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Board reviews flexible‑instruction (remote) options, flags special‑ed, busing and staffing issues
Summary
Survey results presented showed roughly three‑quarters of staff and students favor flexible instruction days; the board discussed attendance counting, special‑education accommodations, device and internet access, busing and cafeteria pay, and directed staff to form a problem‑solving group.
The board discussed flexible‑instruction (remote learning) options for next school year after an instructional services presentation that summarized staff and student survey responses.
"For my building... 74.3% of them were in favor of having flexible instructional days," Clifford said, citing staff and student survey results. He described approaches used across elementary buildings — packets for grades K–3 and Google Classroom for intermediate grades — and highlighted concerns about how to record attendance, particular needs for special‑education students and how to provide accommodations remotely.
Trustees probed logistics: whether the district would treat remote days as the state's formal 'Flexible Instruction Day' (FID) or use locally defined remote learning days, how bus contracts and cafeteria worker pay would be handled, and what paraprofessionals' roles would be on remote days. Several members urged planning now so contracts and expectations can be set ahead of implementation.
Board members supported a follow‑up problem‑solving group to examine the roughly 25% of staff and students who opposed remote options, and to develop protocols for attendance, device distribution and special‑education supports. Administration noted that past experience during COVID provided models (packets, device loans, Google Meets) but emphasized the need to refine procedures for a limited, planned use of remote days rather than the full‑year remote model used during the pandemic.
The board did not adopt a final policy at the meeting; members asked staff to convene stakeholders and to return with recommendations and sample contract language.
