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From YouTube: April School Board Public Hearing
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A
Hello
and
welcome.
We
are
now
calling
our
hearing
on
instructional
time
compliance
to
order.
We
currently
do
not
have
anybody
who
is
signed
up
to
comment
on
instructional
time
during
this
hearing
period,
and
so
I'm
going
to
hand
the
balance
of
the
time
over
to
dr
bridges
to
provide
us
with
some
information
regarding
instructional
time.
Compliance.
B
Thank
you,
chair
colette
members
of
the
board
and
superintendent
grotting,
the
rule
for
instructional
time.
Compliance
allows
school
boards
each
year
after
a
public
hearing
to
exempt
students
in
high
school
from
the
instructional
time
requirements,
and
there
are
three
exemptions
in
the
rule.
One
is
for
students
that
have
completed
all
graduation
requirements
and
have
graduated
example.
That
would
be
students
in
our
community
transition
program.
B
So
even
though
you,
the
proposal
is
to
exempt
these
students
only
about
a
quarter
of
these
students
are
not
meeting
the
instructional
time
requirements
so
of
these
almost
6
000
students,
three-quarters
of
them
are
meeting
the
instructional
time
requirements.
The
quarter
of
them
that
aren't
are
on
some
sort
of
late
arrival
or
early
release
schedule.
So
they
do
not
have
a
full
instructional
day.
C
A
D
D
B
Yeah
I'd
like
to
address
that
in
the
regular
meeting,
where
we
talk
about
the
number
of
hours
that
are
scheduled
and
that
other
action
that
the
board
is
going
to
have
to
take
to
get
us
into
compliance,
which
is
to
count
professional
development.
Time
is
instructional
requirements,
and
I
really
appreciate
your
question
this
morning
because
it
helped
me
hone
my
thinking
to
explain
how
these
pieces
all
fit
together.
D
C
B
Because
the
definition
that
I'm
using
is
that
they've
got
the
number
of
credits
entering
their
senior
year
and
in
the
sub
areas.
But
we
know
there
are
a
number
of
students
last
year
that
had
incompletes
that
are
working
on
making
those
up,
and
so
these
students
could
very
well
be
on
track
to
graduation.
B
Yes,
but
they
would
only
be
in
that
group.
B
If
they
were
on
an
early
release
or
I'm
sorry,
a
late
arrival
or
early
release
schedule-
and
there
is
to
complicate
this
more
when
we
get
to
the
main
session
they're-
the
12th
graders
at
base-
even
if
the
board
takes
action
and
counts
professional
development
time
as
instructional
time,
the
seniors
at
base
are
not
going
to
meet
the
instructional
time
requirement
regardless.
So
if
there
are
any
12th
graders
at
base
that
do
not
receive
an
exemption,
they
will
be
counted.
E
A
E
Dr
bridges,
I
I
just
wanted
to
add
peace
clarification.
The
instructional
time
mandate
is
on
the
district
to
offer
those
minutes
and
to
have
a
percentages
of
students
availing
themselves
of
that
that
it
that
that's
not
the
individual
student
makes
their
choices
about
courses
they're
taking
or
whatnot.
So
it's
not
the
instructional
time
mandate
from
the
state
frankly
has
no.
It
has
no
accountability
for
the
student
themselves.
E
If
that
makes,
if
that
makes
sense
for
that
clarification
to
your
question.
A
What
you're
saying
is
by
granting
this
waiver
we're
not
reducing
the
amount
of
minutes
being
offered
to
students,
they
will
still
be
offered.
But
there
are
some
students
who,
because
they're
on
track
to
graduate
or
for
potentially
other
reasons
that
john's
getting
into
may
not
be
taking
enough
courses
to
avail
themselves
of
all
of
those
minutes.
And
so,
when
it
comes
down
to
compliance
with
state
standards,
we
need
to
make
this
adjustment
or
we'll
be
out
of
compliance.
E
That's
on
that's
on
a
district
to
offer
and
get
you
know,
kids
to
be
attending
class
and
all
that
course
sort
of
thing.
Otherwise,
you
would
get
to
this
point
where
you're
defining
whether
or
not
you
attended
enough
days
to
meet
a
minutes
requirement.
