[1:03] one in welcome to the special planning and priorities committee

[1:08] meeting for may seventh twenty twenty wanted to try a

[1:10] district school board I'd like to call the meeting to

[1:12] order and ag ... service oriented knowledge and with knowledge

[1:17] that we are hosted on the land on the lands

[1:19] of the Mississaugas of the Anniston Ave the holding a

[1:23] Sony confederacy and when that we also recognize the enduring

[1:27] presence of all First Nations may eighteenth and injuring two

[1:30] people regrets

[1:33] item two on our agenda today is declarations of possible

[1:37] conflict of interest ... I don't know if there were

[1:39] any before I don't suspect there are but if there

[1:42] are keys to clear them

[1:46] okay not seeing any or hearing any art will move

[1:49] on to item three witches delegations we don't have any

[1:52] delegations for today and I don't support is the ...

[1:57] important item that we have today September guidance and funding

[2:02] announcements from the ministry our

[2:06] is he says well no these are the information was

[2:09] released earlier this week so I won't waste any more

[2:13] time in the world interested in finding out what's going

[2:15] to happen and I'll pass it over to our

[2:18] 2 director software

[2:28] thank you so much Jerry Brown ... through the chair

[2:31] staff is pleased ... and I'm very proud of the

[2:35] work that's been put in since Tuesday ... in order

[2:39] to bring you know this information as accurately as possible

[2:42] status been engaged in meetings with the ministry and with

[2:46] each other for the last three days in order to

[2:48] bring me was detailed information as possible bearing in mind

[2:53] further details will be comes forth in the upcoming weeks

[2:57] on the agenda that you see before you I covers

[3:01] the memos that were put out in order to address

[3:03] each of these areas and staff is pleased to be

[3:06] able to give a high level directions and highlights we

[3:11] will be continuing to offer remote learning options consistent with

[3:16] our requirements for remote learning school boards have been asked

[3:20] to delay the deadline for parents to indicate their interest

[3:23] until June first at the earliest and so we've made

[3:26] provisions to give parents up until June first students will

[3:31] continue to be supplied with devices to access remote learning

[3:34] in order for us to address equity and local school

[3:38] boards and public health guidance is to be followed it

[3:41] should also be noted that Todd T. S. B. is

[3:43] in conversation with T. P. H. trump public health board

[3:47] are regarding vaccinations for children since the recent time release

[3:52] of information and while we don't have further details at

[3:55] this time we are expecting to be provided with further

[3:58] details in the upcoming week or two according to journal

[4:02] public health

[4:04] I ask assistant director anis to take you through elementary

[4:08] in person

[4:14] thank you director Faulkner so the ministry of education has

[4:18] given us the opportunity for courting off classes to continue

[4:22] we're gonna have specialized teachers such as French our teachers

[4:26] will be allowed to support multiple classrooms to provide educational

[4:31] programming to students

[4:33] students will also maybe pulled into smaller groups for support

[4:37] and all programs based on the local health advice so

[4:40] this is something we will have to pay close attention

[4:43] to listening to what the PH is advising us

[4:49] next one

[4:53] a good afternoon everybody in the secondary panel we've received

[4:57] guidance that courting of students has to continue to limit

[5:01] the number of student to student interactions we will need

[5:05] to limit to two classes at a time or per

[5:08] day when possible and are planning will needs to still

[5:11] account for possibly having to fully remote I should circumstances

[5:16] require that associate director and this will continue

[5:27] sorry off me to be good we're happy to have

[5:31] an equity focus we have a six point four five

[5:34] million dollars that is being issued province wide to support

[5:38] equity initiative and the TDSB our portion of that allocation

[5:42] is yet to be confirmed are there is a commitment

[5:45] to support equity initiatives focused on black indigenous racialized students

[5:50] and underserved communities which supports our mandate within the multi

[5:54] year strategic plan there's a continued focus on ensuring equitable

[5:57] distribution of staff and financial resources to support our most

[6:01] marginalized learners and communities

[6:04] we're also going to continue engagement with indigenous education partners

[6:09] to improve access to equitable culturally appropriate and culturally safe

[6:13] education for all indigenous students

[6:19] at this time we do not receive specifics around health

[6:22] and safety but we've been advised that guidance will be

[6:25] released during the summer on areas including masking coal hoarding

[6:29] for clubs and extra curricular is daily health screening screening

[6:33] and a timeline for returning to full classes in the

[6:36] secondary panel where all students can attend at the same

[6:39] time

[6:42] thank you Andrew I'll take you through the GS seven

[6:45] Stafford components that were denounced in the twenty one twenty

[6:48] two as you can see on the list I'll go

[6:50] through each of those grants doubled in detail and I

[6:53] just like three by trustees that I may twelfth at

[6:55] back we'll be going through the full analysis of the

[6:59] grants with you today you will be away talking to

[7:01] those that relate to cope with nineteen credit debit funding

[7:04] other our other grants such as the mass strategy that

[7:07] will will discuss that aspect as well as our intention

[7:10] of affect as we work through the weekend is to

[7:13] give you our of projected financial position based on the

[7:16] grants that were announced today next slide please

[7:20] ... so the first thing that we were fortunately the

[7:23] ... grants that were announced over the week where around

[7:27] the steep grass I go talk to there are only

[7:29] half of the retreat budget for as school boards we've

[7:32] formed in the fall of the balance of the allocations

[7:36] are based on the status of the pandemic as well

[7:38] as public health advice and the the role of the

[7:41] vaccines so the first record we're told about our funding

[7:45] was around staffing and our total allocation for the year

[7:49] is thirty one point five million however we're only to

[7:52] budget plan for fifteen point seven five million of that

[7:56] and this funding is to support the areas of teaching

[7:58] and classroom supports here taking in school administration particularly the

[8:03] virtual school

[8:05] straight should

[8:06] the next grand again the clocks fall the same classification

[8:09] is school operations scrubbing additional funding and for DSP that's

[8:13] three point seven to William and the budget for the

[8:17] first half of the year would be for one point

[8:18] eight six and this will be the cover increase utility

[8:21] costs for bring the ventilation systems longer as well street

[8:25] more rapid changes of filters

[8:28] next slide please

[8:31] in transportation similarly the funding is three point nine five

[8:35] million of which a half years one point nine eight

[8:38] billion and this is the support behance cleaning PP and

[8:42] staff costs whether it be for overtime for drivers or

[8:45] additional drivers because we've added routes

[8:48] in this area special education our funding in announcement for

[8:52] us was one point zero nine billion and for half

[8:55] a year that's the five hundred fifty thousand this is

[8:58] support divisional staff learning resources of professional help in the

[9:01] area special education

[9:03] in mental health and well being we do have a

[9:06] kid up one point two three million or spot six

[9:09] hundred and twenty thousand for the first part of the

[9:11] year S. support distal staffing training and resources in that

[9:14] area if I have my sights the following grants are

[9:18] gonna vals del have been announced to be used for

[9:20] the whole year to be budgeted for the full year

[9:23] so the first one is rather eat read gauge rose

[9:26] stills and reading assessment supports the funding for the full

[9:29] year is two point two one billion and this is

[9:32] the support the customization of learning plans including Ste first

[9:36] black students indigenous special education and socially or economically challenged

[9:41] and those of her be disproportionately impacted by the pandemic

[9:46] in the end technology they've amassed a increase of one

[9:50] point seven billion and this is a permanent increase the

[9:53] GSM even after the pandemic yeah so that's the only

[9:56] one that we've been asked to be a permanent change

[9:58] and this is the support replacement and purchase the devices

[10:01] for our students

[10:03] that we were supposed to have been rolled out to

[10:05] the

[10:07] in ESL newcomer supplement TSB is gonna get twenty five

[10:10] million dollars the attention of this funding is to maintain

[10:14] the support levels that were for ESL students in the

[10:17] nineteen twenty school year and as a result of declining

[10:21] enrollments of new covers ... they are giving this funding

[10:25] to the school boards to support that

[10:28] what are the changes that I'd like to bring to

[10:30] your attention with the grants for student means Israel secondary

[10:33] teacher staffing

[10:35] and because the rollout of online learning and as you

[10:38] are aware that these are the Mister direction students that

[10:41] were in grade nine and twenty twenty one are required

[10:44] to ... to credits online by the let friends graduation

[10:48] requirements as a result the ministry's upping the funding model

[10:51] starting next year and beginning with next year they will

[10:55] be assuming eight percent of the secondary students we take

[10:58] online courses and this percentage will increase to sixty percent

[11:02] and twenty two twenty three and twenty six percent in

[11:05] twenty three twenty four

[11:07] the impact of the change of the eight percent of

[11:09] state secondary students are being assumed by the ministry of

[11:12] education for online learning will result in an impact of

[11:15] approximately two point nine million reduction in our secondary teacher

[11:19] staffing or possibly twenty six teachers for twenty two

[11:23] at twenty one twenty zero I should say ... password

[11:25] add to Gary's Sir sure some information around the pandemic

[11:28] with you

[11:30] next slide please

[11:32] we're sharing two maps that provide a current snapshot of

[11:35] where we stand with Kohli cases this first map shows

[11:39] counts of cases by neighborhoods the dark blue shaded areas

[11:45] are the neighborhoods that are reporting the most coli cases

[11:49] we have dark blue areas within the standard Scarborough the

[11:53] western part of North York in the northern part of

[11:56] the topical this data comes from the city of Toronto's

[11:59] website next slide please

[12:01] this map shows covert cases by school and these are

[12:06] cumulative cases accounted from November to April of twenty three

[12:11] the larger the dot the more the cases that have

[12:14] occurred at the school and as you can see from

[12:16] the distribution of the dots ... all parts of the

[12:20] city are impacted by the covert cases this data comes

[12:25] from our own coveted five trees website I'm passing it

[12:28] over to Curtis now thank you

[12:31] the one of the major concern that most of us

[12:34] have or all of us for that matter is really

[12:37] mental health well being and re engagement and so the

[12:40] mental health support funding is similar to the twenty twenty

[12:43] one at one point two million and then twenty twenty

[12:46] one we received up point eight three million related to

[12:49] reading intervention no funding was provided for re engagement during

[12:53] this particular school year but for the twenty one twenty

[12:56] two school year we're projected to receive two point two

[12:59] million for both re engagement and reading assessment support

[13:03] we will spend time to develop and strengthen relationships and

[13:07] connections and communities are we'll take a whole school approach

[13:11] to student engagement through activities we will outreach to students

[13:14] and families targeting those who have had limited participation this

[13:18] year and we will engage our professional support services staff

[13:22] to support mental health wellness offer the twenty one twenty

[13:26] two school year next line

[13:29] we also need to continue to focus on understanding the

[13:33] well being and mental health of our students through their

[13:37] mental health literacy

[13:39] we're gonna ease them into the school routines create flexibility

[13:43] with time to support students in practice and skills to

[13:46] manage your emotions utilize our PSS staff to strengthen their

[13:51] mental health literacy throughout the year we're also going to

[13:54] learn about young people's our younger students emotions and their

[13:57] feelings about being back in school their fears and their

[14:00] apprehensions we're gonna take an asset based based approach in

[14:04] providing ... supports to students we're going to support and

[14:08] encourage mindfulness activities as we anticipate students may feel fatigued

[14:13] and worried about schooling

[14:15] next line

[14:17] ... through teaching and learning we're going to reestablish routines

[14:20] and class structures we're going to encourage patients and ...

[14:24] reiterate routines and expectations often are we going to provide

[14:28] and reassure students and caregivers off any concerns they might

[14:31] have with learning gaps and with schooling we're gonna partner

[14:35] with some support staff and community we're going to collaborate

[14:39] with our professional support services staff and community partners to

[14:43] continue providing well being supports in classroom and in our

[14:46] school communities

[14:52] looking at our learning recovery and renewal the early development

[14:56] inst instrument E. D. I. in twenty twenty one twenty

[15:01] two E. D. I. implementation will resume

[15:05] R. E. D. I. of course is a short questionnaire

[15:08] which is completed by kindergarten teachers across Canada and internationally

[15:12] which measures our children's ability to be age appropriate developmental

[15:16] expectations the E. R. has been collected across the province

[15:20] in in three year cycles in the previous school year

[15:23] ET I was postponed

[15:25] and then the twenty one twenty two school year the

[15:28] E. D. I. will be implemented in the winter of

[15:31] twenty twenty two in all our kindergarten classes across the

[15:34] province

[15:37] I thank you continuing with learning recovery and renewal in

[15:41] the next school year regular EQAO assessments will resume with

[15:45] the following adaptations are great three and six students attending

[15:49] in person learning will participate in an online EQAO math

[15:53] reading and writing assessment our grade nine math students attending

[15:56] learning in person will write the grade nine math assessment

[15:59] and as was the case prior to the pandemic that

[16:02] assessment may be counted for up to ten percent of

[16:04] the students mark next slide

[16:07] in terms of the literacies test students who are graduating

[16:11] in the twenty one twenty two school year will be

[16:13] exempted from this as a graduation requirement the literacy test

[16:17] that was the case this year the literacy graduation requirement

[16:20] will be restored it for students graduating in twenty twenty

[16:23] to twenty twenty three students in grades ten and eleven

[16:28] ... including those who are learning virtually you will be

[16:30] required to work towards this literacy graduation requirement and E.

