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>> GOOD AFTERNOON EVERYONE.

[00:00:02]

WELCOME TO THE VIRTUAL SCHOOL BOARD MEETING FOR NOVEMBER 12, 2020.

I AM CALLING IT TO ORDER AT 4:03 P.M.

[1. Meeting Called to Order by Chair Anderson]

I WILL START BY CALLING THE ROLL.

>> GREAT WE ARE ALL HERE AND ACCOUNTED FOR AND WE WILL START WITH A MOMENT OF SILENCE.

[2. Observe a Moment of Silence]

>> CAN WE HAVE A MOMENT TO ADOPT THE AGENDA.

[3. Adopt the Agenda for the November 12, 2020 School Board Meeting]

>> NOW CAN I GET A MOTION TO ADOPT THE AGENDA FOR TODAY PLEASE?

>> I MOVE THAT WE ADOPT THE AGENDA.

>> I SECOND PERIOD

>> WHOEVER SECONDS THE MOTION I WILL CALL FOR A VOTE ON THAT.

CINDY SAYS YES.

VERONICA?

>> YES.

>> JACINTA?

>> YES

>> MARGARET?

>> YES.

>> OKAY WE HAVE A MOTION TO ABOUT THE AGENDA.

>> NOW WE ARE ONTO OUR COMMUNICATIONS THAT WE HAVE TWO PUBLIC HEARING SPEAKERS AND 12 WRITTEN COMMENTS THAT ARE ATTACHED TO THE MEETING AGENDA IF PEOPLE WANT TO SEE THOSE.

I WILL CALL FOR THE SPEAKERS.

[4. Public Comments]

THE FIRST ONE IS, I SHOULD TELL YOU EACH SPEAKER HAS UP TO 3 MINUTES AND THE CLERK WILL SET A TIMER.

WE WILL HEAR THAT AT THE END.

YOU CAN SUBMIT YOUR COMMENTS TO THE BOARD IF YOU DO NOT HAVE TIME TO FINISH.

IT IS ALSO HELPFUL FOR US TO HAVE THEM IN WRITING ANYWAY.

BEFORE ALL OF OUR MEETINGS YOU CAN SUBMIT WRITTEN COMMENTS TO BE POSTED AND YOU CAN SIGN UP TO SPEAK AT A MEETING, UP UNTIL NOON.

I KEEP FORGETTING IS IT NOON OR 5:00 P.M.?

>> IT IS NOON.

>> AT NOON ONE DAY BEFORE THE MEETING.

WE WILL START WITH OUR FIRST SPEAKER.

AND THE BOARD MEMBERS DO NOT RESPOND TO COMMENTS WE ARE JUST IN LISTENING MODE.

FIRST UP WE HAVE MR. JOSEPH DOMINIC.

>> WAIT, BEFORE YOU START MR. DOMINIC I JUST WANT YOU TO KNOW THAT SOMETIMES WE CAN'T HEAR MARKET TIMER SO I WILL INTERRUPT YOU AND I APOLOGIZE FOR THAT.

>> I HAVE ONE ON MY PHONE TOO.

I DON'T BELIEVE I WILL NEED THE ENTIRE TIME BUT THANK YOU EVERYONE.

I APPRECIATE THE BOARD AND THANK YOU.

I AM JOSEPH DOMINIC ALONG WITH MY WIFE KATIE AND TO DAUGHTERS WE HAVE CALLED ALEXANDRA OUR HOME FOR SEVEN YEARS.

OUR OLDEST IS CURRENTLY A KINDERGARTNER.

I WOULD ALSO LIKE TO THANK HER TEACHERS, THEY HAVE BEEN UNBELIEVABLE FOR THEIR PERSEVERANCE AND GRACE THEY HAVE SHOWN THROUGHOUT THE FALL SEMESTER.

THEY HAVE BEEN GREAT.

BUT THE QUESTION I HAVE AND IT IS NOT A QUESTION AND ANSWER BUT A QUESTION I WANT THE BOARD TO THINK ABOUT.

THE VIRGINIA DEPARTMENT OF EDUCATION LISTS CHRONIC ABSENTEES AS OVER 180 DAYS OF INSTRUCTION WHICH I KNOW THE BOARD IS AWARE OF.

BY THE END OF THIS WEEK WE WILL HAVE BEEN AN VIRTUAL CLASS FOR TEN WEEKS OR 50 SCHOOL DAYS.

