favour? Opposed, carried. Move final. Second. All in favour? Opposed, carried.

530
00:45:48,320 --> 00:45:53,660
We will now move on to bylaw 283, Regent Royal Elementary as well.

531
00:45:54,300 --> 00:45:59,460
Thank you Chairperson, this by-law is also for a dedication of board lands.

532
00:45:59,460 --> 00:46:02,520
It's a road dedication in favor of the city of Surrey.

533
00:46:03,640 --> 00:46:08,160
And then again in order to move forward with subdivision and road dedication, the board

534
00:46:08,160 --> 00:46:10,280
is required to approve by-law number 283.

535
00:46:10,920 --> 00:46:14,640
And again we have a draft pro-former, the by-law attached, as well as a set of drawings

536
00:46:14,640 --> 00:46:20,080
and recommendations for the board's consideration on page 69 of your package.

537
00:46:20,080 --> 00:46:20,580
First.

538
00:46:21,000 --> 00:46:21,560
Chad L.

539
00:46:21,560 --> 00:46:24,760
So moved by-law, 283, we're given three readings.

540
00:46:25,480 --> 00:46:25,800
There second.

541
00:46:26,220 --> 00:46:28,340
Allen Feather, posed Kerri.

542
00:46:28,540 --> 00:46:29,000
So moved first.

543
00:46:29,360 --> 00:46:29,640
Second.

544
00:46:30,740 --> 00:46:33,120
Allen Feather, posed Kerri.

545
00:46:33,380 --> 00:46:33,940
Move second.

546
00:46:35,140 --> 00:46:35,700
Second.

547
00:46:36,300 --> 00:46:38,260
Allen Feather, posed Kerri.

548
00:46:38,500 --> 00:46:39,260
Move third and final.

549
00:46:40,060 --> 00:46:40,580
Second.

550
00:46:41,020 --> 00:46:42,940
Allen Feather, posed Kerri.

551
00:46:43,240 --> 00:46:46,940
We will now move on to by-law 284, продarbrod necessary.

552
00:46:48,180 --> 00:46:50,820
The person you'd be happy to know this is the last by-law.

553
00:46:51,120 --> 00:46:53,340
It does relate to Madagro Elementary.

554
00:46:54,180 --> 00:46:57,640
Again, the City of Surrey is requiring a dedication of board of lands along an

555
00:46:57,640 --> 00:47:03,620
earth property line of the property and similar to one of the previous by-laws in

556
00:47:03,620 --> 00:47:03,900
dedication.

557
00:47:03,900 --> 00:47:06,960
It's also for biodiversity conservation corridor.

558
00:47:07,860 --> 00:47:13,200
Again, in order to move forward with the dedication, the boards require to prove by-law number 284.

559
00:47:13,200 --> 00:47:19,440
We've included the pro forma as well as a set of drawings and the recommendations this time are on page 72 of your package

560
00:47:19,960 --> 00:47:24,020
Thank you move the by-law to a for-be-given three readings second all in favor

561
00:47:24,020 --> 00:47:28,080
Post carry move first second first all in favor

562
00:47:28,860 --> 00:47:30,700
Posed carry move second

563
00:47:31,640 --> 00:47:33,100
Second all in favor

564
00:47:34,140 --> 00:47:36,220
Posed carried move third and final

565
00:47:37,180 --> 00:47:38,740
Second all in favor

566
00:47:38,740 --> 00:47:40,020
Posed carry

567
00:47:40,020 --> 00:47:40,060
All right.

568
00:47:40,500 --> 00:47:41,020
Thank you, Chair.

569
00:47:41,240 --> 00:47:42,800
Done for the by-laws today.

570
00:47:43,900 --> 00:47:48,300
Now onto the 2020-2021 International Student Fees.

571
00:47:48,440 --> 00:47:49,480
Thank you, Madam Chair.

572
00:47:49,680 --> 00:47:55,200
As the board knows, you are on an annual basis, approve tuition fees for international students

573
00:47:55,200 --> 00:47:57,360
and you do it up to 18 months in advance.

574
00:47:57,720 --> 00:48:02,000
So most important, this is for the 2020-21 school year.

575
00:48:02,120 --> 00:48:07,840
I want to thank Assistant Superintendents Andrew Holland and Neter Dillon and Manager Angela

576
00:48:07,840 --> 00:48:08,240
Olsen.

577
00:48:09,160 --> 00:48:14,100
The only other comment I would make about these, the change, or sorry, the non-change to

578
00:48:14,100 --> 00:48:18,480
the fees, is that we're working carefully as well with the department around really

579
00:48:18,480 --> 00:48:24,980
the relationships with China and the impact on our international student enrollment, but

580
00:48:24,980 --> 00:48:27,440
we want to keep the fees exactly where they are for now.

