WEBVTT 1 00:19:31.980 --> 00:19:33.480 Courtney Russell: I was trying to figure out who that was. 2 00:19:34.530 --> 00:19:37.920 Vilma: I'm sorry I using I'm using my workflow. I'm sorry. 3 00:19:38.610 --> 00:19:42.360 Courtney Russell: No problem. No problem at all. Thank you for letting us know heavier. You've got six 4 00:19:42.780 --> 00:19:50.490 Courtney Russell: And I think you probably see the for board members and use that Rob on the bottom with the first 917 number and then we just need one more. 5 00:19:53.010 --> 00:19:53.640 Vilma: Hi guys. 6 00:19:54.780 --> 00:19:55.350 Vilma: Hello. 7 00:19:57.060 --> 00:19:58.560 Javier Lopez-Molina: Me, get comfortable here and 8 00:20:00.690 --> 00:20:03.930 Javier Lopez-Molina: The most comfortable chair and yes I'm in Rhode Island today. 9 00:20:05.190 --> 00:20:06.180 Javier Lopez-Molina: Not in New York. 10 00:20:08.310 --> 00:20:08.730 Vilma: Are you 11 00:20:14.520 --> 00:20:16.890 Javier Lopez-Molina: James town so across the bridge from Newport. 12 00:20:20.730 --> 00:20:21.990 Vilma: How was that it was a 13 00:20:23.040 --> 00:20:25.920 Javier Lopez-Molina: Really nice. Very nice box for a walk. 14 00:20:25.980 --> 00:20:26.670 This morning 15 00:20:28.380 --> 00:20:29.100 Javier Lopez-Molina: Got a tech 16 00:20:29.370 --> 00:20:31.140 Javier Lopez-Molina: So, that was fun. Oh. 17 00:20:31.650 --> 00:20:36.270 Javier Lopez-Molina: My first time, actually I didn't do it. Matt to it, but the tech off of 18 00:20:37.320 --> 00:20:37.890 Javier Lopez-Molina: The dark 19 00:20:39.090 --> 00:20:41.070 Javier Lopez-Molina: Very strange. And they look like 20 00:20:45.660 --> 00:20:48.120 Vilma: Yo, get a chance at all. 21 00:20:48.750 --> 00:20:50.640 Javier Lopez-Molina: While you're there to do one 22 00:20:50.940 --> 00:20:52.170 Adrian Adderley: Before. Are you there. 23 00:20:53.250 --> 00:20:54.420 Javier Lopez-Molina: No, I've never done that. 24 00:20:54.930 --> 00:20:56.160 No over Newport. 25 00:20:57.450 --> 00:20:59.400 Javier Lopez-Molina: Oh wait, is that all the that's the 26 00:21:00.510 --> 00:21:01.830 Javier Lopez-Molina: Path behind them entrance 27 00:21:01.980 --> 00:21:03.270 Adrian Adderley: Yeah, yeah. The three and a half mile 28 00:21:03.270 --> 00:21:06.360 Adrian Adderley: Path people use it easy to walk it in the morning. Every time I go 29 00:21:07.140 --> 00:21:10.230 Javier Lopez-Molina: Yeah. It's very pretty. I've done it, long time ago. I haven't done that in a while. 30 00:21:28.050 --> 00:21:29.430 Vilma: Alright, you do have your seven 31 00:21:29.430 --> 00:21:29.910 Heavier 32 00:21:32.790 --> 00:21:33.090 Javier Lopez-Molina: Great. 33 00:21:48.600 --> 00:21:49.410 Vilma: I can hear you. 34 00:21:50.730 --> 00:21:51.000 Vilma: All right. 35 00:21:51.630 --> 00:21:52.680 Vilma: Very good enough to 36 00:21:56.430 --> 00:22:00.570 Javier Lopez-Molina: Going to get session last time we're just going to forego the introductions. 37 00:22:01.680 --> 00:22:03.330 Javier Lopez-Molina: To other here and 38 00:22:03.600 --> 00:22:05.640 Javier Lopez-Molina: When to officially call the 39 00:22:05.640 --> 00:22:07.800 Javier Lopez-Molina: meeting to order this five or seven 40 00:22:08.220 --> 00:22:10.800 Javier Lopez-Molina: You're going to dive right in. I thought 41 00:22:10.920 --> 00:22:11.910 Javier Lopez-Molina: Let me share my screen. 42 00:22:13.260 --> 00:22:13.980 Javier Lopez-Molina: And remind them. 43 00:22:15.900 --> 00:22:16.530 Vilma: Participant 44 00:22:17.340 --> 00:22:20.310 Javier Lopez-Molina: Cherry Courtney, can you enable screenshot. 45 00:23:00.840 --> 00:23:02.220 Javier Lopez-Molina: Can everybody see my screen. 46 00:23:11.760 --> 00:23:12.810 Javier Lopez-Molina: Can everybody see my screen. 47 00:23:16.950 --> 00:23:17.310 Travis Brown: Yes. 48 00:23:17.340 --> 00:23:19.290 Kevin Golden: Yep. Yes. Great. 49 00:23:19.950 --> 00:23:22.170 Javier Lopez-Molina: Alright, so this is where we were last time. 50 00:23:22.740 --> 00:23:31.770 Javier Lopez-Molina: We had a lot of a lot of revisions to the original statement, we went back, Travis and I went back and we tried to divide 51 00:23:32.310 --> 00:23:45.210 Javier Lopez-Molina: You know, we heard some of the feedback around this has got to be a little bit more succinct and while we really wanted to put in the how I think the mission and vision is more of the what. And so we tried to divide the what 52 00:23:46.230 --> 00:23:51.600 Javier Lopez-Molina: The how like how we do it from, what are we doing, and 53 00:23:52.710 --> 00:24:00.090 Javier Lopez-Molina: We tried to incorporate all the concepts we had heard from everybody. But there's still a couple things we want to discuss. So I think we're getting really close. 54 00:24:00.750 --> 00:24:06.120 Javier Lopez-Molina: But this is the next revision here in black. I have some comments, but I wanted to read it out loud here. 55 00:24:06.690 --> 00:24:14.190 Javier Lopez-Molina: This is the next revision it's shorter, but you can see there are scores went in the wrong direction in terms of readability. That's fine for now we can 56 00:24:14.700 --> 00:24:16.530 Javier Lopez-Molina: We can make it a little bit more readable later. 57 00:24:17.130 --> 00:24:26.850 Javier Lopez-Molina: So our mission is to educate and develop scholars that are intellectually curious so that concept is still there and strong communicators and solve problems through empathy and inquiry. 58 00:24:27.300 --> 00:24:41.490 Javier Lopez-Molina: Our school uses real life examples which is a new concept, we're going to discuss our school uses real life examples to teach scholars and provides a sense of family and community where we bring out the best and our scholars socially and 59 00:24:44.070 --> 00:24:47.910 Javier Lopez-Molina: So before we get into the details thoughts and feelings were going in the right direction. 60 00:24:52.350 --> 00:24:53.880 Estefany Angeles: I really like the first sentence. 61 00:24:55.170 --> 00:24:59.400 Estefany Angeles: I'm curious to hear more about the second, not that I don't like it but just want to understand it better. 62 00:25:07.380 --> 00:25:08.130 Javier Lopez-Molina: Thoughts on it. 63 00:25:10.440 --> 00:25:13.470 Jennifer Clayton: This is Jen. I'm curious what you mean by inquiry. 64 00:25:14.850 --> 00:25:25.020 Jennifer Clayton: And I do recognize real life examples from some epic Ellen Sandra said last meeting he talked about hands on real life experiences and sort of bringing the community in 65 00:25:26.400 --> 00:25:29.190 Jennifer Clayton: School to the community. I can see all that kind of lives. 66 00:25:31.350 --> 00:25:34.590 Jennifer Clayton: In Korea, yeah, I'd be curious about the definition of angry and 67 00:25:36.120 --> 00:25:43.890 Javier Lopez-Molina: So the inquiry was our attempt to de mystify or the jargon is that phrase of 68 00:25:45.120 --> 00:25:45.600 Javier Lopez-Molina: Up here. 69 00:25:47.880 --> 00:25:48.870 Javier Lopez-Molina: But design thinking 70 00:25:50.370 --> 00:25:51.150 Javier Lopez-Molina: You're trying to 71 00:25:52.530 --> 00:25:57.870 Javier Lopez-Molina: Make that a little bit more accessible to people who weren't like technologists, or, you know, 72 00:26:02.070 --> 00:26:02.790 Javier Lopez-Molina: So, 73 00:26:05.190 --> 00:26:10.200 Javier Lopez-Molina: That was the thinking around inquiry. It's kind of like this idea that 74 00:26:11.700 --> 00:26:14.820 Javier Lopez-Molina: you're solving problems by asking questions to understand 75 00:26:16.290 --> 00:26:19.020 Javier Lopez-Molina: Or is that where you're going. Like, how is it different than empathy. 76 00:26:20.010 --> 00:26:24.000 Jennifer Clayton: Is kind of wondering how it's different from just being intellectually curious. 77 00:26:25.260 --> 00:26:27.000 Jennifer Clayton: Or just plain problem solving. 78 00:26:30.360 --> 00:26:31.320 Javier Lopez-Molina: That's a good question. 79 00:26:32.820 --> 00:26:34.920 Javier Lopez-Molina: How does everybody else feel about it. I mean, 80 00:26:35.520 --> 00:26:38.100 Javier Lopez-Molina: I'm not keeping it in, but 81 00:26:40.650 --> 00:26:43.710 Kevin Golden: To me, it speaks to student centered learning 82 00:26:45.240 --> 00:26:58.680 Kevin Golden: Which I think is really important. I don't know if it gets us away from being jargon II. I mean, I do think it may be is a more jargon, a way of saying student centered learning, but I know it is definitely a 83 00:26:59.700 --> 00:27:03.960 Kevin Golden: Direction that a lot of that almost all of our departments are moving towards 84 00:27:05.100 --> 00:27:09.060 Kevin Golden: Towards inquiry as as their model for instruction. 85 00:27:13.020 --> 00:27:13.500 Javier Lopez-Molina: However, 86 00:27:15.900 --> 00:27:18.150 Jennifer Clayton: You would operationally define it and measure it. 87 00:27:20.460 --> 00:27:23.940 Jennifer Clayton: What would it look like in a classroom of solving a problem. 88 00:27:25.440 --> 00:27:26.040 Kevin Golden: So, 89 00:27:27.120 --> 00:27:38.280 Kevin Golden: It would look like a instructional units being focused around a what we call a compelling question. So a question that is both rigorous and 90 00:27:39.960 --> 00:27:45.870 Kevin Golden: Engaging to the students and and those compelling questions are usually very broad. 91 00:27:46.980 --> 00:27:51.720 Kevin Golden: And lend themselves to multiple 92 00:27:53.040 --> 00:27:56.130 Kevin Golden: Responses that would be considered 93 00:27:57.690 --> 00:28:01.860 Kevin Golden: Yeah, students could students could come up with multiple responses to the question that would be legitimate. 94 00:28:03.600 --> 00:28:15.750 Kevin Golden: But then there. So they're investigating that compelling question usually through a series of supporting questions that really get at the content and apply the skills related to the discipline. 95 00:28:17.610 --> 00:28:25.410 Kevin Golden: And then they're usually crafting a an argument to address that question as like a summative product. 96 00:28:34.620 --> 00:28:39.660 Javier Lopez-Molina: So how's that different from problem solving. Sorry. 97 00:28:41.580 --> 00:28:44.280 Travis Brown: I think the difference is around 98 00:28:45.600 --> 00:28:55.500 Travis Brown: In the simplest form, I think about I think about it is you can tell students what to do and how to approach things or they can they can be 99 00:28:56.010 --> 00:29:05.790 Travis Brown: Given really open ended problems and they can investigate ask questions, make the connections themselves and figure it out. So it's an approach to learning. 100 00:29:06.120 --> 00:29:14.520 Travis Brown: Which you can have a teacher stand in front of the room. Tell them how to solve different problems using. So when you see this, you solve a problem this way. 101 00:29:14.940 --> 00:29:18.930 Travis Brown: Versus students seeing a more of all looking at the open in their approach and say, 102 00:29:19.290 --> 00:29:30.030 Travis Brown: Here are multiple ways that can go about this. How do I figure these things out. What questions do I need to ask. So it's an instructional model that shifts away from teachers telling students what to do. 103 00:29:30.570 --> 00:29:38.790 Travis Brown: When you come up on a situation or problem to students asking the right questions, making connections and find and making their own meaning. 104 00:29:39.240 --> 00:29:45.630 Travis Brown: So it is two ways, though, because teachers can show kids how to problem solve and students can 105 00:29:46.200 --> 00:29:55.410 Travis Brown: Learn how to ask the right questions and figure out the information they need to know in order to solve problems. Well, and I think one is more transferable. 106 00:29:56.100 --> 00:30:12.840 Travis Brown: To the real world. When the problems don't have the problems don't come in nightly tightly nicely nice shampoo. The palace boxes saying salt me this way it's around what questions and processes do students go through to figure out how to need to attack problems. 107 00:30:17.100 --> 00:30:18.930 Travis Brown: But it could be our way of problem solving. 108 00:30:21.300 --> 00:30:25.530 Javier Lopez-Molina: Yeah, it's so hearing what you're saying. It does sound like a a 109 00:30:26.670 --> 00:30:31.590 Javier Lopez-Molina: A way of approaching problems, but I don't know that the language inquiry captures that 110 00:30:33.000 --> 00:30:36.000 Javier Lopez-Molina: And I've never heard of the student centered learning 111 00:30:37.470 --> 00:30:42.510 Javier Lopez-Molina: That sounds like a technical thing i'm not technical thing. Sorry. That sounds like a 112 00:30:44.730 --> 00:30:47.040 Javier Lopez-Molina: You know, education, specific 113 00:30:48.330 --> 00:30:52.650 Javier Lopez-Molina: Word pairing, if you will, that like, I'm not familiar with because I'm not in that industry. 114 00:30:53.730 --> 00:30:55.800 Jennifer Clayton: Yes, even SendGrid is definitely jargon. 115 00:30:57.030 --> 00:30:58.530 Jennifer Clayton: Of, you know, inquiry based learning as 116 00:31:00.420 --> 00:31:00.840 Jennifer Clayton: It is 117 00:31:04.860 --> 00:31:08.730 Travis Brown: Isn't if we're talking about solving problems. 118 00:31:10.260 --> 00:31:21.630 Travis Brown: The inquiry pieces around asking questions before you go on to solve. So we look at a community issue if you wanted to build a community center in a community, we can just go ahead and build it. 119 00:31:22.440 --> 00:31:36.270 Travis Brown: But there's a if we're using appreciative inquiry or user centered design or asking questions to the people in the community, the stakeholders, the community. Before we go set out on design you would use the inquiry process you can solve a 120 00:31:36.270 --> 00:31:36.810 Problem. 121 00:31:38.010 --> 00:31:45.450 Travis Brown: Divorced of inquiry of inquiry means asking questions to the right people getting all the key information. And that's where the empathy could come in. 122 00:31:47.460 --> 00:31:57.240 Javier Lopez-Molina: So I'm going to try and merge a concept as I'm hearing it, which is this concept we have earlier on intellectual curiosity which right now as standalone it it's just 123 00:31:57.780 --> 00:32:14.640 Javier Lopez-Molina: We want people to be curious. But what I'm hearing you describe is more like we want that curiosity which is which involves asking questions to sort of nucleus around problem solving. And so maybe 124 00:32:16.680 --> 00:32:24.330 Javier Lopez-Molina: We have to rephrase this to put that intellectual curiosity around the problem solving component is that, am I hearing that correctly. 125 00:32:27.900 --> 00:32:28.260 Travis Brown: I don't 126 00:32:28.590 --> 00:32:33.060 Travis Brown: I don't know, intellectual curiosity is always around problem solving. 127 00:32:34.650 --> 00:32:41.220 Travis Brown: Because we want them to be intellectually curious about books about further understanding about learning about people. 128 00:32:43.440 --> 00:32:55.410 Travis Brown: We wanted to create this community where students see they interested in a lot of things and they curious about how things work and not necessarily always around solving problems. 129 00:32:56.610 --> 00:33:00.930 Javier Lopez-Molina: Okay, so then it does have value as a standalone concept up here. 130 00:33:03.930 --> 00:33:08.010 Travis Brown: I think so, but I'm open to hearing what other people feel about it. 131 00:33:11.520 --> 00:33:15.720 Jennifer Clayton: Yeah, I agree. Travis, I think, in an earlier version we talked about intellectual curiosity. 132 00:33:16.800 --> 00:33:17.160 Jennifer Clayton: About 133 00:33:18.270 --> 00:33:22.170 Jennifer Clayton: Being able to follow their passions and get interested in things 134 00:33:24.090 --> 00:33:25.530 Jennifer Clayton: So it wouldn't necessarily 135 00:33:30.600 --> 00:33:34.110 Javier Lopez-Molina: What I'm wondering, people on the board thing just to call out 136 00:33:34.560 --> 00:33:38.490 Javier Lopez-Molina: A specific stakeholder group on this call it in particular, if we have parents 137 00:33:39.660 --> 00:33:54.660 Javier Lopez-Molina: Or do you have a thought around having it as a standalone concept at the beginning. Like, do we value just intellectual curiosity or do we want to tie it into specifically how you solve problems is by asking questions. 138 00:34:13.980 --> 00:34:14.310 Alexandra Abreu: Internationally, 139 00:34:16.890 --> 00:34:26.520 Alexandra Abreu: Curiosity, but also the inquiry piece, which I think is very like it's something that has a lot of body for me. 140 00:34:38.670 --> 00:34:43.230 Vilma: We're just gonna piggyback the lead on Alex and I said, I agree with 141 00:34:44.430 --> 00:34:53.310 Vilma: The concept because in order for you like these like problem solving, like this, they should go together because you have to be like intellectually 142 00:34:55.800 --> 00:35:06.480 Vilma: interested in doing. And in searching things and finding now. And, you know, and I just like Travis said from the books, but from, you know, the everyday experiments. 143 00:35:12.780 --> 00:35:21.510 Javier Lopez-Molina: To me, what we need to solve for this sport here sounds like this is OK. But this is not 100% clear 144 00:35:23.190 --> 00:35:27.570 Javier Lopez-Molina: Of problems basically by asking questions and by understanding others. 145 00:35:44.250 --> 00:35:46.050 Javier Lopez-Molina: And your audio is really 146 00:35:48.570 --> 00:35:50.400 Javier Lopez-Molina: What are your qualities. When I'm 147 00:35:51.210 --> 00:35:52.770 Jennifer Clayton: Sorry. Is that better. 148 00:35:53.250 --> 00:35:54.540 Javier Lopez-Molina: Yeah, a little bit. Okay. 149 00:35:55.290 --> 00:36:04.470 Jennifer Clayton: So inquiry based learning would be more like the educational philosophy part of the mission and that we go closer to the next sentence facts about real life examples, I think. 150 00:36:07.530 --> 00:36:09.420 Jennifer Clayton: The definition in the chat box. 151 00:36:12.210 --> 00:36:13.800 Jennifer Clayton: There's a previous learning and that seems 152 00:36:20.370 --> 00:36:25.530 Javier Lopez-Molina: Using real life examples or in addition to using real life examples, you would say, you would 153 00:36:28.260 --> 00:36:29.640 Jennifer Clayton: It would be like an addition. 154 00:36:31.050 --> 00:36:32.760 Jennifer Clayton: Yeah, they're not substitute 155 00:36:55.650 --> 00:36:58.800 Javier Lopez-Molina: Sorry for vilma if you're if you're, you can't see the screen. 156 00:36:59.370 --> 00:37:13.410 Javier Lopez-Molina: I'll read a lot I changed inquiry. I moved it out of the first sentence, and it's the second sentence. So it now reads our mission educate and develop scholars that are intellectually curious strong communicators and solve problems through empathy. 157 00:37:15.150 --> 00:37:16.620 Javier Lopez-Molina: Examples to teach scholars 158 00:37:16.650 --> 00:37:17.280 Vilma: Thank you. 159 00:37:18.660 --> 00:37:20.820 Javier Lopez-Molina: Or squeezes real life examples. 160 00:37:22.620 --> 00:37:24.270 Javier Lopez-Molina: inquiry based learning to teach 161 00:37:29.250 --> 00:37:34.920 Javier Lopez-Molina: A sense of family and community where we bring out the best in our scholars academically, socially and emotionally 162 00:37:38.220 --> 00:37:42.510 Alexandra Abreu: Bobby. I feel like leaving something promise to empathy. 