THE CHILDREN WILL HAVE ONLY RECEIVED 37 DAYS OF VIRTUAL INSTRUCTION.

WHICH ACCOUNTS FOR 74% OF ELIGIBLE DAYS.

THAT IS EVERY MONDAY BNL.

NOVEMBER 3 WAS FOR THE ELECTION.

AND WE HAVE THURSDAY THROUGH FRIDAY THIS WEEK.

I AM JUST WONDERING IF THE SCHOOL BOARD IS COMFORTABLE WITH THIS LACK OF INSTRUCTION, GIVEN THE STATE'S POLICY FOR ABSENTEEISM.

I DO UNDERSTAND THAT ON THOSE LEARNING DAYS, WE ARE TO WORK THROUGH SOME OF THE ASSIGNMENTS BUT MANY TIMES IT TAKES 10-20 MINUTES TOTAL, AND IT IS NOT A COMPLETE AND TOTAL EDUCATION.

IF WE CONTINUE WITH THIS TR 180.

I AM WONDERING WHAT THE DISTRICT WILL DO TO MAKE THE TIME OF.

[00:05:05]

WILL IT BE TREATED AS SNOW DAYS, WHERE I'M FROM IN PENNSYLVANIA IF YOU HAVE TOO MANY SNOW DAYS YOU HAVE TO MAKE THEM UP ON THE BACKEND.

I AM CURIOUS ON HOW WE CAN MAKE UP THE LEARNING WITH THE STUDENTS MISSING ALMOST SEVEN WEEKS OF SCHOOL.

THANK YOU FOR YOUR TIME, I APPRECIATE IT.

>> THANK YOU MR. DOMINIC.

NEXT UP WE HAVE MS. AMY SMITH.

>> MS. SMITH? ARE YOU ABLE TO TALK? HOLD ON.

OKAY LET'S TRY THAT.

MS. SMITH, ARE YOU ABLE TO TALK?

>> YES, I AM HERE.

>> OKAY GREAT.

>> THANK YOU VERY MUCH.

>> YOU ARE WELCOME TO START.

>> THANK YOU FOR LETTING ME SPEAK.

I WANT TO ACKNOWLEDGE THE SERVICE OF THE SCHOOL BOARD.

THE STAFF AND TEACHERS.

I NOTE THIS IS A DIFFICULT TIME FOR YOU ALL AND I APPRECIATE YOUR SERVICE ON BEHALF OF OUR CHILDREN.

MY NAME IS AMY SMITH AND I HAVE TWO CHILDREN'S, A KINDERGARTNER AND A THIRD GRADER.

THROUGH THE SEMESTER I BRAGGED ABOUT THE VIRTUAL PROGRAMMING THE TEACHER PROVIDED TO MY SECOND-GRADER.

I CAN'T EXPRESS MY APPRECIATION.

THE TEACHERS ARE WORKING HARD TO PROVIDE AN EDUCATION FOR OUR CHILDREN.

DESPITE THEIR EFFORTS, THE BEST PLACE FOR MY TWO CHILDREN, AND OUR FAMILY IS IN PERSON SCHOOLING.

DURING THIS TIME THE SCHOOL BOARD IS MAKING DECISIONS THAT WILL IMPACT THOUSANDS OF FAMILIES.

THEIR PHYSICAL AND MENTAL HEALTH, ECONOMIC SECURITY AND LONG-TERM FUTURE OF THE NEXT GENERATION.

THESE DECISIONS CANNOT BE MADE LIGHTLY.

THAT IS WHY I AM BEWILDERED BY THE RELIANCE OF BUKE 11 ON INACCURATE AND FAULTY INFORMATION USE AS BASELINE INFORMATION.

DUE TO TIME LIMITATIONS ONE ASSUMPTION HAS HAD A MAJOR IMPACT.

HOW MANY SCHOOL DESK AND FIT INTO THE ROOM.

THE NUMBER YOU ARE HALF WITH THIS BASIC CALCULATION IS ASTOUNDING.

ONE NOTED THAT SIX BEST GOOD FIT INTO THE CLASSROOM BUT THE SCHOOL CAPACITY CALCULATIONS PRESENTED ONE WEEK LATER ON OCTOBER 21 USED ONLY FIVE DESK AND THEIR CALCULATIONS.

NOT ONE SCHOOL BOARD MEMBER QUESTIONED IT.

