[3:08] All right, if I could get everybody's attention, please.

[3:20] Pastor Bruce Johnson, a peenid, first and as a rain church, to lead us at our invocation.

[3:26] That's it.

[3:28] And let's pray together this evening.

[3:29] Our Heavenly Father, we come to you this evening.

[3:34] And we are very aware that you are the giver of all good things, and that every blessing comes from you.

[3:42] It's a Lord to not pray for Dr. Floyd in his administration, or we pray for every teacher,

[3:49] every support member that makes ended public schools a great school system, and we ask

[3:55] that you would bless them abundantly.

[3:59] Father's this board meets this evening, may they seek your wisdom and your guidance, your

[4:05] courage and your strength.

[4:07] Father, help them to make wise decisions for the good of every person in this school district.

[4:14] Give them insight to lead with integrity that their decisions will reflect what is right and good.

[4:23] And Lord grant them the humility to always seek your will and all that they do and say,

[4:31] and we pray all these things in the name of Jesus. Amen.

[4:39] Thank you, appreciate you, Kevin.

[4:41] If I could have heard of one stand for the flags of Luke, please.

[5:12] And let the record show that every board member is present,

[5:16] excluding Colin Avernatic,

[5:19] which leads us to...

[5:21] We had no audience of visitors, which leads us to the superintendent's report.

[5:25] All right. Thank you, sir.

[5:27] First item up under Super Chancellor Ford is.

[5:30] I shared with you last month that we would invite the chairs of each of our seven categories

[5:37] in our strategic plan to come and share a brief word with us about what their plans, their

[5:45] committees plans are for the second five years of our strategic plan. We believe it or not five

[5:53] years has passed already and now we're getting ready for our next five years of our strategic plan

[5:58] 2020 to 2025. So first up is facilities and the chairs of that committee or

[6:04] myself and Dr. Robinson and Ron Garrison. So Dr. Robinson is going to say brief word about

[6:10] that committee. Okay, let's just start off with. We're going to talk about kind of where we put

[6:17] a lot of money. If facilities and a lot of that money has come in, foreign services, playing services,

[6:23] those kind of things. And so we have to come up with a stabilization plan for replacing those

[6:28] surfaces just like we did the turf this past year. And so that's going to be the beginning

[6:33] of that plan is how can we maintain a budget that's going to allow us to fit money away. And

[6:38] then when we get down the road 5, 10 years from now that we have the money in the bank ready to refurbish

[6:43] and take care of those particular surfaces and areas that we have. We also want to look at going

[6:49] forward, and really with facilities, this might be a five-year plan, but it's really all things

[6:54] that we need to be doing year and year out looking at these things.

[6:59] The next goal is to maintain new and existing facilities with specific attention to the

[7:04] upkeep and maintenance.

[7:06] So we pretty well have touched in every facility with our bond funds over the last 10 years,

[7:11] and so how do we keep those facilities looking like the day construction ended 10 years

[7:14] from now?

[7:15] So that's kind of the, we've actually already kind of implemented part of that plan, but how do we do that in a long run to a budget and an implementation process.

[7:24] And then enhanced existing facilities to match up grace to other facilities.

[7:27] And that kind of goes along with, with the strength.

[7:30] Reggie, there are some buildings that when that certain principles there, they ask for a certain upgrade and say to a library. Well, another campus may not have had that library upgrade at that point in time. So how do we bring those libraries all up to the same standard along with making sure they're budgeted right and making sure that that's what that campus needs. And that's just one example of many that we could apply out there. And really, that's kind of a year, three goal of where we had in those facilities. Another example would be we have some elementary's that they didn't get a new gym floor in the elementary.

[7:59] and they still have the tile forward.

[8:01] And so how do we implement that and get that taken care of and we're really looking at some

[8:04] of that for next year, not just for year 3 down the road.

[8:08] And then we need to look at going forward, if we're not having substantial student growth,

[8:13] how can we look at modifying our facilities to furniture and classroom development rather

[8:17] than just adding square footage?

[8:19] What type of furniture, what type of learning devices are needed that would enhance the learning

[8:23] environment for students?

[8:24] And I think we weren't a pretty valuable lesson in this and learning that education can

[8:28] evolve and it can change very quickly. So how do we keep up with that and how do we plan

[8:32] to integrate that into our system? And then finally, within the year 5, we definitely need

[8:37] to be reviewing and examining our existing facility needs and those structures, is it time

[8:42] to pass another bond issue? Is it time to add existing square footage? Where do we really need

[8:47] to go? And the next 5 years are we ahead or we behind? And those things can be done through

[8:52] demographic studies, different implementations and programming of the valuation. So that's

[8:57] of the five-year goal five-year plan for facilities. Does anybody have any questions?

[9:04] All right, that's a good overview. Brief overview, I appreciate that. We'll try to

[9:09] expedite the rest of them that same way and just kind of hit the broad strokes, obviously,

[9:14] and any committee work. There's a whole lot of my new share that goes into that, but just wanted

[9:20] the chairpersons to kind of give the board members a broad overview tonight. So, thanks, Sam.

[9:26] And our next up is our character development goal.

[9:31] And that's chaired by John Mitchell and Rob Kappas and Tony Roe.

[9:36] And let's say John is still out of town.

[9:38] So Rob is going to cover that force.

[9:40] Thank you, Rob.

[9:42] Good evening, Owen.

[9:44] So with character development,

[9:46] we thought this is more of a developing a culture within the school.

[9:50] And so I think we see on year one goal,

[9:53] It says, grow the culture of great expectations, you know, we can implement a program and we get the

[10:01] gist of it the first year or two, but it takes several years to really develop that as a true

[10:07] culture within the school. And then when you have students, especially at the elementary level,

[10:13] one, three, immersed in that culture for several years, once they graduate and move on to the next

[10:17] level at the middle school, that culturally doesn't have to be developed, because it's

[10:23] already developed at elementary school, it's just for the reinforced, and then so

[10:27] on at the high school, not that they're not working out at the high schools and middle

[10:32] schools.

[10:33] But we're looking for this to really develop in bed within their own personalities, not just

[10:40] something that we're doing, it's just something they are, it's not a rule to who we are.

[10:45] So I think you can see as we progress through year one, two, three, and four, we're expanding

[10:52] that from transitional, supergressive to eventually becoming model schools within year four.

[11:00] And obviously our goal is to be a model district within this five-year-time trend.

[11:04] And then year five, maintain that model district, and then also in the meantime expand our mentoring

[11:11] program to help develop and nurture those culture and character things we're looking for.

[11:18] Yeah, we all know that there's a lot more to education than just the three ours and obviously

[11:23] we want to be developing good citizens and this character development goal strategy and

[11:33] the great expectations program and our desire to become a model district of great

[11:39] expectations I think is where they go and this group is kind of outlined how we're going to get there.

[11:46] So any questions for Rob?

[11:49] Thank you.

[11:50] All right.

[11:50] Thank you, sir.

[11:51] Our third goal in our strategic plan is assessment and accountability.

[11:57] And that's shared by Pauli Maxwell, Jennifer Patterson and Sherry Henry.

[12:04] Sherry is going to lead that discussion for us tonight.

[12:08] Good evening.

[12:10] This is assessment and accountability, and if you look, we're starting with objective one there,

[12:16] and it talks about identifying and implementing essential district assessments that align with our curriculum.

[12:23] One of the things we're working on right now is, as we get new curriculum or curriculum changes,

[12:29] we need to make sure that our assessments align with what we're doing in the classroom.

[12:33] And so this is one of the things we're working on there as we go through that one of the things we do is develop a district testing calendar every year

[12:43] So that everybody is on the same page at all the elementary schools all the middle schools the high school all in the same page with their assessments and what we're doing as far as that goes

[12:52] As we go on down

[12:53] We will evaluate the success of differentiated learners in terms of accountability assessments and attendance data

[13:00] So that's looking at different groups of students and whether we're looking at ethnicity or

[13:07] different things like that and making sure that we're developing in all those areas as far

[13:12] as our assessments and being accountable go.

[13:15] Organizing conduct ongoing teacher training on interpreting, explaining, and effectively utilizing

[13:20] student data.

[13:21] As we're looking at assessments, teachers have to be able to analyze those sometimes they

[13:29] need professional development on what the best way is to analyze that and then how to move forward

[13:35] from the information they get from those assessments.

[13:39] Track attendance for chronic absenteeism purposes, chronic absenteeism is something that's

[13:44] on our state report card, not this year, but we'll be again as soon as we get to that point.

[13:51] And so this is something that we need to make sure we're all on board with and have procedures

[13:57] there's in place for how we track students and how we follow up with that.