[16:34] Q. L. would be eight ... planning for two administrations

[16:38] of the literacy test one in the fall and one

[16:40] next spring next slide

[16:43] in terms of the online graduation requirements associate director Snyder

[16:48] already talked about the introduction of this is that a

[16:50] requirement for graduation we are under the understanding that further

[16:56] information will be provided regarding ... the opt out process

[17:00] that is part of that requirement which was always going

[17:02] to be part of it as well as information about

[17:05] how virtual learning during the pandemic may be counted towards

[17:09] the online learning graduation requirement more information to come on

[17:12] that

[17:14] next slide

[17:15] in terms of the community involvement graduation requirements for students

[17:19] who are graduating in twenty one twenty two the required

[17:22] number of community ours will be a minimum of twenty

[17:25] instead of forty this is consistent with changes that were

[17:28] made for this year's graduating students at the community graduation

[17:32] requirement of forty hours will be restored in the twenty

[17:34] twenty to twenty three school year and there's been flexibility

[17:38] given to the types of activities that qualify for meeting

[17:42] this requirement given the pandemic next slide

[17:46] in terms of assessment evaluation and reporting are growing success

[17:50] for secondary school courses requires that thirty percent of the

[17:55] final grade in these courses is based on a final

[17:57] evaluation for next school year as was the case this

[18:01] school year we will have flexibility to to determine how

[18:04] the final evaluation will be weighted and how it will

[18:07] be run and as was the case this year lots

[18:10] of different opportunities rather than examinations are some additives will

[18:14] be allowed under that policy

[18:17] next slide just wanna talk a little bit about ...

[18:20] finding that we're receiving for numeracy assessment support the mass

[18:24] strategy funding for the next school year has been released

[18:27] to support student performance in mathematics and we will be

[18:31] providing support to educators in implementing the new grade one

[18:34] to eight math curriculum and begin our continue our work

[18:38] in our board around the great ninety streamed math course

[18:41] that's been now introduced through the ministry our plans will

[18:44] support curriculum implementation training and coaching as well as educator

[18:49] professional learning professional activity days next year will include mathematics

[18:54] and numeracy as as topics for those days next slide

[19:00] in terms of support for students with special education needs

[19:03] are just too high level comments for this evening as

[19:08] there is continued funding for our after school skill development

[19:12] programs and that funding on top of for staffing can

[19:17] be used for purchase of resources are evidence based programs

[19:20] or interventions to support learning for students with special education

[19:24] needs and we may also use that funding for summer

[19:26] twenty twenty one program makes there is also funding available

[19:30] in twenty one twenty two to support school boards in

[19:34] assisting students with special education learning needs in terms of

[19:37] additional staffing resources learning resources including assistive technology interventions that

[19:43] can be used to address with learning gaps or professional

[19:46] assessments based on local needs next slide

[19:50] and then in terms of supports for students and yes

[19:53] L. E. L. D. programs associate director Snyder already talked

[19:57] about the continuation of funding for staffing despite the decline

[20:02] in population and we will also be looking at summer

[20:06] programming to support English language learners in terms of tutoring

[20:10] programs a clear focus on supporting engagement well being literacy

[20:15] and numeracy development I'll turn it over to assistant superintendent

[20:19] Ian Allison

[20:21] thank you Andrew ... and in terms of our next

[20:25] steps we're going to be looking to engage parents in

[20:28] the use of the selection form for in person and

[20:31] virtual earning for the twenty twenty one twenty twenty two

[20:33] school year and ... there's a series of steps in

[20:36] terms of planning that's been under way just to sort

[20:38] of get ready to that stage and in our elementary

[20:41] plan three particular sets of dates that we have out

[20:44] there in this past February and March we've engaged in

[20:48] the transfer of grade students for virtual school to their

[20:50] secondary school in the pre registration window so that's the

[20:54] school that they should be going to for next year

[20:57] we have also engaged in the may search information third

[21:01] to seventh which is this week we have re engaged

[21:04] a hundred and three classes connecting them back to their

[21:07] in person school so these are students that are in

[21:09] the cater for division and the students need these classes

[21:13] or students that all our students from the same school

[21:16] and so we're re engaging them with their local home

[21:19] school as a natural transition point where all students in

[21:22] the class are at the local home school reconnecting them

[21:25] with the principle of the home school so they can

[21:27] engage in activities in transition through the rest of this

[21:31] school year

[21:32] and in may and early June

[21:36] we're gonna be engaging in the process of transitioning students

[21:39] back to bricks and mortars four this is all the

[21:42] virtual school students they they will continue obviously to work

[21:46] in the advert in the virtual environment at this point

[21:49] but in terms of preparation for September we're going to

[21:52] be set up communications to the local schools and lists

[21:55] of students in elementary virtual school from kindergarten right through

[21:58] to grade eight have gone back to the local school

[22:01] principals for them to just verify the information that that's

[22:05] happening in the next week for them to verify information

[22:08] in terms of the students going coming back to their

[22:11] school and the appropriate places they'll be going to and

[22:14] then gathering that information and using that information to actually

[22:17] engage in the transfer process which will be that trillium

[22:20] transfer back to the appropriate receiving school for September

[22:25] one of the other things that we're trying to do

[22:26] as well to support our our our principles and bricks

[22:29] mortar is ... to identify students who have never been

[22:32] in school in person or who may have only attended

[22:36] for a limited number of days during the twenty twenty

[22:38] one school year before transferring to virtual school from the

[22:41] receiving schools so these would be students mostly core JK

[22:44] and escape but there may be some students in other

[22:47] grades that are coming from other other boards or other

[22:50] provinces that have not been in bricks and mortar school

[22:53] for greater than fifteen days or at all this year

[22:55] and we're not registered in our schools last year in

[22:58] June

[23:00] in terms of our secondary plan

[23:03] ... it during February March we've transferred all the students

[23:06] for virtual school to local school for September twenty twenty

[23:09] one including course selection so that they're in the registration

[23:12] window to go forward for next year

[23:15] and in terms of what the year structure and secondary

[23:18] will look like the current plan is that we will

[23:20] have a quad one quad to quad three quad for

[23:23] plant and the other possibility is if there is a

[23:28] if the pandemic circumstances improve we may end up with

[23:31] a quad one quad two semester approach but for this

[23:34] point in time based on limited information we have at

[23:37] this point it will be quite long what's your what's

[23:40] required for expired please

[23:44] and so what we're giving here is just the actual

[23:47] selection form for in person virtual learning and what the

[23:49] time lines will look like in terms of our communication

[23:53] so may seventeenth we're gonna communicate to parents and guardians

[23:55] and caregivers that a selection form is coming supported by

[23:59] translations

[24:01] may twenty fifth the selling the selection form will then

[24:04] be sent out with the notion that on June first

[24:07] the actual selection form close by midnight June first that's

[24:10] our timeline for this Diana will be speaking to the

[24:14] actual selection form and the information that goes with it

[24:18] thank you system superintendent Alison so our selection form and

[24:22] that will be going into family shortly will ask parents

[24:26] for work and guardians for their plans for the fall

[24:29] whether or not they're choosing virtual learning or in person

[24:32] learning that will be offered through their home school and

[24:36] or through a group of schools we are asking that

[24:39] ... it is a commitment for next year next slide

[24:43] please

[24:46] there will be one opportunity to request to switch between

[24:49] in person learning in virtual learning for elementary students this

[24:53] which will take place for the term two in February

[24:56] twenty twenty two along with secondary students for us which

[25:00] will be available to them for quite three also in

[25:02] February twenty twenty two as part of the as election

[25:06] form we are reminding parents that movement of students between

[25:10] in person and virtual learning can create disruption for students

[25:16] that have chosen to make a move but also for

[25:18] all students in the classroom recognizing that

[25:22] it may actually mean a change of teacher and your

[25:25] classmates depending on the situation we're asking parents to fellow

[25:30] parents guardians to fill out one form per child and

[25:33] to let them know also that if their form is

[25:35] not received by the June first deadline there will be

[25:38] a spot for each of their children in person learning

[25:41] at their home school next slide please

[25:46] the selection form will have a series of questions including

[25:49] their decision a parent guardian decision as well as contact

[25:53] information student information as you can see on the screen

[25:57] and also parents and guardians will indicate if there is

[26:00] a need for a device

[26:02] I'm not going to turn it over to

[26:05] you're saying

[26:09] consecutive ... taking us through the slides good evening trustees

[26:13] we are canceling a planned to retrieve the lone doctor

[26:17] vices ... or since the March last year we actually

[26:21] loaned out seventy five thousand plus devices centrally and this

[26:25] number does not include what schools have shipped locally also

[26:29] part of the plan is that we need you to

[26:31] bring these devices back and get to our school system

[26:35] ready for twenty one twenty two school year and ...

[26:38] the needs we have for the programming at the school

[26:42] level local

[26:44] ... distribution models can be established later on to support

[26:47] the needs in the fall if we decide if the

[26:50] board decides thought

[26:52] we would like to keep that hold onto these devices

[26:55] I just wanted to share the number that we put

[26:58] together that will cost off these Chromebooks and iPads we

[27:02] shipped is close to twenty seven point five million dollars

[27:05] requested centrally do you support the support learning models

[27:09] the students who are going to be attending summer school

[27:11] they will keep their devices and we will be very

[27:15] fine dot true over it back and you read system

[27:18] to to make sure which students are enrolled at their

[27:21] devices will continue to work during the summer months

[27:26] the next piece is that these that we're expecting that

[27:29] all these devices will be returned by first week of

[27:32] July and then the process starts to bring them into

[27:35] a central location we will clean them to technical inspection

[27:39] off these devices perform necessary repairs and if there is

[27:43] any data sitting on these devices or for example a

[27:47] it could might have decided to take pictures at home

[27:50] over there I Pat wanted to make sure all those

[27:53] things are wiped off their clean and then they will

[27:56] be ready to be distributed to the school and send

[27:59] it back to the schools we originally borrowed these devices

[28:02] from this work will be done over the summer months

[28:05] by IT staff and we will be also tapping into

[28:08] focus on youth program and we will be hiring students

[28:11] as part of that program

[28:14] next slide please ... device return dates are at a

[28:17] very high level we will start accepting returns of these

[28:21] devices in the middle of June that does not mean

[28:24] that everyone needs to just drop them off by then

[28:27] we hope the students will hold onto these devices until

[28:30] they need them to wrap up their school year the

[28:33] summer school kids can return their devices in the tail

[28:37] end of August twenty third when the staff will be

[28:40] back in the schools and if there's any outstanding lingering

[28:44] pieces will continue to accept those in early September

[28:49] and all these devices which will be coming to central

[28:52] cleaned up data wiped they will be ready to go

[28:55] back to the schools beginning August thirtieth and our intent

[28:59] is to wrap up the returns at the school level

[29:02] when the administrative staff is at the school in elementary

[29:05] panel it's still July second and after a second the

[29:09] panel they will be there till July the ninth we

[29:12] will be communicating all these pieces of information that starting

[29:16] next week first communicating with principal vice principal and always

[29:20] informing them this is our plan and this is a

[29:23] message that's going to be going out to the page

[29:25] soon too and ... we will send ... star to

[29:28] send a bi weekly messages to the system and also

[29:32] to the pains to remind those these are the dates

[29:34] when there should be actually dropping these devices off at

[29:38] any of our schools nearby schools they don't have to

[29:41] go to the home schools they can just go by

[29:43] the nearby TDSB school and we will just ... bring

[29:48] them back to central location to trigger the next stops

[29:51] thank you

[29:55] thank you so much team my goodness that was a

[29:59] lot of hours okay information and analysis that looked deceptively

[30:05] simple actually are we wanted to give trustees an opportunity

[30:09] to ask as many questions as they needed to to

[30:12] get a fuller understanding and that's where our focus is

[30:16] on the question here yet but I do want to

[30:18] say from the very beginning we're really pleased that the

[30:22] advocacy from our communities from staff from partners and very

[30:29] importantly for you trustees that funding was required to knowledge

[30:35] that depth and gravity of the impact of this pandemic

[30:39] on our city was successful that's a lot of what

[30:45] we asked for was provided in the funding we would

[30:49] require deeper analysis you know with his analysis to know

[30:52] if it's all there but there is much acknowledgement directors

[30:57] are agreed as to the impact of the pandemic and

[31:01] this is why you see some of the funding in

[31:03] half year pieces so we will not know what for

[31:07] the breadth of the year but we certainly know that

[31:09] until ... the January mark there's been an acknowledgment that

[31:14] boards should not be expected to disproportionately older sponsor ability