163 00:37:44.010 --> 00:37:44.580 Alexandra Abreu: I don't know. 164 00:37:46.590 --> 00:37:47.880 Alexandra Abreu: If it's kind of like 165 00:37:48.990 --> 00:37:55.950 Alexandra Abreu: Thank you know we saw like I don't see only students resolving problems through empathy, and I think that 166 00:37:56.490 --> 00:38:15.630 Alexandra Abreu: Somehow, if you don't like the word inquiry somehow like rephrasing it or using something else, because I feel like inquiry is not only doing the questions is like when you have a problem, looking at different solutions and looking at 167 00:38:18.060 --> 00:38:32.340 Alexandra Abreu: Different information and how you approach that through looking more than just one answer. Kind of stuff like that and from me. I'm solving the problem just, you know, empathy, like leaving a lot out 168 00:38:35.190 --> 00:38:41.460 Javier Lopez-Molina: Yeah, I agree. I agree, it, it feels like it's incomplete with just empathy. 169 00:38:42.150 --> 00:38:46.920 robb@commonbond.co: Of yours it as simple as what you what you said in plain language, it's 170 00:38:48.630 --> 00:38:52.920 robb@commonbond.co: Solving problems through understanding people and asking questions. 171 00:38:55.530 --> 00:38:57.300 robb@commonbond.co: For through to. Yeah. 172 00:38:58.260 --> 00:39:00.630 Javier Lopez-Molina: Honestly, we can get the better. 173 00:39:01.980 --> 00:39:02.940 Javier Lopez-Molina: Yeah. I understand that. 174 00:39:04.020 --> 00:39:10.740 robb@commonbond.co: And maybe instead of understanding people. It's like something that describes like trying to understand people or 175 00:39:16.020 --> 00:39:17.010 robb@commonbond.co: hard not to use empathy. 176 00:39:19.740 --> 00:39:22.290 Javier Lopez-Molina: You could, we could use the word needs. I like to read needs. 177 00:39:22.950 --> 00:39:27.240 Travis Brown: But I guess that is the problem solving always about people. 178 00:39:29.280 --> 00:39:30.270 Javier Lopez-Molina: Now, not always. 179 00:39:30.450 --> 00:39:38.190 Travis Brown: Because it could have to be around situation as scenario or you want to design a more fishing. 180 00:39:39.720 --> 00:39:41.010 Javier Lopez-Molina: Yeah, I seriously. 181 00:39:43.170 --> 00:39:44.580 Kevin Golden: I mean, there's something in there about like 182 00:39:44.610 --> 00:39:55.140 Briar Thompson: Through understanding different perspective, but also towards your point, Travis or on understanding different approaches right like different lenses, you can bring to problems that may not just be 183 00:39:58.650 --> 00:39:59.550 Adrian Adderley: Problem solvers. 184 00:40:21.990 --> 00:40:23.430 robb@commonbond.co: Like I had a tick today. 185 00:40:23.490 --> 00:40:25.410 robb@commonbond.co: You weren't much of a problem solver, then 186 00:40:31.350 --> 00:40:33.060 Javier Lopez-Molina: When he's done. We can ask him how he 187 00:40:33.060 --> 00:40:35.670 Briar Thompson: solves this problem and that will maybe give us the right words. 188 00:40:39.870 --> 00:40:42.090 Javier Lopez-Molina: There was a doctor palooza and then 189 00:40:52.530 --> 00:40:57.390 Jennifer Clayton: Yeah, if you're just if you're just teaching students to be strong communicators and problem solvers. I think that's plenty. 190 00:40:58.950 --> 00:41:01.830 Jennifer Clayton: And then the educational philosophy that you use to get them there. 191 00:41:04.470 --> 00:41:04.740 Jennifer Clayton: Sorry. 192 00:41:04.800 --> 00:41:05.250 Sorry. 193 00:41:08.190 --> 00:41:12.750 Javier Lopez-Molina: What's the word will resolve problems through different approaches and 194 00:41:15.480 --> 00:41:19.710 Jennifer Clayton: Just before you look. I THINK IT WAS ADRIAN said why don't we just leave it at problem solvers. 195 00:41:21.060 --> 00:41:21.510 Adrian Adderley: Yeah. 196 00:41:21.600 --> 00:41:24.570 Jennifer Clayton: responding to that. I think if you say intellectually curious. 197 00:41:25.650 --> 00:41:35.280 Jennifer Clayton: We actually got to make parallel sentence structure somehow. But if we said strong communicators and problem solvers. I think that's that's plenty. And then the educational methods that you use to get them there. 198 00:41:36.750 --> 00:41:41.910 Javier Lopez-Molina: I mean, to me, problem solvers is a little flat because what I don't want to 199 00:41:43.980 --> 00:41:51.600 Javier Lopez-Molina: Mean. Okay, so I can entertain it let me, let me tell you my first reaction. My first reaction is there are schools that sort of teach you 200 00:41:54.330 --> 00:42:03.030 Javier Lopez-Molina: They do sort of sort of some college prep where they'll teach you how to take tests and have those kinds of problems and that like really teach you how to solve. 201 00:42:03.660 --> 00:42:14.130 Javier Lopez-Molina: You know how to adjust for when you don't see something that is the way it appears in a test. And I think if we just say, problem solvers, we leave out this important component 202 00:42:14.850 --> 00:42:23.280 Javier Lopez-Molina: That I do want to that, I would like to put in, but I'm open to not putting you then, which is this, this idea that we want them to look at diverse perspectives. 203 00:42:24.930 --> 00:42:29.730 Kevin Golden: Is it maybe the idea that they're real world problem solvers, as opposed to 204 00:42:31.170 --> 00:42:34.560 Kevin Golden: Like, like the test focused problem solvers, you were describing 205 00:42:38.280 --> 00:42:52.710 Adrian Adderley: I don't know when I look at it I don't see just test specific I see the component of someone that can look at something and solve it, whether it's an on an exam or situational. That's how I read when I read problem solver in this context of a mission statement. 206 00:43:00.720 --> 00:43:01.650 Javier Lopez-Molina: I could be convinced. 207 00:43:04.860 --> 00:43:06.510 Javier Lopez-Molina: Maybe it's just my own bias. 208 00:43:13.980 --> 00:43:16.080 Alexandra Abreu: Through how you do it. I feel 209 00:43:16.410 --> 00:43:17.040 Alexandra Abreu: So like 210 00:43:17.220 --> 00:43:29.910 Alexandra Abreu: Just leaving problem solvers, and then saying how you become a problem over kind of be like, I don't know. Not so it could be vague. 211 00:43:31.080 --> 00:43:41.910 Javier Lopez-Molina: Yeah. Actually, now that I'm now I'm hearing you say that I'm like, actually the second part of the answers the educational philosophy prompts you 212 00:43:51.210 --> 00:43:51.690 Jennifer Clayton: Adrian 213 00:43:52.320 --> 00:43:54.030 Adrian Adderley: You're not gonna do he broke up a little bit. 214 00:43:54.570 --> 00:44:04.230 Javier Lopez-Molina: Oh, sorry. So, so do we. In that prompt for the mission and vision, they asked you to, in addition to setting your mission and vision. They also want to hear. 215 00:44:04.770 --> 00:44:16.350 Javier Lopez-Molina: About your educational philosophy and goals and I think how we're going to train students to solve problems is part of is that part of the educational philosophy. 216 00:44:18.900 --> 00:44:23.820 Javier Lopez-Molina: So I think that might answer, answer that second part of the question that theory is asking 217 00:44:28.890 --> 00:44:30.270 Jennifer Clayton: perspective taking in there to 218 00:44:33.000 --> 00:44:35.670 Jennifer Clayton: Put your theme of perspective taking in there too. 219 00:44:36.960 --> 00:44:39.810 Jennifer Clayton: As part of the educational philosophy. Yeah. 220 00:44:39.840 --> 00:44:41.790 Javier Lopez-Molina: I said it and I completely forgot what I said. 221 00:44:45.180 --> 00:44:46.890 Javier Lopez-Molina: Some word smithing help 222 00:44:51.660 --> 00:44:58.440 Jennifer Clayton: So what if we took the first sentence for now and said, strong communicators and problem solvers, and then 223 00:44:59.610 --> 00:45:06.390 Jennifer Clayton: In the next sentence. Talk about the way is we teach them to be intellectually curious to communicate well, and 224 00:45:24.660 --> 00:45:26.550 Jennifer Clayton: Or have we lost your idea and the 225 00:45:31.230 --> 00:45:32.670 Javier Lopez-Molina: Husband lost, unfortunately. 226 00:45:33.240 --> 00:45:46.890 Jennifer Clayton: One thing I was thinking after our last meeting was if you haven't considered all of the stakeholders and out about their needs and empathize with them, are you really solving the problem. So to me it's almost a semantic argument. 227 00:45:47.970 --> 00:45:52.320 Javier Lopez-Molina: Yeah, but to me, you can solve problems in multiple ways. And some of them don't involve 228 00:45:52.740 --> 00:46:01.230 Javier Lopez-Molina: Addressing stakeholder needs like all the stakeholders, some of them only involved just addressing one of the stakeholder, I mean a solving a problem doesn't mean you solved it well. 229 00:46:05.610 --> 00:46:09.240 Javier Lopez-Molina: Right in the real world, you don't get asked two plus two equals what 230 00:46:09.360 --> 00:46:24.240 Javier Lopez-Molina: In the real world, you get asked. Okay, here's a complex situation with multiple stakeholders. How do you create a system to appease all the stakeholders and there's a two plus two equals four answer to that, but there's also like a an answer that balances health stakeholder needs. 231 00:46:24.870 --> 00:46:26.070 Travis Brown: And also constraints. 232 00:46:26.640 --> 00:46:26.970 Right. 233 00:46:28.200 --> 00:46:28.710 Javier Lopez-Molina: So, 234 00:46:28.890 --> 00:46:31.230 Jennifer Clayton: Kind of defining the problem to be solved. 235 00:46:32.820 --> 00:46:43.770 Jennifer Clayton: That again. Isn't that part of defining the problem to be solved the problem is you have these, these are the constraints. These are the stakeholders. These are the issues we need to come up with a solution that meets all of those 236 00:46:45.060 --> 00:46:46.500 Javier Lopez-Molina: Yeah, I mean, does 237 00:46:46.530 --> 00:46:56.730 Javier Lopez-Molina: This is true. It's about defining the right problem because if you define a problem that you're not solving for a stakeholder X you're solving for stakeholder z, then you solve that problem. 238 00:46:57.600 --> 00:47:10.290 Travis Brown: So can is what we want in the mission is we don't. It sounds like we want students to be able to solve like interesting and complex problems. 239 00:47:14.280 --> 00:47:20.520 Travis Brown: Because there's a lot of schools who mission, vision, speak to become a problem solvers. A critical thinkers 240 00:47:21.810 --> 00:47:31.260 Travis Brown: And maybe it's how we define problem solving, but we're, we're just not talking about the standard. We're not talking about the standard word problem. 241 00:47:31.740 --> 00:47:46.980 Travis Brown: We're talking about a complex problem that involves perspectives constraints time and how to young people navigate all of those things kind of put all that into the mix, if you will, you come up with a solution. 242 00:47:47.760 --> 00:48:04.680 Travis Brown: That's not perfect. It's not perfect. A pretty that's that's applicable to a real world scenario really or, you know, which are a little bit more messy than what your standard problems that we see in the most classrooms that have a nice neat answer. 243 00:48:05.820 --> 00:48:14.250 Travis Brown: We want kids to realize that sometimes it's not a nice neat answer because the problem is complex and start understanding the complexities and the constraints. 244 00:48:15.390 --> 00:48:24.780 Adrian Adderley: So I was just reading something and it said that there's well this is Google or search it on Google, but there's two types of problem solving insightful and analytical 245 00:48:26.310 --> 00:48:32.820 Adrian Adderley: And insightful was more creative and analytical part is obviously more analytical, you have your lawyers and things of that nature. 246 00:48:33.240 --> 00:48:46.260 Adrian Adderley: So I think from what everyone's saying we kind of want a combination of both within the school. And those are the two terms that came with. I'm not sure we want to utilize that in text here, but that is just something I wanted to add to the conversation from what 247 00:48:46.860 --> 00:48:48.180 Javier Lopez-Molina: What were they again more the 248 00:48:48.810 --> 00:49:03.030 Adrian Adderley: Full and analytical insights on problem solving, which is kind of creative problem solving, someone that can see something to fix it quickly. Other people would like to think on it and kind of build something out for it, but they solve the problem. Eventually, 249 00:49:05.130 --> 00:49:13.440 Adrian Adderley: I just looked it up there was. And those were the two that popped up the most insightful and I'm not sure if we want to utilize that. And it takes, but that is something I stumbled upon just now. 250 00:49:26.340 --> 00:49:27.960 Jennifer Clayton: I can measure complex problems. 251 00:49:33.330 --> 00:49:35.250 Javier Lopez-Molina: So those are two different ways to 252 00:49:35.730 --> 00:49:36.870 Javier Lopez-Molina: Solve problems. 253 00:49:42.900 --> 00:49:43.650 Adrian Adderley: According to Google. 254 00:49:44.610 --> 00:49:48.000 Javier Lopez-Molina: We want to teach people to solve problems both of those ways. Right. Yes. 255 00:49:48.120 --> 00:50:00.240 Briar Thompson: Yes, maybe, maybe there's something here where we're not just asking into those problems through understanding different approaches, but they also need to apply them right like you can understand the approach is all you like but if you can't use them. 256 00:50:01.410 --> 00:50:02.520 Briar Thompson: Not particularly helpful. 257 00:50:07.410 --> 00:50:10.380 Javier Lopez-Molina: If we just leave it at that. We lose the empathy piece. 258 00:50:14.130 --> 00:50:16.830 Javier Lopez-Molina: The other know what does. It does it come across that 259 00:50:16.920 --> 00:50:30.120 Briar Thompson: We want to understand, well you can you can incorporate some of that feeling through, you know, understanding and applying different approaches, but also understanding different perspectives right like part of empathy is being able to 260 00:50:30.600 --> 00:50:34.680 Briar Thompson: Put yourself in someone else's shoes and understand where they're coming from. All right. 261 00:50:34.740 --> 00:50:39.810 Javier Lopez-Molina: If we have the word perspectives. I'm happy with that because that, to me, that's that concept. 262 00:50:40.710 --> 00:50:49.650 Javier Lopez-Molina: So for those of the phone it now read our mission is to educate and develop scholars that are intellectually curious strong communicators and solve problems through understanding 263 00:50:50.010 --> 00:50:56.370 Javier Lopez-Molina: And applying different approaches and perspectives. It's a little. It's a little wordy but I feel like conceptually, everything is there. 264 00:50:58.860 --> 00:51:08.070 Estefany Angeles: And you just say under through different approaches on perspective, without saying understanding and applying just good last word. He 265 00:51:09.960 --> 00:51:11.970 Javier Lopez-Molina: Comes through different approaches and perspectives. 266 00:51:18.750 --> 00:51:19.320 Jennifer Clayton: He said, 267 00:51:20.970 --> 00:51:24.510 Jennifer Clayton: Or something, then you have your sentence increase me 268 00:51:30.210 --> 00:51:31.260 Javier Lopez-Molina: What that word, but 269 00:51:33.000 --> 00:51:36.030 Jennifer Clayton: It's not actually a parallel now that I read it. 270 00:51:38.010 --> 00:51:50.490 Adrian Adderley: I think you have to change problem solve problems and problem solvers. Our mission is to educate and develop colors that are intellectually curious strong communicators and problem solvers through different approaches in perspective. I don't know. I'm not an English major. 271 00:51:51.930 --> 00:51:54.120 Jennifer Clayton: And then scholars who incentives that 272 00:52:01.650 --> 00:52:07.800 Jennifer Clayton: Education scholars are intellectually curious strong communicators and problems. 273 00:52:10.350 --> 00:52:15.900 Briar Thompson: You to add something like problem solving comfortable using different approaches or something like that. 274 00:52:27.630 --> 00:52:28.440 Estefany Angeles: I'm not a big fan of 275 00:52:31.740 --> 00:52:44.400 Javier Lopez-Molina: Listening. Listen, I think we can tweak it until the cows come home, but I want to just move on. So are we okay with the concepts in the first sentence, we can tweak it and approve it at the board meeting later. But I just want to make sure there's no, like, there's nothing 276 00:52:45.480 --> 00:52:46.050 Conceptual 277 00:52:47.820 --> 00:52:56.910 Javier Lopez-Molina: out again. Our mission is to educate and develop scholars who are intellectually curious strong communicators and problem solvers who use different approaches and perspectives. 278 00:52:59.880 --> 00:53:02.220 Javier Lopez-Molina: Thumbs up, thumbs down. I hate it. I love it. 279 00:53:11.730 --> 00:53:12.990 Javier Lopez-Molina: Alright. Thumbs up. Awesome. 280 00:53:15.180 --> 00:53:17.880 Javier Lopez-Molina: We'll also take silence as approval. 281 00:53:20.190 --> 00:53:20.700 Javier Lopez-Molina: Next, 282 00:53:22.740 --> 00:53:35.970 Javier Lopez-Molina: Sentence is has a couple of new concepts. Our school. This is real life examples and inquiry based learning to teach scholars and provides a sense of family and community where we bring out the best in our scholars academically, socially and emotionally 283 00:53:45.780 --> 00:53:50.910 Javier Lopez-Molina: Yeah, there's, there's some pieces of it that that I don't love. So let's tackle the first piece. 284 00:53:52.320 --> 00:53:57.240 Javier Lopez-Molina: real life examples. How do people feel about that concept either should get rid of it. 285 00:54:18.720 --> 00:54:20.220 Erin Kim: Authentic application. 286 00:54:29.580 --> 00:54:36.030 Javier Lopez-Molina: Yeah. What do you mean by authentic application. I mean, it might be the right concept. I just, I'm not familiar with the phrase authentic. 287 00:54:38.790 --> 00:54:46.500 Erin Kim: They take whatever content or skills that they're learning and apply it in an authentic way sometimes it's real life. And sometimes it's not. 288 00:54:47.280 --> 00:54:47.820 Travis Brown: But it has to be 289 00:54:48.240 --> 00:54:49.890 Erin Kim: It depends on what your real life is 290 00:54:50.370 --> 00:54:54.660 Travis Brown: Because asked to be relevant to the student. So that's the separates 291 00:54:55.980 --> 00:55:01.140 Travis Brown: Real world from authentic authentic is just talking to a second grader. 292 00:55:02.700 --> 00:55:06.930 Travis Brown: It should be authentic to to them and appropriate for the age 293 00:55:15.660 --> 00:55:19.590 Javier Lopez-Molina: Hey Sam, a little mascarpone teachers in a way that's relevant to students. 294 00:55:20.820 --> 00:55:22.950 Adrian Adderley: Well, then we were talking about student based learning. 