[14:02] And then the last one is establishing criteria for presenting the state of the district

[14:06] report and celebrating all peanut public school programs.

[14:10] This is something that we've started and we want to continue emphasizing our non-academic

[14:16] programs and how many great things we have going on in peanut public schools that we can

[14:22] put a document out every year that highlights those for the community to work with.

[14:27] All right, any questions for her, Sherry?

[14:31] Thank you.

[14:33] Next goal in our strategic plan is curriculum and instruction.

[14:37] And that is chaired by Jeff Herbal, Kristen Jones and Roy Bartnik.

[14:41] And Kristen Jones is going to lead that force tonight.

[14:46] Good evening.

[14:47] We have six objectives that we worked through

[14:50] would begin talking about relationships with kids who want to make sure that we have solid

[14:54] relationships with students and with families through enhanced digital communication

[14:59] making

[15:00] Sure, parents know, particularly as we come out of the phase we've been in, making sure parents know how to communicate digitally and what their options are there, increasing student active participation in the classroom, in terms of academics, making sure students are engaged in those lessons.

[15:15] and our Hope Center trauma-informed initiative falls under here as well, the Hope Rising Program

[15:21] with Dr. Chen Helman and Polymax. Well, falls under that. Two and three really kind

[15:28] of go together making sure that we are providing standards-based rigorous curriculum for students,

[15:35] making sure teachers understand how to use the curriculum tools that we're providing for them

[15:40] in the classroom and doing that in a blended way, ensuring that we're creating global

[15:46] citizens and that they understand the digital tools, that teachers understand the digital

[15:51] tools available to them, as well as the curriculum, putting digital first in the curriculum

[15:57] that we provide. Our e-program is also included. They're under objective three.

[16:07] Objective

[16:09] in face-to-face opportunities, bringing in guest speakers and local field trips and things,

[16:15] but also taking advantage of virtual opportunities to Skype scientists and things of that

[16:21] nature by getting beyond the walls of our classrooms and giving kids of some global

[16:25] perspective. Many of our STEAM initiatives are built in under objective 4. Objective 5 is

[16:32] about making sure that we're reaching all of our learners, our diverse populations, particular

[16:37] students who have unique needs in terms of being English learners or needing some

[16:44] response to intervention in the classroom. So all of those will be included

[16:48] there and then sixth objective really focusing on literacy and math. There are

[16:54] some literacy things that we started in the last school year in terms of

[16:58] curriculum and professional development and we'll continue those going forward.

[17:05] Thank you, Chris, and any questions for Chris and?

[17:09] Yes, sir.

[17:13] On objective four, nagging in real detail.

[17:18] I just want to know, would it be all right

[17:22] when the year starts and you begin this if I come alongside you

[17:29] and look over your shoulder?

[17:30] Sure thing, absolutely.

[17:32] Yeah, I will make sure that everyone has a purpose that everyone knows what we're up to and you have an opportunity to come be at the table.

[17:38] We'd like to have you.

[17:39] Thank you very much.

[17:40] Yes, sir.

[17:42] All right.

[17:42] Thank you, Miss Jones.

[17:45] Our next category of goals in our strategic plan deals with personnel and professional development.

[17:53] And that is chaired by Randy Raider and has been Doug Stafford in David McKune.

[17:58] So now we'll be alongside Randy will be Dudley Darrow, and we'll probably add Melissa Gratic,

[18:06] David's replacement on that committee as well, Randy.

[18:09] Our goal, we have one overall goal with four major objectives, and we will commit our time and

[18:16] resources to continue its opportunities for a professional growth, the development and

[18:20] retention of high, highly qualified teachers, and to focus into the focus of school safety

[18:26] security training opportunities for staff and students. Our first objective underneath that

[18:31] is to, and it's kind of lengthy, but there's a lot of things to cover when you talk about

[18:35] curriculum, professional development, but it's to build staff capacity in the areas of standard

[18:40] alignment, student engagement, enrichment activities, assessment, blended learning, technology

[18:45] integration, response intervention, character education, diverse populations, and childhood

[18:50] trauma. So basically, everything you've heard talked about earlier, there's going to take

[18:55] some kind of level of professional development.

[18:57] And so we will kind of do the triage each year and figure out what we need to focus on and make

[19:03] sure that that happens.

[19:03] Our second objective is to continue to improve support for our new alternatively trained and

[19:09] or emergency certified teachers.

[19:11] We know if we don't have that support in place, we're going to lose teachers within about

[19:14] the first five years according to research.

[19:16] And so we put a lot into finding our teachers.

[19:20] We want to make sure that we help them grow.

[19:22] So we do have a program that's called the Steps Mentoring that is actually a model for the state but we also know that that's one of those things we need to just continue to look at and improve each year.

[19:34] Objective three is to strive to meet all of the accreditation standards for school staffing at all levels areas of special focus or library media specialist counselors and classroom teachers to meet class size recommendations.

[19:46] We know we need to have the right people in the right places, and we want to make sure we do that.

[19:51] And in objective four, provide ongoing and annual school safety training.

[19:55] We also know that that's something that's always changing.

[19:59] And we want to make sure that our staff is our trained and with our police force.

[20:03] We want to make sure that their trained is well and that they are checking on the plans that we have in place to make sure those are sufficient.

[20:10] And I think really a lot more than just the police officer training there is, obviously,

[20:19] with the coronavirus.

[20:21] Part of that safety training deals with our nurses and all of our actual curricular

[20:29] activities and the precautions we're going to have to take and that type of thing as well.

[20:32] So a lot more goes into that safety issue

[20:37] than seems like has in the past.

[20:40] Questions for Randy?

[20:42] I do have a question.

[20:46] So talking about, because you're doing training, obviously,

[20:49] and we can't ignore what's going on in the world right now.

[20:54] For all of the staff, all of the teachers and everything,

[20:56] is there any type of training for implicit bias

[21:00] systemmatic racism and those types of topics have we never done that in the past and

[21:04] that's something we could look for in the future.

[21:07] We've done some of it in the past, I mean obviously it's it's a topic that we need to

[21:11] continue to talk about and it will be a point of focus as well.

[21:15] We are going to make sure that our teachers understand biases and with that coming up.

[21:21] Part of the plan was written before some of the things have happened but as part of our interactions

[21:28] with the NAACP and over the last couple of years we've added some of that training and teachers

[21:33] always have access to that as well.

[21:35] Yeah, a couple of different platforms that we can give that to teachers in.

[21:40] Just to be completely transparent and clear, I know that of all of the people in the world teachers

[21:46] are usually the best because these are their babies and these are their kids, but in light of

[21:51] everything that's happened, I considered myself to be a very open person. I have African-American

[21:56] family and I realized how much racism I have had in me and how much white supremacy is affected

[22:02] me and so I know even our best teachers with the best intentions with their babies that

[22:08] they love could still use extra training and extra introspection to make sure that we're doing

[22:14] the best we can for all of our students. That communication piece is always the biggest piece and

[22:21] we have to talk about it. Thank you sir.

[22:27] And then our sixth goal of seven is

[22:30] It's an extra critical of opportunities and that's chaired by Rob Mills and our athletic director, Billy Tips and Jamie Jarnigan and Rob is going to lead us through this one.

[22:40] Good evening, guys. Good to see you guys. Good to be around people.

[22:43] Yeah, really.

[22:46] Rob, would you full the microphone up a little bit, please?

[22:49] Okay. Just up a little bit.

[22:52] It says do not touch.

[22:53] It says do not touch, but okay, we'll see, there you go.

[22:56] Sorry about that.

[22:56] That's okay.

[22:59] We'll let him touch it, if Wellogio says touch it, that's right, that's right.

[23:04] Is that better?

[23:08] Yep.

[23:10] So we are at a goal number six, which is in rich opportunities.

[23:14] And just enriching students experiences through our extracurricular activities, which is

[23:19] something that I think all of us know is very vital to our school.

[23:25] And I know a lot of people are worried about it right now,

[23:29] about those extra students are worried about those extra curricular activities going forward

[23:32] as a mind.

[23:34] But just coming together with our team, we've got four objectives.

[23:37] Number one, we really want to get a good grasp of everything that's going on

[23:42] and the participation that's going on.

[23:44] So we want to track the participation in extra curricular activities

[23:47] in our secondary and elementary sites.