[31:20] for what is affecting our community so deeply so with

[31:23] that we remind you that aspect on may twelfth is

[31:26] when we will have the ability to speak on this

[31:29] in more detail ... aspects with regards to funding and

[31:34] then of course it would be a approved at regular

[31:37] board on may twenty six and with that Jerry Brown

[31:41] we turn it back over to you ... you had

[31:44] to ask questions okay well thank you very much for

[31:48] the presentation it was a lot of information to absorb

[31:51] ... but that's okay

[31:53] well to do some questions now have nine people on

[31:55] the list so we'll start with Chesterfield to go ahead

[31:59] thank you very much chair brown three use his staff

[32:02] I have several questions ... and would like to make

[32:05] a couple comments first of all thank you for all

[32:07] this work I mean you haven't had this information very

[32:09] long and I'm sure there were many questions and discussions

[32:13] when I look at the description of the elementary and

[32:15] secondary basically it sounds like it's the same as we

[32:17] were doing this year some people get to go to

[32:19] virtual some people or a person we're doing quite masters

[32:22] we're going to cope part so there is no significant

[32:25] change

[32:27] basically from what next this year except as I understand

[32:30] we will no longer have a virtual school everybody is

[32:34] attached to their home school is that correct

[32:37] here is the intent is not to have virtual school

[32:40] we are staffing only the local schools however we are

[32:44] cognisant that in order to assure families and students because

[32:50] in some cases students will be filling out the questionnaire

[32:53] form does the selection for those who are old enough

[32:57] we need to assure them of course choices of courses

[33:00] even when they're opting for remote learning so the virtual

[33:04] school will be staffed based on choices of schools that

[33:08] choices of course is that schools will not be able

[33:10] to staff about significant impact to the locals so you're

[33:15] talking about secondary correct okay thank you ... with the

[33:21] decision ... could I just comment that on page twenty

[33:24] nine where you have the selection I think I I

[33:27] I'm assuming this is kind of the draft wording of

[33:29] what is going out to parents is that correct through

[33:32] the jury yes my suggestion to you would be to

[33:35] be much clearer that the virtual school as it looked

[33:38] this year will not exist

[33:41] because when I read this I'm a parent I don't

[33:43] think I'll just do the same virtual school like it

[33:46] this year

[33:47] so even though you said it will be offered through

[33:49] home school I think you just need to be clear

[33:51] that the way it exists now is is not what

[33:55] we're doing next year because I don't think that's clear

[33:57] from here

[33:59] ... and the other thing is last year we we

[34:01] put down some fixed dates and then we caved forty

[34:05] seven thousand times and we made our lives way more

[34:08] miserable that we probably made some families happier ...

[34:13] I think that if we are not planning to K.

[34:16] then we need to be much more clear that this

[34:18] is the choice you have made a decision and we

[34:20] are not doing it on September the night

[34:24] because that I know cost many many problems for staff

[34:28] and for students frankly I and we need to be

[34:30] much more clear I think and definitive that this is

[34:33] your moment and we aren't having another moment

[34:37] ... because I think that that is not fair to

[34:40] students and that's not fair to stop and it's not

[34:42] fair to those people who make a decision and now

[34:45] in two minutes and those who decide on the twenty

[34:47] ninth of August that they'd like to do something else

[34:50] so I understand the pandemic ... for some changes last

[34:55] year but I think that if we want this to

[34:57] work we have to be a little bit more

[35:01] serious about the deadline

[35:03] so I would just add that for a comment

[35:09] the other thing ... I love that the focus on

[35:12] you the students were focused on you will be helping

[35:14] with I. T. so Mr saying I think that is

[35:16] fantastic and and a great opportunity here ... good use

[35:20] of people still I'm so I do love that ...

[35:24] my question is so that the computers come back to

[35:27] the schools are going to be cleaned up and sent

[35:30] back to the schools the schools will then distribute out

[35:32] to re distribute out to eat at the plant

[35:37] that is correct

[35:39] actually set here but ... so you may want to

[35:42] articulate got a little clear that the distribution will then

[35:45] be done by the local sixty once you've handed it

[35:47] in doesn't mean you'll never get it back or get

[35:50] one back so I don't I don't think that's not

[35:52] clear right now so you may want to elaborate on

[35:55] that a little bit so that would be one of

[35:57] my other comments ...

[36:00] but overall thank you very much I think this is

[36:02] fantastic I think it will raise lots of questions but

[36:05] I cannot stress enough that once we make this decision

[36:07] and ask her to make this decision we need to

[36:09] commit to that because I don't think that was ...

[36:13] I understand why we had to do it in the

[36:15] end because of the change the pandemic but I can

[36:17] I am concerned with that added so much more stress

[36:20] to the system and confusion both the teachers are to

[36:24] our staff your art that staff who are on the

[36:27] phone right on the call right now

[36:30] students so I would just add that in here thank

[36:33] you very much it was

[36:34] reshape the prestige

[36:36] thank you so much through the cherub I can comment

[36:39] appreciate the feedback on the questionnaire ... will definitely take

[36:43] that feedback as far as the switch data is concerned

[36:46] what's relevant to trustees in fact the ministry gave no

[36:49] indication of the switch date at all they were deliberately

[36:53] vague ... and reader ranges that about any switch at

[36:58] all during the year staff did not feel that that

[37:01] was reasonable given the pressures on our communities and so

[37:04] by forty one option we are also admitting there may

[37:07] be significant staff reorganization that happens with that February switch

[37:14] change but not acknowledging the need for our communities that

[37:18] have been so hard hat do you have an option

[37:21] for us which was not something we felt I was

[37:24] consistent with our focus on equity in the multi year

[37:28] strategic plans so yes we will make that clearer and

[37:32] ... we appreciate the feedback so just to clarify if

[37:36] it's okay Mister chair I I'm not I don't have

[37:39] any problem with the battery switch I think that that's

[37:41] a good compromise my concern is that we continue to

[37:44] let people switch for weeks before you know even though

[37:48] we cut it off in August we continue to lead

[37:50] people to switch right up to the very last minute

[37:52] and that created working fusion and delays and I I

[37:54] just would suggest that once people have filled out this

[37:57] letter and committed that's it they're going to school on

[38:00] September the night

[38:03] so that's my only because it would be nice if

[38:05] the beginning of school was that last year as I'm

[38:08] sure everybody on this call would be great

[38:11] to the chair all of us

[38:15] thank you very much trusting your thank you and ...

[38:20] just to complete covered some of what I wanted to

[38:22] say about the clarity I think we need when we

[38:25] survey the parents because that there was a precedent set

[38:27] last year that people signed up for one model but

[38:31] then as things change they could they could go in

[38:34] even like when school began and go to the principal

[38:37] asked to switch so because we did that last year

[38:39] and this were very clear about whether or not that's

[38:42] happening this year I think there's gonna be some expectation

[38:45] that they'll be able to to move around ... up

[38:48] until school actually begins the other questions we had last

[38:53] year that

[38:55] winds will ... likely bring up again before they make

[38:59] that choice ... one of the questions that's coming up

[39:02] because that one of the school board I think it's

[39:04] feel as though that they are doing be simultaneous learning

[39:09] in elementary where teachers teach to both the virtual and

[39:12] be in person student at the same time so parents

[39:15] are wondering if it is that what we are going

[39:18] to be having in our elementary schools to start with

[39:20] with the signing up for that or

[39:23] with virtual and in person be separate

[39:27] share we're not making a commitment in that way we

[39:30] believe the secondary model will operate very similarly to what

[39:34] is being offered now at this time I as far

[39:37] as any other simultaneous learning or as it's called in

[39:41] other parts of the province hybrid learning we are not

[39:44] making a comment on that once we get the selection

[39:47] forms it will be in a better position to speak

[39:49] to how we're planning to deliver instruction okay so just

[39:52] to be clear when parents sign up they're not going

[39:54] to know which

[39:55] what what exactly they'll be signing up for if they

[39:59] sign up for our virtual learning

[40:01] you're the chair that's correct because numbers will dictate and

[40:05] which program offerings we have will dictate some of those

[40:09] choices

[40:11] okay I'm and the other question that I had from

[40:15] parents a lot last year in an already getting this

[40:17] year has to do with a special programming so ...

[40:21] again they'll be asking will special programming be offered if

[40:25] they choose the virtual option

[40:29] so through the chair that is our

[40:33] it is a difficult one because again it depends on

[40:36] the choices that are made so we can't guarantee any

[40:39] outcome until we actually receive them back and that is

[40:42] tough for parents because they'll be making a selection and

[40:47] then principles will be contacting them to let them know

[40:50] what it looks like okay yeah I I get that

[40:53] there's a huge chicken and egg problem and its existing

[40:57] again this year Hey I totally get that ... the

[41:02] other question will be if they don't get their specialized

[41:06] program they'll ask if they'll be able to return to

[41:08] it after the endemic

[41:11] our intention as associate director and S. and gold made

[41:16] clear was the focus is on the students we will

[41:18] do our level best we were very surprised in serving

[41:22] the students to find out almost all of the students

[41:24] who were supposed to be in French programs were actually

[41:27] infringe programs virtually each and so we've already surveyed to

[41:31] see if there are students we have to account for

[41:34] not having been in French returning to a French class

[41:37] there were many fewer than we thought so our goal

[41:40] is to ease the transition and that's our focus for

[41:43] September and October so thanks for that question

[41:47] thank you I'm M. I. only last comment is given

[41:50] that and I understand why this is all happening but

[41:53] we're going to be serving parents and they're not going

[41:55] to know exactly what they're signing up for and then

[41:58] as Jessica okay mentioned ...

[42:01] we may end up with a lot of the wanting

[42:02] to change after they've already decided so again ... just

[42:07] but that I think we need to be really clear

[42:09] with parents exactly what they're signing up or in their

[42:12] ability to make changes

[42:15] through that sure that's our intent yeah

[42:20] thank you thank you just a trustee channels like

[42:26] thank you through the chair I have a couple of

[42:28] questions I'm is this was a lot of information to

[42:32] absorb really quickly and I'm not sure I I may

[42:35] have some questions afterwards but I'll send by email

[42:38] I'm

[42:39] he the limit of two classes per day when possible

[42:43] for secondary I'm does that mean we would be like

[42:47] do we know if we're in hybrid or if we're

[42:50] in

[42:51] I like back to regular classes and if if for

[42:56] in Highbridge or if we're back to regular classes does

[43:00] that work

[43:02] what are we looking at a different model as opposed

[43:04] to like the sort of you know for our ...

[43:07] chunk and then half an hour there and then and

[43:11] then the session online in the afternoon what's that I

[43:14] I need a little bit more and I've been getting

[43:15] a lot of questions from parents about high school for

[43:18] next year so I just wonder if stock elaborate on

[43:21] that

[43:22] through the chair do you associate director gold I thank

[43:26] you so at this point this the case is the

[43:29] ministry's been firm on is that they want students in

[43:32] only two cohorts at a time which is why we're

[43:35] late going with a quite mastered model what we won't

[43:38] receive guidance on until the summer is whether we are

[43:42] adaptive and how that will work so at the current

[43:46] time we are going to plan as though we were

[43:48] in it we are in an adaptive model but in

[43:50] a way where if it turns out we can do

[43:52] something else we can change to meet other parameters we

[43:57] are

[43:58] now that that has been set we are starting to

[44:01] look at whether there is flexibility and we have questions

[44:04] about the structure of the school day I'll call them

[44:07] the bell times and how many days there are in

[44:09] a rotation and as we get clarity on those pieces

[44:12] will be sharing that information so again at the current

[44:15] time we know that we're quite mastered system the school

[44:18] day will still be ironed out in the days to

[44:21] come

[44:24] if I was to make a patch it would be

[44:26] that I am hoping that we might be able to

[44:28] re examine the structure of our day so that students

[44:31] may be able to be in school for longer have

[44:33] two different classes on Wednesday ... just so that there

[44:37] was more like instead of having one long block it's

[44:40] works ... but I just wonder if there isn't you

[44:44] know space for improvement so that kids might be able

[44:46] to be in the building every day attending class somehow

[44:50] so I and that that's one thing just to put

[44:52] in a note on there I'm

[44:56] another question that I have is

[44:59] I'm clear on what it means when we have funding

[45:02] for half a year that relates to some of it

[45:04] seem to relate to potentially the staffing

[45:07] and so

[45:10] what is it what does that mean like does that

[45:12] mean that we we could do smaller classes for half

[45:15] the year and then we might have to change

[45:19] the associate director of

[45:22] your apple cider

[45:24] thank you for you Mister chair the what we're anticipate

[45:27] we were still asking those questions the mission I thought

[45:29] I was gonna call this after the ministry to kind

[45:31] of give them some had sucked in what I was

[45:33] thinking we were so we still need to get some

[45:35] clarification with the ministry but what they're saying to us

[45:38] right now is that for staffing anticipate only giving half

[45:42] the grip and spending half a gram because I think

[45:46] if there by their hope with the pandemic ida vaccinations

[45:49] give them more options in the second half the year

[45:52] so where we spent the body this year we are

[45:55] about thirty two billion dollars this year so it's very

[45:57] close to the M. in funding from the different levels

[46:00] of government so it's very close to what we got

[46:03] last year so we spent a large portion of your

[46:06] ticket will still teach you that less is a large

[46:09] grocery store about five million dollars our care taking of

[46:12] that was to extend the hours and pay for overtime

[46:15] this will still plan to do that this next year

[46:18] and then the teaching and the virtual school administration where

[46:21] there are two big places where we spend money so

[46:23] staff are working through that now and as I think

[46:26] both the director and Andrew Coles said the ... depending

[46:31] on the selection forms that return from Paris to help

[46:34] us understand better what are staffing requirements are ... in

[46:37] September so we'll bring more information as we understand that

[46:41] so we won't actually know the answer to that question

[46:43] then really until quite a bit later because we have

[46:46] we're waiting for after those forms are down yeah well

[46:49] hot water stands for you Mister chair what the stand

[46:53] by the return of the forms for our parents would

[46:56] like our students would like will understand what our staffing

[47:01] requirements are the question mark will be the ministry said

[47:04] that in the fall the old farms school wars if

[47:06] these funds the other half the funds are available about

[47:09] how they haven't said whether the fall the gist of

[47:11] the fall so we

[47:13] what does it look the source of funding for some

[47:16] of our resources until the fall

[47:22] okay I'm a comment on the form I wonder if

[47:26] we need to add also a ...