295 00:55:27.660 --> 00:55:30.630 Adrian Adderley: Approach. I just sent a link to something I was looking at not too long ago. 296 00:55:30.960 --> 00:55:36.720 Adrian Adderley: Regarding students into approach learning and it talks about inquiry based and cooperative learning as well. 297 00:55:37.470 --> 00:55:45.510 Javier Lopez-Molina: I don't know those terms, either. I'm going to play the idiot on like academic video here. Like, I don't know what it means to be 298 00:55:47.910 --> 00:55:50.160 Adrian Adderley: Travels, you see that link. I just sent in the chat. 299 00:55:50.970 --> 00:55:51.480 Yes. 300 00:55:52.770 --> 00:55:56.160 Adrian Adderley: You know, cooperative learning is itself facilitator alligator. 301 00:55:56.400 --> 00:55:56.700 Yeah. 302 00:56:01.170 --> 00:56:05.370 Javier Lopez-Molina: So it seems like everybody hates real life examples which is good. We'll take it out. 303 00:56:07.200 --> 00:56:08.610 Javier Lopez-Molina: We want the sentence to say 304 00:56:09.870 --> 00:56:21.120 Travis Brown: Well, I know that term in education is authentic. I don't know if we like that or not, but because it's about real world, but making sure it's relevant to the learner. 305 00:56:22.560 --> 00:56:24.180 Adrian Adderley: I prefer authentic over real life. 306 00:56:27.630 --> 00:56:27.930 Estefany Angeles: Yeah. 307 00:56:29.280 --> 00:56:29.730 Estefany Angeles: Real life. 308 00:56:43.440 --> 00:56:47.250 Javier Lopez-Molina: Examples that are relevant to students or on the nose. 309 00:56:48.210 --> 00:56:48.720 Travis Brown: But it's 310 00:56:51.870 --> 00:56:55.140 Javier Lopez-Molina: I'm specifically trying to avoid using the word authentic. 311 00:56:57.810 --> 00:57:00.480 Adrian Adderley: And some synonyms synonyms. 312 00:57:00.750 --> 00:57:06.300 Javier Lopez-Molina: No, it's not a matter of synonyms. It's a matter of the concept I want to understand the concept 313 00:57:08.010 --> 00:57:10.650 Adrian Adderley: And Jennifer was that definition you just placed in there. 314 00:57:11.640 --> 00:57:20.760 Jennifer Clayton: Not an education with authentic learning refers to education or an instructional techniques focused on connecting what students are taught in school to real real 315 00:57:27.600 --> 00:57:35.310 Jennifer Clayton: Authentic is if you don't know that it's education jargon. You read it and you think, as opposed to not authentic. 316 00:57:36.330 --> 00:57:37.620 Javier Lopez-Molina: Exactly why was 317 00:57:40.020 --> 00:57:40.350 Javier Lopez-Molina: Because I 318 00:57:41.640 --> 00:57:43.110 Javier Lopez-Molina: Knew the phrase authentic. 319 00:57:45.390 --> 00:57:49.020 Javier Lopez-Molina: MIT back to the question like, is there such a thing as a non authentic. 320 00:57:51.120 --> 00:57:51.750 Jennifer Clayton: Learning 321 00:57:54.630 --> 00:57:55.890 Travis Brown: There is not authentic. 322 00:57:57.090 --> 00:57:57.840 Travis Brown: Projects. 323 00:58:00.000 --> 00:58:00.360 There are 324 00:58:01.500 --> 00:58:02.460 Kevin Golden: But I see what 325 00:58:03.450 --> 00:58:04.260 Travis Brown: Everyone means 326 00:58:05.640 --> 00:58:22.440 Kevin Golden: I would say that the the non authentic would be contrived. And I think that is what we saw in a lot of schools for a long time, is that there's these situations that are contrived that you would never come up against in real life. 327 00:58:26.550 --> 00:58:29.220 Travis Brown: Or that students wouldn't be asked to tackle. 328 00:58:29.700 --> 00:58:30.630 Travis Brown: At this age. 329 00:58:34.860 --> 00:58:37.620 robb@commonbond.co: Is that, is there a is it practical. 330 00:58:39.060 --> 00:58:39.360 Travis Brown: Yep. 331 00:58:41.010 --> 00:58:45.780 Jennifer Clayton: I like practical that that I think people can understand and says something 332 00:58:50.430 --> 00:58:50.970 Javier Lopez-Molina: To me, this 333 00:58:54.120 --> 00:58:55.170 Travis Brown: Relevant also yeah 334 00:58:56.640 --> 00:58:57.870 Travis Brown: Like practical and relevant 335 00:58:58.350 --> 00:59:04.530 Javier Lopez-Molina: Yeah, is this okay our school uses practical examples that are relevant to students or is not the word examples like 336 00:59:04.590 --> 00:59:05.340 Javier Lopez-Molina: We're there. 337 00:59:09.690 --> 00:59:10.230 Jennifer Clayton: Another word 338 00:59:15.600 --> 00:59:17.970 Adrian Adderley: Can we replace those techniques or something like that. 339 00:59:20.610 --> 00:59:23.220 Jennifer Clayton: Is this techniques that are practical and relevant to students. 340 00:59:23.580 --> 00:59:27.390 Travis Brown: But I think it's also the experiences and work that we give them 341 00:59:28.890 --> 00:59:30.210 Travis Brown: So what's the projects. 342 00:59:31.650 --> 00:59:33.600 Travis Brown: The tasks that we asked him to do. 343 00:59:35.700 --> 00:59:36.030 Javier Lopez-Molina: Yeah. 344 00:59:36.780 --> 00:59:37.350 Jennifer Clayton: Tasks. 345 00:59:38.010 --> 00:59:39.330 Adrian Adderley: Because he said applications. 346 00:59:44.880 --> 00:59:46.410 Jennifer Clayton: So to play devil's advocate. 347 00:59:47.490 --> 00:59:53.010 Jennifer Clayton: In the, in the prompt in the Charter, it says, state your educational philosophy. 348 00:59:54.180 --> 01:00:00.180 Jennifer Clayton: And when you are stating your educational philosophy. It doesn't make sense to use a little bit of educational jargon. 349 01:00:01.470 --> 01:00:05.340 Jennifer Clayton: Because if you said, we're a school that uses in previous fiscal that 350 01:00:06.480 --> 01:00:15.030 Jennifer Clayton: student centered learning. There is a definition out there in the world about what that is. And then there's a use to measure whether you're doing it. 351 01:00:19.740 --> 01:00:20.970 Javier Lopez-Molina: Is this all measurable. 352 01:00:21.210 --> 01:00:22.080 Authentic 353 01:00:25.680 --> 01:00:26.670 Javier Lopez-Molina: Authentic approach. 354 01:00:29.640 --> 01:00:35.430 Jennifer Clayton: Yeah, I mean, you can you can make a rubric that says, Does this look authentic if it's authentic. 355 01:00:36.780 --> 01:00:37.680 Jennifer Clayton: That's criteria. 356 01:00:41.940 --> 01:00:44.160 Javier Lopez-Molina: So, then, should we want to put it back in. 357 01:00:48.240 --> 01:00:48.540 Javier Lopez-Molina: Again, 358 01:00:49.920 --> 01:00:57.870 Javier Lopez-Molina: I would rather not put it in. But that's like my opinion I prefer spelling it out because yeah I get the deal. He's going to understand that, but 359 01:00:58.230 --> 01:01:07.500 Javier Lopez-Molina: You know, I want to put this on our webpage and I want this to be part of our marketing material that we we put out there for the community. And it's accessible. 360 01:01:07.860 --> 01:01:16.590 Travis Brown: I don't, I don't think it hurts to spell it out. I think we should spell out. Also the inquiry based approach as well. 361 01:01:18.240 --> 01:01:20.940 Travis Brown: Because they kind of go hand in hand. 362 01:01:21.240 --> 01:01:23.820 Javier Lopez-Molina: Yeah, it's in the next sentence. We want to bring it in. 363 01:01:24.270 --> 01:01:29.610 Estefany Angeles: I don't know if you guys saw with Lizzie typed in, but I really like what she wrote it sounds really good. 364 01:01:30.720 --> 01:01:32.940 Javier Lopez-Molina: Sorry, what is it I'm having a hard time like 365 01:01:33.210 --> 01:01:40.380 Estefany Angeles: No, it's okay. She said she wrote our school uses inquiry based learning or culminates in the creation of practical solutions. 366 01:01:48.120 --> 01:01:51.090 Lizzy Pierce: Hi this is Lizzie. Sorry, I'm a little bit late, um, 367 01:01:51.630 --> 01:02:04.140 Lizzy Pierce: I thought I think inquiry based learning should go first because I feel like inquiry based learning drives the authentic assessment practical experiences projects and tasks. That's right. But first, 368 01:02:06.360 --> 01:02:06.960 Javier Lopez-Molina: I need to 369 01:02:08.400 --> 01:02:11.760 Javier Lopez-Molina: Going on here and the chat, chat window is not letting me copy 370 01:02:28.050 --> 01:02:29.790 Javier Lopez-Molina: How do we merge these two concepts. 371 01:02:31.170 --> 01:02:35.460 Jennifer Clayton: Is this Lizzie instead of culminates in the creation of can we just say that results in 372 01:02:36.540 --> 01:02:42.270 Lizzy Pierce: Yeah. Can it be that results in the creation of practical solutions that have real world impact. 373 01:02:44.460 --> 01:02:48.030 Lizzy Pierce: Or that connect to the lives of students, something like that. 374 01:02:48.270 --> 01:02:48.750 I like 375 01:02:52.170 --> 01:02:54.810 Jennifer Clayton: That gets back to that first sentence from the last draft. 376 01:03:04.320 --> 01:03:13.950 Javier Lopez-Molina: We prefer this first sentence. So the first sentence, the second sentence now reads our school uses inquiry based learning that results in practical solutions that connect to the lives of students. 377 01:03:15.480 --> 01:03:22.530 Javier Lopez-Molina: And there's a second sentence here. Our school uses practical experiences projects and tasks that are relevant to students don't feel like we need this thing. 378 01:03:26.550 --> 01:03:27.120 Javier Lopez-Molina: You guys think 379 01:03:32.400 --> 01:03:33.720 Travis Brown: What was the question, I'm sorry. 380 01:03:34.440 --> 01:03:38.880 Javier Lopez-Molina: There's two sentences here. The first one is around inquiry based learning that results in 381 01:03:39.540 --> 01:03:52.320 Javier Lopez-Molina: Solutions that connect to the lives of students. And then the second sentence which we are trying to define real world and using practical experiences projects and tasks. I know it feels a little bit like it's not necessary anymore. 382 01:03:54.210 --> 01:03:56.070 Javier Lopez-Molina: Its kind of captured in the first sentence. 383 01:03:56.460 --> 01:03:57.870 Adrian Adderley: Yeah, I agree. 384 01:04:00.180 --> 01:04:01.770 Estefany Angeles: And you don't want to have practical twice. 385 01:04:02.100 --> 01:04:04.440 Javier Lopez-Molina: Yeah, can I take this out. You got it. You guys okay with that. 386 01:04:06.840 --> 01:04:10.320 Alexandra Abreu: But I feel like there's something missing in that part of, like, 387 01:04:13.980 --> 01:04:26.520 Alexandra Abreu: I'm a final product. Again, I mean, my understanding of like inquiry based is that it's not only about the final result if none of process that has a lot of value to 388 01:04:27.270 --> 01:04:36.060 Alexandra Abreu: Make yes you want the students to come out with the solution of different solutions, but you also want to buy you with the way of getting 389 01:04:36.570 --> 01:04:55.950 Alexandra Abreu: Those solutions that value of, like, um, let me just not only think for way. Let me just try one way or the other. And even if I don't get to the final result. Correct. I buy you the way you try to find ways of coming out with something so I might. I don't know. 390 01:04:57.870 --> 01:04:59.970 Alexandra Abreu: I feel like that's something there that 391 01:05:02.010 --> 01:05:03.900 Alexandra Abreu: Maybe I might be wrong. 392 01:05:04.410 --> 01:05:15.690 Travis Brown: I think it's because it reads like this is only about problem solving and like a math or science experiments sense, but, um, what about when reading a book or 393 01:05:16.680 --> 01:05:29.130 Travis Brown: Like, how do we get back to what we said in the first sentence about approaches perspectives and and going through the process of of learning and it not coming out so clean 394 01:05:32.700 --> 01:05:48.210 Jennifer Clayton: I think we have Alexandra. I think in person, because we still have problem solvers who use different approaches. I think we still have some of that process and then the term inquiry based learning is a specific process. So I think it's already in there. It's just not as 395 01:05:51.090 --> 01:05:54.150 Javier Lopez-Molina: I fear that this phrase. 396 01:05:57.120 --> 01:06:02.100 Javier Lopez-Molina: Is tying a lot of concepts up without explicitly calling them out. 397 01:06:04.470 --> 01:06:13.860 Jennifer Clayton: Yeah. So if a parent said they specifically want their kid to go to the school that uses in previous learning, they could find you, but if they didn't know the term already. They might not know what you mean. 398 01:06:15.060 --> 01:06:18.360 Javier Lopez-Molina: Yeah, but I don't think the second sentence does anything 399 01:06:20.130 --> 01:06:21.000 Javier Lopez-Molina: To further that 400 01:06:24.630 --> 01:06:35.850 Javier Lopez-Molina: To me, I can hear yet. And I'm hearing that there's be captured in the end of the first sentence or problem solvers who use different approaches that perspectives end of the first sentence, we're saying 401 01:06:37.350 --> 01:06:41.160 Javier Lopez-Molina: We want to create problem solvers for trying different approaches and perspective. 402 01:06:42.870 --> 01:06:44.550 Javier Lopez-Molina: Is more of a how which is 403 01:06:45.210 --> 01:06:45.960 Very basic learning 404 01:06:48.360 --> 01:06:51.840 Javier Lopez-Molina: Solutions that connects to the lives of our students. 405 01:06:58.380 --> 01:07:05.340 Javier Lopez-Molina: Sorry, sorry, reading chat. So let me let me type, type in the new sentence here. I'm going to get rid of this because I feel like 406 01:07:23.250 --> 01:07:24.270 Javier Lopez-Molina: Solutions. 407 01:07:33.030 --> 01:07:34.680 Jennifer Clayton: Let me reduce that for you a little more 408 01:07:37.200 --> 01:07:44.760 Javier Lopez-Molina: Yeah, Alexander. I'm going to read it again, just let me know what you think our school and your query based learning to call it student curiosity. 409 01:07:46.680 --> 01:07:52.050 Javier Lopez-Molina: Five new ways of thinking results in the creation of practical solutions. 410 01:07:55.620 --> 01:07:58.920 Jennifer Clayton: And create practical solutions is that it results in the creation of 411 01:08:27.270 --> 01:08:33.210 Alexandra Abreu: I just thought the word we thought is the one that I'm like a little trouble with because 412 01:08:33.360 --> 01:08:34.140 Alexandra Abreu: I think say 413 01:08:36.180 --> 01:08:37.440 Alexandra Abreu: Let me see. I'm 414 01:08:41.130 --> 01:08:44.640 Alexandra Abreu: I'm reading. Do you use the word result. Thank 415 01:08:46.080 --> 01:08:47.880 Javier Lopez-Molina: God, we got rid of results so 416 01:08:50.850 --> 01:08:54.360 Javier Lopez-Molina: Now we read the whole thing again. I read the previous sentence to just to see if it flows. Okay. 417 01:08:54.930 --> 01:09:08.130 Javier Lopez-Molina: Our mission is to educate and develop scholars who are intellectually curious strong hitters and problem solvers who use different approaches and perspectives are uses inquiry based learning to cultivate students 418 01:09:09.300 --> 01:09:10.500 Javier Lopez-Molina: Drop a something 419 01:09:12.030 --> 01:09:15.720 Javier Lopez-Molina: And create practical solutions that connect to the lives of students. 420 01:09:17.520 --> 01:09:17.820 Alexandra Abreu: All right. 421 01:09:23.730 --> 01:09:27.210 Jennifer Clayton: You've got students and students. What if we said connect to. 422 01:09:28.230 --> 01:09:33.480 Jennifer Clayton: The lives of our families and community. It's one thing 423 01:09:34.140 --> 01:09:39.630 Javier Lopez-Molina: To me, so. So I'm going to go ahead and say that's a small detail that we can work out. 424 01:09:40.950 --> 01:09:44.310 Javier Lopez-Molina: It's a thing. It's not a content thing language stuff. I think we 425 01:09:45.780 --> 01:09:50.700 Javier Lopez-Molina: Want to be mindful of the time because we've got some other stuff on the agenda to sort of talk about 426 01:09:52.230 --> 01:10:04.860 Javier Lopez-Molina: Okay, there's a, yeah, there's one concept that's missing, which is this last concept at the end, which I do want to include which is the sense of family and community where we bring out the best scholars academically, socially and emotionally you like 427 01:10:10.380 --> 01:10:12.240 Vilma: Yeah, hello. Yeah. 428 01:10:13.980 --> 01:10:14.130 Vilma: Me. 429 01:10:16.500 --> 01:10:28.020 Vilma: Before we move on, can we just I there where it says Dr. New ways of thinking, I don't know about maybe just me. The word Dr like 430 01:10:29.610 --> 01:10:34.680 Vilma: Can I be something like I'm teach or create or 431 01:10:39.150 --> 01:10:40.140 Vilma: Is it just me. 432 01:10:42.060 --> 01:10:43.410 Vilma: Who inspires good to 433 01:10:44.970 --> 01:10:45.210 Javier Lopez-Molina: Have 434 01:10:45.390 --> 01:10:49.800 Vilma: Somebody gets a type like Diana, who can do it. I've been trying to do. 435 01:10:56.850 --> 01:10:57.270 Javier Lopez-Molina: Oh, yeah. 436 01:10:57.300 --> 01:11:00.390 Vilma: Inspire I like that better inspire. Yeah. 437 01:11:02.610 --> 01:11:06.270 Vilma: I'm sorry, guys. Can you teach me how to type. So I don't talk so much 438 01:11:07.170 --> 01:11:08.520 Javier Lopez-Molina: You can talk. It's okay. 439 01:11:12.870 --> 01:11:15.720 Javier Lopez-Molina: It's, it's, I mean, talking as this is fun. 440 01:11:19.440 --> 01:11:19.890 Javier Lopez-Molina: Tell me what 441 01:11:21.780 --> 01:11:24.180 Vilma: I'll do it. Okay. All right. 442 01:11:26.040 --> 01:11:30.180 Javier Lopez-Molina: inquiry based learning to cultivate student curiosity inspire new ways of thinking 443 01:11:30.750 --> 01:11:31.500 Yeah. 444 01:11:32.820 --> 01:11:35.220 Javier Lopez-Molina: Students. Yeah, sounds better. 445 01:11:36.000 --> 01:11:36.240 Yeah. 446 01:11:51.450 --> 01:11:52.050 A sentence. 447 01:11:59.580 --> 01:12:00.390 Javier Lopez-Molina: The last sentence. 448 01:12:05.670 --> 01:12:06.300 Vilma: One more time. 449 01:12:08.070 --> 01:12:09.390 Vilma: Following and community. 450 01:12:10.680 --> 01:12:11.310 Vilma: Scholars 451 01:12:11.370 --> 01:12:13.200 Javier Lopez-Molina: academically, socially, emotionally 452 01:12:14.370 --> 01:12:14.940 Vilma: I like 453 01:12:17.910 --> 01:12:18.660 robb@commonbond.co: There's something about 454 01:12:18.750 --> 01:12:19.920 Vilma: Sense that 455 01:12:19.980 --> 01:12:20.550 robb@commonbond.co: I'm trying to 456 01:12:20.610 --> 01:12:21.120 robb@commonbond.co: grapple with. 457 01:12:22.110 --> 01:12:22.740 robb@commonbond.co: The most like 458 01:12:24.330 --> 01:12:28.620 robb@commonbond.co: Is it really a family or just a sense of family. I know it's not literally a family. 459 01:12:31.530 --> 01:12:31.740 Vilma: Do 460 01:12:34.650 --> 01:12:36.930 Jennifer Clayton: Your type to the word illusion we provided be 461 01:12:38.790 --> 01:12:40.110 robb@commonbond.co: Extended family. 462 01:12:40.110 --> 01:12:40.440 Vilma: Like you 463 01:12:41.520 --> 01:12:43.200 Javier Lopez-Molina: Know I hear what you're saying. I hear what you're saying. 464 01:12:43.530 --> 01:12:45.000 Javier Lopez-Molina: So, um, 465 01:12:45.810 --> 01:12:46.320 Javier Lopez-Molina: Yeah, you're right. 466 01:12:48.390 --> 01:12:50.130 Vilma: Yeah, it is more of an environment 467 01:12:50.550 --> 01:12:53.790 Javier Lopez-Molina: Why don't we say we provide a family community environment. 468 01:12:55.980 --> 01:12:56.310 Jennifer Clayton: Nice. 469 01:13:00.240 --> 01:13:01.560 Vilma: Time in Victoria today. 470 01:13:01.560 --> 01:13:06.690 Jennifer Clayton: Because i think i think the sentence is speaking to what they were talking about in the last meeting. 471 01:13:07.320 --> 01:13:09.960 Javier Lopez-Molina: It is, it is. But I remember to the parents. 472 01:13:11.700 --> 01:13:15.540 Javier Lopez-Molina: The parents had them on the board had some input on 473 01:13:16.830 --> 01:13:19.020 Javier Lopez-Molina: Me being an important reason why 474 01:13:20.400 --> 01:13:21.330 Javier Lopez-Molina: They chose the school. 