581
00:48:31,020 --> 00:48:32,020
Any questions?

582
00:48:33,080 --> 00:48:35,860
Seeing none, all in favor, opposed, carried.

583
00:48:38,030 --> 00:48:43,610
We will now, I will now turn the chair over to Trustee Holmes to report on the policy committee.

584
00:48:44,790 --> 00:48:45,670
Thank you, Madam Chair.

585
00:48:45,950 --> 00:48:51,870
Policy committee is a very good committee to go through all the policies one by one through the years and

586
00:48:51,870 --> 00:48:54,890
have a look at where we need to tighten up some policies, make some changes.

587
00:48:55,510 --> 00:49:00,710
In this case, it's two fairly minor changes that we brought forward to a public board meeting a couple of months previous.

588
00:49:01,350 --> 00:49:06,330
Policy 2,400 school board meetings and trustee and service sessions, some minor housekeeping wording clarifications.

589
00:49:06,330 --> 00:49:14,230
and policy 10900, anti-discrimination human rights, just some other housekeeping to align our policy with BC Human Rights Code.

590
00:49:14,870 --> 00:49:22,830
So I'd like to move that we approve the recommended revised policies, policy 2,400, and policy 10900.

591
00:49:24,310 --> 00:49:25,230
Any questions?

592
00:49:26,030 --> 00:49:26,770
All in favor?

593
00:49:27,390 --> 00:49:28,210
A poll is carried.

594
00:49:28,850 --> 00:49:29,710
Thank you, Trustee Holmes.

595
00:49:32,030 --> 00:49:33,890
I'll now read out the board report.

596
00:49:33,890 --> 00:49:39,110
As Chairperson, I very pleased to report that the Board of Education has been extremely

597
00:49:39,110 --> 00:49:42,450
busy since our last report on January 9th.

598
00:49:42,450 --> 00:49:48,050
And specific activities I would like to highlight include BCPC annual general meeting.

599
00:49:48,670 --> 00:49:54,770
On January 23rd and 24th, the Board was represented at the annual general meeting of the BC Public

600
00:49:54,770 --> 00:49:56,610
School Employees Association.

601
00:49:56,610 --> 00:50:02,390
This 2-day AGM focused on governance issues and preparation for the 2-19 collective

602
00:50:02,390 --> 00:50:02,850
bargaining.

603
00:50:04,190 --> 00:50:07,950
BCSTA and BCPC trustee orientation.

604
00:50:08,450 --> 00:50:16,090
On January 25th and 26th, the board was represented at the BCSTA BCPC trustee orientation

605
00:50:16,090 --> 00:50:16,450
meetings.

606
00:50:16,890 --> 00:50:22,710
These meetings held over two days were focused on board work, broad work of a board of education

607
00:50:22,710 --> 00:50:23,710
and its trustees.

608
00:50:23,710 --> 00:50:30,350
City of Surrey Liaison meeting. On January 31st, the board and senior staff met with the

609
00:50:30,350 --> 00:50:35,390
mayor of Surrey, city councillors, and their senior staff. The meeting was an introduction

610
00:50:35,390 --> 00:50:40,950
to the new mayor and council and was primarily focused on capital and our urgent need for more

611
00:50:40,950 --> 00:50:46,330
student school capacity to be built throughout the district. The discussion topics included

612
00:50:46,330 --> 00:50:52,290
strengthening our joint planning, expediting capital project delivery, as well as other topics

613
00:50:52,290 --> 00:50:55,310
such as joint use agreements for shared use of facilities.

614
00:50:57,010 --> 00:50:58,830
Opposition education critic.

615
00:50:59,610 --> 00:51:05,250
On January 31st, the board and senior staff met with the official opposition education

616
00:51:05,250 --> 00:51:10,230
critic who introduced himself to the board and engaged in a discussion of priority issues

617
00:51:10,230 --> 00:51:10,930
for the board.

618
00:51:11,650 --> 00:51:17,310
Issues discussed included the extreme shortage of student capacity in our schools, concerns

619
00:51:17,310 --> 00:51:22,170
regarding the potential outcome of the Ministry's ongoing review of the operating grant formula

620
00:51:22,170 --> 00:51:25,870
and the inadequacy of the existing community link funding.

621
00:51:26,650 --> 00:51:31,930
Meeting with D-PAC on February 6th, the board hosted a meeting with the Surrey District

622
00:51:31,930 --> 00:51:33,590
Parents Advisory Council.

623
00:51:34,210 --> 00:51:39,010
The liaison meeting was an introduction to the new D-PAC Council and was an opportunity

624
00:51:39,010 --> 00:51:44,150
to provide updates on various topics as well as discuss how the district can further support

625
00:51:44,470 --> 00:51:45,730
the work of D-PAC.