[47:30] something about what your home school is because sometimes people

[47:33] aren't necessarily at their official home school but they're at

[47:38] a rate through optional attendance thirty different school but that

[47:40] would be their home school almost for the purposes of

[47:43] this like that would be the school they're associated with

[47:46] as opposed to their neighborhood school let's say so I

[47:49] just we ought we ought we had questions about that

[47:52] last year too so I just would ask that we

[47:55] take that into consideration that it somehow clear

[47:59] that is done on the form we just didn't Josh

[48:02] on the whole form but yes we are intending to

[48:04] do that ... that's terrific thank you I'm I have

[48:08] a thought which is just that like and I know

[48:11] we ran into this last year that it's hard for

[48:13] parents to make decisions about what to do next year

[48:16] when there isn't really certainty about what September will look

[48:19] like but we have had a lot of news today

[48:21] even ... in terms of and yesterday in terms of

[48:26] ... vaccines for twelve an app ... and the availability

[48:30] of that you know it seems like Canada is expecting

[48:33] that all twelve year olds will have access to that

[48:35] before candidate so that could that change that's changing things

[48:39] a little bit right into really he's a really positive

[48:41] wonderful things I'm but I wonder if anyone has given

[48:45] any thought to having T. PH ARMM

[48:50] it ten T. P. H. given that I don't know

[48:53] what weapon are or come to a meeting or something

[48:56] like that that parents could listen to or ask questions

[48:59] that prior to having to make a decision I know

[49:02] we won't have all the information but I wonder if

[49:05] we need to do some some ... some outreach to

[49:09] just make sure that families are informed when there yes

[49:12] best as possible when making decisions so that they feel

[49:15] someone able to make them

[49:18] we agree with you through the chair and ... we

[49:21] are doing our best to hide teepee agents for parents

[49:24] as soon as the information on children's vaccines if people

[49:28] choose to do that and the vaccination rates across the

[49:32] city so yes we are planning to do that that's

[49:35] close to June first as possible T. PH is very

[49:38] willing

[49:41] okay and I'm

[49:43] right I think you like it would be

[49:46] I feel like it would be helpful for us to

[49:48] to possibly have T. PH N. at some point so

[49:51] that we could ask questions M. T. T. P. H.

[49:54] so that's a request that I would just put it

[49:56] there and because it

[50:00] questions we have this year for next year may be

[50:02] different than the questions we've had this year like just

[50:05] in terms of vaccines in terms of ... you know

[50:09] what next year guidance for next year but especially with

[50:12] respective axioms that we haven't really had a chance to

[50:15] do that

[50:17] those are my questions for now I know I have

[50:18] more bringing

[50:20] what

[50:22] to make the room we're happy to make the request

[50:24] to deviate okay and I know like I say this

[50:27] knowing how busy everybody everybody within TST is but also

[50:31] with internal public health because there is a massive crisis

[50:33] on site I see that like I I get it

[50:36] but I just think with that June first deadline it's

[50:39] a bit so my other thing is just whether we

[50:41] might consider doing some webinars or even videos that parents

[50:46] can watch to explain about that choosing that date and

[50:49] and it's just so that we make sure that parents

[50:53] really understand what their what their site you know deciding

[50:56] and all that kind of stuff

[50:58] thanks thank you

[51:00] thank you Jesse Johnson just kind of

[51:04] all right thank you Mister chair do you think you're

[51:07] correct all current staff for the presentation much appreciated

[51:11] my question questions connected to

[51:15] virtual learning at the elementary level ... and you know

[51:19] what I took from the presentation is that there are

[51:21] a lot of unknowns uncertainties around stride based primarily on

[51:27] right selection a registration whatever we're calling it

[51:31] will we be in a situation are because I think

[51:35] it's very important we address this concern as to how

[51:39] we're tool learning you look like you if it's done

[51:41] at the local level would be innocent area where kids

[51:46] connected to their local to say there's a great work

[51:48] student are registered your local school for virtual learning and

[51:53] if we're not using the simultaneous ... hybrid model then

[51:57] the child is only burning or exposed to learning or

[52:01] teaching rather through Google classroom right ASIC whatever's in there

[52:08] so through the chair we because we want to keep

[52:11] the kids is connected to their local schools as possible

[52:15] we will not be able to fully answer that question

[52:18] until we have a sense of numbers we will try

[52:21] very hard to cluster kids as close to their schools

[52:24] where there isn't a critical mass in the school ...

[52:28] the option for hybrid learning has not been discussed at

[52:31] the elementary level as of now

[52:34] your name Preciado what really really want to get lever

[52:37] game leave with confidence is that our virtual children will

[52:43] have a teacher will be teaching them

[52:47] virtual meeting some capacity records interaction and exposure to teaching

[52:54] real time

[52:56] through the chair we are absolutely committed to that we

[52:59] want the kids is connected and has ... taken care

[53:04] of as possible so the relationship with the teacher and

[53:07] her classmates is fundamental for us

[53:11] okay because that is I think fundamental and and not

[53:14] only that legislative and constitutional matters children have teachers who

[53:19] are teaching so connected to bot I'd like to understand

[53:23] staffs thank you arguement to not proceed with the virtual

[53:28] school and why the local church

[53:32] so through the chair we are deeply connected and transmitted

[53:36] to to re connecting students to their local principals their

[53:41] local teachers local support starts service says and we made

[53:45] that affirmation some months ago we think this will facilitate

[53:50] moving out of the pandemic Iraq public education systems and

[53:54] we've had this year we're deeply concerned about the well

[53:58] being and the mental health of our kids and we

[54:01] think the way to do that is for families to

[54:03] get reconnected through their local school and through their local

[54:08] principles so our our basis for decision making around the

[54:13] virtual school versus the local school is the strength of

[54:16] our systems the connection families have made to their principals

[54:20] and teachers and would like to get back to that

[54:23] N. as concrete away as possible as quickly as possible

[54:29] all right thank you and ... to to better understand

[54:34] the uncertainty at this point what is the correlation between

[54:40] the uncertainty now and the selection numbers come September why

[54:45] can we not commit to a plan

[54:49] for more definitive click

[54:52] through the chair because it will really go school by

[54:55] school learning center by learning center our intent is to

[54:59] keep the virtual learning model as close to the school

[55:03] as possible so even where helps may exist they will

[55:07] exist within four principals schools so that the four principles

[55:12] can be in touch with the chatter about their own

[55:15] individual families in that way what we're hoping to do

[55:19] is re integrate students into their local community advance

[55:24] classes extracurricular options and all the rest of the pieces

[55:28] that have kept kids separated from each other and have

[55:31] given us cause for well being concerns

[55:35] thank you to rex Procter and politifact ... why we've

[55:40] invested a lot of time energy resources people power in

[55:44] just setting up the infrastructure of the virtual school why

[55:48] would we abandon back to now in the fall look

[55:52] at our regional or how the approach of up to

[55:55] four schools which would require resources people power time effort

[56:02] center so through the chair of the schools are already

[56:04] staffed virtual school was never staffed at the level at

[56:09] which it needed to provide the services in the same

[56:12] way to our students and families so when I price

[56:16] principals had for instance one thousand one thousand five hundred

[56:20] families that is very different from the relationships families get

[56:25] to hop with their vice principals and principals and while

[56:29] we said for schools in areas where very few children

[56:34] not elect to go remote it could be six schools

[56:38] but it could be and we hope it's one to

[56:40] school so we are really hopeful that not as many

[56:46] because we ended up in the situation we ended up

[56:49] with with an infrastructure that had to be stopped month

[56:52] by month

[56:54] because we didn't expect the numbers by keeping it to

[56:57] the local level principals have been so effective in reaching

[57:02] our teachers have been so effective it staying in touch

[57:05] with their students more local we make it a more

[57:09] assured we are we're actually taking care of our own

[57:13] students

[57:17] thank you and you know

[57:19] a greater reiterated that fundamental desires parents ... to see

[57:25] that a limited owns

[57:28] connection certainly and teaching from

[57:32] there if you choose dot Burchell approach I'm sorry one

[57:37] it you know it's something that's been done has been

[57:39] chosen by a variety of on our boards in jurisdictions

[57:44] across you know North America and in Canada and ...

[57:49] I'm looking forward to it to greater clarity and how

[57:52] to look like ... is there any

[57:56] information from T. P. H. to give us a sense

[58:00] of whether our families and parents in particular are going

[58:04] to be double toaster boxing needed by September has that

[58:08] come up with G. P. H. critical in our hearts

[58:12] thank you over to associate director Snyder

[58:16] sure you Mister chair no we have no ... understanding

[58:20] yet with the recent Elsa's and with our our our

[58:24] colleagues from T. PH around what the role of will

[58:27] look like and how much of the population to be

[58:29] vaccinated by September first we're we're still working with them

[58:33] and will will keep we keep having these weekly I

[58:36] wanted to ask a question about the vaccination rollout so

[58:38] as we know more we'll bring it to you

[58:41] thank you I would imagine on their conversations with parents

[58:46] who are in our system in hot spots that is

[58:48] the number one writing consideration is will their family double

[58:53] dose toxin by start of September so this is very

[58:56] tightly connected to a June first deadline one is not

[58:59] certain I'd like to put on your radar and finally

[59:04] the the announcement or funding for two point two million

[59:08] ... for reading area

[59:12] there was ... language about limited participation in the senior

[59:16] center those are virtual students working if it's possible to

[59:19] get more information on what that would look like how

[59:22] would the students be identified ... at least the purpose

[59:25] behind

[59:28] through the chair to associate director M. S.

[59:32] thanks for the question through the chair I chose the

[59:35] cannibal we recognize that there are a number of students

[59:38] and families who have had limited participation in schooling and

[59:42] learning this year and so part of what we are

[59:45] identified in terms of the re engagement of students is

[59:48] to find out where those students are and make sure

[59:51] that through a personal care and touch through their local

[59:54] school and the student teachers and staff would know those

[59:58] students and families are going to be reaching out to

[1:00:00] them so that we can try to re engage them

[1:00:02] back into the learning space I saw quickly and effectively

[1:00:05] as possible

[1:00:18] are you okay

[1:00:20] sorry one last final question

[1:00:24] three you Mister chair it was language about transition ritual

[1:00:28] school to bricks and mortar ... what does that look

[1:00:31] like I think it was an executive it was a

[1:00:34] sorry was superintendent Alison speaking to that ... I got

[1:00:38] curious about because I believe that those are being virtual

[1:00:41] for maybe sixteen months this will be a important piece

[1:00:45] for those

[1:00:46] systems are printed in Elson

[1:00:51] thank you director for Kerr and it through the chair

[1:00:55] just clarification on the question transition in terms of

[1:00:59] what specifically that you're referring to are you referred to

[1:01:05] I'm on

[1:01:08] I think it was to do with the greet each

[1:01:10] to secondary virtual transition

[1:01:14] yes thank you right through the chair of the the

[1:01:17] great eight to nine transitions

[1:01:20] so that is the war where students are going from

[1:01:23] grade eight to grade nine each year we engage in

[1:01:27] a transition process where we are pre register students and

[1:01:31] they start to take the course selection

[1:01:34] we the students will go to a number of different

[1:01:37] schools part of the work that we did after optional

[1:01:40] tenets was completed was to determine where students were going

[1:01:43] to be going and for us to replace those students

[1:01:46] into the pre registration window although secondary schools with the

[1:01:50] course selections that they've made so they're ready to be

[1:01:53] at the rate that so that the the secondary schools

[1:01:56] are aware of the courses that they're interested in and

[1:01:59] so that their pre registered for the following year

[1:02:03] just below that point to see me third to seven

[1:02:07] hundred and three classes connecting to each person cater for

[1:02:11] what does that mean hundreds

[1:02:14] thank you for the question through the chair the hunt

[1:02:17] there are a hundred and three classes in elementary virtual

[1:02:20] school that our kindergarten through grade four where every single

[1:02:23] student in those classes happened to be from this from

[1:02:26] the from the same school so as an example gateway

[1:02:29] public school might have twenty three students who were in

[1:02:34] grade one all from gateway in the same class and

[1:02:38] so that classes been together as a group of gateway

[1:02:40] students in the virtual school because at the beginning of

[1:02:43] the year we did it we made efforts to try

[1:02:45] to keep primary classes together wherever possible as whole classes

[1:02:49] when we had large groups from some schools and so

[1:02:52] in in doing so that that group of students have

[1:02:54] remained together for the entire year so now what we're

[1:02:57] trying to do is to reconnect them over the last

[1:03:00] couple of months back with the school as a whole

[1:03:03] class as opposed to some other classes that might have

[1:03:06] you know three students from this school five students from

[1:03:09] other schools eight students for another school and so that

[1:03:12] class being reconnected with the principal and with the school

[1:03:15] there may be a number of different things that they

[1:03:17] might be doing it might be assemblies there might be

[1:03:20] opportunities for them to connect with other classes exchanges partnerships

[1:03:24] and culture a number of things that schools can do

[1:03:29] okay thank you that's it for me

[1:03:32] thank you Mr stern ramp structure okay

[1:03:36] so thank you just ridge couldn't

[1:03:40] thank you the chair I feel like deja vu because

[1:03:42] like just last year we were having these conversations and

[1:03:45] and here we are back again and it really makes

[1:03:48] you reflect on the past year of pandemic learning and

[1:03:51] and all the things that we went through as a

[1:03:52] system

[1:03:55] ... at my first question is when it comes once

[1:03:57] we have the numbers back from our survey ... and

[1:04:01] we start to formalize our plan do we need our

[1:04:04] ministry approval on our plants

[1:04:08] through the chair no we do not and it's not

[1:04:10] a survey it's a selection form we're trying to be

[1:04:13] really with family they're aware that when they sign up

[1:04:17] this is the choice that they're making for September so

[1:04:20] now the ... ministry is giving us full freedom ...