475 01:13:25.050 --> 01:13:26.850 Javier Lopez-Molina: No, I, I do wish we had 476 01:13:27.720 --> 01:13:29.730 Tom Wethington: A man Thomas here. I joined late 477 01:13:31.590 --> 01:13:32.580 Tom Wethington: Sorry about that. 478 01:13:34.080 --> 01:13:37.200 Javier Lopez-Molina: We want your input on last sentence, actually. 479 01:13:40.920 --> 01:13:53.520 Tom Wethington: Yeah, I mean I think it's, um, I think it's I think it's there. Right. I think I guess what I would say that I heard when I was kind of doing my interviews back two years ago. 480 01:13:54.510 --> 01:14:03.360 Tom Wethington: And try to like pull together some stuff in the last meeting to is like this is that we bring out the best in our scholars and like how but like I guess like it's 481 01:14:03.750 --> 01:14:13.110 Tom Wethington: How do we do that. I don't know if we need to get into the how here and dive into that more. And when we get into like values are some expansion of this 482 01:14:14.160 --> 01:14:33.450 Tom Wethington: But I think that the core tenet was that we know we we act as a family. We know each other. We make it a point to like work with students and not just, you know, treat them as like a carbon copy case right we take an individualized approach to instructions or differentiation 483 01:14:34.590 --> 01:14:42.750 Tom Wethington: I think there's a lot of like individual individuality wrapped up in the restorative justice pieces to as well. Right. So I think there's, you know, 484 01:14:43.770 --> 01:14:51.540 Tom Wethington: I guess I think it's there. I guess there's the question of how I'm not sure if the question of how belongs in the mission statement, but I would say 485 01:14:52.860 --> 01:15:00.390 Tom Wethington: A phrase that comes to mind is like chosen family, but I would say we should probably take family or community and expect with that. 486 01:15:01.560 --> 01:15:02.730 And there's just a question of how 487 01:15:05.550 --> 01:15:13.050 Alexandra Abreu: Far, have you and I feel like that's a lot of how like a lot of and no one Travis consented pretense and talk about like 488 01:15:13.950 --> 01:15:19.800 Alexandra Abreu: When he does like the town hall meetings. And when he does like the cool stuff like 489 01:15:20.580 --> 01:15:37.380 Alexandra Abreu: Jones, who are ways of like venturing the way you creating that community environment. Kind of stuff like that. So there's a lot of ways that you know the school could prove that they doing and they are creating that funding the community environment. 490 01:15:38.190 --> 01:15:51.780 Javier Lopez-Molina: Yeah. So here's my thinking about this. I want to separate the what from the how to family community environment is the what and how do we get there, we can put in a different section and for Brent 491 01:15:56.160 --> 01:16:10.950 Javier Lopez-Molina: In a different part of the Charter, I think we want to keep it down to like three things or or a tight message that you know we want people to to know. I think, I think these sentences capture it for me. 492 01:16:13.020 --> 01:16:13.950 Javier Lopez-Molina: How do you guys feel 493 01:16:15.090 --> 01:16:17.370 Javier Lopez-Molina: About them or do we need to tweak them further. 494 01:16:23.280 --> 01:16:25.230 Javier Lopez-Molina: Sorry, I'm looking at the chat just now. 495 01:16:27.360 --> 01:16:29.790 Javier Lopez-Molina: Do we want to change some of the, some of us. 496 01:16:36.930 --> 01:16:38.400 robb@commonbond.co: A couple of weeks. I don't know. 497 01:16:39.690 --> 01:16:43.710 robb@commonbond.co: I think finally works because it's kind of the end but I don't know if it's a very 498 01:16:51.810 --> 01:16:54.870 robb@commonbond.co: And then kind of the end of the first sentence. 499 01:16:56.220 --> 01:16:57.840 robb@commonbond.co: Or we don't know if we're going back through 500 01:16:59.130 --> 01:17:03.540 Javier Lopez-Molina: Yeah i mean i'm i'm not not as concerned about the actual language and we're 501 01:17:03.540 --> 01:17:03.840 Javier Lopez-Molina: Concerned 502 01:17:04.590 --> 01:17:07.050 Javier Lopez-Molina: Because we can tweak the Microsoft so that we don't 503 01:17:09.690 --> 01:17:14.580 Javier Lopez-Molina: Know some of the like construction and some of the new snippets of bird, bird changes so 504 01:17:16.200 --> 01:17:17.610 Javier Lopez-Molina: Conceptually is is a 505 01:17:43.980 --> 01:17:44.550 Adrian Adderley: Was so quiet. 506 01:17:48.810 --> 01:17:49.290 Javier Lopez-Molina: Very quiet. 507 01:17:50.070 --> 01:17:51.450 Javier Lopez-Molina: Alternative to the last sentence was 508 01:17:51.450 --> 01:17:51.840 Travis. 509 01:18:00.750 --> 01:18:03.330 Vilma Caba: I'm sorry I have to step away for a second. 510 01:18:18.750 --> 01:18:19.320 Javier Lopez-Molina: So, 511 01:18:19.680 --> 01:18:24.840 Javier Lopez-Molina: Alternative here which is we provide a community environment where students feel safe valued and comfortable learning about themselves. 512 01:18:26.820 --> 01:18:32.610 Javier Lopez-Molina: Or the, the original which is we provide a community environment where we bring out the best in our scholars academically, socially and emotionally 513 01:18:35.850 --> 01:18:36.600 Alexandra Abreu: I like a first 514 01:18:40.170 --> 01:18:43.290 Jennifer Clayton: Person captures more what was said last week. 515 01:18:46.200 --> 01:18:51.690 Estefany Angeles: I like cycling better. I just think like academically, socially, emotionally 516 01:18:53.490 --> 01:18:56.430 Estefany Angeles: I'm gonna make you feel disconnected, whereas I feel like the language. 517 01:19:00.450 --> 01:19:01.560 Estefany Angeles: Family or student 518 01:19:06.990 --> 01:19:09.000 Jennifer Clayton: Comfortable learning about themselves might be a little 519 01:19:10.170 --> 01:19:10.680 Adrian Adderley: Little bit. 520 01:19:10.890 --> 01:19:14.280 Adrian Adderley: Can we combine like a little bit. Those two sentences. 521 01:19:14.760 --> 01:19:20.460 Javier Lopez-Molina: Yeah, I do feel like this good things and both of them. Let's try. We provide a community environment. 522 01:19:21.870 --> 01:19:23.580 Javier Lopez-Molina: Valued and 523 01:19:31.980 --> 01:19:34.170 Jennifer Clayton: Different two totally different things. 524 01:19:34.770 --> 01:19:38.970 Adrian Adderley: To different feels a little bit low ones more emotional. One more. 525 01:19:40.050 --> 01:19:40.890 Top of the first one. 526 01:19:45.300 --> 01:19:56.520 Jennifer Clayton: The first one was talking about what you guys talked about in the last call which was we don't just teach academics were also about growing a person. So we also want to teach them communicate well. 527 01:19:58.110 --> 01:20:02.070 Javier Lopez-Molina: Sorry. Sorry to interrupt. It's a good point because in the second one is passive 528 01:20:03.570 --> 01:20:05.010 Javier Lopez-Molina: Is doing all the work and 529 01:20:05.730 --> 01:20:08.640 Javier Lopez-Molina: They're feeling safe, they're feeling valued and they're learning about 530 01:20:08.640 --> 01:20:13.260 Javier Lopez-Molina: Themselves school isn't the one that's sort of progressing the development of the student 531 01:20:13.620 --> 01:20:14.220 Actively 532 01:20:15.240 --> 01:20:16.680 Javier Lopez-Molina: And the way that it's written 533 01:20:20.400 --> 01:20:25.980 Travis Brown: Like in order for students to grow. We have to create that environment where they feel safe to grow. 534 01:20:27.630 --> 01:20:35.970 Travis Brown: And that's one of the number one things we can do. So like Lizzie said like students have to feel comfortable in the environment to take risks, academic, risk in the classroom. 535 01:20:36.570 --> 01:20:45.150 Travis Brown: When they when they grow, they have to come to a supportive environment where they grow a few inches taller than that ostracized, or they want to express a new 536 01:20:46.200 --> 01:20:51.240 Travis Brown: A new version of themselves a new identity, like all that stuff factors into 537 01:20:52.620 --> 01:20:55.200 Travis Brown: The community that we we have to create a school 538 01:20:56.220 --> 01:20:59.400 Javier Lopez-Molina: I hear, I hear you. I feel like that's the how and the what 539 01:21:00.900 --> 01:21:02.850 Javier Lopez-Molina: What is we're trying to create the 540 01:21:05.700 --> 01:21:07.650 Javier Lopez-Molina: Respect for 541 01:21:08.550 --> 01:21:10.710 Travis Brown: For them to feel valued and appreciated and 542 01:21:12.810 --> 01:21:15.090 Travis Brown: Comfortable as they change and to bring us 543 01:21:16.290 --> 01:21:19.110 Travis Brown: Bring us those challenges and those opposites, you know, and those 544 01:21:39.360 --> 01:21:39.990 Adrian Adderley: Just put out 545 01:21:45.750 --> 01:21:46.800 Vilma Caba: What does she put out 546 01:21:48.540 --> 01:21:48.690 Adrian Adderley: Our 547 01:21:49.560 --> 01:21:50.640 Javier Lopez-Molina: Learning Community and 548 01:21:51.810 --> 01:21:55.890 Javier Lopez-Molina: bring out the best in our scholars academically, socially and emotionally 549 01:21:59.310 --> 01:21:59.640 Travis Brown: That's 550 01:22:09.780 --> 01:22:10.800 Travis Brown: Something about 551 01:22:16.620 --> 01:22:17.940 Javier Lopez-Molina: About emotional safety right 552 01:22:18.300 --> 01:22:20.580 Travis Brown: Like as they change their 553 01:22:22.740 --> 01:22:26.070 Travis Brown: Status as they try to things today. 554 01:22:31.980 --> 01:22:32.460 Vilma Caba: Take care. 555 01:22:34.920 --> 01:22:36.900 Vilma Caba: Yeah. La Jolla. 556 01:22:38.640 --> 01:22:42.090 Travis Brown: Like as a funny as they figure out themselves. 557 01:22:44.280 --> 01:22:48.420 Travis Brown: As they figure out themselves, the Environment has to kind of support that. 558 01:23:07.980 --> 01:23:20.280 Alexandra Abreu: Type about that we provide a vibrant and we create the environment, but it doesn't say how that environment affects the student and the first one, kind of like say we provide that environment. 559 01:23:20.970 --> 01:23:23.700 Alexandra Abreu: And I have in my room without 560 01:23:25.710 --> 01:23:29.370 Alexandra Abreu: Kind of stuff like that emotionally academically. 561 01:23:30.420 --> 01:23:39.660 Alexandra Abreu: And socially. So I think like the first one has like we do that my room, but they also have that environment affects the students this way. 562 01:23:47.790 --> 01:23:49.380 Travis Brown: I see that I think 563 01:23:52.830 --> 01:23:53.220 Travis Brown: I just 564 01:23:54.840 --> 01:23:57.600 Travis Brown: Yeah, I think there's a messiness. 565 01:23:59.010 --> 01:23:59.310 That 566 01:24:01.620 --> 01:24:10.230 Travis Brown: That should be accounted for and the messiness of kids growing up, it's it's supported by the environments that the kid is in because the kid can 567 01:24:10.560 --> 01:24:19.020 Travis Brown: Get very disc student can get very disconnected. If the vironment doesn't support the growth and and as they explore figure out who they are. 568 01:24:23.790 --> 01:24:33.900 Travis Brown: But. Sometimes yes, sometimes we bring out the best in them because we allow them to be an environment is supportive and they kind of navigate those things by themselves. 569 01:24:33.960 --> 01:24:37.710 Travis Brown: Some time but the environment is supportive of them and helpful. 570 01:24:48.000 --> 01:24:52.710 Jennifer Clayton: I think someone already said this, I'm starting to see now. The first one is the white and the next one. 571 01:24:56.760 --> 01:24:57.960 Javier Lopez-Molina: Yeah, I was wondering about 572 01:24:59.280 --> 01:25:10.200 Jennifer Clayton: I think the how the students feeling safe and valued uncomfortable that's that's already part of the New York City and great schools already have requirement. 573 01:25:13.530 --> 01:25:16.320 Travis Brown: I think that's a, I think that's a measuring tool. 574 01:25:22.500 --> 01:25:28.170 Travis Brown: But not not too many students feel comfortable learning about themselves in the space. 575 01:25:37.380 --> 01:25:45.900 Travis Brown: Is that thing academically, socially and emotionally. We all talk about social, emotional, you know, piece, but what does that really mean to us. 576 01:25:48.660 --> 01:25:50.700 Travis Brown: What does the environment look and feel like 577 01:25:53.370 --> 01:25:58.890 Javier Lopez-Molina: There's also something problematic here in terms of measurable. We measure 578 01:26:00.150 --> 01:26:06.180 Javier Lopez-Molina: Whether a scholar has been whether we're bringing out the best in a scholar socially and emotionally 579 01:26:07.830 --> 01:26:08.310 Javier Lopez-Molina: Is that 580 01:26:10.500 --> 01:26:21.840 Alexandra Abreu: That that also goes back to like the conversation you had in terms of like the discipline and suspension and all of that. Are we seeing any of the students that I'm like 581 01:26:23.010 --> 01:26:24.210 Alexandra Abreu: Is the school having 582 01:26:26.100 --> 01:26:42.420 Alexandra Abreu: The teachers and fights and all of that. That's why we like. I think that's the way a lot of schools measured how they doing socially, emotionally, when you walk into a classroom and, you know, how does it feel kind of stuff like the environment for school. 583 01:26:46.200 --> 01:26:47.940 Javier Lopez-Molina: This is a little bit easier to measure. 584 01:26:49.380 --> 01:26:52.980 Javier Lopez-Molina: Original sentences. A little easier to measure to then the second central 585 01:26:58.440 --> 01:27:01.350 Jennifer Clayton: Second one is a self reported survey. 586 01:27:07.590 --> 01:27:11.160 Estefany Angeles: Which we do every year. We do have like the surveys 587 01:27:11.880 --> 01:27:14.610 Jennifer Clayton: I think, I think you're talking about two different things, actually. So 588 01:27:15.780 --> 01:27:17.250 Jennifer Clayton: When we were talking last week. 589 01:27:18.450 --> 01:27:21.570 Jennifer Clayton: One of the points was, you don't just teach academics, you teach 590 01:27:22.800 --> 01:27:30.780 Jennifer Clayton: You how to be a whole person right you teach the social skills you teach the emotional intelligence, all of that you're concerned. 591 01:27:32.160 --> 01:27:36.870 Jennifer Clayton: The second one I see a different thing. I see we're creating an environment where kids feel comfortable 592 01:27:39.720 --> 01:27:42.180 Jennifer Clayton: Uncomfortable. Right. So I think those are two different 593 01:27:46.230 --> 01:27:48.570 Jennifer Clayton: One is how they feel. The other is what they're learning 594 01:27:51.180 --> 01:27:51.630 Travis Brown: See that 595 01:27:52.980 --> 01:27:53.310 Travis Brown: Clearly, 596 01:27:57.990 --> 01:28:00.180 Jennifer Clayton: So it couldn't make sense to put both of them. 597 01:28:05.700 --> 01:28:07.590 Jennifer Clayton: unless unless we're changing 598 01:28:09.480 --> 01:28:12.060 Jennifer Clayton: The idea that we're trying to say that we teach more than just 599 01:28:21.240 --> 01:28:35.190 Javier Lopez-Molina: Sorry, can you summarize what you just said. It sounded like. And I'll try to make an attempt here but it sounded like you were saying we are these two things, these two sentences, just two different things. The first sentence is more of a like 600 01:28:39.030 --> 01:28:41.460 Javier Lopez-Molina: Yeah, can you can you recap what you're saying. Sorry. 601 01:28:41.670 --> 01:28:56.520 Jennifer Clayton: The first sentence is what you're teaching. So speaking more to the student outcomes for the city students are going away my academics social skills emotional intelligence, the second sentence says we're creating school and kids feel safe and company. 602 01:28:57.570 --> 01:29:04.530 Jennifer Clayton: So the second sentence is more not what they're going to learn, but how you're going to create an environment where they're going to feel 603 01:29:06.870 --> 01:29:07.320 Javier Lopez-Molina: Yeah. 604 01:29:08.400 --> 01:29:08.430 Jennifer Clayton: I 605 01:29:10.080 --> 01:29:17.220 Javier Lopez-Molina: Agree. I think this is more of a how, how do we get there and I'll disagree with that something that's important and environment. 606 01:29:18.570 --> 01:29:28.470 Javier Lopez-Molina: I feel like we've cut a lot of the how, from the mission, vision, to put it into the other parts of the charter to try and clean this up. 607 01:29:29.580 --> 01:29:35.850 Jennifer Clayton: Just think, you know, more your travel speak it does sound like it could be part of your educational philosophy. 608 01:29:37.350 --> 01:29:39.510 Jennifer Clayton: That you're creating a safe space. 609 01:29:41.130 --> 01:29:45.630 Jennifer Clayton: And and potentially messy space, you know, especially when you think about it, in contrast to 610 01:29:48.390 --> 01:29:51.150 Jennifer Clayton: What he's saying is it's okay to be different. It's okay to be 611 01:29:52.920 --> 01:29:54.690 Jennifer Clayton: Have to be like that person. 612 01:29:56.130 --> 01:29:56.910 Travis Brown: Especially 613 01:29:57.240 --> 01:30:00.300 Travis Brown: Yeah, especially if we want to push inquiry and then 614 01:30:05.790 --> 01:30:06.570 Jennifer Clayton: I can see that as 615 01:30:14.520 --> 01:30:17.700 Javier Lopez-Molina: We adjust the second sentence to include the concept of 616 01:30:19.980 --> 01:30:29.880 Javier Lopez-Molina: Safety know I do want to get like tactical because we've got 45 minutes and we've got a, we do have to spend the last 30 minutes at least on koeppen 19 stuff. 617 01:30:43.020 --> 01:30:48.660 Alexandra Abreu: We provide a complete community safe environment where students bring out the best 618 01:30:49.980 --> 01:30:51.210 Alexandra Abreu: social emotional 619 01:30:54.030 --> 01:30:55.530 Javier Lopez-Molina: Sorry, say that again. I missed 620 01:30:55.950 --> 01:30:56.430 My 621 01:30:57.780 --> 01:31:01.260 Alexandra Abreu: Community safe environment. I don't know that. 622 01:31:04.320 --> 01:31:04.620 Javier Lopez-Molina: Yeah. 623 01:31:07.860 --> 01:31:08.730 Javier Lopez-Molina: Yeah, it's 624 01:31:10.650 --> 01:31:11.460 Javier Lopez-Molina: Safe community. 625 01:31:13.500 --> 01:31:22.710 Javier Lopez-Molina: I mean to me like this doesn't speak to what we're talking about, which is psychological safety this speaks to, like, I'm not gonna shot on my way to the class, you know, 626 01:31:24.900 --> 01:31:27.930 Javier Lopez-Molina: Oh, and I feel like we should that's that should be a given 627 01:31:30.090 --> 01:31:39.600 Javier Lopez-Molina: So the concept of psychological safety I, to be honest, I think we should include it in the sentence because this is sort of this is how this is our philosophy. 628 01:31:41.040 --> 01:31:52.500 Javier Lopez-Molina: Around how we're going to get there to create these scholars is choose inquiry based learning, and let's put in another around that can be kind of culture and community we cultivate 629 01:31:55.710 --> 01:31:57.600 Jennifer Clayton: Nurturing in a previous job. 630 01:31:58.650 --> 01:31:59.790 Javier Lopez-Molina: God probably 631 01:32:02.040 --> 01:32:05.040 Jennifer Clayton: Part of that safety and comfort. 632 01:32:13.050 --> 01:32:14.970 Jennifer Clayton: Do we all agree that we want in their 633 01:32:16.560 --> 01:32:17.190 Jennifer Clayton: Mission Statement. 