626
00:51:46,950 --> 00:51:51,370
Meeting with the Minister of Education, City of Surrey Mayor and Council.

627
00:51:51,370 --> 00:51:57,650
On February 7th, the Board met with the Minister of Education and the City of Surrey-Marin Council,

628
00:51:58,330 --> 00:52:04,390
the meeting focused solely on how three levels of government can work together to deliver

629
00:52:04,390 --> 00:52:09,770
more new schools and school expansion projects in a faster, efficient, and more coordinated

630
00:52:09,770 --> 00:52:10,370
manner.

631
00:52:11,370 --> 00:52:12,210
Official groundbreaking.

632
00:52:13,290 --> 00:52:18,690
Also on February 7th, the Board hosted an official groundbreaking ceremony for the new

633
00:52:18,690 --> 00:52:20,470
Edgewood Area Elementary School.

634
00:52:21,310 --> 00:52:24,850
Construction has now started on the new elementary school,

635
00:52:25,150 --> 00:52:28,230
which will have a 655 student capacity

636
00:52:28,230 --> 00:52:30,010
and serve the Grandview Heights area.

637
00:52:30,590 --> 00:52:33,670
The Edgewood Elementary School is the third project.

638
00:52:34,430 --> 00:52:37,190
Construction contract awarded over the last two months.

639
00:52:37,910 --> 00:52:40,570
The other two projects include a 12 classroom addition

640
00:52:40,570 --> 00:52:42,450
at Pacific Heights Elementary School,

641
00:52:42,810 --> 00:52:45,430
as well as the new Badaw Road Elementary School,

642
00:52:45,430 --> 00:52:50,190
which once completed will have a capacity for 605 students in the Clayton area.

643
00:52:50,830 --> 00:52:53,590
All three of these projects are now under construction.

644
00:52:54,290 --> 00:52:57,930
And thank you to those of you who are in the audience and who attended that freezing

645
00:52:57,930 --> 00:52:58,750
freezing day.

646
00:52:59,470 --> 00:53:01,210
We couldn't even get the shovels in the ground.

647
00:53:02,250 --> 00:53:03,970
City of White Rock liaison meeting.

648
00:53:04,570 --> 00:53:07,930
Earlier today the board met with the City of White Rock Maron Council.

649
00:53:08,550 --> 00:53:13,610
The meeting was a first introduction to the new council and focused primarily on a sharing

650
00:53:13,610 --> 00:53:18,370
of information and discussing capital project priorities for the White Rock area.

651
00:53:19,310 --> 00:53:20,770
upcoming meetings and events.

652
00:53:21,410 --> 00:53:26,530
Next week I will represent the board at the annual board chairs and partner group liaison

653
00:53:26,530 --> 00:53:31,330
meetings with the Ministry of Education and I will provide an update in the next report.

654
00:53:32,070 --> 00:53:37,710
On March 1st, trustees will meet with local MLAs to discuss various topics including

655
00:53:37,710 --> 00:53:39,430
capital projects and funding.

656
00:53:40,150 --> 00:53:47,350
On behalf of the board, I would also like to recognize two events that will be taking place within the district this month.

657
00:53:48,010 --> 00:53:59,410
On February 21st, the district will be recognizing international mother language data to promote awareness of linguistic and cultural diversity and promote multiculturalism.

658
00:53:59,850 --> 00:54:04,070
And the committee actually did a report to the board I think in November.

659
00:54:04,070 --> 00:54:12,310
On February 27th, various events will take place throughout the district to take a stand against bullying on pink shirt day.

660
00:54:13,010 --> 00:54:18,690
Trustees are proud to support the work undertaken by staff and students to highlight these important initiatives.

661
00:54:19,210 --> 00:54:21,670
So if you have your pink shirt, please wear them.

662
00:54:22,510 --> 00:54:26,950
I will now move to the Progress Report Act of Capital projects.

663
00:54:26,950 --> 00:54:27,130
Next.

664
00:54:28,090 --> 00:54:32,490
Thank you, Chippers, and staff are bringing forward the regular report on capital projects

665
00:54:32,490 --> 00:54:39,050
and I would like to ask Mr. Dave Riley, our Director of Capital Projects Office, to perhaps

666
00:54:39,050 --> 00:54:40,730
provide some highlights of the report.

667
00:54:41,410 --> 00:54:42,130
Thank you.

668
00:54:42,590 --> 00:54:47,050
I'm pleased to provide a couple of highlights of some of the active projects.