[1:04:24] there appreciate how complicated this is

[1:04:27] that's great to hear and ... have has tried to

[1:04:31] public health give any feedback on ... any advice on

[1:04:35] what they want to see done for our return to

[1:04:38] school plans

[1:04:40] associate director Snyder three three you Mister chair not at

[1:04:44] this time we know that we've talked to the vast

[1:04:47] school boards but some of the some questions of us

[1:04:50] but I don't think that it's a little too early

[1:04:52] for them to make ... I took down spent the

[1:04:54] spring time

[1:04:56] thank you do that you're the reason I ask is

[1:04:58] I felt like last year ... as we were preparing

[1:05:01] for return to school we were doing the survey and

[1:05:04] once the ministry had announced what classroom size we're going

[1:05:07] to look like then we saw a big jump in

[1:05:09] numbers of parents wanting to go into virtual learning and

[1:05:12] I think that I have been a tremendous stress on

[1:05:15] our system especially for virtual learning or virtual schools and

[1:05:19] I I really hope that this year once we get

[1:05:22] the selection form done and we're preparing for our models

[1:05:25] that we put that focus on virtual learning ... I

[1:05:29] feel like last year

[1:05:31] there are so many students in virtual schools that only

[1:05:34] started getting teachers in October right and I hope that

[1:05:38] we prepare ... this year to make sure all kids

[1:05:41] are learning at the same time

[1:05:44] through the chair that's our intent

[1:05:47] perfect ... and my next question is on the two

[1:05:50] point two million for re engagement and reading assessment support

[1:05:53] support Seoul previously we were getting zero twenty three million

[1:05:57] for just reading assessment nothing for re engagement here heading

[1:06:00] back into a school year hoping to re engage your

[1:06:05] students were well aware of all the neck with these

[1:06:08] days like this it's a really critical year I never

[1:06:10] saw ally saying ... the funding are receiving but two

[1:06:14] point two million for the full year ...

[1:06:17] any initial thoughts from stuff on

[1:06:20] is this enough it sounds very small for for tremendous

[1:06:23] work at

[1:06:24] so the director is not in

[1:06:27] US 3 Mister chair

[1:06:30] I would really actually deferred to a solicitor in this

[1:06:32] or and gold I would agree that first quarter size

[1:06:36] two point two cells are look small and the other

[1:06:39] thing that I don't bill for many of the members

[1:06:40] I've read yet there were ten memos issued this week

[1:06:43] I don't know what their intentions are on any kind

[1:06:46] of split a reporting between what is for reading and

[1:06:49] what is for re engagement so I would agree with

[1:06:52] the trustee that seems to be a small about

[1:06:55] so the only reason not through that sure that I'd

[1:06:58] asked assistant director Snyder was because I was hoping he

[1:07:01] would say there's another pocket we might use at this

[1:07:05] time based on the analysis we have that's what we

[1:07:08] can commit to but you know now is a board

[1:07:10] we're going to be working with other figures to adjust

[1:07:15] and be able to address the issue of re engagement

[1:07:17] in reading we just couldn't give you the exact number

[1:07:20] of this short time

[1:07:22] thank you the chair and finally ... assisted her and

[1:07:25] as mentioned a greenish it is continuing just want to

[1:07:28] hear more and some initial thoughts on what priorities would

[1:07:31] be ... heading back into the school year

[1:07:34] so the director

[1:07:36] I thank you for the question that interests the radical

[1:07:38] saying ... I see you know equity the work on

[1:07:41] anti black racism anti racism discrimination hate continues to be

[1:07:45] a focus for the Toronto district school board and our

[1:07:47] multi year strategic plan and as associate director Snyder mentioned

[1:07:52] there was six point four million dollars for equity initiatives

[1:07:55] across the province clearly I think that your commentary earlier

[1:07:59] withdrew with respect to re engagement would also apply to

[1:08:03] these up I'm out because our amount of for the

[1:08:06] Toronto district school board has not been determined as yet

[1:08:09] but you also need to keep in mind that I

[1:08:11] would offer that the work around equity is also embedded

[1:08:15] in the work that we're going to be doing in

[1:08:17] mental health the work we're going to be doing for

[1:08:19] technology and for ESL and our re engagement all of

[1:08:23] the those pots of funds will have work in them

[1:08:27] and ... funding in them that will also support our

[1:08:30] objectives towards equity and anti oppression and so I would

[1:08:34] ... agree with it with you around you know perhaps

[1:08:37] have been further funding especially are specially designed for that

[1:08:42] but it's also a wholesome picture that we need to

[1:08:44] take

[1:08:47] thank you so much and and again thank you so

[1:08:48] much all our staff are getting this info to us

[1:08:50] and looking forward to many more conversations to come

[1:08:56] okay thank you just recognizing them are still asking just

[1:09:00] to know what we have about four minutes before I

[1:09:02] timed items so we'll just go and make it over

[1:09:04] the time died in case you use up the whole

[1:09:06] five so that we can finish up

[1:09:13] we see that you can take the floor

[1:09:15] you so much Mister chair I was already going to

[1:09:17] be asking

[1:09:19] on the list because I have so many questions but

[1:09:21] obviously the wait for another meeting ... okay first question

[1:09:26] for you Mister chair if we don't need ministry approval

[1:09:30] can we think about going back to the elementary model

[1:09:34] that we had developed with crap at the end of

[1:09:36] the day to keep classes small

[1:09:39] first message through the chair to associate director gold

[1:09:45] I'm I think in the coming days we're going to

[1:09:48] be looking at what I'll call the bell schedules the

[1:09:50] times of day that carries exists in both panels ...

[1:09:54] as well as how many day cycles there are at

[1:09:58] this stage there appears to be no central provincial direction

[1:10:01] on that and so we are hoping to use that

[1:10:03] as an opportunity to look at models that are similar

[1:10:07] to things we wanted to consider last year and couldn't

[1:10:09] ... but we also want to get clarity on whether

[1:10:11] we have that freedom

[1:10:13] M. excellent M. I hope they mean it when they

[1:10:17] say we have flexibility and and don't change their mind

[1:10:20] because if we could reassure families that we have the

[1:10:25] ability to keep class sizes small at their local school

[1:10:29] it might really give them a lot more confidence to

[1:10:33] not have to choose a virtual learning so I think

[1:10:37] the two might go together and I'm and I'm really

[1:10:39] wondering how we can communicate S. ... in order to

[1:10:44] give parents as much confidence as possible that's number one

[1:10:48] number two if we capped ... is an aspect discussion

[1:10:53] going to be about differentiating staffing resources to keep class

[1:10:59] is still small and hot spot areas

[1:11:03] associate director Snyder

[1:11:06] three Mister chair I think we'll still need to see

[1:11:09] the selection forms and then decide with the available funding

[1:11:12] that we have right now what are what our capacity

[1:11:15] is to re keep class sizes small and what the

[1:11:19] best delivery model is for students okay I I am

[1:11:23] I am hoping that we take simultaneous elementary learning off

[1:11:28] the table and would be prepared for a pre preemptive

[1:11:32] conversation about more staffing that allows for that because I

[1:11:40] am and I'm also if everybody seems to be putting

[1:11:43] their pictures out there I'm really wondering what our pro

[1:11:46] active plans are to minimize or even eliminate the simultaneous

[1:11:51] that secondary as well so so ... so in any

[1:11:57] way I don't expect you that to the answer as

[1:11:59] I expect the answer to be we're gonna have to

[1:12:01] wait for the numbers except for but ... we ...

[1:12:05] last last time when we were planning I know staff

[1:12:08] were very ... very clear at inviting partners to the

[1:12:13] table so that we have the ability and diverse voices

[1:12:17] that we have the ability to each year ... a

[1:12:21] lot of opinions before to test out some planning ...