634 01:32:17.310 --> 01:32:20.370 Javier Lopez-Molina: Yeah, if we all agree, we want to end there. We can work offline to do that now. 635 01:32:21.750 --> 01:32:22.530 Javier Lopez-Molina: What do you guys think 636 01:32:28.350 --> 01:32:33.090 Vilma Caba: I would like, get in there for a yes. Can I typed it. Okay. 637 01:32:58.770 --> 01:33:01.260 Javier Lopez-Molina: We all agree that we wanted in there are plenty 638 01:33:03.510 --> 01:33:05.220 Javier Lopez-Molina: I can be our homework. 639 01:33:09.600 --> 01:33:13.680 Javier Lopez-Molina: Things like I. Is that okay, is everyone like thumbs up on including it in there. 640 01:33:14.880 --> 01:33:18.690 Javier Lopez-Molina: I like the concept. So I'm okay with that. I'm trying to make sure we go 641 01:33:22.770 --> 01:33:32.100 Javier Lopez-Molina: I highlighted some things that here so it wouldn't distract us was a couple of things that we wanted to. I wanted to specifically ask before we move on to the next topic, which is 642 01:33:32.580 --> 01:33:43.410 Javier Lopez-Molina: The phrase strong communicators. How do people feel about it. Do we need to highlight it over some of the other things that we were talking about highlighting should still shouldn't be in there. Should we get rid of this is a yes or no question. 643 01:33:46.050 --> 01:33:48.150 Javier Lopez-Molina: What do people feel about strong communicators. 644 01:33:50.940 --> 01:33:51.420 Jennifer Clayton: Thumbs up. 645 01:33:52.200 --> 01:33:52.770 Javier Lopez-Molina: Thumbs up. 646 01:33:53.310 --> 01:33:54.330 Jennifer Clayton: Thumbs up if we keep it. 647 01:33:55.650 --> 01:33:57.210 Javier Lopez-Molina: Yeah, go ahead. Thumbs up if we keep it. 648 01:34:01.470 --> 01:34:02.910 Lizzy Pierce: A thumbs up, thumbs up 649 01:34:03.540 --> 01:34:08.850 Javier Lopez-Molina: Okay, I'm a thumbs up as well. So I think we have critical basket. Let's keep it. 650 01:34:10.020 --> 01:34:20.010 Javier Lopez-Molina: The next thing is real life. We took care of that concept positive. So I just wanted to make a note in a previous version we had the phrase propel positive change in society. 651 01:34:21.030 --> 01:34:33.780 Javier Lopez-Molina: Travis and I were talking about in every email and it's pretty difficult to measure and it's nice and aspirational. But it's kind of problematic. And so we removed it. And we just want to make sure it's okay with everybody that we were going to 652 01:34:34.920 --> 01:34:40.260 Javier Lopez-Molina: Feel like it like we necessarily need it. But what do you guys think, yes. Thumbs up, thumbs down. 653 01:34:41.850 --> 01:34:43.440 Javier Lopez-Molina: Your okay having it removed. Thumbs up. 654 01:34:44.820 --> 01:34:45.630 Javier Lopez-Molina: Good. Great. 655 01:34:47.310 --> 01:34:53.880 Javier Lopez-Molina: Last piece is, we do not mention college prep right now in our mission, vision. 656 01:34:54.960 --> 01:35:04.590 Javier Lopez-Molina: This is intentional. Do we want to put it in there, or do we want to wait until we get like a $5 wait until we get a little bit more 657 01:35:06.540 --> 01:35:18.300 Javier Lopez-Molina: Stats, a little bit more. I don't know what, whatever. Do we want to wait to put it into what to put in the logic behind maybe not including it is 658 01:35:19.410 --> 01:35:28.050 Javier Lopez-Molina: You know there are some, I wanted to ask you guys, there are some people who have the philosophy that not all students are meant to go to college or that's just not the path for all students. 659 01:35:28.710 --> 01:35:36.420 Javier Lopez-Molina: So do we want to force everybody to go to college, you know, is that a metric that we want to drive ourselves towards kind of curious what people think. 660 01:35:41.730 --> 01:35:48.330 Adrian Adderley: Go to college. Want to go to college. So I mean we should prep them for something, but I don't think it's just a college prep. 661 01:35:54.270 --> 01:36:02.550 Estefany Angeles: I think we want them to have the opportunity to decide between college at least and whatever else is there anything off. 662 01:36:03.600 --> 01:36:06.510 Estefany Angeles: But I think as a school. Our job is to 663 01:36:08.310 --> 01:36:15.030 Estefany Angeles: Help them see that this is a tough for them as what you see in a lot of like low income communities, right, is that 664 01:36:16.140 --> 01:36:17.520 Estefany Angeles: For some reason or the other. 665 01:36:18.990 --> 01:36:21.240 Estefany Angeles: Lines that the 666 01:36:22.590 --> 01:36:32.820 Estefany Angeles: Aren't made for college and so sometimes it's just easier to do something else. And so I think our job is still to make sure that like that path is very clear for them. 667 01:36:33.600 --> 01:36:34.470 Estefany Angeles: I think 668 01:36:34.740 --> 01:36:37.410 Estefany Angeles: Oh, sorry. And the only thing I was going to add was like, I think. 669 01:36:39.390 --> 01:36:45.600 Estefany Angeles: In looking at our mission like I'm not 100% sure what is like the thing we specialize in 670 01:36:47.640 --> 01:37:00.270 Estefany Angeles: If there is something we want to specialize in. Like, I think it's, it talks a lot about our approach, but I don't know who want to specialize in any one thing that's just one thing that I really 671 01:37:03.630 --> 01:37:04.890 Javier Lopez-Molina: Specialize in like 672 01:37:05.010 --> 01:37:16.470 Estefany Angeles: Oh, I feel like before where it was clear. We were like a college prep school, right, so that was like the rapidly like our mission. Everything that we do was should have tied back to that. 673 01:37:17.430 --> 01:37:26.520 Estefany Angeles: I you see schools that are focused instead. Right. So if you go to a specialized High School, it could be done. It could be you have LaGuardia right which is art. 674 01:37:27.630 --> 01:37:32.910 Estefany Angeles: So I don't know if we want to get that narrow but I do think our focus is good. 675 01:37:34.170 --> 01:37:40.260 Estefany Angeles: So it's just something I want to put out there that I don't think it like paisley clear, clear path of what our focuses 676 01:37:42.480 --> 01:37:45.300 Estefany Angeles: And maybe that's what we want. Maybe you want more like liberal arts 677 01:37:46.440 --> 01:37:48.210 Estefany Angeles: Something just a thought. 678 01:37:50.160 --> 01:37:54.030 Jennifer Clayton: Yeah, cuz the way it reads. Now your focus is really improved. 679 01:38:03.600 --> 01:38:11.370 Vilma Caba: I think that college should be the ultimate goal, even if they decide along the way to 680 01:38:11.400 --> 01:38:24.720 Vilma Caba: Do like a vocational school or something else like college you all also always be the goal that you should aspire to, you know, not yes not everybody's going to go to college is made for college, but 681 01:38:25.740 --> 01:38:32.310 Vilma Caba: You know, Carly should be not college. She's like, that's, that's it. 682 01:38:33.990 --> 01:38:39.480 Adrian Adderley: I hate, I agree what everyone's saying with the college, but I think to add on to that. I think college 683 01:38:40.230 --> 01:38:52.440 Adrian Adderley: A lot of people is the ultimate goal, but the ultimate goal is to allow these elements to see how successful they can be in this world and in most cases. And when I'm in a lot of you don't do that. I think thing that we teach 684 01:38:53.730 --> 01:39:01.320 Adrian Adderley: You can do that you wanted world and be very successful. Sometimes we call it that. And you can say, No, what I want to do not a high 685 01:39:03.060 --> 01:39:14.040 Adrian Adderley: Price because you want it, you have this idea for preschool and you want to encourage those kids actually wanted obviously you want them to go to college, but you want them to be comfortable enough and have the knowledge to be 686 01:39:15.420 --> 01:39:17.550 Adrian Adderley: Able to go out and do that effect. 687 01:39:19.140 --> 01:39:19.410 Vilma Caba: Right. 688 01:39:20.130 --> 01:39:20.970 Vilma Caba: Like you to do. 689 01:39:21.060 --> 01:39:31.740 Adrian Adderley: College. I mean, I get the concept of college, but I also think it should be. We should allow these students to see that they can do whatever they want in this world. And this is a good 690 01:39:32.220 --> 01:39:38.880 Adrian Adderley: Obviously what everybody wants to do, but sometimes you can avoid college and do what you're passionate about and make it and make 691 01:39:40.530 --> 01:39:47.160 Vilma Caba: But in order for you to do what you're passionate about. You have to have certain foundations and education so 692 01:39:48.660 --> 01:39:57.420 Adrian Adderley: That's very true. But some of that foundation is built my first is if someone started alarm business and end up getting 45 contracts with people throughout the county 693 01:39:59.160 --> 01:39:59.520 For that 694 01:40:00.690 --> 01:40:01.620 Adrian Adderley: But never 695 01:40:01.650 --> 01:40:03.330 Vilma Caba: Get any business classes for that. 696 01:40:04.050 --> 01:40:07.590 Adrian Adderley: I know a lot of people that didn't go to college and started multimillion dollar alarm businesses. 697 01:40:09.000 --> 01:40:22.050 Adrian Adderley: That's all I'm saying is that you have the opportunity to do a lot you don't send me business classes to start a business, it's a business that don't have insight on the business. But if you provide insight early enough that gives them that phone call sooner. 698 01:40:23.220 --> 01:40:33.840 Vilma Caba: Yeah, but don't you want people to lie down, you have the kids to have like the ambition, even if at the end tools like your 12 when you like in 12 11th grade soft reset. You know what 699 01:40:34.230 --> 01:40:40.710 Vilma Caba: I don't think college is for me. But, you know, you have to drive to do something else. If it's not, it's not just 700 01:40:41.220 --> 01:40:53.310 Vilma Caba: Have high school be your goal because there's a lot of people are people that I grew up with. They didn't move on to go to college like high school, was it that their goal was to finish high school and that was it. 701 01:40:53.700 --> 01:41:02.010 Adrian Adderley: I'm not saying that's the goal is for them is high school and and then goal can be as big as they want some time college isn't included in that not saying you should stop. 702 01:41:03.360 --> 01:41:06.330 Adrian Adderley: You have the ability to see 703 01:41:09.000 --> 01:41:11.610 Adrian Adderley: And potentially profit off of this, go for it. 704 01:41:14.310 --> 01:41:15.780 Estefany Angeles: Like I think where 705 01:41:16.830 --> 01:41:23.940 Estefany Angeles: I say it all mixing is like we want kids to have sort of passion and maybe like 706 01:41:26.610 --> 01:41:26.910 Estefany Angeles: This 707 01:41:28.410 --> 01:41:36.270 Estefany Angeles: Stuff I've just been thinking a lot about like it often when you see kids that they settle is because they don't see a path forward. 708 01:41:37.320 --> 01:41:39.480 Estefany Angeles: So like a big vision. 709 01:41:44.580 --> 01:41:45.870 Estefany Angeles: I think that needs to be really 710 01:41:47.730 --> 01:41:52.920 Estefany Angeles: Because that's where a lot of life happens and we lose 711 01:41:53.970 --> 01:41:58.710 Estefany Angeles: Way, either. It's in college, right, or like after college, they don't have a sense of direction. 712 01:42:00.120 --> 01:42:01.380 Estefany Angeles: Yeah, so I just feel like it's 713 01:42:04.500 --> 01:42:09.060 Estefany Angeles: That they feel like, you know, this is this is available to 714 01:42:10.020 --> 01:42:18.990 Adrian Adderley: You, we have kids these days that's going to coding classes in school and elementary school and middle school and then getting offers by tech companies right out of high school in some cases. 715 01:42:20.490 --> 01:42:25.500 Adrian Adderley: That's all I'm saying is, do you have, we have opportunity to teach kids earlier. 716 01:42:27.300 --> 01:42:29.370 Adrian Adderley: That will allow them to actually succeed sooner. 717 01:42:30.990 --> 01:42:31.350 Adrian Adderley: They have 718 01:42:31.770 --> 01:42:33.420 Adrian Adderley: Without college they have that 719 01:42:36.750 --> 01:42:42.810 Adrian Adderley: Career in general. And again, that colleges as an option. I'm not, I'm not sure how you worked at but call if 720 01:42:44.610 --> 01:42:47.250 Adrian Adderley: Necessary for someone to be successful in his world. 721 01:42:49.080 --> 01:42:54.870 Kevin Golden: Adrian. I, I totally agree with, with everything you're saying, I think one of the things that was that. 722 01:42:56.610 --> 01:43:03.150 Kevin Golden: For students to if they if students choose to go to college, they need to be college ready 723 01:43:04.650 --> 01:43:05.310 Kevin Golden: And I think 724 01:43:06.480 --> 01:43:10.680 Kevin Golden: Huge part of our job is to make sure that they are, if that is the pathway. He 725 01:43:10.740 --> 01:43:17.400 Adrian Adderley: Was sure they should definitely be college ready, but also the preparation for college can also mean you're prepping them for potentially being able to 726 01:43:17.880 --> 01:43:25.590 Adrian Adderley: Be prepared for the real world in general, I mean there's I have business courses in high school that I was taking college level business course in the high school 727 01:43:26.580 --> 01:43:35.670 Adrian Adderley: That we've been efficient. That's all I'm saying is that college. Yes. You want to prepping for college, but there's also things that you can do at the high school level that allows them to kind of 728 01:43:35.940 --> 01:43:48.780 Adrian Adderley: If you're, if you're that person not it's not everyone. Not everyone has that person, but I'm saying for somebody that has the idea like, I want to go for this. Now, they should be, they should be prepared for that as well at the at the school. 729 01:43:51.240 --> 01:44:00.780 Jennifer Clayton: college and career ready and then I'm also hearing a little bit of a Travis has spoken a couple of enabling students to be able to follow their passion. 730 01:44:02.040 --> 01:44:15.330 Adrian Adderley: Yeah, yeah. I'm not sure how you word that but I like I have what we have. I know a friend that has a works for engineering firm and they're prepping they're doing mentorship, the internship in college kids right now. I mean what high school kids right now. 731 01:44:17.310 --> 01:44:23.100 Jennifer Clayton: Yeah, there's a lot of. There are a lot of VO tech jobs and a lot of like you said, I mean you can be a millionaire. 732 01:44:28.200 --> 01:44:32.070 Travis Brown: I think this concept of following your passions and getting kids curious. 733 01:44:32.430 --> 01:44:32.880 Travis Brown: It does. 734 01:44:34.830 --> 01:44:42.300 Travis Brown: It does carry them into college as well, like if you have curiosity is to be an engineer electrical engineer. 735 01:44:43.980 --> 01:44:52.200 Travis Brown: Tribe and college and, you know, you know, but if your passion is to start a company, we still 736 01:44:52.980 --> 01:45:01.800 Travis Brown: You may want to start that company, you may or may not take college courses or you or you can take college courses as well. So I think the goal is, is for 737 01:45:02.190 --> 01:45:09.510 Travis Brown: Where you know the way I think about it is when kids pass that cross their stage, what's in their head. 738 01:45:09.960 --> 01:45:16.170 Travis Brown: Who have curiosity that they want to follow and chase them because it kid without curiosity is a kid that doesn't graduate from college. 739 01:45:16.980 --> 01:45:19.860 Travis Brown: And that's what and that's what we see as we push 740 01:45:20.190 --> 01:45:30.150 Travis Brown: Numerous number of black and brown kids over the last 10 years into college. Many of them are shying away from competitive majors and many of them are dropping out. So you look at large organizations like 741 01:45:30.570 --> 01:45:36.450 Travis Brown: kip who sent a number of kids to college and they only have like a 35 to 40% graduation rate because 742 01:45:36.900 --> 01:45:52.320 Travis Brown: Kids start doing the technical stuff. I got to go to college because everybody tells me too, but they're not dreaming. So how do we create curiosity, learn and dreamers who want to go after something want to show up and contribute. And I think if you find their tribe, so to speak. 743 01:45:52.740 --> 01:46:00.270 Adrian Adderley: Yeah, I like that. What you added there Javier we give the students insights and confidence to pursue their passion that lifelong learning, because that hits on because 744 01:46:00.690 --> 01:46:09.000 Adrian Adderley: To Travis's point you cross that state. You should be at a place where you can literally, you know what, I'm going to go to college. You know what 745 01:46:09.510 --> 01:46:18.750 Adrian Adderley: I have this, I want to start this long business or I want to start this painting business you have that insight that you learn from pharaohs and you can utilize that in any path. 746 01:46:22.920 --> 01:46:23.400 Javier Lopez-Molina: Okay. 747 01:46:25.230 --> 01:46:35.460 Javier Lopez-Molina: I'm unfortunately going to have to put us in this conversation. For now, we'll work offline to add these two concepts into these three sentences which is going to be no small feat. 748 01:46:37.980 --> 01:46:48.180 Javier Lopez-Molina: We'll do our best. And then I'm going to change subjects so fast. Your head is going to have whiplash because we're going to talk about Kobe. And I'm going to turn the tables over to Mr. Brown. 749 01:46:52.290 --> 01:46:53.160 Javier Lopez-Molina: Not going to stop sharing 750 01:46:55.440 --> 01:46:58.410 Travis Brown: That was a that was a real adjustment but um 751 01:46:59.580 --> 01:47:01.320 Travis Brown: Well, thank you, thank God. 752 01:47:02.760 --> 01:47:11.010 Travis Brown: We created, we created a internal Kobe 19 Task Force Courtney really spearheaded surveying 753 01:47:11.040 --> 01:47:12.210 Parents and teachers. 754 01:47:14.100 --> 01:47:26.190 Travis Brown: how comfortable they are and the options and when faced with the options of 100% remote or more the hybrid models come in, twice a week or, you know, 755 01:47:26.970 --> 01:47:44.460 Travis Brown: One week on a week or a large number of parents and the survey is still out to August seven, but a large number of parents and I think and Courtney will be better to shed actual results really are opting for 100% online. 756 01:47:46.050 --> 01:47:59.910 Travis Brown: And a lot of teachers are feeling uncomfortable uncomfortable about coming back. And as we as we work with the team as we work with the team soon once I'm there, I'm there. 757 01:48:02.730 --> 01:48:16.590 Travis Brown: As sorry about that as we work as we work with the team and seeing that September everybody's coming back. There's going to be a large a large number of teachers going on trains and allow large numbers. 