669
00:54:48,150 --> 00:54:52,830
So since the last meeting in January, we've tendered and awarded the new elementary school

670
00:54:52,830 --> 00:54:56,570
at Site 206, Edgewood Drive, to DCS Construction,

671
00:54:57,150 --> 00:54:59,830
and we were pleased to attend the groundbreaking ceremony there,

672
00:55:00,030 --> 00:55:01,630
even though it was quite cold.

673
00:55:02,990 --> 00:55:05,950
In addition to that, we have two tenders for new schools out

674
00:55:05,950 --> 00:55:07,010
on the street right now.

675
00:55:07,650 --> 00:55:11,030
We have Site 117, Grandview Heights Secondary School.

676
00:55:11,290 --> 00:55:14,130
The tenders are closing on March 14th,

677
00:55:14,130 --> 00:55:17,430
and we have Site 180, Douglas Area Elementary School,

678
00:55:17,670 --> 00:55:20,250
Tenders Closing on March 21st.

679
00:55:21,410 --> 00:55:27,830
Additionally to that we have sub-trade tenders for MJ Shannon seismic project and Sullivan

680
00:55:27,830 --> 00:55:31,530
Elementary Edition will be closing later in March.

681
00:55:32,270 --> 00:55:37,190
These are construction management and the construction management contract has already been awarded.

682
00:55:38,410 --> 00:55:44,990
We have draft PDRs completed for two of the four seismic upgrades, Holly and Greenaway.

683
00:55:45,550 --> 00:55:47,970
These are being submitted for ministry review this week.

684
00:55:49,070 --> 00:55:58,130
At present, we have 3,865 new seats in construction or being tendered, and we have an additional

685
00:55:58,130 --> 00:56:01,090
1,805 seats currently in design.

686
00:56:02,230 --> 00:56:06,750
In addition to that, we have a number of projects in various stages of planning.

687
00:56:08,350 --> 00:56:12,570
We are looking forward to receiving a new support letter from the Ministry of Education in March

688
00:56:12,570 --> 00:56:15,730
to get started on some more additional projects,

689
00:56:15,770 --> 00:56:17,210
which we had previously put forward

690
00:56:17,210 --> 00:56:19,330
as part of the five-year capital plan.

691
00:56:20,230 --> 00:56:22,470
The details of all of the projects are in your handout

692
00:56:22,470 --> 00:56:24,610
and we'd be happy to answer any specific questions.

693
00:56:26,710 --> 00:56:27,730
Move to receive a broader support.

694
00:56:28,450 --> 00:56:28,690
Thank you.

695
00:56:29,030 --> 00:56:31,330
All in favor, posed, carried.

696
00:56:33,250 --> 00:56:38,170
Now, we'll have social and emotional learning presentation.

697
00:56:39,250 --> 00:56:40,710
Thank you very much, Madam Chair.

698
00:56:40,710 --> 00:57:10,470
This is a continuation, just to make sure my clicker works here, of a report we did last month if members in the audience were here and as a board will recall we did a presentation on things like completion rate and graduation rate and looked at some of our achievement evidence in the district and now we wanted to do part two, so last meeting at the end of the meeting, these were the closing thoughts we had, we talked about how strong and innovative district we are with high levels of success.

699
00:57:11,210 --> 00:57:15,390
And that we wanted to continue examining how we're communicating our success to the public.

700
00:57:16,090 --> 00:57:19,090
And we said that next meeting we talk about social, emotional learning and

701
00:57:19,090 --> 00:57:22,010
the health of our schools and communities, so here we are.

702
00:57:22,650 --> 00:57:29,150
So I want to start this and much of the presentation today is based on a new tool we are using,

703
00:57:29,150 --> 00:57:31,210
which is called the Middle Years Development Instrument.

704
00:57:31,830 --> 00:57:38,170
And the way in which we display that data is through a piece of software called Power BI for

705
00:57:38,170 --> 00:57:43,190
business intelligence, that's for Microsoft, the middle years development instrument is really

706
00:57:43,190 --> 00:57:49,530
out of the human learning partnership, which is at UBC and also a partnership with the United

707
00:57:49,530 --> 00:57:55,850
Way. So what is what we call the MDI? First and foremost it is a self-reporting questionnaire

708
00:57:55,850 --> 00:58:01,590
for children in grade four and it's about not just their experience in the schools but it's about

709
00:58:01,590 --> 00:58:05,910
their experience in the community and that's a really important piece for this tool because we don't

710
00:58:05,910 --> 00:58:12,910
We don't have any other things that we look at that really talk about what is a student's experience beyond school.

711
00:58:13,310 --> 00:58:19,070
It is not about individual children, and we're looking at it to promote social emotional health and

712
00:58:19,070 --> 00:58:19,510
well-being.