[1:12:26] will that happen again this year three you Mister chair

[1:12:31] through you Mister chair our time lines are very tight

[1:12:36] ... executive superintendent salmon ... hi it will be engaging

[1:12:42] partners but teachers are entitled to receive their timetables by

[1:12:48] a certain date ... than the elementary and secondary levels

[1:12:52] so we will be working with our partners but we

[1:12:54] will also be working to ... meet our collective agreement

[1:12:58] obligations that may not allow for the kind of consultation

[1:13:04] ... that would be the case if we were in

[1:13:07] the month of March

[1:13:10] I do understand that but I don't understand and how

[1:13:14] teachers can get their timetables before we clearly understand if

[1:13:18] they're teaching in person ... will be part of

[1:13:22] Montel it's chicken and egg are we are we estimating

[1:13:26] are we are we then going to give teachers time

[1:13:30] tables and dip into our deficit in order to fund

[1:13:34] additional teachers we may need to change ... local remote

[1:13:40] like kite I am I I'm not quite sure how

[1:13:43] to come together ... and I know that's why they

[1:13:47] pay you the big box from an operational perspective but

[1:13:51] but it it's really challenging because we're going to have

[1:13:54] to explain this and sometimes explaining that we won't know

[1:13:59] yet ... it's not going to be the answer what

[1:14:04] what would be much more helpful is different scenarios at

[1:14:09] least in my opinion would be met what would be

[1:14:11] much more helpful would be possible different scenarios wherein you

[1:14:16] choose yes it may mean acts or it may mean

[1:14:20] why depending on the number that have done that but

[1:14:23] going back to my other colleagues questions I think if

[1:14:26] we can get clarity from trying to public health in

[1:14:28] terms of vaccine I'm again sorry three Mister chair if

[1:14:33] we can get clarity from trying to public health in

[1:14:36] terms of vaccine rollout not only just for

[1:14:40] it's that haven't gotten one yet but for our staff

[1:14:44] to ensure because many staff are don't have appointments yet

[1:14:47] they won't have a point is still June so to

[1:14:50] ensure they will all be fully vaccinated by September that

[1:14:54] all families and kids and care givers and hot spots

[1:14:58] will be vaccinated by September the rest of us hopefully

[1:15:03] won't be that far behind I'm so so maybe we

[1:15:08] need a transition plan for September and then after thanksgiving

[1:15:13] assuming everybody's been vaccinated this is what's going to happen

[1:15:17] and and I'm wondering if stuff for thinking about that

[1:15:20] so through the chair no we're not we don't think

[1:15:24] the transition at thanksgiving is a realistic goal given the

[1:15:28] stability kids need coming out of the pandemic we're ever

[1:15:32] hopeful the T. PH will have updates for families that

[1:15:36] will allow them to make more informed choices but this

[1:15:40] selection form will be asking for choices up until February

[1:15:44] again I'm going to go through the chair that I

[1:15:48] there was no obligation to have any switch time but

[1:15:51] we couldn't as a staff level with that all teachers

[1:15:54] will receive a tentative time table at the appointed time

[1:15:59] I do want to point out to the chair of

[1:16:00] that ... we have received agreement to put the private

[1:16:04] legal matter to six o'clock so the trustees can get

[1:16:06] their questions answered just stature brown ... is that all

[1:16:10] right so that we can confirm

[1:16:14] so what about sorry could you just repeat that that

[1:16:16] was that

[1:16:18] we have confirmation that we can ... delayed the private

[1:16:21] legal matter until six o'clock six oh sure sure we

[1:16:25] can we can prioritize trustees questions so ... back to

[1:16:30] the question our intention is to get a tentative time

[1:16:32] tables our intention is not to allow for thanksgiving switch

[1:16:36] we're going for stability and we're looking at after the

[1:16:39] first reporting period at the end of January students in

[1:16:43] elementary will be given an opportunity for a switch I'm

[1:16:47] going to quote three students will be given an opportunity

[1:16:50] to switch so the selection form asks families to choose

[1:16:53] until that date because we think it's too much of

[1:16:56] a not people for the system and for our students

[1:16:59] and and and I appreciate that at one hundred percent

[1:17:02] so what what needs to happen in my opinion is

[1:17:06] that we have to give parents and caregivers the confidence

[1:17:08] that in person schooling will be safe for September so

[1:17:12] everything we can do about that whether that means lowering

[1:17:16] class sizes whether that means you know vaccinations to be

[1:17:20] done what ever that package might look like that's what

[1:17:25] we have to do before we send out a selection

[1:17:27] form and I will stop there and that in the

[1:17:30] hopes that there might be up until six o'clock obviously

[1:17:34] my other colleagues need to ask the questions please put

[1:17:36] me back on the list thank you thank you thank

[1:17:39] you to rex Tillerson I am now on the list

[1:17:42] and I I think trustee advice sure ... I believe

[1:17:45] you had to leave the meeting so I'm I'm gonna

[1:17:48] ask if trustee radicalism would like you to put the

[1:17:50] chair of the meeting well I ask my questions just

[1:17:54] handing it out if you'd like to

[1:17:57] I had here

[1:17:59] thank you so I had a couple of questions I

[1:18:02] wanted to go back to the equity the equity issues

[1:18:07] funding which I think was six around six million dollars

[1:18:09] I'm

[1:18:11] I'm more into I'm kind of interested in what we

[1:18:13] think will get and how much

[1:18:16] how effective the amount would be I'm not sure this

[1:18:20] question goes to what I'm assuming we get around twelve

[1:18:22] percent if we have twelve percent of the students which

[1:18:25] is about seven hundred twenty thousand and I'm just wondering

[1:18:28] if that would be accurate or at if we are

[1:18:31] completely in the dark on that

[1:18:33] associate director Snyder for you Mister chair I know we

[1:18:38] I have no information to will have a better opinion

[1:18:42] of what the allocation will be and what will be

[1:18:44] based on or waddle it'll be ... tended to support

[1:18:50] okay this is just a follow up if it were

[1:18:52] twelve percent which is I guess let's six point four

[1:18:55] five around eight hundred and something thousand

[1:18:58] what would we eat well what would we be doing

[1:19:00] with that and

[1:19:02] it it in a broad sense not necessarily the specifics

[1:19:07] this is just for it through the through the chair

[1:19:11] that question we could not specifically answer today ... as

[1:19:15] we said job when we're looking at a the amount

[1:19:18] and to be

[1:19:20] as associate director and I said

[1:19:23] equities falls into all of our work so all of

[1:19:26] those allegations include equity commitments catch to them so we'll

[1:19:31] have a better understanding of what the specific actions I

[1:19:35] in the upcoming weeks

[1:19:38] okay that's fine thank you ... so the other thing

[1:19:41] I wanted to serve as a comment about the technology

[1:19:43] on their own I'll be coming a permanent addition I

[1:19:45] think that's great because it's an acknowledgement that it's needed

[1:19:48] I just I was a little interesting that it's happening

[1:19:51] in relation with gene you know that the two credits

[1:19:54] in secondary that are required ... I'm just wondering ...

[1:19:58] so I'm not sure there was slide twelve that information

[1:20:02] is on it with an eight percent

[1:20:05] an eight percent but was in a percent drop I

[1:20:08] can remember the word that was used

[1:20:11] yeah a person is secondary students taking at a draw

[1:20:14] ... a decrease in about about twenty two point nine

[1:20:19] million in twenty six teachers

[1:20:21] by twenty three twenty four how many teachers would that

[1:20:23] be I did some math but I don't know if

[1:20:25] that's accurate I had some

[1:20:27] I'm is this going to be quite a few isn't

[1:20:30] three I'm sure I would suggest that that would be

[1:20:33] it would it was six it's eight percent now it's

[1:20:35] sixty percent of twenty two twenty three would be double

[1:20:38] the amount or five point eight billion and approximately fifty

[1:20:42] two teachers will be my estimate not knowing

[1:20:46] and working with the the technical documents and then another

[1:20:50] ten percent jump in twenty two twenty four so another

[1:20:52] quite another chunk of teachers okay I'm

[1:20:56] by we do when we are sharing this information with

[1:21:00] students I know that they can opt out I will

[1:21:03] I hope that we make it very clear so that

[1:21:05] it isn't something that's just written in the fine print

[1:21:08] that they understand that they can because there may be

[1:21:10] a lot of kids who are stressed out about having

[1:21:12] to do this and if they don't have to do

[1:21:14] it they might not want to do it ... after

[1:21:17] specially coming out of code so just to make sure

[1:21:19] that that option of opting out is very clearly ...

[1:21:24] available to them

[1:21:26] thank you we can undertake that the PPM is being

[1:21:29] worked on right now and we will undertake to do

[1:21:31] that very clearly for students and then the other our

[1:21:35] next question I have is on the system tech our

[1:21:37] story on the ...

[1:21:39] city

[1:21:40] and the the amount for

[1:21:43] for special education and I heard ... assistive technology and

[1:21:47] I'm wondering if ... somebody could just tell me exactly

[1:21:50] what examples of assistive technology we're we're we're dealing with

[1:21:55] associate director on gold street that I'm sure ... through

[1:21:59] the channel just give a couple of examples whether it's

[1:22:01] reading right gold's speech to text text to text to

[1:22:06] voice ... laptops for students with more complex needs that

[1:22:12] type of equipment and and software availability

[1:22:16] thank you that's helpful so normally that kind of equipment

[1:22:20] for students comes to receive funding is it not I

[1:22:22] see a funding

[1:22:27] three men I'm sure yes for the students that are

[1:22:29] identified that funding comes with that ... methodologies well okay

[1:22:34] so is this funding tied to that or is it

[1:22:36] a separate thing that's what really what I'm trying to

[1:22:38] get at

[1:22:41] through you madam chair at this point I'd have to

[1:22:44] double check the the work but I believe it is

[1:22:46] separate from the C. about it so different about this

[1:22:48] difference so light so so to speak okay so that's

[1:22:53] good that you can check that and then ... I

[1:22:55] would ask my question while you're checking as well or

[1:22:59] maybe what we think about is will there be a

[1:23:01] different process for it then or ... would be follow

[1:23:05] something similar to the C. funding but ... I'll leave

[1:23:08] that for now thanks ... I had I think that

[1:23:11] was it I mean we have one more question

[1:23:14]

[1:23:20] no that's it thank you so I'll

[1:23:23] I can resume the churning thank you research causing

[1:23:30] also just simply

[1:23:34] thank you throughout your

[1:23:36] I'm for the first time in a long time I'm

[1:23:38] really glad that I'm at home you know isn't meeting

[1:23:42] because I think I'm about to become really unpopular so

[1:23:46] the fact that I'm not close enough to people or

[1:23:48] things happening I think I might be able to take

[1:23:50] corporate

[1:23:53] I'm really disappointed

[1:23:59] we are

[1:24:02] we're going to be asking parents and families to make

[1:24:05] choices

[1:24:08] 90 days in jail to school starting

[1:24:11] and we know that

[1:24:13] things turned on a dime when we asked them to

[1:24:15] make choices four weeks before school starting last summer

[1:24:22] I happen to think that is going to be and

[1:24:24] maybe my classes inappropriately how full but I think this

[1:24:28] is going to be important ninety days I'm hoping that

[1:24:32] given the projections were vaccines

[1:24:35] September 30 horizon

[1:24:40] you know starts to look like a light at the

[1:24:42] end of the tunnel that we've all been desperately searching

[1:24:45] for for an extended period of time

[1:24:49] and we're not always sure third of our students are

[1:24:52] virtually or in virtual schools

[1:24:54] and

[1:24:56] even knows they're excited about that are going to know

[1:25:00] when he's back in June they're they're picking virtual

[1:25:04] what virtual it's because we're changing with virtual school

[1:25:10] I also I'm concerned that these water for me I

[1:25:13] guess instead of stopping my rattle ask a question ...

[1:25:19] are we not concerned that these

[1:25:23] local

[1:25:27] for smaller groups of schools for was mentioned six was

[1:25:30] mentioned

[1:25:32]

[1:25:34] one of the only benefits a virtual schools they were

[1:25:36] all straight classes and are we are concerned that because

[1:25:41] we're now making them were geographically local badge ... they

[1:25:46] will results and are more split classes

[1:25:52] you're the chair we believe they will say will be

[1:25:56] reflective of school staffing models as they've existed in the

[1:25:59] past ... and ... there are many educators and some

[1:26:05] families who are not averse to split grades so we

[1:26:10] don't make the assumption that because it's a split grade

[1:26:13] it's necessarily lessen the quality experience that's an educator answer

[1:26:18] that doesn't mean everyone agrees with that but what I

[1:26:21] would say is people are connected to their schools and

[1:26:25] the connection to the school and a leadership structure that

[1:26:29] supports the mental health and well being of our students

[1:26:32] is fundamental to this process and starting school in a

[1:26:36] way that welcomes people back to school is a huge

[1:26:41] priority for us so waiting until August would mean that

[1:26:46] we would have the same type of school start up

[1:26:48] we have this year which I think everyone was committed

[1:26:51] to not having a car and keen we are hopeful

[1:26:54] that in my multi generational families many more people who

[1:26:58] live in the same household many more people will be

[1:27:00] vaccinated than before grandparents and people who are senior I'm

[1:27:05] a senior age more like mine for instance have already

[1:27:09] received their first dose and are very likely to have

[1:27:12] their second does by August and so what we are

[1:27:15] hoping is that this will prompt parents to have more

[1:27:19] faith in their ability to opt for in school learning

[1:27:24] where it doesn't they have the option for remote learning

[1:27:28] and we are going to try to do that in

[1:27:29] such a way that we can facilitate the next transition

[1:27:33] even more

[1:27:36] thank you and

[1:27:39] my wife's a teacher who's taught us Booker classes in

[1:27:43] and you know to the educators I'm certainly not suggesting

[1:27:46] that Israel is very less than desirable ... you know

[1:27:50] they can't be done effectively and I know for a

[1:27:52] fact that it is and I don't want to present

[1:27:55] that picture but I do think it would be a

[1:27:56] harder thing to do virtually then it would be ...

[1:28:00] when you've got when you're in the class I think

[1:28:03] that adds an extra layer to that which an extra

[1:28:06] challenge

[1:28:08] oh sorry

[1:28:09] I'm

[1:28:12] and I agree that no one wants school starting the

[1:28:15] third week of September and ...

[1:28:18] and I I get all that right

[1:28:22] we've got a third of the people there were comfortable

[1:28:25] when the numbers were at

[1:28:28] when people are changing their minds we were going you

[1:28:32] know the rates were at like two hundred and they

[1:28:34] were going to four hundred and they were like five

[1:28:38] hundred in September or something like it wasn't in the

[1:28:40] thousands it was just going from the low to boost

[1:28:44] it to the middle hundreds and people were changing their

[1:28:47] mind dramatically opting for work or school ... yeah we've

[1:28:51] been over three

[1:28:54] for the last little while and

[1:28:57] what I hope you know I think most people hope

[1:28:59] is that we have a return to bricks and mortar

[1:29:01] and our kids coming back to school and feeling comfortable

[1:29:05] and feeling safe and I think that's cool I think

[1:29:09] that's ...

[1:29:11] a big leap of faith for people who were already

[1:29:14] opted for virtual school that being a third of our

[1:29:18] our student body to make in June in advance of

[1:29:23] ... ...

[1:29:25] what I think is going to be a whole wall

[1:29:27] of our

[1:29:29] actually nations and even some for high school kids you

[1:29:32] know to open up ...

[1:29:35] right I think this is going to be the landscape

[1:29:37] is going to be dramatically different and we're going to

[1:29:39] have a number of people ... in early September late

[1:29:44] August reaching out going

[1:29:47] you know

[1:29:49] you know I'm really worried about the mental health and

[1:29:51] well being of my child that virtual school outside and

[1:29:55] out of safety I needed to keep the parent

[1:29:58] so I don't think we're getting is much as we'd

[1:30:00] like to this notion that we asked them if you're

[1:30:03] going and it's a hard thing ...