758 01:48:17.370 --> 01:48:26.580 Travis Brown: On to classrooms and schools. It is a lot of unknown. We came up with a plan, who report to the Board that that 759 01:48:27.720 --> 01:48:42.630 Travis Brown: Take into account safety of students, teachers, and also the feedback that we got from our community and we wanted to present the option of going fully remote for the first quarter of the school year and kind of sitting 760 01:48:43.410 --> 01:48:44.070 Travis Brown: Sitting back 761 01:48:45.330 --> 01:48:57.690 Travis Brown: And watching what's happening throughout your city and not really jumping in and trying out and trying trying to jump in with all the other schools and school districts trying to 762 01:48:58.980 --> 01:49:00.120 Travis Brown: How how school 763 01:49:01.290 --> 01:49:21.810 Travis Brown: Knowing the immediate full but taking the first quarter off doing 100% on learning and really examining the field what our, our folks. That's what, that's the option that we wanted to bring in a board for the board to kick the tires on or express concerns or opportunities there. 764 01:49:22.920 --> 01:49:25.050 Javier Lopez-Molina: You sure that data. 765 01:49:35.760 --> 01:49:51.210 Courtney Russell: We did put out to surveys, there's an English one and a Spanish one. So you're seeing the Spanish one which has a seed me the English one which has 144 responses, the Spanish version has about 30 and the results are are fairly similar. I'm 766 01:49:52.290 --> 01:49:52.830 Courtney Russell: Sorry, go ahead. 767 01:49:53.460 --> 01:50:01.620 Javier Lopez-Molina: Yeah, I'm just, it does seem like it's it's kind of split 5050 almost right. Like it's 6040 768 01:50:03.600 --> 01:50:06.960 Javier Lopez-Molina: But there's a significant group. 769 01:50:08.070 --> 01:50:10.290 Javier Lopez-Molina: That do want something blended 770 01:50:12.240 --> 01:50:24.000 Javier Lopez-Molina: I wonder, I just, I'm just wondering if we entertain the idea that we do something mixed where we have, you know, the people of the scholars in something fully remote 771 01:50:25.050 --> 01:50:33.690 Javier Lopez-Molina: And the rest of the scholars sort of blended model. If you're not comfortable doing something, you know, like a very low capacity classroom. 772 01:50:34.650 --> 01:50:43.770 Courtney Russell: Yeah, I think that's part of it too. I'll pull up while we're talking I'll pull up the staff survey and show you guys those results, but there are little bit more 773 01:50:44.970 --> 01:50:56.910 Courtney Russell: heavily skewed towards staffing, they don't feel comfortable. I believe there were four options on the do e type survey which were not at all comfortable, a little bit comfortable comfortable and then very comfortable. 774 01:50:57.600 --> 01:51:08.400 Courtney Russell: And I think it was around 15 and 15 here. The, the, the green only eight people. I mean granted 51 staff members took this there's more like 775 01:51:08.820 --> 01:51:19.020 Courtney Russell: 85 so it's not fully represented. We got a nice sampling here and you think only about 30% of people either feel somewhat comfortable or very 776 01:51:19.950 --> 01:51:33.300 Courtney Russell: And we did this, you know, potential decision or at least recommendation to bring tea. While this also weight into it, knowing that we had a large group of staff who didn't feel comfortable either not at all, or a little 777 01:51:33.810 --> 01:51:38.820 Javier Lopez-Molina: Yeah, yeah, that's a significant amount of people that feel not comfortable at all. 778 01:51:39.840 --> 01:51:40.500 Javier Lopez-Molina: Coming back 779 01:51:44.670 --> 01:51:56.430 Javier Lopez-Molina: I don't know. Is it, it just seems as I'm looking at this, it seems quite difficult to staff and tell me if I'm wrong. Mr. Brown, but it seems a little bit difficult stuff something 780 01:51:58.500 --> 01:52:07.860 Javier Lopez-Molina: Is it difficult. Let me phrase it as a question. Is it difficult to staff. If you've only just have something that's blended if you've only got 30% 781 01:52:09.240 --> 01:52:10.350 Javier Lopez-Molina: Of your staff to work with. 782 01:52:11.640 --> 01:52:18.600 Travis Brown: I think it. I think it is and I think you brought up before when you said the new essential to teach it so 783 01:52:21.270 --> 01:52:21.690 Travis Brown: I think 784 01:52:23.370 --> 01:52:25.350 Travis Brown: I think it's difficult and the 785 01:52:27.600 --> 01:52:29.430 Travis Brown: Students very 786 01:52:31.230 --> 01:52:36.090 Travis Brown: Different, different experiences, but then it's also where we put our focus on 787 01:52:38.610 --> 01:52:42.180 Travis Brown: It's going to be hard. It's going to pay for third grade teacher 788 01:52:44.340 --> 01:52:50.160 Travis Brown: In person delivering instruction in person and students online that they have to tend to 789 01:52:53.280 --> 01:52:58.530 Travis Brown: Kind of like two different modalities that we want teachers to really do well. 790 01:53:01.260 --> 01:53:02.430 Travis Brown: Part of the challenge also 791 01:53:04.500 --> 01:53:04.890 Travis Brown: Trying to 792 01:53:04.980 --> 01:53:05.610 Vilma Caba: Get that 793 01:53:07.140 --> 01:53:07.740 Vilma Caba: Nice. 794 01:53:07.980 --> 01:53:14.910 Travis Brown: But what ball with everybody going back to the system, the likelihood of the system shutting down again is pretty high. 795 01:53:15.630 --> 01:53:31.350 Travis Brown: So it's around like do we get really good at being 100% online and watching like month to month to see what's happening. And did you have to go all systems ago and everything is clear. We can move into a hybrid model. 796 01:53:32.460 --> 01:53:46.140 Travis Brown: But I think for us is let that we just tread lightly and watch what happens as kids get on buses kids coming schools teachers ride trains. How do we not play in that. How do we not play in that and then 797 01:53:47.190 --> 01:53:56.340 Travis Brown: And then watch it. I'm monitored from month to month to make to make to figure out what's the best decision for the safety of students and staff. 798 01:53:57.660 --> 01:54:08.490 Nikali Jones: So I Michaela sorry I hopped in a little bit late, I have a fairly aggressive opinion on this in terms of just what I'm about to say, not trying to sway one person, one way or the other. 799 01:54:09.180 --> 01:54:18.480 Nikali Jones: But just as I mentioned before, you know, we've been running. And then, and we've had identify and talk through a lot of the concerns of our staff specifically 800 01:54:19.440 --> 01:54:27.180 Nikali Jones: And then we've also been a lot of talks with lots of other schools in terms of what their plans are so I can offer just kind of what what I've seen. 801 01:54:27.900 --> 01:54:43.170 Nikali Jones: So I've seen that for sure. Almost everyone says they need to offer a 100% remote model just because of the 40% or 50% or 60% of parents who are not going to send their kids, no matter what. So that needs to be developed, no matter what. And the second thing. 802 01:54:44.760 --> 01:54:53.970 Nikali Jones: I've seen is is doing a hybrid, but the ones who are able to do this. We've seen this most recently with our daycares Now granted, they're much smaller than the full charter school 803 01:54:55.050 --> 01:55:02.670 Nikali Jones: Have been people who put in a decent amount of work into what it looks like for safety. And I think that in terms of staff feeling unsafe. 804 01:55:02.970 --> 01:55:08.190 Nikali Jones: They probably do feel unsafe because they're not sure of the safety measures that people would take or that the school would take 805 01:55:08.820 --> 01:55:18.780 Nikali Jones: I think a lot of our staff that expressed concern after understanding that the temperatures are for pay for taking every day, and that you know we really put a lot of measures in place to keep things sanitized now again. 806 01:55:19.170 --> 01:55:26.910 Nikali Jones: Of the scale. You're at with the school. I get it. That's not a possibility. But I do think there's a lot of ways to alleviate some of the real concerns of teachers. 807 01:55:27.570 --> 01:55:32.430 Nikali Jones: You know having them come in an hour later, so they're avoiding rush hour on the train, all that kind of stuff. I think 808 01:55:32.940 --> 01:55:37.830 Nikali Jones: Is open and I'm saying that because I really do believe that in person instruction is invaluable. 809 01:55:38.070 --> 01:55:47.310 Nikali Jones: And I'm very concerned about I'm concerned about every student in this country, to be honest with you, but you know on the board. I'm concerned about our students being able to get that in person learning. It's just so crucial for them. 810 01:55:48.750 --> 01:55:57.150 Nikali Jones: So I agree with here that there's a decent amount of parents who have expressed interest in the hybrid model. I understand the stocking concert. I think there are ways to 811 01:55:57.450 --> 01:56:02.130 Nikali Jones: To work through that if that was the path and wanted to take. Um, so 812 01:56:02.820 --> 01:56:08.970 Nikali Jones: You know it is every school is making very, very different decisions. We've had certain ones that are like we're fully opening, five days a week. And here's what we're doing and 813 01:56:09.210 --> 01:56:17.460 Nikali Jones: You know, we bought out the place next to us and we're spreading kids out, you know, amongst classrooms. And again, I know we don't have all those resources. Um, but 814 01:56:18.060 --> 01:56:30.720 Nikali Jones: It's worth a conversation, I think. So that's just kind of my two cents and we have seen obscene just every, every consideration across the board between fully going remote and doing five days in terms of what other school programs. 815 01:56:40.170 --> 01:56:42.900 Travis Brown: I personally appreciate that perspective. 816 01:56:43.950 --> 01:56:50.400 Travis Brown: And I think our way. What we're, what we're, what we're thinking about is 817 01:56:52.020 --> 01:57:03.600 Travis Brown: Just not not going in with everyone else. So, and looking at the month of September as a way to figure out what the, what's the state of play in the field and 818 01:57:04.860 --> 01:57:08.190 Travis Brown: Really monitoring it to see when it is safe to go back 819 01:57:11.370 --> 01:57:13.770 Travis Brown: Based on the results that we're seeing from other schools. 820 01:57:17.670 --> 01:57:27.420 Estefany Angeles: I wanted to just add that, like, you know, as part of the Copa response committee, like, one of the things that I think this allows us to do is actually to start planning right now. 821 01:57:28.380 --> 01:57:42.030 Estefany Angeles: Versus if we don't, because we don't know what the state's going to say, and like what everybody else is going to respond. And then we can really commit to any plan and it just makes it. I think a lot harder for us to plan for the fall 822 01:57:43.740 --> 01:57:49.200 Estefany Angeles: Like just seeing all the different plans and then I feel like if we start 823 01:57:50.730 --> 01:57:57.720 Estefany Angeles: In person in the fall and then we have to shift online like that in in the middle again. 824 01:57:58.590 --> 01:58:11.340 Estefany Angeles: could throw us off versus if we start remote we get that really solid, we can use the things that we learned in the spring to make sure that it's much better and then make sure that we have a really strong start 825 01:58:12.420 --> 01:58:21.990 Estefany Angeles: After quarter, one should be based off of what have you seen from other schools, how's the city doing like all of those things. I think it does give us just a bit more time to figure things out. 826 01:58:23.310 --> 01:58:23.610 Nikali Jones: Yeah. 827 01:58:23.640 --> 01:58:24.930 Sara Madavo Jean-Jacques: I hear you. 828 01:58:28.170 --> 01:58:40.650 Sara Madavo Jean-Jacques: Know, I was just gonna say, I have two concerns. I'm just the first concern with going 100% remote is, you know, if we are not doing what other schools are doing 829 01:58:40.920 --> 01:58:56.040 Sara Madavo Jean-Jacques: Our parents going to pull their kids out of our school and put them in schools that are offering in person learning and you know how that affects affects our enrollment and, you know, 830 01:58:57.540 --> 01:59:11.490 Sara Madavo Jean-Jacques: Kind of going forward, where that puts us. But the second thing is kind of just a bigger question, which is, you know, how do you if you decide now that we're not going to go live and in person. 831 01:59:12.720 --> 01:59:19.020 Sara Madavo Jean-Jacques: When will it feel safe enough to go back, other than if there's a vaccine. 832 01:59:20.550 --> 01:59:34.620 Sara Madavo Jean-Jacques: Because I just find it. I just think that if we can't instill confidence in staff. Now, I don't know that we're going to be able to get there under any circumstance, other than a vaccine circumstance. 833 01:59:36.540 --> 01:59:47.250 Javier Lopez-Molina: So as maybe only biologists here who's actually tracking code for my day job, that it to me that speaks a truth which is 834 01:59:48.030 --> 01:59:56.370 Javier Lopez-Molina: Kind of across the economy across all other industries which is something that I think people are starting to come to grips with right now, which is 835 01:59:56.910 --> 02:00:12.330 Javier Lopez-Molina: I don't think it's about trust. I think it's a it is about risk and your, your risk tolerance. So there's industries that that even as we start to go back to 836 02:00:12.870 --> 02:00:30.750 Javier Lopez-Molina: A low coven positive caseload per state you know where the curve is now like down here. There's industries that are just not coming back to the level of face to face interaction that they had before, and that's it comes from people just being afraid. 837 02:00:32.010 --> 02:00:36.450 Javier Lopez-Molina: And I think it also comes from risk tolerance, I 838 02:00:38.040 --> 02:00:41.460 Javier Lopez-Molina: I don't feel personally I don't feel comfortable 839 02:00:43.110 --> 02:00:43.860 Javier Lopez-Molina: Putting 840 02:00:45.300 --> 02:00:48.030 Javier Lopez-Molina: There's two pressures. Right. There's the pressure to 841 02:00:48.990 --> 02:00:53.190 Javier Lopez-Molina: That some parents may feel to sort of they need to go back to work and they need to 842 02:00:53.490 --> 02:01:00.690 Javier Lopez-Molina: You know they need to have their kids learning and there's a pressure to have their kids learning. But there's also the pressure that some of these kids live with elderly parents 843 02:01:01.020 --> 02:01:22.470 Javier Lopez-Molina: Or elderly grandparents that are taking care of them and we could be potentially putting them at risk. Not to mention, even the potential risk to to the teachers who, you know, may be at risk as well. So it is balancing these things. I, I guess. My personal opinion is, I was going to be a 844 02:01:24.720 --> 02:01:35.520 Javier Lopez-Molina: That we're not going to have things the way they are until we get a vaccine. It's just not. That's the reality. I think of what's going to happen. I mean, you're basically banking on 845 02:01:36.510 --> 02:01:43.200 Javier Lopez-Molina: People wearing masks and socially distancing, you know, for what could be over a year. 846 02:01:43.800 --> 02:01:51.360 Javier Lopez-Molina: I just don't think it's going to happen. And so I think that there's going to be outbreaks. There's going to be increasing caseload. It's just not going to be safe. 847 02:01:51.870 --> 02:02:03.780 Javier Lopez-Molina: To do things in person. The way we did them before. And so we have to come up with another model. And if that other model is 100% remote, then great. Let's get great at doing that. And if the model is mixed and it's like 848 02:02:04.170 --> 02:02:15.360 Javier Lopez-Molina: You know, some some classes are three days on two days off, or three days in person, two days remote, then let's get good at doing that. But we should already at this point. 849 02:02:16.050 --> 02:02:24.360 Javier Lopez-Molina: disabuse ourselves from this notion that things are. We're going to ever have for at least another year and a half. Probably be ability to to go fully in person. 850 02:02:25.380 --> 02:02:29.760 Javier Lopez-Molina: The way we did before class sizes. The way we did before, because that's just not gonna happen. 851 02:02:32.430 --> 02:02:33.270 Vilma Caba: Right. Um, 852 02:02:34.320 --> 02:02:46.110 Vilma Caba: I agree with Nick earlier about the importance of in in person. I'm learning in the classroom, but um if we do decide to do like a combination of both. 853 02:02:46.680 --> 02:02:54.690 Vilma Caba: Are how willing because I also don't want, you know, the teachers to tell you all know I'm not. I'm leaving. And I'm going to teach anymore so 854 02:02:55.020 --> 02:03:12.000 Vilma Caba: How willing. I don't if you had asked the question, how willing artists to their teachers to say like, they will come back into the city come back into the classroom or they that detain like totally know that we're not going by Kim. 855 02:03:14.100 --> 02:03:18.780 Courtney Russell: Yeah, that's, that's a great question. Vanessa. There's about 30% which we think 856 02:03:19.470 --> 02:03:33.960 Courtney Russell: Maybe to come back. And the other part of this. This is just a draft. This is nothing that we've shared, but I have been working little bird has been really great to provide us with guidance around if there is some form of in person. 857 02:03:35.160 --> 02:03:42.450 Courtney Russell: What that looks like in terms of either an SF CRA the families first where people are out actually out on leave 858 02:03:42.870 --> 02:03:53.310 Courtney Russell: Or they're requesting and accommodation saying I don't feel comfortable, so I can't say for sure, but I would guess that, you know, we'd have about 30% of staff, maybe a little 859 02:03:53.940 --> 02:04:02.820 Courtney Russell: A little more, a little bit less willing and able and then I think maybe not a full 60% or 70% but a good chunk of the rest of the people. 860 02:04:03.990 --> 02:04:09.420 Courtney Russell: Maybe you know pursuing some of these you know accommodations that are available to them. 861 02:04:13.110 --> 02:04:25.290 Lizzy Pierce: Um, I just wanted to quickly kind of share what I've been thinking about, I think there's, there is an argument to be made that blended learning could be more impactful. I don't think we know until we 862 02:04:25.680 --> 02:04:33.420 Lizzy Pierce: kind of figure out exactly what it looks like. But I think there are two things to consider when we're thinking about that. I think one is that a teacher. 863 02:04:34.050 --> 02:04:50.040 Lizzy Pierce: Would need to really have mastered their content area in order to be thinking about the best practices for both online and in person at the same time and this new setting. And I also think that remote learning my offer us the most uninterrupted 864 02:04:52.320 --> 02:04:55.950 Lizzy Pierce: Path of learning for Quarter one because let's say 865 02:04:57.270 --> 02:05:06.360 Lizzy Pierce: Like the deal closes, or let's say that a teacher says that they're sick or they do get sick, we'd have to make a coverage plan for that teacher 866 02:05:07.620 --> 02:05:18.750 Lizzy Pierce: That say that happens to five teachers at the same time or within a couple of weeks. They're just a lot of things that are up in the air when we bring people into the building that could interrupt learning for the majority of students. 