IF YOU HAVE THREE CLASSROOM SECTIONS IN EACH ELEMENTARY SCHOOL, USING SIX DESK FOUR CLASSROOM WOULD HAVE ALLOWED 250 TO ATTEND IN PERSON.

THE MEASUREMENTS SHOW ONLY SIX BEST CONVEYED IN THE ROOM.

HOW IS IT POSSIBLE THE SCHOOL DISTRICT CANNOT MEASURE 6B.

I CALL ON EVERYONE TO MEASURE THE ROOM AND MAKE THE DIMENSIONS AVAILABLE.

THEY HAVE ALSO FAILED TO EXPLAIN WHY THEY HAVE MORE CHILDREN SITTING IN THE CLASSROOMS WITH THE VIRTUAL LEARNING FAN IN PERSON.

TEN STUDENTS ARE CURRENTLY SITTING IN THE CLASSROOMS WITH STAFF AND PARTNERS WHY IS THIS NOT BEING USED TO INFORM REOPENING.

THE FAILURE TO MEASURE THE ROOMS OR ADDRESS THE QUESTIONS AS BROUGHT A LOT OF STRESS TO THE PARENTS.

REOPENING THE SCHOOLS IS DIFFICULT BUT FIGURING OUT HOW MANY DESK AND FIT INTO A CLASSROOM IS NOT.

IT IS BASIC MATH FEAR DO YOUR PART TO MAKE SURE THE FACTS YOU ARE USING ARE NOT FAULTY, THANK YOU FOR YOUR TIME

>> THANK YOU MS. SMITH.

NOW WE GO ON TO THE OTHER PART OF COMMUNICATIONS AND LISTENING TO OUR STUDENT

[5. Report from Student Representatives Lorraine Johnson and Ashley Sanchez-Viafara]

REPRESENTATIVES SO WE WILL TURN IT OVER TO THEM.

>> HELLO EVERYONE.

SO, MY STUDENT REPORT WILL BE ON AN UPDATE FOR THE HIGH SCHOOL SURVEY THAT I TALKED ABOUT AT MY LAST REPORT.

THE SURVEY WAS POSTPONED -- IT IS BEING POSTPONED TO ANOTHER TIME AND WE WILL PUSH THE DATE BACK AND THIS WILL GIVE ME AND MY PEERS MORE TIME TO DIG DEEP AND COME UP WITH QUESTIONS AND ANSWERS THAT WILL ALLOW EVERY STUDENT TO GIVE THEIR HONEST FEEDBACK ON VIRTUAL LEARNING THUS FAR.

ON NOVEMBER 7, THE TITANS HAD THEIR FALL FESTIVAL.

IT WAS A PERFECT DAY TO HOST THE EVENT BECAUSE IT WAS REALLY NICE AND SUNNY OUT.

[00:10:01]

WITH WINTER AROUND THE CORNER, IT WAS A GREAT DAY TO HANG OUT BEFORE GET REALLY COLD OUTSIDE.

WE PLAYED GAMES AND WE HAD A LIVE BAND FROM OUR VERY OWN TITANS.

IT WAS A NICE WAY TO STAY CONNECTED WITH THE SCHOOLS AT A TIME WHEN STUDENTS COULD FEEL DISCONNECTED FROM THEIR SCHOOL BECAUSE OF THE PANDEMIC.

THANK YOU GUYS WERE WATCHING.

I WILL NOW TURN IT OVER TO ASHLEY.

>> THANK YOU LORRAINE.

I WILL FOCUS ON AND UPCOMING EVENT.

THIS SATURDAY, NOVEMBER 14, I PLAN TO PARTICIPATE IN A SEMINAR CALLED YOU CAN DO MORE.

IT IS ORGANIZED BY THE PTA.

THIS EVENT FOCUSES ON UNDERSTANDING RACISM, DISCRIMINATORY PRACTICE AND ACTION STEPS FOR DISMANTLING THE SYSTEM.

I WILL BE PART OF THE STUDENT PANEL TO LEARN MORE INSIGHT.

I AM REALLY LOOKING FORWARD TO THAT.

AND ALSO AS PART OF THE IDENTITY PROJECT, WE HAVE SPOKEN IN THE PAST ABOUT BEGINNING EDUCATION ENGAGEMENT.

SOMETHING ALONG THE LINES OF SOCIAL JUSTICE RESOURCES.