713
00:58:20,250 --> 00:58:26,410
We absolutely are looking at it to inform policy and practice, and I'll talk a little bit more about that.

714
00:58:26,610 --> 00:58:32,170
But it is also a strength-based approach, and you'll see that through the examples I show you.

715
00:58:32,950 --> 00:58:39,230
So, there are five dimensions of the MDI, they look at social and emotional development, physical health and

716
00:58:39,230 --> 00:58:46,050
well-being, connectedness both in the school and in the community, use of after school time, and

717
00:58:46,050 --> 00:58:47,950
students' actual school experiences.

718
00:58:48,890 --> 00:58:52,570
So, I'm going to go through them one by one just so that you see how those are broken down.

719
00:58:52,750 --> 00:58:59,190
So, social and emotional development, first of the five, they ask students question on these categories

720
00:58:59,190 --> 00:59:01,350
and I won't read them all out to you.

721
00:59:01,810 --> 00:59:05,190
But you notice when they talk about absence of sadness

722
00:59:05,190 --> 00:59:07,590
and absence of worries, that's different than saying

723
00:59:07,590 --> 00:59:09,530
to students, are you sad and do you worry?

724
00:59:09,710 --> 00:59:12,170
That's just the nuances in a strength-based approach

725
00:59:12,170 --> 00:59:14,290
rather than the opposite.

726
00:59:14,870 --> 00:59:17,170
Physical health and well-being is about things

727
00:59:17,170 --> 00:59:20,550
like breakfast, do you have meals with adults at home?

728
00:59:21,270 --> 00:59:22,730
Do you get to bed?

729
00:59:23,270 --> 00:59:24,910
How many hours of sleep do you get?

730
00:59:25,230 --> 00:59:27,530
And things like your body and image in general health.

731
00:59:29,550 --> 00:59:42,310
Connectedness, adults at school, adults in your neighborhood, at home as well, pure belonging, do you have friendship in the school, and do you have important adults that you connect with, again, in the school and in the community?

732
00:59:43,190 --> 00:59:56,190
It also looks at the use of after-school time when students leave school and go into the evening, where do they go, and it looks to both really arrange organized activities that you see there, including the places that they go,

733
00:59:56,190 --> 00:59:57,730
and things that they wish to do.

734
01:00:01,520 --> 01:00:29,820
And next, they talk about school experiences. Your academic self-concept. Like, do you think you're a good learner and a strong learner? The climate in your school? Do you feel like you belong? Are you motivated? Do you have future goals? And are you a victim of bullying, both cyber bullying or social bullying or physical? I show this slide because you heard Kathy Puharic and Karen Elver as Antonio Venderman and Christine Northway early

735
01:00:29,820 --> 01:00:36,300
talking about core competencies, and the MDI is a way, one way in which we can look at,

736
01:00:36,680 --> 01:00:41,840
to what extent do we believe students are acquiring the core competencies?

737
01:00:42,340 --> 01:00:47,240
Because what we wouldn't want is to have a multiple choice test around, do you have friends?

738
01:00:47,400 --> 01:00:50,840
Or are you a critical thinker, and that would be a whole separate debate in itself.

739
01:00:51,080 --> 01:00:56,300
But you see on the left side, the example of MDI questions and the measures, and

740
01:00:56,300 --> 01:01:00,660
And this is the link to the actual curriculum around personal and social competencies and

741
01:01:01,920 --> 01:01:06,440
positive personal and cultural identity, awareness responsibility and social responsibility.

742
01:01:10,800 --> 01:01:11,520
Excuse me.

743
01:01:11,840 --> 01:01:19,620
So, and I want to say, especially people in the audience, please take everything I say with a grain of salt, because I don't want people thinking,

744
01:01:19,620 --> 01:01:25,600
oh gee, these are happy schools and these are unhappy schools, so I shall explain, but I want to show you what it looks like.

745
01:01:25,600 --> 01:01:50,940
So, these are all the elementary school catchments in the district, and if you look at which students report to be happy, and which students report to be less happy, then the red in all of these maps indicates schools that you would say are more at risk, and then the bright teal colors would indicate schools that are least at risk, and you can see the in between.

746
01:01:51,780 --> 01:01:56,400
The grade that you see are schools that did not participate in the MDI.

747
01:01:57,360 --> 01:02:02,540
So we were able to do this, all of the measures that you saw, these five domains around the MDI,

748
01:02:02,820 --> 01:02:08,840
we could map them all against every catchment in the district to try and figure out what's

749
01:02:08,840 --> 01:02:12,320
again, what students in grade four are self-reporting.