[23:49] It's going to be real simple to do it at the secondary because with the addition

[23:53] of our sports in the school day, everything should be in power school and we can track it,

[23:57] we'll have to do a little more work at the elementary, as some of those clubs don't happen

[24:00] during the school day, but we feel like we can get a good grasp of what our students are wanting

[24:06] and needing just by how many are participating. Number two, we would like to communicate with all

[24:11] our stakeholders on student interest and needs and enrichment and extracurricular activities,

[24:15] and we want to do that by administering a survey, and we feel like we've added a lot of things,

[24:20] And so we want to do that in year two as Minister of the Survey.

[24:25] And then, number three, we would like to analyze the list

[24:28] of available programs and make changes to increase participation.

[24:31] So we feel like if we do number one and we are tracking

[24:34] and then we communicate with all stakeholders

[24:36] that will give our committee a good amount of information

[24:40] in order to make recommendations and changes.

[24:43] And so we want to do that in year two.

[24:47] And then four, we want to increase participation

[24:49] in extra curricular activities, and the main way we want to do that is to communication.

[24:54] Because I know I'm a principal at Waller, but I don't always know what's everything

[24:59] that's going on and all the other schools.

[25:03] And, you know, even some of my feeder schools sometimes I find out about these awesome programs

[25:06] that I didn't know about, and so on going communication.

[25:09] And we feel like that we can do that in year two, and then if you'll look on year five,

[25:15] If we would like to administer another survey and be with stakeholders again, because then

[25:20] that would give the next group of strategic planning good information to start with.

[25:28] So.

[25:28] All right.

[25:29] Very good questions for Rob.

[25:34] Thank you.

[25:35] Appreciate it.

[25:35] And then our last goal category and our strategic plan for the next five years is Community

[25:41] Partnership.

[25:42] And that is chaired by Jane Johnson, Jennifer Fields and Chris Smith and Jane

[25:47] going to lead us through this last one.

[25:50] In our community and parent relationships, we developed five objectives that we feel like

[25:56] we're off to a really good start with the district, but we want to make sure that we

[25:59] continue to focus on them and expand them.

[26:02] And of course, the first objective is communicating with and engaging all stakeholders.

[26:08] And of course, as part of our committee's job, it's our responsibility to communicate the

[26:12] for Rob's committee and the character development and all those other committees and the good work that they're doing.

[26:19] So we want to be sure that we continue with that and our diverse cultures.

[26:23] We have Jennifer Fields on our committee and I know she's very active with the Marshallese.

[26:27] So we want to be sure that we continue to communicate with all members of the community that we serve.

[26:35] Objective two, parental education.

[26:37] We want to include parents in parent universities, and I know that there's some talk about doing some parent universities at the beginning of August so that we can inform parents about the distance learning and those kinds of things so that they can be more actively involved in their students learning.

[26:55] So, parental education, objective three community partnerships we want to maintain and continue

[27:01] to build those with businesses in our community, through our classrooms and district

[27:08] wide, and focus on our mentoring programs, and just getting anybody and everybody who can

[27:14] be involved. Objective four, continuing to elevate our image, we have our new branding,

[27:20] And we want to be sure that everybody knows that there are future

[27:24] pace or a Plainsman, and where are shirts.

[27:27] So we've been meeting and talking with a student's store and

[27:32] different ways that we can elevate our images through that.

[27:35] We want to continue to brag with our Plainsman points of pride and that

[27:38] publication.

[27:39] We want to get the info out to realtors so that they know the great things

[27:43] that Enode are doing so that they will encourage home buyers in our community.

[27:48] And also then communicating safety protocols and all those kinds of things that we're working on for our district and then objective five that parental engagement always such an important piece to get our parents involved in their students learning and in their students in their schools.

[28:06] So those were our five objectives that we want to work on for the next five years.

[28:10] Okay, questions for Jane.

[28:17] In your five goals,

[28:20] not this parental engagement,

[28:23] what is your upside?

[28:25] What is your strongest tool to use in this step?

[28:32] Well, booster clubs,

[28:34] PTAs, volunteers,

[28:37] just getting anybody who wants to come

[28:39] and help in our schools, get them involved in the schools

[28:42] and get those parents to come to those parent teacher conferences and all those kinds of things.

[28:49] So I'm sure that principals will have some good ideas too as to ways that we can help their individual

[28:54] sites.

[28:55] Thank you.

[28:56] Thank you.

[28:57] You're welcome.

[28:59] Anybody else?

[29:00] Thank you, Ms. Jane, and I do want to say a word of thanks to all of the somebody else.

[29:07] I want to say a word of thanks to all of the committee chairs and all the folks that helped

[29:10] on those committees as well. It is a big effort to try to reach seven broad goals that

[29:23] are included in our strategic plan. I think we have made some tremendous strides in our

[29:29] first five years of the strategic plan and I appreciate everyone's effort to develop our plans

[29:35] for the next five years moving forward and those are some very lofty goals, but I have no doubt

[29:42] that we can reach those.

[29:43] So thank you to everyone involved and I appreciate you all coming tonight if in fact you

[29:49] want to stay for the entirety of the meeting you were more than welcome to do that if you

[29:52] want to cut out, now would be a good time to do that.

[29:55] Thank you very much.

[30:03] Oh, I'm sorry, I believe that is the, let's see here. I think that is all of this over tennis report.

[30:13] Okay. So I had to wait a minute, I'm sorry. No, I'm on beat.

[30:18] Yeah. No, that can't be. It can't be that short, right? There's no possible way.

[30:23] Yeah, these people were about to throw up here. There is no possible way, that's short.

[30:29] No, that was my bad. Yeah, no going back now, right?

[30:33] Okay. All right. B. This is also part. We have several parts of the Super Tenant Support

[30:40] tonight. I forgot we had several bullets. The second bullet is discussion in possible

[30:45] action to approve board resolution number 656 stating steadfast opposition to racism and

[30:54] affirming commitment to an inclusive learning environment that values all individuals. Obviously,

[31:00] coming back to what Amanda said earlier.

[31:03] We don't generally have a lot of action items under the Superintendent's report, but I wanted

[31:07] to make this a recommendation for an approval of an action tonight, and I want to read

[31:14] into the record this resolution, condemning racism and affirming the district's commitment

[31:20] to an inclusive school environment for all.

[31:22] And it reads as follows, whereas members of the Indian Board of Education as well as the

[31:29] by recent events that demonstrate the prejudice and injustice that persists in our country.

[31:35] And whereas racism and hate have no place in our schools or our society and we must protect the constitutional rise of every person

[31:42] who lives, works and learns in our community.

[31:45] And whereas we cannot be silent, we urgently must act to stop the racial injustice that harms and anguishes black people

[31:53] who are our family, friends, neighbors, students, staff members and fellow Americans, and whereas

[32:00] we must listen. Those who have endured discrimination and intolerance deserve to be heard as they

[32:07] share the stories and truth about their experiences and feelings, and we must seek with great

[32:11] empathy to understand their challenges and their pain. And whereas we must learn, it is time to engage

[32:19] our community in meaningful and honest conversation about racial inequality to build alliances

[32:26] with those committed to justice for all and work together to support our shared conviction

[32:32] that racism must end. And whereas we must lead, each of us individually and collectively

[32:39] is responsible for creating a nurturing and anti-racist learning environment where every child

[32:46] is respected and valued for who they are regardless of their skin color.

[32:51] We must actively acknowledge, address, and prevent racial bias that occurs as a result

[32:58] of district policies, practices, and actions, and whereas we must do better.

[33:04] Our district can be and will be a sanctuary of safety in our community and a beacon of

[33:12] for the world as we build and strengthen trust with those we serve and we model the acceptance

[33:19] of all people. And then the resolution ends by stating now therefore be a resolve that we

[33:26] members of the Enit Board of Education stand steadfast in our commitment to foster and inclusive

[33:33] educational environment where every student teacher or support professional parent and community

[33:39] member is treated with dignity and respect, as well as our commitment to continue fighting

[33:45] for racial justice and human and civil rights for all in upon approval.

[33:51] It takes the Board President's signature and date and says approved by the Inner Board

[33:56] Education 15th day of June 2020.

[33:59] So before I make that recommendation for approval, I did want to add that this fall is in

[34:05] with some of my comments that shared at the June 4th Town Hall meeting at the

[34:12] Strahd Center, back on June 4th, and what I try to share that not is that a

[34:20] feel that it is incumbent upon the school district to lead in all these efforts that

[34:27] are just verbalized by leading system-wide efforts that require us to ensure that

[34:34] cultural responsiveness permeates through all levels of our district from teaching and learning

[34:40] to buses and buildings to all levels of professional development and community engagement.

[34:46] And obviously that is going to take a lot of time effort and energy on our part.

[34:51] But obviously this is a big issue that warrants a lot of time effort and energy.