[1:30:07] the world remember we had been in in the fall

[1:30:10] and in September I think is ... I don't think

[1:30:13] it's going to stop simply because we like it I

[1:30:17] think that I think that that's coming our way against

[1:30:20] my time's up support thank you

[1:30:26] okay thank you Mister McLean

[1:30:30] and the next person on the list is trust delete

[1:30:34] thank you S. thank you Mister chair

[1:30:39] trustee maclean's time is up I will absolutely take on

[1:30:42] his torch and continue this conversation for so I just

[1:30:46] want to applaud stock you have done amazing things of

[1:30:50] this year and this new plan that you have presented

[1:30:53] to us today it's it's very good and it's very

[1:30:56] good it shows team work it shows a willingness to

[1:31:00] work with our communities to listen to our communities I'm

[1:31:03] also glad the provinces came over and came up with

[1:31:05] some funding

[1:31:07] but

[1:31:09] I think in trying to adjust to improve how we

[1:31:13] performed this year we might be going too far in

[1:31:17] compensation towards the other direction with the way that we

[1:31:21] are asking our parents to make a choice right now

[1:31:26] if we recall last August

[1:31:30] when we asked our parents how they felt about virtual

[1:31:34] versus in person during the second time the first time

[1:31:37] we asked in the middle of August the second out

[1:31:40] sorry the first time we asked in the middle of

[1:31:41] August the second time was at the end of August

[1:31:45] seven thousand parents change their minds about seven thousand for

[1:31:50] every two weeks

[1:31:52] the late

[1:31:54] if I were to do a straight line mass and

[1:31:57] extend that two weeks to the ninety day so we're

[1:32:00] asking them to make a decision today

[1:32:03] what would that number be

[1:32:06] at

[1:32:07] if we don't allow them to change their mind the

[1:32:10] September what will that number be in February when we

[1:32:14] do allow them to change and how drastically will these

[1:32:19] changes in the pandemic and changes in the circumstances affect

[1:32:22] our system

[1:32:24] I understand that we need the numbers quickly to start

[1:32:28] making plans I heard our stops the very clear that

[1:32:32] we can design a operating model until you have an

[1:32:36] idea of

[1:32:38] what the parent wants to do

[1:32:41] what is possible for us to ask them again just

[1:32:46] to true up the numbers in the beginning of August

[1:32:50] and I'm doing this map because we asked me last

[1:32:54] year we asked the parents to you know continue to

[1:32:57] make changes until the second week of September and even

[1:33:00] with that we were able to get most of our

[1:33:02] virtual school up by October the second week of October

[1:33:06] so this we asked our parents to tool up their

[1:33:09] responses by the second week of August can we make

[1:33:13] a start date at the second week of September

[1:33:17] and can you do that without impacting the system and

[1:33:20] I'm asking this and I'm asking for staff opinions feedback

[1:33:24] I don't expected today but you know soon

[1:33:28] what challenges will you have to make something like this

[1:33:32] happen and what obstacles can the board help you removed

[1:33:37] so that we can you know delay the final choice

[1:33:42] that our parents are going to make to escalate as

[1:33:44] possible and what's that and what is that latest possible

[1:33:47] date I think these are the questions I would love

[1:33:49] to have staff come back at the meeting up soon

[1:33:53] in the near future to let us know

[1:33:56] once again I just want to reiterate I I fully

[1:33:59] support the fact that if we ask the parents to

[1:34:02] you know make a commitment to next year they make

[1:34:04] that commitment until the first which ended in February I

[1:34:07] think that is a good class I just don't want

[1:34:10] us to over compensate into the other day H. and

[1:34:13] ask the parents to make a choice to worry and

[1:34:16] that choice become non reflective of reality because let's face

[1:34:20] it there are variants of Colin nineteen that's coming out

[1:34:23] we don't know how effective the vaccine is going to

[1:34:25] be and at this point I think if we have

[1:34:28] learned anything from the pandemic is a we have to

[1:34:31] expect the unexpected and we cannot find ourselves into a

[1:34:35] corner where we cannot hear that

[1:34:38] to the drastic changes that we have already seen during

[1:34:42] this period of time so thank you very much staff

[1:34:44] I don't think I need a response now but I

[1:34:46] hope we will continue this conversation actually I do want

[1:34:50] a response I would like to know if staff is

[1:34:52] willing to consider what I've just said thank you very

[1:34:54] much

[1:34:56] thank you through the chair I'm

[1:35:00] we are not willing to consider an August

[1:35:05] change in choices at this point this is not the

[1:35:09] same as generous start up as the last one the

[1:35:12] vaccination rollout has been most intentional and while not perfect

[1:35:17] thanks to trustees advocacy we have been able to get

[1:35:20] our staff vaccinated at a speed which was much more

[1:35:24] hopeful in two of the boards in the province which

[1:35:28] had Morris hot spots than any other parts of the

[1:35:30] province we've been able to get them vaccinated faster and

[1:35:34] ministry of health and the ministry of education are committed

[1:35:37] to choose vaccinations before they return to school that doesn't

[1:35:41] mean we're guaranteed at all what we are expected to

[1:35:45] guarantee is a smooth start to September so for families

[1:35:49] who do not feel that vaccinations want to be able

[1:35:52] to take place in their homes or for their children

[1:35:55] they will likely be choosing a virtual learning option for

[1:36:01] those who don't and there were here sure that within

[1:36:04] their own home context it's been addressed they will be

[1:36:07] choosing in person one whatever it is we will be

[1:36:10] prioritizing the connection to the families to understand their choices

[1:36:14] and by keeping the local charter schools were in a

[1:36:17] better position to do so but we will not be

[1:36:20] doing any kind of selection in the month of August

[1:36:23] the stability for the students is too important at this

[1:36:26] point and yes we recognize parents will be making choices

[1:36:30] in June but we don't believe that's the same year

[1:36:32] as last year and we're hopeful it doesn't change to

[1:36:35] that degree but if it does we've we've allowed for

[1:36:39] February which is the extra date which we were not

[1:36:42] required to provide because we are sensitive to the fact

[1:36:45] that parents don't always know but now we will be

[1:36:48] entering into an August election

[1:36:52] that would not that stops recommendation that thank you director

[1:36:55] senior Mister chair I guess my question then is it

[1:36:59] August is not a feasible date is starting to come

[1:37:02] back and tell us if there is a date of

[1:37:04] later generations she would jump for a spot or two

[1:37:07] years in August where we can allow the parents to

[1:37:09] make a true love on their initial decisions

[1:37:13] through the chairs the consensus of all the directors of

[1:37:16] education across the province to Janice already very late in

[1:37:19] order to be able to assure schools of their staffing

[1:37:22] levels because based on what their responses aren't we then

[1:37:26] have to make sure staff is in the right places

[1:37:29] and the right courses of the right programs are available

[1:37:32] for our students so before teachers leave they are entitled

[1:37:36] to get a tentative time table on when they should

[1:37:39] be getting the real time table but will be giving

[1:37:41] them a tentative time table so that we need the

[1:37:44] collective agreement I'm convinced of the house

[1:37:49] sorry sorry first is not really possible sorry sorry Mister

[1:37:54] chair I just want understand are we making this decision

[1:37:56] because it is impossible for us to manage or be

[1:37:59] making this decision because it because give given our current

[1:38:04] set up of collective agreement on how the summer break

[1:38:06] works we want to fit in the time lines

[1:38:10] sorry to hear that sure we're doing it so that

[1:38:13] we can welcome our students back to school whether they

[1:38:15] are in remote or whether they're in in person

[1:38:19] staff is ready to go and register the family's interests

[1:38:24] that's why so sorry I just want to meet the

[1:38:26] three Mister terrific you director I just wanna clarify my

[1:38:29] question once more if we're able to tell the teachers

[1:38:32] at a different set of dates and if if we

[1:38:35] didn't need to let our staff know ... teachers no

[1:38:38] object class set up starting September I'm just curious are

[1:38:41] we able to delay the state

[1:38:45] through the chair no we're not because giving staff their

[1:38:49] timetables means you know which staff we need to teach

[1:38:52] French subjects in which brings so that the fact that

[1:38:55] they're receiving their timetable means that all of the schools

[1:38:59] in your ward well actually know which teachers they have

[1:39:03] and which ones they need to hire as it is

[1:39:06] hiring teachers goes into the month of July even though

[1:39:09] it's not supposed to that's what staff receive more time

[1:39:12] tables of the engine so wanted to share his family's

[1:39:15] novels is that a teacher is in place for their

[1:39:17] child in the month of September delaying it anymore it

[1:39:21] means we can't stop the schools

[1:39:23] thank you aspen three Mister chair I thought we are

[1:39:26] giving all the head constantly

[1:39:29] if you wanna go back on the list you can

[1:39:30] your time is up we do have three other people

[1:39:32] who would like to ask questions thank you ... so

[1:39:35] we'll move on now to trustee Smith go ahead

[1:39:40] thank you Mr chair still fighting technology here to get

[1:39:44] to my point yeah all right the first question I

[1:39:47] have is what support job I'm on an area of

[1:39:51] concern to me what support what specific support S. S.

[1:39:56] B. staff will be putting in place to re engage

[1:39:59] those students

[1:40:00] which would be an unaccounted for and disengage in learning

[1:40:05] for for more than a year I like to get

[1:40:08] some answers on that

[1:40:10] thank you very much Sir the chair to associate director

[1:40:14] and

[1:40:16] I thank you for the question trustees met as you

[1:40:19] have rightly pointed out we have a number of students

[1:40:21] who have been reading on not being engaged in the

[1:40:24] learning as much as we'd like them to be over

[1:40:26] the last year and so the PSS staff would have

[1:40:31] the opportunity to make direct phone calls to parents to

[1:40:36] reach out to them to get the information from the

[1:40:38] schools to have school staff also reach out directly to

[1:40:41] parents and the students are depending on their age to

[1:40:45] make sure that we are inviting them back into a

[1:40:47] space we're welcoming them and we're creating the conditions in

[1:40:51] the school that will have them know that we're preparing

[1:40:56] to receive them in a way that will have them

[1:40:59] once again being in gate so it is going to

[1:41:01] be a direct ... type of engagement that is going

[1:41:05] to require some

[1:41:07] ... and resources and I think he has to stop

[1:41:09] will be able to help us to do that

[1:41:12] it

[1:41:13] every year in terms of their support Gen resources so

[1:41:16] we put a number or anything like that in place

[1:41:22] as to what we were talking about a large group

[1:41:24] of students here so I just want to insure that

[1:41:27] we are we have a structure ready to go to

[1:41:32] look at this

[1:41:33] I was completely empty insure that we are we are

[1:41:38] I have been doing this

[1:41:43] because I think this is a big area and that's

[1:41:45] of concern to me and I'm hoping that we are

[1:41:48] having everyone set to go on on top

[1:41:54] my next question ... ... I I heard a back

[1:41:58] and forth not too long ago the director said no

[1:42:00] approval associate director said the ministry haven't sent the direction

[1:42:05] yet which is it

[1:42:08] we seem to be

[1:42:10] going back and forth on an answer and I like

[1:42:12] to get clarity on that

[1:42:14] so through the chair it depends on which part of

[1:42:18] the staffing models so what we're looking at secondary

[1:42:22] the way we organize the timetables the ministry is offering

[1:42:25] further directions later in August we will be asked you

[1:42:31] whether they wanted to be a half class size so

[1:42:34] every other day student attendance or ... or full day

[1:42:40] full class size in which case every day students attendance

[1:42:44] so ministry approval

[1:42:47] it is not required in order for us to set

[1:42:49] up our current staffing and scheduling in secondary at this

[1:42:54] time

[1:42:58] does that help through the chair

[1:43:04] this is not

[1:43:10] I was on mute

[1:43:13] you know what happened last year we had a lot

[1:43:15] of delays and ...

[1:43:26] okay that's fine thank you thank you very much

[1:43:32] but

[1:43:33] they finished

[1:43:35] yeah I'm I'm I'm having a little bit of a

[1:43:37] problem I I have some further questions with them and

[1:43:41] I'm I'm I'm

[1:43:43] I'm having a machine is jumping around here on me

[1:43:45] that's creating my own own friction so ... can you

[1:43:49] hear me

[1:43:51] yeah we can hear

[1:43:52] I can hear you anyway

[1:43:55] okay I'm

[1:43:58] I was concerned because last year we had considerable delays

[1:44:04]

[1:44:11] no I'm I'm what

[1:44:14] I'm running I'm running in

[1:44:18] just as we can we can come back if you'd

[1:44:20] like okay

[1:44:22] I can see it too ... trustees just kind of

[1:44:25] Roger go ahead

[1:44:29] I

[1:44:30] I hear you Mister chair I'm thinking stop for for

[1:44:34] bringing us this update I just have a comment I

[1:44:39] don't have any questions I just wanted to share and

[1:44:43] you know I I do appreciate the rationale to start

[1:44:47] at the selection forms early ... because at you know

[1:44:52] I think we don't want to run and she what

[1:44:54] we ran into last year and I think you're you're

[1:44:56] all correct that our parents have a better idea ...