750
01:02:13,840 --> 01:02:18,840
The same thing, we can talk about sadness, who is reporting higher levels of sadness than

751
01:02:18,840 --> 01:02:26,680
other areas, and the reason I show these is really to show when you put them side-by-side

752
01:02:26,680 --> 01:02:30,960
that we see different things for different data that we have.

753
01:02:31,620 --> 01:02:37,440
And I want to say that when I put these side-by-side, students in these schools are reporting

754
01:02:37,440 --> 01:02:39,060
these things to us.

755
01:02:39,320 --> 01:02:43,640
We don't really know whether it's true or not, it's a student report, it's a survey.

756
01:02:43,640 --> 01:02:50,880
We don't know exactly what the context, it's one piece of evidence, and we've done this once.

757
01:02:51,280 --> 01:02:58,120
So what I'm trying to show you, oops, is the capabilities we have, and which leads us to then big questions.

758
01:02:58,520 --> 01:03:05,520
As opposed to saying, okay, well, let's go intervene there because these students are indicating they're more sad than these students.

759
01:03:06,200 --> 01:03:12,520
As well, if I was going to go into crazy detail about this, you'd have to look at the range of all of these reports.

760
01:03:12,520 --> 01:03:19,740
Is it like zero to 100% or is it 48% to 52% right that could be a very narrow ban?

761
01:03:19,920 --> 01:03:27,920
So again, the reason I'm doing this presentation today is more to show the public and the board the capabilities we have and some of the tools that we're starting to get at.

762
01:03:28,920 --> 01:03:33,520
So I want to show you some other examples examples of what we see after school.

763
01:03:34,040 --> 01:03:39,980
So in this data that I'm going to show you, it's really important to know that it's listed by family,

764
01:03:39,980 --> 01:03:42,660
but it's collected in the elementary school.

765
01:03:42,960 --> 01:03:44,960
So for example, when I show you the data,

766
01:03:45,180 --> 01:03:47,300
if I say, well, this is in Tamanos,

767
01:03:47,440 --> 01:03:49,500
it's the Tamanos family of schools

768
01:03:49,500 --> 01:03:53,840
and it's the grade fours in the Tamanos family of schools.

769
01:03:54,100 --> 01:03:55,880
It's just the way we report on the data.

770
01:03:56,500 --> 01:03:58,340
And Tamanos, for example, is these schools

771
01:03:58,340 --> 01:03:59,360
that you see listed there.

772
01:03:59,980 --> 01:04:02,620
And so the family piece concept is super important

773
01:04:03,140 --> 01:04:04,400
because this is what it looks like.

774
01:04:05,400 --> 01:04:07,560
So I picked a few to show.

775
01:04:07,560 --> 01:04:12,100
So on the top, very top, you see the title, this is Connectedness with peers and

776
01:04:12,100 --> 01:04:15,660
adults at school, and in the neighborhood, and at home.

777
01:04:16,180 --> 01:04:20,740
And this particular graph, I've sorted it by who rarely has dinner with adults.

778
01:04:21,280 --> 01:04:29,180
And some of the things that leap out, so the district average 18% of our students in our district say they rarely have dinner with adults.

779
01:04:30,180 --> 01:04:35,740
That's a lot of kids, we have 44,000, 43,000 elementary students.

780
01:04:36,840 --> 01:04:39,880
So you see on the bottom, these are sorted by the green bar.

781
01:04:40,240 --> 01:04:43,740
So when it says Ender Creek LA Matheson from the bottom left.

782
01:04:44,080 --> 01:04:49,580
Guilford Park, Quantlin, Frankert, Lord Tweed's Mayor, the other thing is when we look at these measures,

783
01:04:50,160 --> 01:04:56,960
they really don't sort the way we would typically indicate OG, this is a more vulnerable school than that school.

784
01:04:57,120 --> 01:04:59,000
You see a huge range.

785
01:04:59,900 --> 01:05:06,240
So again, I've sorted this just by the, I don't want to show my ignorance of colors.

786
01:05:06,240 --> 01:05:20,340
Don't know whether they call that teal or light green, but you see the 27, the green bars going from the students who are least having dinner with adults, and down, and you see the schools below, and those are percentile, so 27, 25.

787
01:05:21,640 --> 01:05:26,680
So what about who goes to sleep, and at what time, so who goes to sleep after midnight?

788
01:05:26,680 --> 01:05:31,540
So, these are the schools where the students are going to bed after midnight,

789
01:05:32,100 --> 01:05:35,380
and that is 20% of the grade fours and above.

790
01:05:36,580 --> 01:05:41,040
So, it's just surprising, these grade fours, and I'm not making any judgment.

791
01:05:41,180 --> 01:05:43,500
I'm just, wow, okay, that's more students than I thought.

792
01:05:43,840 --> 01:05:47,840
We're going to bed after midnight, and you see the schools listed below.