[34:57] So having said all that, Mr. President, I would recommend approval of this resolution

[35:02] 266 condemning race system and affirming the district's commitment to an inclusive school environment for all do I have a motion

[35:11] motion by Frank second second by Tory

[35:15] Any discussion

[35:17] All those in favor

[35:18] Any opposed

[35:21] The motion carries. All right. Thank you very much. I appreciate it. I'm out that texture signature and date. Please

[35:28] Next item in my Serpentine report is

[35:33] To let you know that we have been working diligently on our fall reopening plans given the

[35:41] whole corona thing and Randy is going to say a word about the elementary efforts thus

[35:51] far, but they still have a lot of work to do before we are ready with a finalized plan

[35:59] to recommend to the board in July.

[36:01] And then Dudley's had a graduation on the brain.

[36:05] So once he gets past this week, he'll be able to work

[36:08] a little more diligently with the secondary folks

[36:10] to work on the secondary piece of that.

[36:14] But board members, you have a one-pager in your packet

[36:17] that says draft elementary learning plan for 2020 and 2021.

[36:22] So Randy, can you touch on the highlights of this, please?

[36:26] Well, first off, I want to say a huge thank you to all the people that I work with.

[36:30] I'm not smart enough to figure all of this out myself.

[36:33] Chris and Jones is a huge help.

[36:35] We have administrators help and we have teachers helping.

[36:37] We have instructional coaches, but about three weeks ago we came together as a group and just

[36:42] kind of did a brain dump on everything that we thought might be an issue and I know we didn't

[36:47] cover everything, but we started down that process and we basically eliminated some things that

[36:54] we're just going to be able to do. One thing that is obvious is we do need to have a completely virtual plan.

[37:02] We know we're going to have some families that want to still be a part of the independent public school system,

[37:08] but be enrolled in a virtual platform and so we have that at the middle school in the high school.

[37:14] And so we have reached out to a company that will provide that for us where they will still be enrolled through independent public schools.

[37:22] but their entire learning will be on a virtual platform.

[37:26] Of course it'll support from the home and we're working.

[37:30] On what that looks like through the enrollment process and everything. So we're close to having that in place, and we'll have that definitely in place by the July 20th Board meeting when we make our final recommendation.

[37:43] But then the other part, the part that's probably the hardest to figure out exactly, and as an elementary person, it's very difficult to think about not having our youngest children in front of a teacher, learning how to read and do those basic mask skills, it scares me to be really honest with you.

[37:58] So we need to have a good solid plan for that.

[38:02] So our plan is to return to school,

[38:05] basically in a brick and mortar setting,

[38:08] where we take into all the considerations of safety and health,

[38:12] and all of those things that we can through social distancing

[38:14] and some of the different items that we've learned.

[38:17] But we know that there will be some times

[38:20] of intermittent school, whether it's a school closure,

[38:25] one school in the building, or a classroom,

[38:26] room or a wing of the school or individual students that have gone to fall break and come back

[38:33] and maybe we're exposed to the coronavirus and need to be out for 14 days or a month

[38:38] or a water that looks like so we're going to have a blended learning platform where kids

[38:45] can continue to learn that will be built in through the district we're working on those

[38:51] guidelines right now but one of the expectations we know teachers are going to have to

[38:55] have things in place that they can do while the kids are in front of them in the brick and mortar

[39:00] setting that they can carry on at home.

[39:02] And so we're looking at some digital platforms that will allow us to do that.

[39:07] We already have Google classroom in place and at the elementary level, it probably, well,

[39:13] there's no problem about it.

[39:14] It wasn't utilized like it needed to be.

[39:16] And so we will have a plan in place and some requirements for teachers to meet those expectations.

[39:22] So when Randy Rader has to stay home from school, he can just log right on like he did the Thursday before he was gone and continue to get that instruction

[39:32] We're also looking at a platform that we will bring a recommendation to you all for pre-K through second grade

[39:38] And it's really geared for early childhood and it's a great platform and many of our teachers use the free version of that

[39:45] But we feel like if we're going to ask our teachers to

[39:49] to really dive into it, we're going to need to purchase it, it's not too expensive, but it is something that we know we're going to need for that blended learning environment.

[39:58] We have met with teachers and administrators and instructional quotes like I said,

[40:03] I think we've had three face-to-face meetings, social distancing of course,

[40:08] and we're brainstorming those ideas and so we're going to continue to meet and by July 20th we will have a recommendation to the board with our plan.

[40:16] we know we don't have all the answers and probably won't have all of the answers, but we're

[40:22] getting closer every day and so the main thing we're keeping in mind is moving education

[40:27] forward because we know we can't just stand still another key thing that we're doing. We are

[40:34] looking at identifying the essential standards and when you talk to all the gurus out there,

[40:40] we know we have to teach all of the Oklahoma standards, but there are some of them that are

[40:44] that run through the vein of all of elementary education vertically, and so we're identifying those.

[40:51] We've got a very good team working on those, and once we get those essential standards,

[40:56] say a student has to miss, then the instruction will focus on those essential standards while that child is out.

[41:03] And so we feel really good about our plan, and it's moving forward well.

[41:09] So, basically, what the elementary and the secondary plan will include our plans for regular

[41:20] instruction, blended instruction and virtual instruction, and all them on that topic.

[41:27] Let me say a great big word of thanks to Jeff Irbel and his team that did a Yomans job.

[41:33] I said it last month too, but they just did a young-inch job in when we were thrust into that whole

[41:39] distance learning thing, rolling out Chromebooks and hotspots and everything, but we're trying

[41:47] to plan for all of the contingency plans that we might be faced with, and that is basically

[41:59] at the nut shell and there are a lot of details still to be worked out on that.

[42:05] Obviously, the secondary folks still got a lot of work to do, but I know Dudley

[42:11] haven't had any time to work on that yet, but did you want anything to what Randy

[42:15] said?

[42:16] Sure.

[42:17] I can jump in there.

[42:18] Mr. Stafford actually started this process two weeks ago.

[42:21] I was in attendance of that.

[42:23] Dr. Ford is 100% right.

[42:25] my focus is graduation this week, but we've got a second meeting schedule for June 23rd.

[42:31] A third meeting schedule for June 29th, and our last meeting will be July 15th, the follow-up.

[42:36] Now, I'll just echo a lot of what Mr. Raider said following principles, counselors, and

[42:41] structural coach, and Christian Jones's lead on rainstorm and collectively coming up with

[42:46] a solid plan.

[42:48] So, where our intent is to be ready at the July board meeting with the recommendation for

[42:54] guys with a little more solidified details and hopefully get approval in July and

[43:03] and move forward with those plans. Any questions for Randy or Della?

[43:13] There was a portion of the learning apparatus that you said that the parents could get

[43:21] for free or the teachers, the teachers can get for free, but there is a parent communication

[43:29] piece in that as well. And so when we when we purchase the full version, we'll unlock

[43:34] all the parts of it for teachers and parents and the community. So it'll be a good product.

[43:41] It'll be a nice purchase for the district. Oh, okay. So you want to talk about individual

[43:46] an individual that if they want to increase their learnability, they could, they could personally

[43:53] buy.

[43:54] No, it would be a district purchase, but we will have a platform also where individuals

[44:00] can work on skills in reading and math and so we're looking at several different options

[44:06] for that as well.

[44:07] It's been a busy couple months and so we're looking at everything and I think we're going

[44:12] to have a really good plan.

[44:13] So, good, thank you, Ms. Fowler.

[44:16] Ready?

[44:18] I don't know if I understood this right or not,

[44:20] but you planned to go ahead and purchase all these programs

[44:24] in case we need to use them.

[44:31] Really, we need to use them because of the society

[44:37] that we live in, moving towards blended learning

[44:39] and everything like that.

[44:41] We already have Google Classroom,

[44:43] But I think middle school and high school obviously use it more than some of our classrooms.

[44:48] I'm sure we have some teachers that are excellent at using it in elementary schools.

[44:53] But I think there's a tendency to kind of shy away from that virtual type learning with younger kids.

[44:57] And I understand that.

[44:59] But we'll...

[45:00] We don't have them in place because kids need to learn how to operate in a brick and mortar setting and they also need to learn to operate digitally.

[45:08] It's really going to help us with our transition. The bad part of the coronavirus is we missed a lot of school. The good part about the coronavirus is it's going to force us to do some things that we probably should have transitioned to a little easier and better when we went to one to one.

[45:23] So, it's not going to be something that won't be used if we don't have to distance learn it or go to distance learning it will be used in the classroom as part of what we should have been doing anyway.