867 02:05:22.800 --> 02:05:31.320 Javier Lopez-Molina: Work. So doing it. First of all, I do we need to vote on anything right now or are you sort of getting the feel the landscape for our opinions on stuff right 868 02:05:31.770 --> 02:05:47.220 Courtney Russell: I do think we have to get on whether it's a vote or not, but I think a vote could be helpful or even, even if it's not a formal vote, but a pole. Because one thing to share with you all as we do to submit a plan our reopening plan. I'll just show you a very 869 02:05:48.840 --> 02:05:57.120 Courtney Russell: Beginning draft of this, but by the end of this week I'm just last week the NYSE The State Education Department issued some guidance around 870 02:05:57.690 --> 02:06:05.580 Courtney Russell: Here's our reopening guidance and then here are the components of what we're looking to see in your plan. And so a fully remote 871 02:06:06.540 --> 02:06:14.550 Courtney Russell: Versus blended option obviously creates a very different plan. So I think we do have to get a much more definitive sense of the board's 872 02:06:15.120 --> 02:06:21.330 Courtney Russell: guidance and direction here so that we can you know and the plan doesn't its final Friday, we can obviously make some updates. 873 02:06:21.720 --> 02:06:32.460 Courtney Russell: And I introduced that at the beginning and say, like, this is a living document that will will be updated regularly as we get more information. But we would love to get some definitive direction from the board tonight. 874 02:06:32.820 --> 02:06:46.140 Javier Lopez-Molina: So can I make a suggestion and maybe I'll put something out there for people to react to what if we had a fully remote model with one or two pilot classes that were a mixed model. So, so, you know, 875 02:06:46.680 --> 02:06:55.830 Javier Lopez-Molina: Partly in person, so that we, we could at least start to understand what that might look like if we if we had to go there. When do people feel about that. 876 02:06:57.240 --> 02:07:01.470 Sara Madavo Jean-Jacques: Well, would they be the younger kids would they be the older kid. 877 02:07:03.240 --> 02:07:06.450 Travis Brown: I think we would prioritize the younger kids because 878 02:07:08.610 --> 02:07:18.330 Travis Brown: In person learning is over remote learning is the toughest for our youngest kids. So I think, and also what the just the social social interaction. 879 02:07:18.780 --> 02:07:28.470 Travis Brown: Would be good for the younger kids. So I think we pilot there. And I think what this proposal so that we put forth is the plan, the plan would be to do some sort of blended model. 880 02:07:29.040 --> 02:07:40.380 Travis Brown: But it's around not jumping in September one, and doing it, really. So I think we also have options in terms of how long we do 100% remote we compose for quarter. 881 02:07:41.100 --> 02:07:54.570 Travis Brown: It could be for the month of September, just wait for almost like a delayed approach. So we can also learn to have. Yes, what we can learn from our students and our buildings, but we also can learn from the field and obstacles that are around us. 882 02:07:58.650 --> 02:07:59.280 Jennifer Clayton: Looking at the 883 02:08:00.330 --> 02:08:01.440 Jennifer Clayton: Website and it looks like 884 02:08:02.700 --> 02:08:04.620 Jennifer Clayton: A blended model, but anything 885 02:08:06.540 --> 02:08:07.440 Jennifer Clayton: At any time. 886 02:08:08.460 --> 02:08:11.310 Jennifer Clayton: Is doing that same level even feasible. 887 02:08:14.130 --> 02:08:17.640 Jennifer Clayton: Look at the new staff and families willing to come to school. 888 02:08:19.980 --> 02:08:20.520 Travis Brown: What 889 02:08:20.700 --> 02:08:21.450 Travis Brown: Jennifer, I'm sorry. 890 02:08:22.200 --> 02:08:27.930 Jennifer Clayton: Yeah, so, so if you did the same thing that the New York City schools are doing, you would do blended model. 891 02:08:29.160 --> 02:08:44.520 Jennifer Clayton: Plus, anybody could opt to do all remote instead of any, do you have two simultaneous tracks. So with the size of your school with the staff room available and with the survey responses. Is it feasible to do 892 02:08:46.410 --> 02:08:48.030 Jennifer Clayton: Plus have teachers on 893 02:08:51.990 --> 02:08:59.160 Travis Brown: Yeah, I think that's a great question. I think with technology and the way we outfit, our classrooms, we 894 02:09:00.660 --> 02:09:08.460 Travis Brown: We could think about a way where live instruction and blended instruction is happening at the same time. So a kid can 895 02:09:09.390 --> 02:09:24.390 Travis Brown: Log on and look into the classroom and see your teacher doing live instruction and interacting that way. So we would, it would it would take some a couple upgrades, if you will, but, um, it's something that we we could potentially do 896 02:09:25.950 --> 02:09:33.780 Adrian Adderley: Um, quick question. I'm slightly hesitant to deviate from like what everyone else is doing. I think Rob mentioned this before. I just don't know like 897 02:09:34.260 --> 02:09:43.260 Adrian Adderley: From a legal standpoint and someone got think what happened in and we deviate from what everyone else is going on. We stay on track with everyone else. How would that affect 898 02:09:43.980 --> 02:09:44.580 Travis Brown: You know, well our 899 02:09:44.610 --> 02:09:47.010 Adrian Adderley: Hours, the models which are they 900 02:09:47.040 --> 02:09:51.000 Travis Brown: Getting sick wouldn't be our fault because they wouldn't necessarily be with us the deep 901 02:09:51.900 --> 02:09:58.830 Travis Brown: But different districts are doing different things. I know the cab County School District in the land, they just decided to go all remote 902 02:09:59.370 --> 02:10:05.280 Travis Brown: But they different school districts around the country are handling it in different ways, like I said, 903 02:10:05.670 --> 02:10:17.880 Travis Brown: I think the cab was just the last one to say we're going 100% remote and there's certain schools and a deal. We are asking so Stuyvesant asked to go 100% remote, but do we reject them so 904 02:10:18.900 --> 02:10:37.170 Travis Brown: I think we have a more conservative approach that I'm that because then put anyone, students, staff, or whatever at risk in our building, and it gives us a model where we can learn from other people and figure out what's what's happening over the first month or two. 905 02:10:38.610 --> 02:10:43.050 Travis Brown: Successes those types of things. So we can build our, our forward. 906 02:10:43.950 --> 02:10:49.290 Adrian Adderley: What's the learning been like recently for in regards to like the distance learning in the real learning 907 02:10:50.100 --> 02:10:59.970 Adrian Adderley: Curve. I think we talked about this at one of our board meetings on checking the forethought and comparable to what they were before. Before in class. Is there a drop off. Like, what does that look like now. 908 02:11:03.120 --> 02:11:03.660 Travis Brown: I think it 909 02:11:05.040 --> 02:11:09.000 Travis Brown: Is Stephanie and Lizzie can can speak about those those big metal month 910 02:11:09.570 --> 02:11:12.360 Estefany Angeles: I can look. Sorry, because we started writing this up. 911 02:11:15.990 --> 02:11:34.290 Estefany Angeles: But I think overall, our attendance. You know, we were able to get 90 so I'm again or attendance for the spring and it was 92% engagement, so we weren't able to get most students on our credit accumulation, all of those things. I think we're at least in the high school was better. 912 02:11:35.370 --> 02:11:38.760 Estefany Angeles: I think we obviously gave a lot of way. I think in terms of 913 02:11:40.290 --> 02:11:52.020 Estefany Angeles: Content and like, things like that. I think there's a lot of learnings because it was it was a pretty steep learning curve. I don't think we were doing like what the deal. He was doing, which I think was a lot less fixed. I think there was 914 02:11:53.100 --> 02:12:02.430 Estefany Angeles: More of a fixed schedule, especially for the high school, but I think that there's definitely a lot of room to grow to make it better. And they go, is the best 915 02:12:03.270 --> 02:12:09.540 Estefany Angeles: Learning like happening and we didn't have grievance and things like that which we would normally have to measure it. 916 02:12:10.350 --> 02:12:18.300 Estefany Angeles: But I think it was like, I think our school thrived in the spring in comparison to other my colleagues and things like that. But I've spoken to. 917 02:12:19.110 --> 02:12:32.430 Estefany Angeles: I think it went well and you know we've had the summer school also to pilot and things are some of the things that we've tried is, for instance, like I'm doing live instruction every day was a requirement for summer tool. 918 02:12:33.570 --> 02:12:46.920 Estefany Angeles: Really well. And so that's something I think he would be ready to pilot in order to implement in the fall, because we've had the chance to try that out now and you know just better our systems, Lizzie. I don't know if you want to talk 919 02:12:48.660 --> 02:12:51.060 Lizzy Pierce: So for CUDA eight we had consistent 920 02:12:52.140 --> 02:13:02.790 Lizzy Pierce: Attendance for kind of asynchronous learning was above 90% since we kind of started online learning after the first few weeks, we also started live instruction. 921 02:13:03.540 --> 02:13:12.270 Lizzy Pierce: For an hour for a couple of weeks and then we went up to an hour and a half for the final quarter and for live instruction by 922 02:13:12.990 --> 02:13:19.020 Lizzy Pierce: I would say for quarter for we had about 80% of kids online and grades kid eight 923 02:13:19.620 --> 02:13:38.670 Lizzy Pierce: For live instruction not, I didn't mean that they weren't going to their independent work at another time. But, for I believe it was like 10 to 11 32nd section if it was a three day classroom 80% plus of kids showed up for those sessions. Now, in terms of achievement, we 924 02:13:40.170 --> 02:13:42.840 Lizzy Pierce: administer the NW EA assessment. 925 02:13:44.190 --> 02:13:57.030 Lizzy Pierce: I believe that kind of the older grades did better than the lower grades. I think that kind of would support the idea of piloting with with a younger classroom because six to eight didn't really see 926 02:13:58.290 --> 02:14:04.350 Lizzy Pierce: Job, if I can remember the numbers correctly, but the younger grades was different, but also it was 927 02:14:04.440 --> 02:14:05.280 Adrian Adderley: In that might have been 928 02:14:11.820 --> 02:14:19.110 robb@commonbond.co: That's really helpful from I should add one one additional perspective, I am. It's great to hear the results. 929 02:14:20.520 --> 02:14:27.030 robb@commonbond.co: I do think it's important to benchmark to the local districts like 930 02:14:27.090 --> 02:14:28.320 Adrian Adderley: Like the actual 931 02:14:28.530 --> 02:14:34.380 robb@commonbond.co: You know in our community districts not not nationwide like the actual Bronx tears. 932 02:14:35.280 --> 02:14:45.930 robb@commonbond.co: Yeah, yeah, I just want to add one one additional thought i think i think regardless of the model we have to get really good at online instruction and so 933 02:14:46.980 --> 02:14:58.800 robb@commonbond.co: I just want to add one additional thought. I don't think we just philosophically and culturally want to, I don't think we want to think about this as like a wait and see period of 934 02:15:00.360 --> 02:15:11.190 robb@commonbond.co: Of putting things on pause if we were to go to an online model. I think we got to go into it committed and see this is we're going to be awesome at online education. 935 02:15:11.700 --> 02:15:19.440 robb@commonbond.co: To have yours point like this isn't a matter of like of wait and see and evaluate. I think this is a matter of this can be the way things are. 936 02:15:19.890 --> 02:15:28.770 robb@commonbond.co: And we just say I just want to, and I know I know we're like is all all new but but the words we use I think are important. So I wouldn't, I wouldn't want to 937 02:15:29.430 --> 02:15:43.110 robb@commonbond.co: Talk in, you know, describe anything about putting anything on hold or waiting and seeing or pausing to evaluate. It's like if we go online, we're gonna be really good online educators and a really great experience that I know everyone agrees to 938 02:15:43.320 --> 02:15:45.030 robb@commonbond.co: I just think the way we describe it is important. 939 02:15:46.530 --> 02:15:47.550 Briar Thompson: I would second that 940 02:15:49.080 --> 02:15:49.710 Javier Lopez-Molina: Sorry, go ahead. 941 02:15:51.360 --> 02:16:00.690 Briar Thompson: I was just saying I would second that I think there's a mental like there's a mind shift that needs to happen for both sort of students and parents if we're going to 942 02:16:01.530 --> 02:16:09.450 Briar Thompson: Will and teaches if we're going to do it this way. And I think if you I think in the, in the last semester we did it in a way where it was like 943 02:16:09.870 --> 02:16:21.060 Briar Thompson: This is sort of a stopgap measure and we have to move away from that and make it clear that like what we're really putting in the investment and effort to make this work. And this modality and 944 02:16:21.600 --> 02:16:31.320 Briar Thompson: Rather than making it seem like it's a temporary will not. Hopefully, it is temporary, but rather than making it seem like it's a like substitute that's not as good. 945 02:16:33.900 --> 02:16:35.880 Javier Lopez-Molina: So there's a couple of things that that 946 02:16:36.000 --> 02:16:41.880 Javier Lopez-Molina: And I know we're running over on time. There's a couple things that that I want to know and have presented to the board. 947 02:16:43.590 --> 02:16:44.670 Javier Lopez-Molina: I will. Oh. 948 02:16:45.750 --> 02:16:52.770 Javier Lopez-Molina: How we're going to measure ourselves against other classrooms or how we're going to measure ourselves against the local schools. 949 02:16:53.940 --> 02:17:02.700 Javier Lopez-Molina: Need to make sure that we're presenting those results to the board from our distance learning from a remote learning models because make sure that we're not just saying, you know, 950 02:17:04.620 --> 02:17:12.210 Javier Lopez-Molina: I heard the word thrive come up earlier and I have been I was triggered a little bit because I feel like 951 02:17:12.540 --> 02:17:19.140 Javier Lopez-Molina: The students are showing up, but I don't have any data yet to know that they're thriving. I haven't seen that data and maybe it's there but 952 02:17:19.500 --> 02:17:24.720 Javier Lopez-Molina: But thrive is really seeing quite a lot about the students performance in an online environment. 953 02:17:25.230 --> 02:17:37.770 Javier Lopez-Molina: You know they do more than just show up and and and be there. They need to be learning. The other thing that I don't quite yet. And again, this is maybe my appearance is the online curriculum that we're using. How is it 954 02:17:39.600 --> 02:17:45.720 Javier Lopez-Molina: What we used to teach RP teaching the same things is that map to the state requirements. The way that it did before. 955 02:17:46.950 --> 02:17:51.120 Javier Lopez-Molina: I haven't, I haven't seen any of that yet. It hasn't been presented to the board yet. 956 02:17:52.200 --> 02:17:57.930 Javier Lopez-Molina: And so I feel a little bit in the dark in in this decision if you're asking us to make a decision. 957 02:17:58.380 --> 02:18:10.290 Javier Lopez-Molina: I mean I making a decision safety, not based on academics and I feel like that's not it's important component of the decision, but it's not like the full story. They might make sense to you guys that kind of information that I mean 958 02:18:11.070 --> 02:18:17.310 Adrian Adderley: No, yeah, I agree fully agree fully with it. And that's why I'm getting that I would love to see some comparable in regards to how we're doing with 959 02:18:17.670 --> 02:18:31.470 Adrian Adderley: Learning compared to everyone else. And when we actually stand up, back up, and all we actually Bing, I mean I'm not saying we're not, but I just want to see more data around what's going on with the business school, and does it actually make sense academically as well. 960 02:18:33.750 --> 02:18:41.910 Travis Brown: So I hear those points latter clearly and we could present and in terms of the curriculum. The, the goal is, if we move to 100% online. 961 02:18:42.420 --> 02:18:51.270 Travis Brown: Everything that happens in school would happen online. So the same curriculum, same thing we have to make some adjustments in terms of instructional delivery. 962 02:18:51.510 --> 02:18:56.850 Travis Brown: But students will be reading the same books will be tackling the same mathematic problem mathematics. 963 02:18:57.660 --> 02:19:03.960 Travis Brown: Mathematics problems and we're just going to use techniques that we will use the school we we use it over the zoom platform. 964 02:19:04.290 --> 02:19:19.050 Travis Brown: So from teaching techniques. So in terms of like how you call on students, it will just happen, but it would be in a zoom it would be able to zoom platform. So we would just be making adjustments instructional delivery instruction adjustments that are happening crow. 965 02:19:20.430 --> 02:19:28.710 Travis Brown: Was a stop gap in terms of because we had to end abruptly and jump into online model. So now, the goal is to put our full attention. 966 02:19:29.100 --> 02:19:34.530 Travis Brown: Into making the past learning environment in a virtual remote learning setting and 967 02:19:35.070 --> 02:19:42.060 Travis Brown: The part about the part about sitting and waiting. It's not. It's really about investigating is an understanding the field. 968 02:19:42.390 --> 02:19:55.080 Travis Brown: The people who are doing it in and jumped in and have in person. It's about learning from them quickly and aggressively so we can create our model. So we can then move into a blended learning model if all systems are 969 02:19:55.650 --> 02:20:00.840 Travis Brown: All systems are go and do we and the schools don't get shut down because of cases and things like that. 970 02:20:01.320 --> 02:20:13.560 Travis Brown: So we're to your point, Rob, and the Kelly and everyone else. It is about also using this time as a a time to do this so well. So when we come back, whether it's a six months a year, a year and a half. 971 02:20:13.860 --> 02:20:24.210 Travis Brown: That blended learning and remote learning is part of our, our, our education cocktail now so we don't we don't want it, like I was saying before company board meetings ago 972 02:20:24.660 --> 02:20:36.120 Travis Brown: We don't feel this is going away. We don't want it to go away. I think if we get good in this space. It helps us bridge that when we come back in, in person environment. So we're looking to go all in on it and 973 02:20:37.140 --> 02:20:46.890 Travis Brown: At what the same curriculum with the same things. We just have to make some adjustments and that's why it's Elizabeth point we get good hair and go all in. And maybe hard doing both. 974 02:20:47.280 --> 02:20:52.080 Travis Brown: Remote and in person really AND I THINK THAT WITH THE DEAL WE'RE DOING ALL opt in. 975 02:20:52.440 --> 02:21:01.380 Travis Brown: The deal. I don't know if it's going to be the same teachers doing the remote the remote learning and instruction and also the UFC has not for the deal week 976 02:21:01.770 --> 02:21:10.740 Travis Brown: has not responded really yet so it's still going to be some friction it. We just think there's going to be a lot of teachers calling out a lot of things to figure out and 977 02:21:11.400 --> 02:21:21.990 Travis Brown: How do we offer really great instruction to kids, but also understand monitor the field to make to make smart decisions a month or two Donald on 978 02:21:23.310 --> 02:21:41.670 Alexandra Abreu: So I'm whatever just up to yesterday that UFC saying I'm 60% 40% chances like 60% not coming back on. Um, and in what is presented right now and 40% of what 979 02:21:43.980 --> 02:21:51.960 Alexandra Abreu: The website is saying. So that's right now with the UFC same for the do eat so definitely not 100% sure 980 02:21:53.130 --> 02:21:56.010 Alexandra Abreu: That we competed to be eating from 981 02:21:57.240 --> 02:22:03.720 Alexandra Abreu: what the deal is doing. However, the only concern I have, I mean, as a parent, I have like Miss 982 02:22:05.010 --> 02:22:07.950 Alexandra Abreu: Emotions because like 983 02:22:09.300 --> 02:22:26.430 Alexandra Abreu: For my, my son, the one going to Lighthouse like he prefers to stay at home can see it's kind of like scare of the whole situation when he says, like, you know, he doesn't like to be exposed to many people. And, you know, so he has fears. 