[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 ...