[45:35] Will there be any staff development on introducing some of these programs to the teachers?

[45:44] That's actually the next agenda item.

[45:47] So yes, the short answer is yes and I'll give you the longer answer in just a minute probably.

[45:51] So, but yes, we know the teachers need to have that training and we're not, we're not going to leave anybody just hanging out to dry on that.

[45:58] We want to make sure that they're trained well, and that's something that needed to really well.

[46:02] So we're working on that plan as well.

[46:04] Thank you.

[46:05] Randy, have a question.

[46:06] On the elementary level, if the super families that may choose the virtual environment, I know in the secondary level we have our coordinators for that area.

[46:18] Are we going to have specific coordinators or each of the individual teachers going to still have that child enrolled in their class, but they're a virtual student?

[46:27] They will enroll as it stands right now and we're still working out some of the details, they'll enroll for one site.

[46:34] And this particular program, it's kind of kind of depend on, you know, if we have 10 students financially it would be wise to the company offers teachers as well,

[46:46] that work, they're still enrolled through the district, but they provide instruction

[46:51] where they will reach out to the children periodically, weekly, make sure that they're doing

[46:56] their assignments, provide any help. Once we get to a, we need to judge interest, and once we get

[47:03] to a certain interest level, if we have a certain number of students, it actually would be

[47:08] wise of us to hire a couple of teachers, probably to manage that system, where they would then

[47:16] out to the children, make sure they're following up and things like that. So, some of that

[47:19] is going to be based on interest in the business. I think Tory worry may be headed with that

[47:24] is we don't want it to be double work on the teacher. Let's say the teacher has two or three

[47:29] kids that are quarantined at home. Well, you don't have a teacher want to have to teach all day long

[47:37] and then after work, go back and do the same thing with these other three kids to try to catch

[47:43] them up, so that's kind of what that is. The virtual platform won't be a responsibility for

[47:50] any classroom teacher. If that helps answer that question.

[47:54] That's perfect. Thank you.

[47:56] Alrighty. Thank you, sir. And that's just information for tonight, but we'll have a recommendation

[48:02] for approval at next month's board meeting. So to Willow Joe's point about professional development,

[48:11] to the next item is also an action item and that is to slightly revise and you've got

[48:18] two handouts board members at your place.

[48:21] The school calendar for 2021 and you've got the one that says old, that's the one that

[48:29] you approved a few months ago, that starts school on August the 13th for students and ends

[48:38] school on May the 25th.

[48:40] We are, and then if you'll take a look at the new one, we are proposing to take two days from the end of the school year in May,

[48:52] and insert those for teachers on August 3rd and 4th, specifically for professional development.

[48:59] So that we can address just what Wilhelm was talking about, professional development for teachers to get a better handling and some enhancement on virtual slash blended.

[49:14] Randy anything to add to that calendar?

[49:17] Yeah, I might be able to head off a couple of questions just before they appear.

[49:21] but one of the things that, if you'll look at it, we didn't take any of our current

[49:26] professional development days because at this time we have 170 teachers signed up to take

[49:34] letters training, which is a language essentials teachers for reading and spelling program.

[49:41] I've talked about that previously, but it's an online professional development, but it's followed

[49:46] by four face-to-face PD days and those were already built into the schedule we've already

[49:53] have an investment in that and so we didn't want to disrupt that piece of it and the third

[49:59] and the fourth were already planned as professional development days they were planned as

[50:03] they would have been voluntary but we feel like with the magnitude of the training that we're

[50:08] going to have to do that adding that to the calendar for teachers is wise and then another

[50:15] question that might come up is why did you not just bump it up or start school a couple

[50:20] days later? What if you do that you're going to start school on a Friday which means we're

[50:25] going to start on Monday and then the other aspect of that is we really wanted to give teachers

[50:30] a little bit of time to get into some of those programs and practice with them a few times.

[50:36] Last thing I want to do to a teacher is train them on Wednesday and then say go on Thursday,

[50:42] you know, we want to give them ants to kind of log in, make sure they have their footing and kind of

[50:47] find what we need to follow up anything with that. So, and that's our recommendation.

[50:53] So, the third and fourth of August will be not voluntary but mandatory for teachers so that we can focus

[51:02] on this issue.

[51:09] Oh, okay. Yeah, that's a good one. Okay. Yeah, I forgot to change that up there in the middle

[51:14] Randy where it says first day in last day in the middle says it still says May 25th.

[51:22] Well, we need to change that May 20th.

[51:25] We'll make that change before we go.

[51:26] Good catch.

[51:27] I didn't see that.

[51:30] And then Sam, I want to say a word just to answer any questions about support employees like

[51:39] and other support folks, how they will be addressing these two day switch.

[51:47] Yes, because we're doing a two-day switch,

[51:50] that could impact some support people such as bus drivers,

[51:54] child nutrition people.

[51:56] I've talked with both their directors,

[51:57] and basically we're going to give them PD days as well.

[52:01] They always do a safety meeting anyways,

[52:04] and with COVID-19, some of these other issues are being brought forward.

[52:06] I think some prior two school starting PD would be good and or even a post school PD day.

[52:13] So no one is going to lose any compensation over this switch.

[52:17] So I just want that to be real clear to everyone.

[52:20] Questions about the slot revision to the 2021 calendar?

[52:26] If not, we would recommend approval.

[52:30] Motion by we'll adjust the second by Tory. Any other discussion?

[52:35] All is in favor? Aye. Any opposed? Motion carries.

[52:41] All righty. Next, I'm down to my last two items. That's where.

[52:46] Really?

[52:49] Okay. Graduates and coming up Thursday. We did have a good day yesterday.

[52:53] Had my fate at 315, a government springs park, and then we had back-lord services at Oakwood Christian Church.

[52:58] to appreciate the city hosting us as always down there at Governor Springs Park and then

[53:04] appreciate Oakwood Christian for hosting last night's back Lawrence Services at their

[53:09] church as well both went very well and then Mr. Darrell has been working diligently

[53:14] on in-person graduation ceremony after a successful virtual graduation ceremony at regular

[53:22] time and so board members you've got your reserve parking pass there and we will have the

[53:29] cone set out for you on the Vester side over by the new soccer locker room and one of the

[53:35] police officers will be over there. I'll try to show up by around seven. I'll show them your

[53:42] parking pass. I'll move the cone, let you pull in there and then you can walk through the soccer

[53:48] fieldhouse and over to the Ponticsburg fieldhouse and we'll convene there at around 7 or

[53:56] slightly thereafter and then right at 730 we'll walk out to the field for graduation like

[54:01] we always do and the difference this year being that due to social distancing we probably will

[54:10] not have the board members set on the stage I have probably set you down on the field close to

[54:16] stage and we won't be, frankly, if I'm wrong, but we won't be doing any handshake in

[54:22] our hugging and all that.

[54:26] But board members, if you are still admin about wanting to

[54:30] go up there and hand one of the graduates there, diploma cover will just head up there,

[54:39] you know, about the time a little bit before that student gets there and will certainly let you do that.

[54:44] Mr. Darrell, what else would you like to share with us about graduation on Thursday?

[54:52] It's going to be hot.

[54:54] I'll tell you that.

[54:55] It's going to be hot on the turf, but now we are facing all the students out as far as we can.

[55:01] Both vertically, road and road, also horizontally, two to three feet across.

[55:07] Also, we're going to have additional seating available in the west parking lot,

[55:11] where we've encouraged family members if they like to go out there and set the lawn chair to give more space.

[55:16] They have that opportunity. So I'll be another addition of adding to it. So we'll have water there for practice for the kids

[55:22] We'll have water there at night. It's going to be a little more warm than it is in May as you all know, but

[55:28] We had a great turn on yesterday and I'm looking forward to a great Thursday as well

[55:31] So for the record we had talked some time back because the whole corona thing

[55:39] As if we did get to do an in-person graduation

[55:42] and where we're going to have to issue a limited number of tickets to each graduate to keep

[55:49] everybody socially distant.

[55:52] Well, now that the governor and the mayor have opened things back up, that is not necessary,

[55:59] so we are not issuing a limited number of tickets.

[56:01] It is open to the public.

[56:03] We'll have both sides, the home and the visitor side open, and as Mr. Darrow just said,

[56:07] we even are going to open up the west practice field on the other side of the scoreboard for

[56:13] people if they want to to bring their lawn chairs and watch the graduation ceremony from there. So

[56:18] we encourage families to sit together and then to the extent that they can distance a little

[56:24] little distance between them and the next family and kind of spread out on both sides of the field

[56:30] or on the west side.

[56:32] May I ask a question?