793
01:05:48,760 --> 01:05:52,580
And then on the right hand side, who is getting the most sleep?

794
01:05:52,900 --> 01:05:54,940
And you see a whole different range of schools.

795
01:05:54,940 --> 01:06:02,040
So, again, these are just things we look at and we haven't even begun asking questions around what do we do about that?

796
01:06:02,280 --> 01:06:07,840
When do we go and have conversations with the community or with the school around? Did you know or do you see it in your classroom?

797
01:06:07,920 --> 01:06:16,220
I'm thinking for teachers knowing that one fifth of all your students went to bed after midnight might be information that would be helpful or not.

798
01:06:16,580 --> 01:06:18,060
We would have to get in conversations.

799
01:06:19,640 --> 01:06:20,900
What do you do after school?

800
01:06:21,720 --> 01:06:26,520
So, this is what students say, and you see things which you can make your own interpretation

801
01:06:26,520 --> 01:06:26,920
on.

802
01:06:28,060 --> 01:06:31,120
What I was surprised at here is basically where do you go after school?

803
01:06:31,820 --> 01:06:34,960
Everybody goes home, 89.36%.

804
01:06:35,920 --> 01:06:43,840
But only 42% of students never go to a friend's house, and I guess just stating myself right after

805
01:06:43,840 --> 01:06:47,300
school, you kind of went to your friend's house, and now almost half of our kids are saying

806
01:06:47,300 --> 01:06:51,540
they never go to a friend's house after school, which, I don't know, it surprised me.

807
01:06:52,820 --> 01:07:00,340
Malls and stores, a quarter of our students going to the mall or store, 25% a time, two times or more after week.

808
01:07:01,760 --> 01:07:04,340
What types of activities do you do after school?

809
01:07:05,080 --> 01:07:13,880
You see on going from left to right, 76% of our students are saying they're highly involved in organized activities, but what are those activities we don't know?

810
01:07:13,880 --> 01:07:20,700
You see 55% of our students in grade four saying that they've never participated in music or art.

811
01:07:22,020 --> 01:07:26,220
So, again, if you want to start to influence policy, you can start asking questions.

812
01:07:26,320 --> 01:07:27,920
Do you think music and art are valuable?

813
01:07:28,380 --> 01:07:32,860
Because half of your students in grade four are not participating in that after school.

814
01:07:33,460 --> 01:07:37,440
Things like team sports or individual sports and I won't read the data out to you there.

815
01:07:37,520 --> 01:07:40,960
But you see that that's just another area that you can look at and

816
01:07:40,960 --> 01:07:44,240
ranges of students who aren't participating in either one.

817
01:07:45,920 --> 01:07:47,720
So I say, so what does all that mean?

818
01:07:47,980 --> 01:07:55,280
And these are, but a few of a huge range of indicators and we're having increasingly

819
01:07:55,280 --> 01:07:58,100
complex conversations about the health of a school.

820
01:07:58,780 --> 01:08:02,520
Here we are talking about how would you, what would you say is a healthy school?

821
01:08:02,640 --> 01:08:05,100
What would you look at to determine that?

822
01:08:05,500 --> 01:08:10,720
Because it's just a personal thing for me, we tend to have these vulnerability indexes and

823
01:08:10,720 --> 01:08:16,180
And I'm not sure the vulnerability index is actually line up with the health of a school.

824
01:08:16,900 --> 01:08:19,540
We would look at things like do two students go to school?

825
01:08:20,060 --> 01:08:22,440
Is attendance an indicator of the health of a building?

826
01:08:23,420 --> 01:08:23,680
Teachers.

827
01:08:24,160 --> 01:08:26,180
Are teachers feeling good about their building?

828
01:08:26,260 --> 01:08:28,040
Are teachers getting sick more often?

829
01:08:29,200 --> 01:08:31,920
Are we having struggling to get TOCs in particular buildings?

830
01:08:32,080 --> 01:08:33,220
All of those things come to mind.

831
01:08:33,760 --> 01:08:35,900
So we're trying to understand how to interpret the data.

832
01:08:36,220 --> 01:08:39,700
I want to say again, we're not drawing any particular conclusions.

833
01:08:39,700 --> 01:08:44,920
And we're just asking how our programs are having an impact and I want to give a specific example.

834
01:08:45,160 --> 01:08:50,360
So we have a large department of community and school partnership.

835
01:08:51,040 --> 01:08:55,560
What they do is they run programs, they run after school programs around all sorts of supports for our schools.

836
01:08:56,000 --> 01:09:03,120
And our questions around that now when we look at this data is all of those programs that they run have an explicit purpose.