SO THE INITIAL IDEA WAS CREATING SOMETHING, A RESOURCE PAGE ON CAMPUS SO PEOPLE HAD ACCESS TO RESOURCES AND THINGS SURROUNDING THIS TOPIC.

THIS WILL BE VERY BENEFICIAL, IT DEMONSTRATES WAYS WE CAN BE CULTURAL RESPONSIBLE AND AWARE OF OUR SURROUNDINGS.

WE CAN PROVIDE RESOURCES AND HIGHLIGHT ANTIRACISM AND INFORM OTHERS ON HOW TO CREATE THOSE SPACES.

A LOT OF STUDENTS FEEL VALUED AND THAT IS IMPORTANT.

SO THIS IS WHAT WE HAVE SET OURSELVES ON.

WE BELIEVE, THIS WILL BE VERY VALUABLE SO WE HOPE TO GIVE ANOTHER REPORT UPDATING YOU ON THIS.

THANK YOU.

>>> THANK YOU.

GOOD LUCK TOMORROW.

[Consent Calendar]

NOW WE MOVE ON TO THE CONSENT CALENDAR.

CAN I GET UP MOTION TO ADOPT THE CONSENT CALENDAR PLEASE.

>> ARE MOVED TO ADOPT THE CONSENT CALENDAR.

>> I SECOND PERIOD

>> I HEARD TWO PEOPLE.

WE WILL GIVE IT TO MRS. GENTRY.

I THINK SHE SECOND THE MOTION TO APPROVE THE CONSENT CALENDAR.

IS THERE ANYTHING TO PULL FROM THE CONSENT CALENDAR? OKAY, IF NOT I WILL CALL FOR A VOTE.

>> OKAY THAT IS 9-0, THE CONSENT CALENDAR IS APPROVED.

NOW, WE WILL MOVE ON TO THE THE FIRST ITEM ON OLD BUSINESS WHICH IS AREAS OF

[11. Areas of Focus Update - Academic Disparities (Pre-K-2 Literacy)]

FOCUS UPDATE ON ACADEMIC DISPARITIES AND I WILL TURN IT OVER TO DR. HUTCHINGS.

>> THANK YOU MADAM CHAIR.

TODAY I AM EXCITED BECAUSE I KNOW THIS IS A VERY IMPORTANT TOPIC FOR THE COMMUNITY AND PUBLIC EDUCATION IN GENERAL.

LITERACY IS ONE OF THE MOST IMPORTANT COMPONENTS OF YOUR EDUCATIONAL EXPERIENCE.

THE PRE-K-12 FOCUS IS ONE OF OUR AREAS OF FOCUS AND IT IS PART OF OUR BUKE 112025 STRATEGIC PLAN.

SO PART OF IT IS TO REMIND THE BOARD AND THE COMMUNITY THAT, EACH MEETING WE WILL PROVIDE UPDATES NOT ONLY ABOUT OUR TRANSITION INTO IN PERSON BUT UPDATES INTO OUR AREA OF FOCUS.

PRE-K LITERACY HAPPENS TO BE THE TOPIC OF DISCUSSION TODAY.

I WILL TURN THINGS OVER AT THIS TIME FOR DOCTOR M TO INTRODUCE THIS THAT MEMBERS.

-- THE STAFF MEMBERS.

>> GOOD EVENING EVERYONE.

THIS IS A VERY IMPORTANT TOPIC.

JUST TO GIVE THE SCHOOL BOARD A VIRTUAL HIGH FIVE.

YOU GUYS ARE AHEAD OF THE OTHERS.

THEY ARE FOCUSING ON EARLY LITERACY.

[00:15:10]

ONE OF THE SLIDES WE WILL SHARE THIS EVENING COMES DIRECTLY FROM THE EFFECTS OF EARLY LITERACY FOR THE STUDENTS.

A VIRTUAL HIGH FIVE TO ALL OF YOU FOR ADOPTING THIS AND ASKING DR. HUTCHINGS TO CREATE THE TASK FORCE AND WE WILL ADD PRE-K BECAUSE WE KNOW HOW IMPORTANT IT IS.

WE HAVE A TEAM AND TWO COACHES.

WE HAVE CONSTRUCTION SPECIALISTS AND A TEACHER FROM TUCKER WHO WENT THROUGH THE DATA AND HOW WE WILL TACKLE AND HANDLE OUR PRE-K-12K LITERATURE.