[56:36] Do you expect a pre-highest percentage of the students to be there?

[56:42] I'm open, so this fellow, I'm not going to lie.

[56:45] I'm open, so I was very encouraged by the turnout yesterday.

[56:49] May fate.

[56:49] That was a lot of students out there for a three o'clock middle June Sunday.

[56:55] But I anticipate, traditionally speaking, it's a very well-attended event.

[57:00] It's a lot of pride and a lot of family celebrate the success of these kids.

[57:06] So I'm anticipated to get turned out 400 and I think I believe 400 and six total students.

[57:12] So we're hoping to get all of them.

[57:13] That's good.

[57:14] Thank you.

[57:14] And then these students and parents put a lot of work into raising money for project graduation.

[57:21] And this senior class as we know didn't get to have a lot of their activities during the spring semester.

[57:30] So we have agreed that they will after graduation.

[57:35] They will be able to conduct their project graduation at the new gym at the high school.

[57:41] That's the new gym that they didn't get to enjoy while they were at high school.

[57:46] So this is our offer to them to get to enjoy that a little bit.

[57:50] So what are the hours on that 10?

[57:52] I believe it's from 10 to 1.

[57:54] 10 to 1.

[57:55] I hope it exists there and some pizza and some water and so we're looking forward to it.

[58:00] And so these seniors will get to enjoy that facility a little bit at least.

[58:06] And then you might have heard about a collective prom that not after that is not a school

[58:14] sponsored event that is sponsored by different organizations.

[58:18] So, um, just wanted to make sure everybody knew that's not a school's march to the band.

[58:23] All right, any questions for me or Dudley back graduation?

[58:26] I do have a question.

[58:27] This is small and light of all of the big things that you're having to think about,

[58:31] but there's this tradition, and that I'm sure you're aware of,

[58:34] where are the seniors give you a night?

[58:36] No, no, tell me.

[58:37] What?

[58:38] That never happened.

[58:40] Are they going to be able to do that?

[58:44] I never know what they're going to give me,

[58:46] so I don't know if that'll happen or not.

[58:48] But now that we're not shaking hands. I mean, I don't know. I'm sure they'll do something

[58:57] You'll have a box up there. Just in case. I'm gonna suggest a Velcro bib and they can throw something it will take to the Velcro

[59:05] All right, so I know it's been a hectic

[59:09] semester for the seniors and for

[59:12] Dudley and all of the folks at the high school, but I think they made the best of it, so

[59:17] appreciate all the plans you guys have put together and hopefully have a good day and good

[59:22] night on Thursday. Last item of my September 10 report is we are happy and pleased that

[59:29] Indian Public Schools have been named a 2020 certified family positive workplace by the

[59:35] Pots Family and I think I sent board members a copy of that press release and we certainly

[59:42] appreciate the positive family recognizing that we do try to do our best to be a positive

[59:49] family workplace for our employees and I think some of that is evidenced by the employee

[59:57] daycare that we implemented this year.

[1:00:00] And we're looking for a good positive second year of that as we move forward into that second year this fall as well.

[1:00:07] So congratulations to everybody for putting their best foot forward and getting that recognition for certified family positive workplace.

[1:00:16] Well, dessert.

[1:00:17] All right, Mr. Board President, truly now that is the end of my serve, tenor report.

[1:00:22] Are you sure?

[1:00:22] Yes.

[1:00:23] Our, which brings us to regular business, item four, we can take item four, A, one through, seven, I believe.

[1:00:34] Do I have a motion?

[1:00:36] Maybe a proof.

[1:00:37] Motion, my Tory.

[1:00:39] Second by Amanda, any discussion?

[1:00:41] I do.

[1:00:43] Mr. Jansen.

[1:00:45] Dr. Robinson, we just verify for all of us.

[1:00:49] The items A,

[1:00:50] Before we can you pull that mic?

[1:00:51] Yeah, I can't.

[1:00:53] I can't.

[1:00:54] Items a basically four or three seven.

[1:00:56] Those are all just renewals.

[1:00:58] Correct.

[1:00:59] For the year, not no major changes in there.

[1:01:02] There is nothing new on here.

[1:01:04] These are all businesses.

[1:01:06] Any associations.

[1:01:08] Any agreements that we have a currently in place.

[1:01:10] We're just renewing them.

[1:01:11] For the FY21 school year.

[1:01:12] Perfect.

[1:01:13] No additions.

[1:01:17] Anyone else?

[1:01:18] All those in favor?

[1:01:20] Hi.

[1:01:20] Any opposed?

[1:01:21] the motion carries. Item 4B discussion and possible action to approve the district's financial

[1:01:28] report from May 2020. Dr. Robinson.

[1:01:33] Well, the revenue is coming in pretty steady, but

[1:01:37] there is a little bit of concern that I want to talk about, and that has to do with gross

[1:01:43] production and state land earnings, which both of those are tied to the price of oil. At the current

[1:01:49] situation we're sitting at, we're looking at the possibility of almost $500,000 being under

[1:01:54] collected between those two. It's right around that number. That's where this, this current

[1:02:01] fiscal year. There is the possibility that the state rainy day funds the state could cut us a

[1:02:07] check at the very end of the month and all that gets made up. I really don't know how they're

[1:02:11] playing on using that rainy day fund to shore up the education budget. I will say that we did

[1:02:16] select 100% of our state aid, which we actually got a $3,900

[1:02:20] bump last week, given to us in our allocation notice.

[1:02:24] So that's the good news on that side of the bad news is

[1:02:26] that other part is not part of state aid.

[1:02:29] It's part of our county, a portion of it on that.

[1:02:31] So I just kind of want to give you guys the news on that.

[1:02:33] The next month we could be talking about a little bit different

[1:02:36] case than we kind of been talking going forward.

[1:02:39] But we will not be the only school district impact

[1:02:41] by that.

[1:02:42] When you have oil gazed at $54 a barrel and it goes down

[1:02:46] to actually went into the negative territory there for a day, but it's been sitting around

[1:02:49] $38 a barrel, you're going to have a revenue shortfall.

[1:02:54] There is still also a very remote possibility, I think, we are further removed from it,

[1:02:58] based on what I was given this week of a revenue failure.

[1:03:02] Hopefully, people will continue spending money in our economy and our state.

[1:03:07] Hopefully, the number of COVID cases remain at a steady pace that hospitals and the state

[1:03:13] can deal with and that there is not a revenue failure because there was an uptick in spending

[1:03:19] and revenue collections by the state in a month of May.

[1:03:21] And so that is all very good news for ending this fiscal year and going into next fiscal

[1:03:26] year on a positive note.

[1:03:28] So everything really from our financial side is looking good.

[1:03:31] We are currently expenditure-wise, we are under-encumbered based on my projections, which

[1:03:37] we knew that was going to happen with the shutdown of schools.

[1:03:40] And so, once we get all the bills in, that number could even fall even more closing at the fiscal year and about 15 days.

[1:03:47] So, I hate to give you the dim and the limit of the minus 500 because we're really truly the budget is overall in a really good place besides that number for those two funds.

[1:03:58] So, if there's any questions, I'll take them now.

[1:04:05] So, I'll just need a motion right.

[1:04:07] I'd like to go into approval.

[1:04:10] Motion by Willow Joe.

[1:04:12] Second by Frank.

[1:04:13] All is in favour?

[1:04:15] Aye.

[1:04:16] Any opposed?

[1:04:17] The motion carries.

[1:04:19] Item 4C, discussion and possible action to approve allowing Dr. Floyd's superintendent

[1:04:24] of unit public schools to approve the contract with Copy release prior to the July 24 meeting.

[1:04:31] As submitted through our competitive quotes based on the districts request for proposals.

[1:04:37] annual lease not to exceed 325,000 for a four-year lease agreement, Dr. Robinson.

[1:04:44] Our copiers have hit the end of their life. We've had our current copiers for five years.

[1:04:48] I think any teacher in the district will tell you they would rather take a hammer to it

[1:04:52] and push the start button to make another copy. So this is something we have to do.

[1:04:57] We have to provide copiers. Jeff has done a very good job.

[1:05:00] My opinion of going out, seeing where a current copiers are, talking with principles about working

[1:05:05] we do some copy reductions, what can we do to make copying more efficient?

[1:05:10] And so he's actually already started the quote process.

[1:05:13] But in order to make sure we have these copyers in place and ready to go for the start of school,

[1:05:17] it's necessary to give Dr. Floyd the ability to approve that lease agreement

[1:05:21] rather than wait for the July board meeting which could hold us up

[1:05:25] and actually push copyers going into September.