984 02:22:27.780 --> 02:22:32.400 Alexandra Abreu: However, um, one thing I'm always worried about is 985 02:22:33.540 --> 02:22:39.210 Alexandra Abreu: Those students out there that need that extra support that extra help. 986 02:22:41.580 --> 02:22:46.410 Alexandra Abreu: Whether it's like again emotionally or academically. 987 02:22:47.520 --> 02:22:51.180 Alexandra Abreu: And I just, you know, would like to see 988 02:22:52.200 --> 02:23:04.470 Alexandra Abreu: Was the time in terms of, you know, School of providing that extra support in in any weight and like you said, I mean especially like the little ones that 989 02:23:05.310 --> 02:23:22.950 Alexandra Abreu: Do not work as well, you know, because you know if they're learning how to read and write. It's not the same thing as like having someone on the computer, or maybe they don't have the computer skills yet. And I'm. And again, I mean, what's the family environment like 990 02:23:24.180 --> 02:23:27.180 Alexandra Abreu: Do the parents have to go back to work and 991 02:23:28.830 --> 02:23:41.430 Alexandra Abreu: And don't have anyone to take care of them. So it's a lot of like, no, no. And I guess this no duck me yes or no answers, but it's just like, I'm just 992 02:23:43.290 --> 02:23:45.630 Alexandra Abreu: saying a lot. Some of my concerns. 993 02:23:46.020 --> 02:23:51.450 Javier Lopez-Molina: Yeah, I'm Courtney and Mr Brown. Are you asking us to vote on a fully remote model. 994 02:23:56.280 --> 02:23:56.640 Travis Brown: Here. 995 02:23:57.300 --> 02:24:00.600 Courtney Russell: I think we would like the go ahead 996 02:24:01.650 --> 02:24:02.340 Courtney Russell: No going according 997 02:24:02.640 --> 02:24:03.270 Travis Brown: You in the middle. 998 02:24:07.440 --> 02:24:19.290 Courtney Russell: I was just gonna say, I think we would, I don't know that we're going to get census, but I think it would be helpful to get the majority feel from the board to mostly you know forward and either direction for this plan for Friday. 999 02:24:19.440 --> 02:24:22.620 Travis Brown: But it's for but it's for a time frame so 1000 02:24:23.970 --> 02:24:24.780 Travis Brown: If it's not 1001 02:24:24.810 --> 02:24:25.260 Courtney Russell: I would think. 1002 02:24:26.280 --> 02:24:28.980 Travis Brown: Fully remote for quarter or 1003 02:24:31.320 --> 02:24:37.320 Travis Brown: Or it could be two months the corners from around the beginning of September to November 4 1004 02:24:40.200 --> 02:24:41.850 Javier Lopez-Molina: That sounds to me even more disruptive. 1005 02:24:46.230 --> 02:24:48.540 Stacy Sutherland: Can I ask a question. Um, so 1006 02:24:50.010 --> 02:24:52.170 Stacy Sutherland: If we were following do we though. 1007 02:24:53.490 --> 02:25:09.480 Stacy Sutherland: And that's my question. How much do we need to we the thought is that every individual school. It's not going by district which makes it just as messy, but every individual school is developing, creating a plan and it has to be submitted by 1008 02:25:10.680 --> 02:25:23.670 Stacy Sutherland: I think it's August 14 or 15th mid August, and then the superintendent will sign off on all those individual plans and then we wait for Cuomo, to say yay or nay. 1009 02:25:24.690 --> 02:25:37.680 Stacy Sutherland: But right now, until I forget all the dates. But right now, until early August parents are given the option to opt out completely. So what I'm saying to you is 1010 02:25:38.640 --> 02:25:46.350 Stacy Sutherland: Are we are, if we don't have to follow. Do these guidelines and I just figured that we we do, to some extent, since we're 1011 02:25:46.650 --> 02:26:00.360 Stacy Sutherland: You know, we do the renewal process with them and things like that. So I just don't want them to kind of look at us with a side I but should we not be leaning fully towards 100% remote, but given the option. 1012 02:26:02.340 --> 02:26:09.420 Stacy Sutherland: To to do something in on site as well. I mean, I'm assuming there are some children that are able to walk. 1013 02:26:09.870 --> 02:26:17.460 Stacy Sutherland: To the school. And I don't know about your teaching staff, if that's accessible as well, or maybe they're they're willing to drive in 1014 02:26:17.820 --> 02:26:27.120 Stacy Sutherland: But I think you need to have two options and don't I I think if you're concerned about any feedback from do we, you need to consider. 1015 02:26:27.480 --> 02:26:43.200 Stacy Sutherland: Having a space for students to come into. And it's obviously hard since this is K through 12 so it's like okay yeah but how many teachers do we have on staff do we do we staff all grades, you know, things like that. But I don't think 1016 02:26:44.220 --> 02:26:45.030 Stacy Sutherland: It should be 1017 02:26:45.720 --> 02:26:51.300 Stacy Sutherland: Me personally, of course, yes, it should be fully remote. But if we're following do the guidelines. 1018 02:26:51.330 --> 02:26:52.230 Stacy Sutherland: They are 1019 02:26:54.000 --> 02:27:11.070 Stacy Sutherland: Everyone's come with their individual plan, but it must be something on site at school, whether it's one grade or two grades or all grades. So there has to be an option on site and one for parents opt out, so 1020 02:27:12.630 --> 02:27:13.080 Vilma Caba: I'm 1021 02:27:14.370 --> 02:27:16.590 Vilma Caba: I'm, I have a question is 1022 02:27:17.730 --> 02:27:21.210 Vilma Caba: Why is it station. Is that like staffing 1023 02:27:22.650 --> 02:27:26.370 Vilma Caba: Levels. That is, do you not have enough stuff to do. 1024 02:27:27.780 --> 02:27:37.860 Vilma Caba: Have like bar for those people for those parents that will be willing to bring their kids to school, right, and that will mean that there's more space. 1025 02:27:37.890 --> 02:27:39.930 Vilma Caba: For you to 1026 02:27:42.240 --> 02:27:56.430 Vilma Caba: In the classrooms for the kids to learn, you know, with the six feet of physical separation and then the parents that do not want to render the kids to school, they can do the 1027 02:27:57.270 --> 02:28:11.760 Vilma Caba: Virtual model, which is what the city is offering anyway. So if you if. Why is there a reason why you cannot have both is a like the teachers or 1028 02:28:14.730 --> 02:28:15.000 Vilma Caba: Um, 1029 02:28:15.720 --> 02:28:19.140 Travis Brown: Good question of, I think part of it is 1030 02:28:20.580 --> 02:28:27.210 Travis Brown: Big the big part is from the staffing model. Yes, like we can bring we can bring students in 1031 02:28:28.470 --> 02:28:34.740 Travis Brown: If they don't have their teachers do to people, not feeling comfortable or people being sick and Colorado. 1032 02:28:35.850 --> 02:28:52.110 Travis Brown: And bringing his subs is is disruptive in a lot, doesn't get done. And I think the challenge and the challenge that I have and I think we have as a team also is that I think like to hobbyist point is about risk people scare and, you know, 1033 02:28:53.370 --> 02:28:54.360 Travis Brown: You know, like for me. 1034 02:28:56.010 --> 02:29:02.040 Travis Brown: I've never, I've never since cold, but I've never missed a day at the school, pretty much. So my risk level is 1035 02:29:03.120 --> 02:29:04.530 Travis Brown: Like pretty pretty 1036 02:29:05.610 --> 02:29:24.480 Travis Brown: I don't know, low or high or whatever. But, uh, like I'm I'm there at the school and you know I'll be ready to open, but we're talking about almost 800 people or so what's up about 100 person teaching staff and variable 60% of them are not there. It's hard to 1037 02:29:25.620 --> 02:29:28.800 Travis Brown: Or to educate kids in the way we we typically do 1038 02:29:29.370 --> 02:29:29.820 Travis Brown: So I 1039 02:29:30.180 --> 02:29:44.820 Travis Brown: Have to figure out how many, how many parents want to go 100% remote and that's why we have the service that they would opt in until August seven, so we can have some really clear numbers around how many parents are definitely willing to opt in. 1040 02:29:46.290 --> 02:29:55.080 Vilma Caba: And can you remind me of from the graph. I don't remember how many, how many parents have answered the survey. Yeah, like the percentage of 1041 02:29:56.340 --> 02:29:57.810 Vilma Caba: Did you have, can you 1042 02:30:02.160 --> 02:30:05.670 Courtney Russell: Yeah, right now it's 144 out of a potential like 1043 02:30:07.890 --> 02:30:09.750 Travis Brown: Is this the. Is this the opt in survey. 1044 02:30:12.000 --> 02:30:16.590 Courtney Russell: 50 so I'd say roughly speaking, this is the learning preference survey. Yeah, this is the most recent one. 1045 02:30:17.430 --> 02:30:20.790 Courtney Russell: Where they're choosing remote we're blended and that's about 25% the 1046 02:30:20.790 --> 02:30:22.140 Courtney Russell: First survey that we gave 1047 02:30:23.280 --> 02:30:31.800 Courtney Russell: Was a much higher rate of participation. I think we got about 300 families, but you also have to remember there are sibling. So even though this technically represents 1048 02:30:32.430 --> 02:30:39.780 Courtney Russell: It looks like a quarter. It's actually a little bit more because you've got students with siblings were only the you know the parents might only take a survey once 1049 02:30:40.350 --> 02:30:46.860 Vilma Caba: So 144 parents or families have answer out of 300 and something 1050 02:30:49.080 --> 02:30:50.760 Courtney Russell: Out of out of 600 something 1051 02:30:52.710 --> 02:30:56.310 Travis Brown: Well that's well because a lot of families. So we don't know. 1052 02:30:57.360 --> 02:31:01.950 Travis Brown: That those may not be. We don't have. I don't think we have 600 unique families. Correct. 1053 02:31:02.730 --> 02:31:12.570 Courtney Russell: Right. Right. And technically, we asked families to fill this out once for each child, but whether or not they did that. I'm not exactly sure I did definitely see some repeat parent name. So some 1054 02:31:13.470 --> 02:31:15.120 Courtney Russell: The numbers, I think. 1055 02:31:15.120 --> 02:31:17.310 Courtney Russell: It also about maybe maybe a third 1056 02:31:18.780 --> 02:31:19.080 Courtney Russell: I think 1057 02:31:19.290 --> 02:31:27.540 robb@commonbond.co: I think it's fair to I think it's fair to assume the numbers will are directionally where they would end, even to the full survey. They're. They're basically on point with every other 1058 02:31:28.170 --> 02:31:36.450 robb@commonbond.co: District. We've seen or every other survey that up. And I've seen is about this split. So I think we have a good sense of where people would shake out as my guest. 1059 02:31:37.740 --> 02:31:42.630 Javier Lopez-Molina: I think it's an operational challenge. Sure. But I might kind of 1060 02:31:43.590 --> 02:31:51.750 Javier Lopez-Molina: Summation of this discussion is, I do think we need to offer two models. And I think the teaching model at the school, the blended model. 1061 02:31:52.080 --> 02:32:05.100 Javier Lopez-Molina: We know it's just going to have to be made up of teachers who are teachers and students who are okay in that setting. And then the parents who are not okay. And the teachers who are not okay in that setting, we need to offer the fully remote model. 1062 02:32:06.420 --> 02:32:12.240 Nikali Jones: Yeah, I agree. I also think that, in the world of, you know, kind of planning it is complicated. I understand that, but 1063 02:32:12.510 --> 02:32:20.070 Nikali Jones: We also can limit how many people come to school one time. So even though people want to opt into coming to the school, whether that's two days or three days and whether that's 1064 02:32:20.460 --> 02:32:29.070 Nikali Jones: Four hours or six hours. I mean you know it, it can depends. And so in terms of, you know, being worried about having enough staff on hand. 1065 02:32:29.550 --> 02:32:37.110 Nikali Jones: Grant today. I understand it's probably challenging because if there's only one person who wants to he can teach third grade versus high school that's that is complicated. 1066 02:32:37.470 --> 02:32:46.410 Nikali Jones: But I do think that you can limit that kind of risk of if there's people calling out, we always have, you know, some families have teachers that are able to to to cover for that. 1067 02:32:48.390 --> 02:32:54.600 Travis Brown: And that's kind of, I hear your point, but it's it's very specific, so 1068 02:32:56.010 --> 02:33:03.180 Travis Brown: That's kind of that's kind of challenge if the third grade teachers don't feel comfortable. Then it almost blows out the whole third grade. 1069 02:33:04.500 --> 02:33:10.020 Javier Lopez-Molina: Well, can we get a split of the of the teachers by 1070 02:33:11.220 --> 02:33:21.060 Javier Lopez-Molina: Level and by subject matter, just so that we can understand if there is a problem in that area because I think, you know, I think it's 1071 02:33:22.050 --> 02:33:41.640 Javier Lopez-Molina: Correct me if I'm, if I'm thinking about this wrong, but we might be able to say to teach her to the like if there isn't a teacher in your I'm just thinking out loud. If there isn't. If there isn't it is willing to teach a blended model for your but we do have a remote model of that's 1072 02:33:45.120 --> 02:33:45.360 Javier Lopez-Molina: Not 1073 02:33:46.290 --> 02:33:50.580 Javier Lopez-Molina: Have to have a student for, like, I mean a teacher for every class for every 1074 02:33:53.310 --> 02:33:54.840 Javier Lopez-Molina: For every kid right 1075 02:33:56.760 --> 02:33:58.920 robb@commonbond.co: Got a crazy idea, could you 1076 02:33:59.940 --> 02:34:10.290 robb@commonbond.co: Could you have a model where the third grade kids in this example come to school and they're supervised by someone who's comfortable being there. And the third grade teacher 1077 02:34:10.740 --> 02:34:26.940 robb@commonbond.co: It happens to be remote learning, but at the school. I know that sounds ridiculous but part part of what in person hopping into is is the location piece of it. And if you can accomplish like that might be one way to solve that. 1078 02:34:27.540 --> 02:34:27.840 Yeah. 1079 02:34:29.550 --> 02:34:30.240 Travis Brown: I think that 1080 02:34:31.980 --> 02:34:32.010 Think 1081 02:34:33.240 --> 02:34:33.720 Travis Brown: That can 1082 02:34:34.830 --> 02:34:48.000 Travis Brown: That can make sense almost as the person operates as almost like the facilitator of the online learning, like almost like in a lab setting type but kids kids would log on and 1083 02:34:49.470 --> 02:35:03.870 Travis Brown: Get the get the instruction from the teacher. So the kind of like the teacher doesn't have to be there, but the kids are in the building because the parents wants or needs students to be in a physical building. So they have to go to work. Am I understanding that correctly. 1084 02:35:05.880 --> 02:35:19.980 robb@commonbond.co: Yeah, that's exactly right now. And I don't know if that's like playing semantics with the notion of in person, learning from the do East perspective, but it does solve the physical location challenge and the preferences of the 1085 02:35:20.760 --> 02:35:21.420 robb@commonbond.co: The teacher 1086 02:35:21.750 --> 02:35:22.800 robb@commonbond.co: For remote learning so 1087 02:35:23.940 --> 02:35:37.260 Jennifer Clayton: Look to me like you had 30% of staff willing to come into the school and 40% of students. So I would just like to see it mapped out. Who are those 30% of staff were willing to come in and, is that sufficient to teach 40% of students. 1088 02:35:37.500 --> 02:35:38.940 Jennifer Clayton: How can you create a 1089 02:35:39.330 --> 02:35:39.930 Jennifer Clayton: Question. 1090 02:35:40.590 --> 02:35:47.250 Javier Lopez-Molina: Is just an operational challenge. I mean, that's all it is. We just need. You just need to drill down into the grades of the specialties and the teachers. 1091 02:35:47.280 --> 02:35:49.170 Javier Lopez-Molina: And the students and figure out 1092 02:35:49.200 --> 02:35:51.750 Javier Lopez-Molina: Do a mapping exercise and figure out where where 1093 02:35:52.680 --> 02:35:54.360 Javier Lopez-Molina: Is possible and where it's not possible. 1094 02:35:55.350 --> 02:35:59.790 robb@commonbond.co: I think I think preferences also change when it goes from a survey to operational reality. 1095 02:36:00.360 --> 02:36:07.890 robb@commonbond.co: And so if you were to announce a hybrid plan, you would have people that would say, well, I answered. I'm not comfortable on the survey, but 1096 02:36:08.670 --> 02:36:14.520 robb@commonbond.co: You know there's there's some positive or negative peer pressure, however you want to think about it. There are people who would in fact come in and teach 1097 02:36:15.000 --> 02:36:28.950 robb@commonbond.co: And there are people who would who have feelings will have evolved based on the operational plans to indicate Lee's point. So I don't think the sentiments on the survey or ironclad I would use them to inform and then 1098 02:36:29.340 --> 02:36:32.970 robb@commonbond.co: Get to you know get to an operational plan and then see how people react to it. 1099 02:36:38.190 --> 02:36:39.420 Javier Lopez-Molina: hope this gives you direction. 1100 02:36:40.320 --> 02:36:41.490 Travis Brown: Have my marching orders. 1101 02:36:44.310 --> 02:36:44.760 Javier Lopez-Molina: All right. 1102 02:36:44.880 --> 02:36:46.110 robb@commonbond.co: I think that's not an easy one. 1103 02:36:46.890 --> 02:37:04.650 Javier Lopez-Molina: Line 722 thank you guys for a great discussion will work offline on on all these things and get back to you with a new mission and vision and some skills around the remote learning and peace. 1104 02:37:07.560 --> 02:37:08.310 Javier Lopez-Molina: Alright thanks everybody. 1105 02:37:08.700 --> 02:37:09.150 Travis Brown: Thank you. 1106 02:37:10.680 --> 02:37:11.910 robb@commonbond.co: Bye everyone. Have a good night. 1107 02:37:12.390 --> 02:37:12.990 You too.