I WILL NOW TURN IT OVER.

>> THANK YOU SO MUCH.

CAN EVERYONE HEAR ME? GREAT.

GOOD AFTERNOON.

I GUESS IT IS STILL AFTERNOON.

GOOD AFTERNOON EVERYONE THANK YOU FOR HAVING US.

FOR THOSE OF YOU WHO DON'T KNOW ME MY NAME IS KIMBERLY AND I'M LUCKY TO BE THE K-12 LITERACY COORDINATOR.

WE ARE EXCITED TO SHARE WITH YOU A LITTLE BIT OF THE WORLD OF EARLY LITERACY AND BUKE 11.

THE QUESTIONS WILL GUIDE US THROUGH THE LITERACY STORY.

WE WILL START BY PROVIDING BACKGROUND ON THE IMPORTANCE OF LITERACY AND HOW IT IS ADDRESSED.

THEN WE WILL TALK ABOUT HOW THE LOCALS AND RECOMMENDATIONS.

THEN WE WILL SAY HOW WE PIVOTED TO THE MODEL WHICH IS IMPORTANT YOU WILL ALSO HEAR FROM SOME OF OUR TEACHERS AND SPECIALISTS ABOUT THE LITERACY PROGRAM.

WE HAVE WITH US ANDREA AND SHE IS A FORMER CLASSROOM TEACHER AND OUT LITERACY SPECIALIST.

KATHY WHO IS AT POLK AND YOU WILL HEAR FROM DONNA TOO.

AT THIS TIME I WOULD LIKE TO TURN IT OVER TO OUR SPECIALIST.

>> THANK YOU.

HOW LUCKY AM I TO JOIN A SCHOOL SYSTEM WHERE THIS WAS ALREADY YOUR TOP PRIORITY.

I FEEL FORTUNATE TO BE ON THIS JOURNEY WITH YOU.

AS THEY MENTIONED, WE HAVE MADE THIS A TOP PRIORITY AS WELL.

LAST MONTH THEY HOSTED A SUMMIT IN WHICH RESEARCH SUCH AS THIS WAS PRESENTED TO HELP US REMEMBER WHY THIS IS CRITICAL.

WE KNOW IF A CHILD IS STRUGGLING AT THE END THE FIRST GREAT THE STRUGGLE WILL LIKELY IMPACT THEM IN THIRD GRADE AND THE REST OF THEIR EDUCATIONAL CAREER.

IT IS IMPORTANT THAT WE IMPACT THE LITERACY IN THE EARLY GRADES.

HERE IN DR. HUTCHINGS WE STRIVE TO BASE OUR PROGRAM ON HOW TO DO THAT.

ON THE LEFT SIDE OF THE SCREEN YOU CAN SEE THE FRAMEWORK FROM K-12 LITERACY INSTRUCTION.

WE WORK SO THE CHILDREN GRADUATE WITH STRONG RESEARCH SKILLS THAT THEY NEED TO ANALYZE TRUTH FROM BLESSED TRUTH AS THEY ARE LOOKING FOR INFORMATION AND THE WORLD WHERE THEY WILL BE FLUENT READERS, PERSUASIVE WRITERS AND CLEAR COMMUNICATORS WHO CAN ADVOCATE FOR THEMSELVES AND OTHER PEOPLE IN THEIR WORLD.

ON THE RIGHT INSIDE IT REFLECTS HOW WE LOOK AT THE LATEST RESEARCH.

IN THE MEDIA THERE HAS BEEN RESEARCH COMING OUT LATELY ABOUT THIS IDEA THAT WE SEE ON THE RIGHT.

THE SIMPLE VIEW OF READING DEPICTED WHERE WE KNOW WE NEED A NUMBER OF THINGS TO COME TOGETHER IN ORDER TO READ.

ON THE LEFT-HAND SIDE WE SEE THE DECODING AND ENCODING.

I DON'T KNOW IF YOU CAN SEE HERE.

BUT YOU ALL COULD DECODE LETTERS LIKE AN ATS, AND WITH THAT, WE NEED THE LINGUISTIC COMPREHENSION ON THE RIGHT-HAND SIDE TO HAVE A FRAMEWORK OF BALLPARKS AND HOTDOGS AND MEANING TO PUT WITH THE LETTERS.