[1:05:28] And those of us that have done that before, that is not a good situation

[1:05:31] as a teacher or a building administrator to deal with new copiers after school has started

[1:05:36] starting with old machines that are about to fall apart.

[1:05:39] So, the other change to this is our current copiers.

[1:05:41] We did a three-year lease prior, and that three-year lease right now,

[1:05:45] and we went into a two-year maintenance agreement.

[1:05:48] Well, really, and truly, year four was really the last solid year

[1:05:53] of not having a lot of copier issues on the campuses.

[1:05:55] And so, this is kind of, we now own all of this copiers, by the way.

[1:05:59] This is a way for us to just kind of lease those, and at the end of that four-year period,

[1:06:04] we enter into a new lease, those copiers go back to the whoever we lease them from,

[1:06:08] and we are no longer the owners of any copy machines because I really hate for the data come

[1:06:12] when we have to take care of the 100 plus copiers that are not good to anyone

[1:06:16] and there just pieces of scrap plastic and metal out there.

[1:06:19] So this is really kind of the plan to go forward,

[1:06:22] and I think it's also the best financial option to take care of our copiers.

[1:06:27] It's just need a motion to approve.

[1:06:29] There's a push plan for the old covers.

[1:06:32] Right now we have put it in our proposal that whoever we get the lease with will take those off of our hands.

[1:06:37] So there is some cash value in those copiers.

[1:06:40] But there is potential that you, you could,

[1:06:43] copiers could become outdated very quickly.

[1:06:45] There could be a change of technology.

[1:06:47] That's right.

[1:06:49] And we do not want to have money.

[1:06:51] It's right now the plan is to have that whoever we do a lease with will take him from us.

[1:06:56] Do I have a motion no way proof look my story second by Amanda in the other discussion

[1:07:03] All of the favor any opposed the motion carries

[1:07:07] Item 4D discussion and possible action to approve contract with Trinity 3 technologies for district wide Chromebook edition

[1:07:15] For grades kindergarten through second grade at an annual cost of 200 and

[1:07:21] $16,500 for four years, Dr. Robinson.

[1:07:25] All right, these Chromebooks are going to replace our current iPads that we are using in kindergarten through.

[1:07:30] Second grade. This, the elementary folks and Jeff and IT have made this suggestion that if we have to go to distance learning and for other reasons, like classroom usage, just as we talked about earlier, that moving that age group to Chromebooks is our best option to be prepared for the unknown and to be preparing students for a better future.

[1:07:51] And so in doing this, this is basically going to roll this 216 in with our $390,000 Chromebook

[1:07:59] Packages that we did earlier in the year.

[1:08:01] And so the whole Chromebook package will expire in four years and will roll K through 12 at that

[1:08:09] point times.

[1:08:09] So this is at least that's going on top of our other Chromebook lease.

[1:08:14] So it's kind of just getting us all under one umbrella, one payment group that we have to make.

[1:08:20] question. So originally, my understanding, like we used iPads for those lower levels, because

[1:08:27] of usability, ease of usability for the kids. And I have definitely been in an elementary

[1:08:32] school classroom during computer lab time and helped with computer lab time. And it's scary

[1:08:37] with young kids. It's like the most fast-paced, mile a minute trying to solve problems for kids

[1:08:44] computers ever. The ability to use the devices, I mean, they are just learning how to use them.

[1:08:52] So, how does the administration planning to address teachers' needs for helping their kids learn

[1:08:59] how to use these devices when they're so vastly different and so much more complicated than iPads?

[1:09:05] I have to give that to Mr. Raider. Lots of practice. We have a couple. Actually, we had about three

[1:09:14] parents on our distance learning plan committee that are also teachers, a couple of

[1:09:20] actually had kindergarten students and one of those parents is actually the one

[1:09:24] that suggested that we just move to that platform because she said my kindergarten

[1:09:28] kid, once I showed him how to log in and everything like that, I mean it was fine.

[1:09:34] Obviously I've had more intuitive, I mean that I think the kids know how to use them,

[1:09:38] but it's one of those things that we're just going to have to build time into our day to teach

[1:09:44] to have our teachers teach the kids how to use them. And so while I do agree that the computer lab

[1:09:51] is chaotic for the first couple weeks when you go in with those younger children, it does get better.

[1:09:58] The cafeteria is chaotic, you know, for pretty cakey, it's the first three or four weeks and

[1:10:04] into the year, they're better. So I think it's something that we know that it, that

[1:10:11] educationally, it may be different for teachers, but I still think that in the environment

[1:10:18] that we're in with the possibility of having maybe some breaks in the educational system,

[1:10:24] we have to be able to provide those devices to our families and it makes the most financial

[1:10:32] sense and educational sense to have a platform that everybody is using.

[1:10:38] We gave one device out to families this year and we need to do better than that and I

[1:10:42] think Chromebook is our best option to do that.

[1:10:47] My follow up to that is just because you know for me it all comes back down to teacher

[1:10:55] So, making sure that this level is very supportive of teachers and it's very intuned to listening to the issues they're having while you're moving forward in this, along with encouraging principles to have a year.

[1:11:09] And which I know you guys do. That's my biggest fear is just I mean, there's so much beginning of the year for these teachers of young kids, making sure that they're not getting beaten down by the process.

[1:11:19] So, and we all understand that, and none of us want that, I hate to say it, but these are

[1:11:27] unprecedented times, and because that's all we hear right now, but it's such a fact that

[1:11:33] we're just going to have to kind of work our way through this.

[1:11:36] I mean, I'm going to lie to you, I've had a couple first-grade teachers kind of corner me and say,

[1:11:40] why are we doing this, and really when you look at the bigger picture, it's the smart thing to

[1:11:46] do right now, known for well that it's maybe not the easiest thing to do, but we're going

[1:11:52] to support our teachers in that and provide the training and the empathy and the grace

[1:11:57] when it doesn't go perfectly well. And so I think that's the key.

[1:12:02] And the other thing, I'm sorry, I'm kind of stuck on this, but this is a least correct.

[1:12:10] So, you know, time runs out, there's an immunization for COVID, miraculously it's fantastic, everybody gets immunized.

[1:12:17] We don't have to worry about this problem anymore.

[1:12:20] Are you guys open to going back to something more easy for those younger kids and for those teachers?

[1:12:25] We're always open to that and it's like, I actually told a couple of teachers and principals the other day,

[1:12:32] The district's going to provide this for every child so that we can say across the board that we have that.

[1:12:39] But we also know that every building has individual needs and there are other sources of funding where teachers and principals can make decisions on what they provide for those students.

[1:12:52] And so whether it's federal money through Title I or their building allocation or you know the PTA making that a focus.

[1:13:00] So there are more than just one ways to do that.

[1:13:05] And so I think there's going to have to be some creativity in that.

[1:13:10] And I don't think we're just going to shut the door completely on the use of iPads in the classroom.

[1:13:15] I think we're just going to have to be smart about it.

[1:13:18] And it may not be as convenient, but I also see the need that there may still be some iPads left in small groups.

[1:13:25] you know for small group instruction because we know they sometimes replace the the

[1:13:29] recorder that you all set around the you know and had the earphones plugged into

[1:13:33] one central hub so I think we're just gonna have to be smart about it and we're just

[1:13:37] gonna have to look at individual need and and teacher need and building need because

[1:13:41] that's the hardest part is we don't have identical buildings and so with that comes

[1:13:48] decisions we have to make and I think in this situation we're just trying to look at

[1:13:52] what's good for the whole district, and then we'll kind of narrow down what's best for the

[1:13:56] sites and individuals, and one more item on the plus side, I think, is that in doing

[1:14:03] this, it eliminates one transition that the kid starts on an iPad, any moves to Chromebook,

[1:14:12] he has to make that transition at some point in his elementary career, and so that eliminates.

[1:14:17] in our iPads are several years old and so those operating systems stop up dating and so and I don't

[1:14:23] know exactly when that was I have talked to Jeff about it. I'm sure he's told me 15 times but

[1:14:28] I just it hadn't stuck in my brain but at some point we're going to have to replace what we have anyway and

[1:14:33] sometimes financially this is the the right thing to do. There's also some software that doesn't work on the

[1:14:39] app that we use like we have had some issues with one of our RSA screeners not working well on an

[1:14:46] at where it works flawlessly on the Chromebook, so there were some other considerations taken

[1:14:52] as well. I can answer a couple of those questions. One, the iPads are not being purchased

[1:14:57] like we did with the other Chromebook lease.