[1:45:01] of how the process is going to run out so

[1:45:03] I I do think you know the time lines are

[1:45:06] fine my worry is is the communication piece ... we've

[1:45:10] run into some trouble in that last year so I

[1:45:15] think

[1:45:16] we really need to make clear in our selection forms

[1:45:22] of the fact that parents will not be able to

[1:45:25] switch back and forth like they have I think they're

[1:45:27] going to be parents were going to think

[1:45:30] it's gonna be like last year so we need to

[1:45:32] make it clear and we need to explain clearly why

[1:45:36] right that it's that it's taxing on our resources our

[1:45:39] staff are expanding you know this is also a bar

[1:45:41] staff right that they're spending so many hours doing the

[1:45:44] switches ... where we can utilize them in a better

[1:45:47] way so we need to make it very clear because

[1:45:50] unlike other steps that what I don't want any of

[1:45:54] us want is in September we we have a mailbox

[1:45:58] full of our people

[1:46:01] so we need to make it very clear that there

[1:46:03] will be an opportunity like last year ... except for

[1:46:07] the one state that we have I think we need

[1:46:09] to also be very up front about how virtual school

[1:46:12] is going to look different

[1:46:14] ... in terms of you know and right now we

[1:46:18] know we can't

[1:46:20] I think

[1:46:21] we have to be up front and say you know

[1:46:23] there's there could be a possibility of more split like

[1:46:27] that that will ... determine perhaps with what parents decide

[1:46:31] I agree with what the director said that your teachers

[1:46:35] are more than capable of handling four classes that and

[1:46:38] they'll deliver their curriculum while but I know that parents

[1:46:42] at least and I'm sure with wealth ... ... not

[1:46:46] if they don't have to say to worry about that

[1:46:48] ... need back end in terms of the other thing

[1:46:52] with the communication we really need to tie in with

[1:46:55] the vaccine rollouts I'm just thinking as sort of a

[1:47:00] lead person who looks at myself in the shoes of

[1:47:03] parents are when I'm looking at how to make these

[1:47:06] decisions it's often based on what the numbers are in

[1:47:08] the pocket strange though when the numbers are really high

[1:47:11] parents want to pull their kids out with the numbers

[1:47:13] a bit lower so what we don't want it's parents

[1:47:16] making those decisions on the numbers because each day ...

[1:47:20] and and then changing it it's much more so I

[1:47:23] think we just need to be very clear I think

[1:47:25] that conversation with a kind of public health ... is

[1:47:30] really important getting parents to clear picture of where we

[1:47:33] think

[1:47:34] are you know and because we don't have the expertise

[1:47:37] that we have to rely on public health to where

[1:47:39] they think the numbers will be what the modeling will

[1:47:41] be come September I think that will be really important

[1:47:45] in our internet ... informing the decision that Karen snake

[1:47:50] arm and telling them that you know there's going to

[1:47:54] be you know because in a lot of communities that

[1:47:57] have yes the vaccinations going smoothly right now but special

[1:48:02] hot spot areas this is not always the case and

[1:48:05] so I think there's always worry from parents that well

[1:48:08] you know what if there's a delay in our second

[1:48:10] doses right we've had many clinics the hot spot being

[1:48:14] being being canceled so I think giving parents I know

[1:48:18] it's outside of our purview of expertise but I think

[1:48:20] we really do need to incorporate into the communication that

[1:48:23] goes out I because I do strongly worried that they're

[1:48:26] going to make decisions on what the numbers are now

[1:48:29] and and then you have numbers we're seeing in other

[1:48:32] parts of the world have drastically changed after vaccination and

[1:48:36] so you know we don't want to be in a

[1:48:38] situation where we're kind of having to reconfigure everything at

[1:48:42] the last minute so I think you medication I just

[1:48:44] want to read it it's so important in this process

[1:48:46] so we don't add extra work for staff and teachers

[1:48:49] yeah because I know teachers are also very anxious of

[1:48:52] getting their timetable aren't you know ahead of time and

[1:48:56] that we weren't necessarily able to do last year and

[1:48:58] they wound up like I said yes so I I

[1:49:01] guess at this point I'm just looking forward to seeing

[1:49:05] what the selection forms bring the N. and again I

[1:49:07] urge you all very strongly asked you to to get

[1:49:10] all that communication in a concise way and then of

[1:49:13] course translations right so we're talking about hot spot ...

[1:49:17] that's going to be a major major piece having webinars

[1:49:20] and all those things are really great ... but they

[1:49:23] are very an accessible to to a lot of parents

[1:49:26] that I figure out how we're gonna we'll let that

[1:49:27] out because June first is very very close I think

[1:49:31] yeah

[1:49:33] thank you and we completely concur on the translations of

[1:49:37] the communications executive officer odd Perry has been working with

[1:49:41] the team and its fans I can tastic in terms

[1:49:45] of planning ahead of time to ensure that what we

[1:49:49] are doing is as accessible to as many families as

[1:49:53] we can so we're very committed to that and appreciate

[1:49:56] the comment

[1:49:59] okay thank you testing should ... that should that should

[1:50:03] come to Russia ... we do it we're almost at

[1:50:05] six but we have more than five minutes and just

[1:50:08] U. Lasko was asked to put back on the list

[1:50:10] so that will be the final speaker before and you

[1:50:12] can you can you know can you not hear me

[1:50:14] like to finish off we're right we're all

[1:50:17] I'm sure I'm just like David finish first thank you

[1:50:21] yes thank you very much I'm sorry I was having

[1:50:25] problems and still continue to have but we need approval

[1:50:28] for ... structure of the daytime table how much should

[1:50:32] parents students spend on the job how much time students

[1:50:36] spend in class versus online ... could anyone help me

[1:50:40] with that how we gonna

[1:50:43] associate director gold through the chair

[1:50:47] so our trusty Smith is right that last summer one

[1:50:50] of the things that kept us ... held up was

[1:50:53] landing that what I I refer to as the bell

[1:50:56] schedule when do they attend school winner they synchronous where

[1:50:59] they is a synchronous

[1:51:02] we have a team working on looking at different models

[1:51:05] will be consulting with different stakeholders and at this point

[1:51:09] our understanding is that we are free to do so

[1:51:12] which is why that work is beginning ... and we

[1:51:15] will report back as that work becomes completed

[1:51:20] when we need approval for that Sir

[1:51:23] in the information we've received to date there has not

[1:51:26] been anything that talks about boards getting approval for the

[1:51:30] dell structure we must adhere to the Education Act where

[1:51:33] students receive a certain number of minutes of instruction a

[1:51:36] day and we will always follow the Education Act the

[1:51:40] circumstances we were in last number are not with us

[1:51:45] at that moment so we are going to proceed on

[1:51:47] that basis

[1:51:49] okay let's be cautious with that because ... I think

[1:51:52] those things would require approval and I was following up

[1:51:56] in that question class sizes ankle hurts ... what what

[1:52:00] are going to be the sizes in these two areas

[1:52:03] for class sizes associate director Snyder threw the chair

[1:52:09] thirty three Belcher lost connection there are mistrial Oscar actually

[1:52:12] reply to south to get all the questions I would

[1:52:15] like to know what the class sizes and co hurt

[1:52:17] sizes will be

[1:52:20] through you Mister chair of we won't know that until

[1:52:24] we see the responses from Paris to though ... how

[1:52:27] many parents choose remote virtual verses in person ... as

[1:52:32] you know this year are you virtual classes were larger

[1:52:35] class size to support smaller classes live in person learning

[1:52:38] so once we have the information on the parents choices

[1:52:42] and the work begins I configure the classes bishop better

[1:52:44] information for you on that so you're telling me at

[1:52:48] this time you don't know how does class sizes will

[1:52:50] be

[1:52:51] not throw the district until we understand what the ratio

[1:52:55] of virtual verses in person will be

[1:52:59] what about the model of the day Sir

[1:53:02] we have a few researcher we haven't created a models

[1:53:05] yet because we don't know with Azerbaijan's state earlier this

[1:53:09] evening with the changes of the pandemic vaccination schedules and

[1:53:13] what we're hearing on vaccinations

[1:53:15] until we see the replies are families it's hard for

[1:53:18] us reject what class sizes will be in person or

[1:53:21] virtual

[1:53:23] so we are yes the you don't have a timeline

[1:53:26] at this time your site

[1:53:29] three Mister chair I would and I looked to my

[1:53:31] colleagues but I would suggest that in late June ...

[1:53:35] when we see the responses in the stock staff at

[1:53:37] the opportunity to analysis on the responses we could probably

[1:53:40] come back to you with some estimates of what class

[1:53:43] sizes will look like across the district for the next

[1:53:45] school year

[1:53:47] see my concern is that how many parents

[1:53:51] make decisions without class sizes ... to get into these

[1:53:55] ... setting so it limits them in the sense that

[1:54:01] ... if they make a commitment and then find out

[1:54:03] of class sizes you mongoose I do want to get

[1:54:06] out your spelling the telling them that it can't do

[1:54:09] it but class size has a lot to do as

[1:54:11] you know last year we may have more experience now

[1:54:16] versus last year but did the concern I'm having is

[1:54:19] that ... with that information they had last year is

[1:54:23] what I've been going back and forth and now if

[1:54:26] they don't know the class sizes as they find out

[1:54:29] how many kids are in those classes with their kids

[1:54:32] they can have they could probably want to change that

[1:54:35] class so I'm a little concerned about that

[1:54:40] so are

[1:54:42] so we lock them and just saying they can't change

[1:54:45] we need to be able to tell them what the

[1:54:46] size of those classes are going to be

[1:54:50] three Mister chair yeah we are trying our very best

[1:54:52] we will honor our collective agreements and class size regulations

[1:54:56] as we do this work ... but to identify what

[1:55:00] the class sizes in the remote verses in person is

[1:55:04] a little bit early at this point in time Alaska's

[1:55:06] trickle **** a critical of you thanks for the comments

[1:55:09] on this

[1:55:11] no I I think what we want to do justice

[1:55:13] would receive similar devices will share as much as we

[1:55:17] know in other words what are the class sizes based

[1:55:20] on what we know at the time of survey in

[1:55:22] terms of collective agreement ... and regulations but N. as

[1:55:27] associate director Snyder said ...

[1:55:30] ... until we see how students are divided up between

[1:55:33] the two ways of learning and finding it hard to

[1:55:35] get more precise than that

[1:55:38] ... do you associate director could you confirm for me

[1:55:41] please ... I was putting a cap of some kind

[1:55:45] forty nine hundred ten fifteen so we can know that

[1:55:49] cap what it is I it sounds a bit vague

[1:55:53] for me and I want to get an answer what

[1:55:56] is it that we as a board can determine is

[1:55:59] going to be twenty eight is gonna be canned it's

[1:56:00] going to be whatever it is so parents are aware

[1:56:03] of it I got a newsletter that spending and I

[1:56:05] want to make certain that I can have some kind

[1:56:08] of conversations because people are calling me regularly on this

[1:56:11] matter and I'd like to address it in some form

[1:56:14] that could today ... someone could explain to me

[1:56:19] by pointing to recap of some sort I don't know

[1:56:23] what that number is and I'm not gonna put a

[1:56:25] number in anyone's at that ... someone please tell me

[1:56:29] what that cap can be we know that it used

[1:56:32] to be thirty and twenty eighteen whatever ... we have

[1:56:36] called it now so we are going further down from

[1:56:38] that what will it be it parents don't want their

[1:56:41] kids to be clustered in a class to deal with

[1:56:45] that

[1:56:47] so through that sure we agree with you I think

[1:56:50] this is a part of the F. that conversation when

[1:56:52] we get into what staffing will cost and so may

[1:56:56] I suggest that next week may twelfth in the conversation

[1:57:01] that aspect will be able to better I deal with

[1:57:04] that question is that fair through the chair yes that's

[1:57:08] fair and and just dismiss your time is up because

[1:57:11] I've added on actually a little bit of extra time

[1:57:13] to five minutes so

[1:57:16] thanks to the tank thanks a lot

[1:57:19] thank you thank you for your questions and we will

[1:57:22] direct will endeavor to answer thank you very much ...

[1:57:26] we're now at six o'clock I'm going to suggest that

[1:57:28] we take a five minute recess well we're going to

[1:57:30] be as we prepare to go into private yeah certain

[1:57:33] stuff has to leave ... and maybe Mrs ... upon

[1:57:36] ... can tell us which are the director can tell

[1:57:39] us which stuff ... I need to be ... to

[1:57:43] ... it can I can enter the private session ...

[1:57:47] so I'm going to call for a five minute recess

[1:57:49] while we work this out

[1:57:51] surcharges and ... before we go if we have any

[1:57:55] other questions can should be emailing them to the right

[1:57:57] yeah yeah that's what I wanted yes thank you through

[1:58:01] the bay area sure

[1:58:03] yes what we'll do is we'll have ... ... questions

[1:58:07] sent to the vice chair Mister Mammoliti ... and ...

[1:58:10] he will ... that make sure that they get answers

[1:58:14] and ... we we put them in the trustees weekly

[1:58:16] director

[1:58:18] yes we will and ... if I could just let

[1:58:21] the rest of staff know ... after ... general counsel

[1:58:25] upon names rescue staff we won't be coming back into

[1:58:28] the public sessions so have a good Friday evening and

[1:58:32] many things the staff online you were amazing sorry I

[1:58:36] know that was an audible and that and may I

[1:58:38] say before they leave ... happy mother's day to you

[1:58:41] all

[1:58:46] upon well in addition to the directors associate directors ...

[1:58:50] my own Brisson Ross Ryan Tony Rossi Christopher Morley your

[1:58:55] time ...

Special Planning and Priorities Committee

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