837
01:09:03,740 --> 01:09:13,060
We just don't know that if we have an after school program that let's say is intended to give kids a connection with a significant adult after school.

838
01:09:13,560 --> 01:09:25,900
Where should that program go, because we don't have one in every school, and right now we typically use this vulnerability index to place those programs, and now we're asking, well, is that the right place?

839
01:09:26,440 --> 01:09:36,640
And when we see things like schools with in high level of socioeconomic status having high levels of anxiety, high levels of sadness, high levels of worry.

840
01:09:37,280 --> 01:09:40,660
Like comparable to some of our schools that we would call vulnerable.

841
01:09:41,260 --> 01:09:47,340
Well, we don't know whether that's because all the programs we have in our less affluent area of the district are actually working.

842
01:09:48,960 --> 01:09:53,680
Or are we just over-representing the anxiety in some of our other schools?

843
01:09:53,680 --> 01:10:07,640
So other thoughts, I put on here, social and emotional learning as the board knows and other people know that's central to our district vision and so we just consistently need to ask ourselves to what extent are we achieving that vision?

844
01:10:08,120 --> 01:10:19,880
We're trying to use more sophisticated tools to ask those questions and ultimately I'm hoping that we can come to some understanding around how that can influence policy.

845
01:10:19,880 --> 01:10:25,400
But I also want to say, I think this is really leading edge work because looking at

846
01:10:26,740 --> 01:10:30,620
evidence that you see around things like sleep and connection with adults.

847
01:10:30,800 --> 01:10:33,460
Not many districts are doing this or it's difficult to do.

848
01:10:34,040 --> 01:10:36,980
I think it's really important that we do it and that we do it carefully.

849
01:10:37,140 --> 01:10:42,500
This isn't about ranking schools or calling a school good or bad or one better than the other.

850
01:10:42,600 --> 01:10:46,900
This is about what do we know about our buildings and

851
01:10:46,900 --> 01:10:52,500
And how can we place our resources to the most support in the buildings that need it the most?

852
01:10:52,860 --> 01:10:55,140
So that's it, and thank you very much Madam Chair.

853
01:10:55,480 --> 01:10:56,080
My sir questions.

854
01:10:57,620 --> 01:11:05,120
Is there any intent, Superintendent Tinney, to increase this to maybe a higher grade?

855
01:11:05,180 --> 01:11:10,280
Because I was really amazed at the after 12 bed time for grade fours.

856
01:11:10,620 --> 01:11:13,940
I would hesitate to think what it would be for grade nine, so great.

857
01:11:13,940 --> 01:11:19,820
like it mases me that that's a grade 4 level and you would assume that if

858
01:11:19,820 --> 01:11:24,800
there's siblings maybe that's even worse you know when you think of maybe

859
01:11:24,800 --> 01:11:29,520
those could be grade 2's and 3's if the grade 4's allowed to stay up that late

860
01:11:29,520 --> 01:11:35,540
I mean it's this sounding and the same as not having meals with parents that was

861
01:11:35,540 --> 01:11:40,160
sort of eye opening when we first read this so is there any opportunity to

862
01:11:40,160 --> 01:11:43,640
Do you expound or are you just going to try and deal with this data first?

863
01:11:44,260 --> 01:11:48,040
Well, I think as with anything, what I'm discovering,

864
01:11:48,540 --> 01:11:52,900
anything on the evidence side is you have to decide how far you want to go.

865
01:11:54,120 --> 01:11:58,960
And there is a version that is a mill years development instrument that does, I believe, grade seven.

866
01:11:59,740 --> 01:12:05,060
But I think that right now our focus Madam Chair would be to come to try to come to understand this.

867
01:12:05,180 --> 01:12:09,660
And if we believe sleep is an issue and we want to address it, then how would we address it as a board?

868
01:12:09,660 --> 01:12:15,940
rather than seek out necessarily more data because I just think there's so much

869
01:12:15,940 --> 01:12:19,580
to gather here but it would absolutely have implications for later grades so

870
01:12:19,580 --> 01:12:24,760
we might do pick a explicit thing like sleep and if we land it on it we might say to

871
01:12:24,760 --> 01:12:28,800
your question rather than a whole new instrument just for that specific topic what

872
01:12:28,800 --> 01:12:31,380
are we doing in that particular grade. Thank you.

873
01:12:34,320 --> 01:12:36,160
So move to future business the next

874
01:12:36,160 --> 01:12:39,280
future meetings are listed there. We have a motion to adjourn.

875
01:12:41,340 --> 01:12:41,720
Second.

876
01:12:41,720 --> 01:12:42,700
All in favor?

877
01:12:43,180 --> 01:12:43,720
Opposed?

878
01:12:43,820 --> 01:12:44,080
Carried?