[1:15:00] On the iPads are staying in the district, so there is opportunity for them to still be using the classroom, like Randy was talking about. The other thing is, is the iPads do run out of usability in four years. So in four years, we can actually be stuck with a bill and I hate to bring this back to how to finance. But the Chromebooks are about a third of the cost of replacing the iPads. So imagine me coming to you in four years and saying, I need to get $650,000 in today's money. I don't know what that look like.

[1:15:30] in four years to replace iPads and get in grades K through second grade.

[1:15:35] And we may not have the money to do it at that point in time.

[1:15:38] I couldn't answer that question if we would or not, but I think there's some financial

[1:15:42] reasons.

[1:15:42] I think there's some educational reasons, and the good news is that we can actually do some

[1:15:46] transitioning with the iPads still because we're not giving them to anybody in the process.

[1:15:51] And you guys do know I don't care about the financial things, right?

[1:15:54] It's right.

[1:15:55] I don't care if it's saving as money and it's worth, you have to go out of pay for it if you

[1:15:59] But when I was asking about a lease, it was really about the Chromebooks that we're buying

[1:16:03] for the younger kids, those were not purchasing, we're leasing those.

[1:16:07] We're releasing them.

[1:16:08] Just like what it for the upper grades.

[1:16:09] I'm done.

[1:16:10] Okay.

[1:16:11] I have a question for you.

[1:16:13] Going back to the draft learning plan for this coming near, and you talked about for pre-K through

[1:16:19] second using the C-Saw platform, which has, I had a kindergarten earlier this year who

[1:16:26] use that on the iPad and it was a great form. I realized there's a version probably for the

[1:16:32] Chromebook, but is it as seamless and user friendly? Is it going, I mean if we move in that

[1:16:38] direction, is it going to be, is it going to blend how we want it to? I will tell you that

[1:16:44] probably a student in your own child's class, parent is one that told me that the Chromebook would be

[1:16:56] on it and love that program as well.

[1:16:59] So I personally don't have experience with that,

[1:17:01] but we do look at that and we do talk to people about that.

[1:17:05] We talk to our reps.

[1:17:06] I mean, we make sure all of that is compatible.

[1:17:09] Nothing's as easy as a touch screen.

[1:17:11] I mean, that's the reality of things,

[1:17:15] but this individual parent who is also a well-respected teacher

[1:17:18] felt like it would be a great platform

[1:17:20] even for kindergarten children.

[1:17:22] Are you guys good enough?

[1:17:23] Thank you.

[1:17:25] anyone else. Just for the record I do care about finances in general. I don't

[1:17:31] want the community think there's a board member that's just like spending all

[1:17:34] the district's money. Okay. No. But yeah okay just you know when it comes down

[1:17:39] to classroom whether or not it's going to work for a child as much more important to

[1:17:42] me. That's all. I don't have a motion.

[1:17:44] Ms. Wait for you. Motion by Tory. Second by Frank. All those in favor? Hi.

[1:17:50] And he opposed, the motion carries,

[1:17:56] item 4E, discussed the discussion and possible action to approve

[1:18:01] 2020-2021, tentative agreement between the Education and Education Association and the Enid Board of Education, Dr. Floyd.

[1:18:11] All right. Actually, I asked Sam to hit the highlights. You got two items here. One is our EEA negotiations agreement, and then the one right after this is the support negotiation agreement.

[1:18:25] We have completed negotiations on both of these. Espo, the support, which is item 4F.

[1:18:32] that organization has already done their election and votes and approved it.

[1:18:42] We thought EIA would be able to complete their vote by now too, but they were not able

[1:18:50] to get that done.

[1:18:52] So I'll have Sam run through both the first EIA certified agreement and what is included

[1:19:01] in that. Okay, well to start off with the good news is is that we are, we did offer the full

[1:19:07] step, no change in the step, and to me that's a pretty generous offer with the unknown

[1:19:14] in front of us, and so that's the good news. The other good news is that there's some

[1:19:20] technical things have been put in there such as how this school business is put in, how

[1:19:25] different types of lever put in, and then notification of new hires to EEA as far as that goes.

[1:19:32] And then we are stopping the pace scale at your 40, however, any employee that goes to your 40,

[1:19:39] 41, 42, on up will receive the difference between year 39 and year 40.

[1:19:46] We're just not going to, as you guys know, in some of my finance reports, the print keeps getting smaller,

[1:19:50] the more data we add to it.

[1:19:52] So to keep that, that pay scale at a 40-year max, we are still going to continue giving

[1:19:57] step raises to those employees that go past year 40 with us, and it'll be the same

[1:20:01] increment from 30 to 40.

[1:20:03] So that's the, that's the highlight to the agreement.

[1:20:06] So given the unknown financial situation that we are faced with, we felt really good about

[1:20:12] being able to provide this step raise for the certified folks.

[1:20:16] That was obviously the biggest piece of that agreement.

[1:20:19] And so we were happy that we could provide that to our well-deserving teachers and certified folks.

[1:20:29] So what we would like to do since EIA has not yet voted to approve that we would recommend approval by the board tonight and then upon EIA's approval, it will be a done deal.

[1:20:42] So, recommend approval.

[1:20:44] Motion by Amanda.

[1:20:47] Second by Frank.

[1:20:48] any other discussion? Just for the record as a board court, that's board approval up on approval

[1:20:56] of EA of the contract. Should they not approve of this then we come back in July to do this again.

[1:21:02] Yeah and we don't have an indication they came to the table and good faith and are recommending

[1:21:08] approval to their folks. So we have no indication that they want to approve it but that's good.

[1:21:14] It's technical, a little point.

[1:21:16] It's a little bit more clarify then.

[1:21:19] Good.

[1:21:20] It's always a favor.

[1:21:21] Hi.

[1:21:22] Hi.

[1:21:22] Any opposed?

[1:21:23] Motion carries?

[1:21:25] Discussion.

[1:21:26] 4F.

[1:21:27] Item 4.

[1:21:27] I've skied me.

[1:21:28] Discussion.

[1:21:28] The possible action to approve the 2021 Support personnel, tentative agreement between the

[1:21:34] Enid, Education, Support personnel, Vocal Homa, and the Enid Board of Education.

[1:21:40] So this group has voted and approved last time to hit the highlight of the support group.

[1:21:46] Okay, once again with support, every support person will be given their step-in-crease as determined by their pay skill.

[1:21:53] There are a couple of changes we are pulling campus police officers and our license maintenance people actually out of that agreement

[1:22:00] because they have been deemed to have a district wide responsibility

[1:22:05] And some changes are going to be made in regards to their, to how they're paid for their licensing that we have for them and also some retirement benefits.

[1:22:14] The other portion of that is, we are also stopping their pay scale at year 40.

[1:22:20] However, year 41, 42, just like in the EA agreement, they'll get the difference between 39 and 40.

[1:22:26] There is, there is some question that has been given about.

[1:22:30] We want to support person, move from one support position to a next within the district, are they given those full years of experience, and that's clarified in this year's language that, if you've been in the district, say, cafeteria, server for 30 years, and you move into a teacher's aid position, you get to take those 30 years of experience with you into that new position.

[1:22:51] So those are kind of the big the big changes I did felt a mention isn't a previous one

[1:22:56] but it is an SBO agreement as well that both those organizations but the SBO NEA had now

[1:23:01] being contractually invited to attend the superintendent's communication teams meetings as part part

[1:23:07] of extending communication to both those organizations throughout the year so not that they were

[1:23:11] never not invited and this just really formalizes that they are welcome and invited to attend.

[1:23:19] Motion by Willow Joe do I have a second second by Tory any other discussion?

[1:23:25] All of us in favor. Hi, all of us posed

[1:23:29] Motion carry I didn't Sam Sesto has already approved that and now the board is approved at that one's a done deal for sure

[1:23:36] I don't five any new business

[1:23:39] Oh sir,

[1:23:43] I am six

[1:23:45] Colonel Smith do you have any comments tonight? No comments this evening. Thank you for comments

[1:23:50] All

[1:23:54] right, item seven, next regular business meeting, Monday, July 20th, at 6th here in the administrative building.

[1:24:03] Item eight, discuss the discussion and the possible action to approve a proposed executive executive executive executive executive session to discuss hiring a steam coordinator for EPS,

[1:24:16] President,

[1:24:19] Oklahoma State statute, 25, Section 307, employment of those individuals, or positions listed on the attached exhibit A, and the purchase of our appraisal of real property.

[1:24:37] Do I have a motion?

[1:24:38] movedly approved. Motion by Tory. Second by Frank. All those in favor? Aye. All is posed.

[1:24:49] Motion carries.

Enid Board Meeting 6-15-2020

Transcript