THIS NEEDS TO COME TOGETHER FOR THE READERS AS WE STRIVE TO TEACH THEM IN THE CLASSROOMS. SOUL, IF ANY OF US COULD VISIT THE CLASSROOMS IN PERSON, WE WOULD SEE THESE STRANDS OF THE ROPE HAPPENING THROUGH PLAY.

WE CAN SEE STUDENTS ENGAGING WITH PRINT AND WORK AS WELL AS THE LINGUISTIC WORK WHERE THE TEACHERS ARE HELPING TO MODEL THE LANGUAGE AND DEVELOP THEIR VOCABULARIES TO PLAY WITH THE SOUNDS SO THEY CAN EVENTUALLY ATTACH THE SOUNDS TO THE LETTERS THAT WILL

[00:20:03]

HELP THEM READ.

AS THEY ENTERED THE KINDERGARTEN CLASSROOMS AND BEYOND WE BUILD UPON A FOUNDATION OF LITERACY INSTRUCTIONAL MODEL.

NEGLIGENCE IMPORTANT.

YOU SEE THE RED CIRCLE WHERE WE HAVE READ ALOUD WITH ACCOUNTABLE TALK, GETTING THEM TO TALK WITHIN.

THEN, PULLING OUT THE MANY LESSONS WHERE WE ARE MODELING AND HA IN CLOSE TO THE ZONE.

AND I TEACH YOU SOMETHING THAT WILL HELP YOU AS A READER.

WATCH HOW I DO THIS TO HELP THEM APPROXIMATE AND LEARN FROM THE DIRECT MODELING.

THE GOAL ALWAYS IS FOR THIS TO TRANSFER TO THEIR INDEPENDENT WORK.

TO TRANSFER TO SELF-DIRECTED, GOAL DIRECTED READING AND WRITING AND TO MAKE THAT HAPPEN WE ALWAYS MOVE FROM THE CARPET OR FROM THE MAIN ZOOM ROOM TO THE RAKE OUT ROOMS WHERE WE ARE GATHERING IN SMALL GROUPS TO GIVE CHILDREN THE DIRECT INSTRUCTION THEY NEED.

THAT IS WHAT THE ASSESSMENTS ARE TELLING US.

ALL OF THESE PIECES THAT YOU SEE BEFORE YOU WERE CONSTANTLY WORKING TO EVOLVE.

WE WANT TO KNOW WHERE WE NEED MORE OF ONE AND TO REFINE ANOTHER.

KIMBERLY WILL NOW TAKE YOU ON A JOURNEY THAT SHE BEGAN BEFORE I CAME ON BOARD TO HAVE EXPLORE SOME OF THE AREAS AND DO JUST THAT

>> THIS IS EMPHASIS ON K2 LITERACY AND A PLAN WITH EQUITY FOR ALL.

SO EMBEDDED AND THAT WAS ALSO THE GOAL OF FORMING A TASK FORCE TO DIG INTO OUR LITERACY DATA AND THE NEEDS OF OUR STUDENTS AND TEACHERS.

SO THE NEXT COUPLE OF SLIDES WILL TAKE YOU THROUGH THE DATA FACT BOOK K2 TASK FORCE ANALYZE.

THE MEMBERS OF THE DATA AND THE GOALS AND RECOMMENDATIONS THAT CAME OUT AS A RESULT OF THE K2 TASK FORCE.

SOUL, ON THE NEXT SLIDE YOU SEE DATA THAT HOPEFULLY LOOKS FAMILIAR.

THIS IS FROM THE 2025 STRATEGIC PLANNING DATEBOOK.

ON THE LEFT-HAND SIDE, WE DO NOT HAVE ANY STATE DATA OTHER THAN THIS.

WE DON'T HAVE MORE UNTIL THIRD GRADE.

SO THE LEFT-HAND SIDE DEPICTS THE PASS RATE FOR THE GRADE THREE WITH A GOAL OF 81%.

YOU CAN SEE THE LAST COUPLE OF YEARS WE HAVE BEEN FLAT.

ON THE RIGHT-HAND SIDE, WE HAVE OUR DATA BROKEN DOWN BY DEMOGRAPHICS.

KNOWING THAT PRE-K LITERACY LEADS UP TO THIS, LOOKING AT THIS STATEWIDE ASSESSMENT IT WILL BE IMPORTANT TO HAVE A FOCUS ON IDENTIFYING SOME RESEARCH AND STRATEGIES THAT WILL HELP WITH THAT EQUITY.