We
don't
we
don't
have
seat
time,
minutes
requirements
for
credit
or
graduation.
That's
not
a
that's!
Not
a
mandate
on
the
kid.
F
F
If
it's
a
school
internship,
they
definitely
get
some
credit
there,
but
some
of
them
actually
go
out
and
get
internships.
Otherwise
that
may
not
may
not
count
credit
wise.
They
may
want
to
do
something
on
their
own,
so
the
I
would
say
the
large
majority
of
these
students
are
probably
you
know:
they're
they're
they're
on
track,
they're,
just
they're
just
deciding
not
to
take
full
advantage
of
those
minutes.
I
think
you
put
it
well
tom.
B
I
think
too,
I
didn't
look
at
it
exactly
and
I
can
look.
Let
me
look
before
the
the
board
session.
Look
at
last
year's
situation
page
and
see
how
the
numbers
compare
both
in
terms
of
the
number
of
exemptions
and
then
the
the
percentage
of
kids
that
aren't
meeting
that
instructional
time
requirement
because
of
early
release
or
late
arrival.
A
Okay,
we
have
about
five
minutes
more
left
in
our
our
hearing
here,
so
we'll
be
ending
at
6
25..
So
oh
sunita.
D
B
B
An
advisory
period
every
day,
unlike
the
other
two
options,
schools,
so
the
option
schools
have
less
instructional
time
to
begin
with
this
year
because
of
the
return
from
distance
learning.
Last
year,
the
principal
and
staff
really
thought
it
was
important
that
those
students
have
contact
with
an
advisory
period
every
day,
the
other
two
options:
schools,
they
have
an
advisory
twice
a
week.
Well,
what
the
having
that
advisory
five
days
a
week
introduces
an
extra
passing
period,
which
we
can't
count
as
instructional
time.
B
Tom,
that's
a
great
question.
I
have
not
talked
to
the
principal
and
and
will
have
a
new
principal
at
base
next
year,
whether
they're
going
to
continue
with
that
five
days
of
advisory,
or
now
that
students
have
had
a
full
year
on
campus
knock
on
wood,
that
they
won't
need
to
have
that
advisory.
That
often,
and
they
can
capture
a
little
more
instructional
time
each
day
so
that
they
will
meet
the
requirements
in
future
years.
F
Tom,
I
was
going
to
say
to
your
question
whenever,
if
we,
you
know,
if
we're
reporting
on
a
standard
that
we're
deficient
in,
there's
got
to
be
in
some
sort
of
action
plan
saying:
okay,
how
are
you
going
to
rectify
this?
So
I
think
john
probably
hit
it?
Is
there
probably
have
to
either
be?
You
know,
adjustment
in
time
it
could
be
I've
seen
where
schools
have
cut
down
passing
time,
cut
down
advisory
time
or
at
some
point
you
know,
increase
instructional
time,
but
a
lot
of
time.
A
John
just
so
that
I
can
understand
part
of
what's
happening
here
is
there
was
a
decision
made
to
support
social
emotional
learning
because
of
the
pandemic
and
to
provide
our
students
with
extra
time
for
social,
emotional
learning?
I
just
want
to
make
sure
that
that
may
be
the
unspoken
thing
in
the
background
and
that
that's
brought
to
the
fore.
B
B
As
best
we
can
make
sure
that
all
students
have
the
required.
Instructional
have
the
opportunity
to
have
the
required
instructional
time,
that's
required
by
the
state,
and
then
the
students
have
the
choice
about
early
release
late
arrival,
whether
they
want
to
take
advantage
of
the
full
instructional
time
that
we
offer
in
each
of
our
schools.
A
C
I
think
it's
important
to
note,
too,
that
we've
talked
in
the
board
and
I'll
speak
for
myself
at
this
point
of
the
importance
of
social,
emotional
learning,
support
for
our
students,
and
we
see
that
when
they
do
have
whether
it's
an
advisory
or
time
throughout
the
year
when
they
can
actually
make
build
those
relationships
at
critical
times
with
adults
that
that
is
an
important
piece.
So
just
putting
it
out
there
that
instructional
time
is
very
important.
C
But-
and
we
know
that
social
emotional
learning
building
relationships
is
just
as
important
for
our
kids,
especially
right
now.