AND HOW THAT WILL DRIVE SOME OF THE WORK THAT THE TASK FORCE THAT SPIRIT THAT IS A THIRD GRADE SOL.

>> THE NEXT SLIDE IS THE STATEWIDE DATA THAT WE HAVE, FOR KINDERGARTNERS THROUGH SECOND GRADE.

WE KNOW THAT BASED ON THIS ON THE LEFT-HAND SIDE, THIS IS THE% OF STUDENTS THAT ARE MEETING THEIR KINDERGARTEN READINESS WHEN THEY COME TO US IN THE FALL.

AND THIS IS THEIR FIRST TIME TAKING THE ASSESSMENT.

SOUL, WE KNOW BASED ON THE LAST COUPLE OF YEARS 20% OF THE STUDENTS ARE NOT COMING INTO BUKE 14 MEETING STANDARDS.

THIS IS WHAT WE WERE LUCKY TO HAVE BECAUSE THIS COULD DRIVE AND GUIDE THE TASK FORCE AND HOW OTHER TEACHERS WILL ADDRESS THE DATA OVER THE NEXT FOUR YEARS.

IT ACTUALLY HIGHLIGHTS THE NEED FOR THIS TASK FORCE AND WHY WE ARE STRIVING TO EMPHASIZE THE LITERACY.

>> SO, AFTER LOOKING AT THE DATA, WE BROUGHT TOGETHER, BEFORE WE LOOKED AT IT AS A TEAM.

THESE ARE THE MEMBERS OF THE TASK FORCE.

BEFORE FORGET, I KNOW A LOT ARE JOINING US TONIGHT SO, IF ANY OF YOU ARE WATCHING I WANT TO SAY HELLO AND THANK YOU AND THANK YOU FOR YOUR HARD WORK.

THANK YOU FOR YOUR AMAZING INPUT.

YOU CAN SEE ON THE SLIDE WE HAD A FABULOUS MIX OF TEACHERS AND ADMINISTRATORS.

WE HAD SUCH GREAT PEOPLE SUPPORTING US IN THIS PROJECT.

WE HAD A LOT OF GREAT VOICES COME TO THE TABLE TO WORK ON THIS PROJECT.

THIS NEXT SLIDE HELPS TO GOD ABOUT PROCESS THAT THE TASK FORCE TOOK WHEN WE FIRST CAME TOGETHER.

THE FIRST THING WE DID WAS LOOK AT OUR DATA THAT I JUST SHARED WITH YOU IN ADDITION

[00:25:01]

TO OTHER DATA TO GET A SENSE OF WHERE WE ARE AND WHERE WE NEED TO GO.

WE ALSO LOOKED AT RESOURCES AND WHAT WE HAVE AND WHAT WE NEED.

WE COMBINE THAT WITH LOOKING AT THE CURRENT RESEARCH.

THERE IS A LOT OF RESEARCH ABOUT THIS.

WE LOOK TO MORE CURRENT MODELS TO SEE WHAT THEY SAY AND HOW WE CAN USE THE RESEARCH TO INFLUENCE WHAT WE NEED.

THEN WE TOOK AN INVENTORY OF WHAT WE HAVE.

AND WE LOOKED AT THE GUIDELINES WHICH OUTLINED A LOT OF WHAT IS NEEDED IN THIS CLASSROOM.

AND WHAT THE NEEDS ARE BASED ON THE DATA ANALYSIS.

PUTTING THOSE THREE THINGS TOGETHER, THE DATA AND THE LITERATURE, THE RESEARCH AND THE NEEDS, WE BUILD OUR TASK FORCE PROJECT PLAN.

SO ON THIS SLIDE YOU WILL SEE THE FOUR MAIN RECOMMENDATIONS.

1ST AND FOREMOST, BASED ON THE RESEARCH AND DATA ANALYSIS, WE NEVER IMAGINED BEING IN A VIRTUAL SETTING BUT WE ARE HERE AND WE ARE LOOKING TO IMPLEMENT AWARENESS AND PHONICS RESOURCES.

THAT WAS ONE OF THE MOST IMPORTANT GOALS AND RECOMMENDATIONS THAT CAME OUT OF THE TASK FORCE.

IN ADDITION, WE WANT TO PLAY THAT OUT IN CONCERT WITH PROFESSIONAL DEVELOPMENT.

AND A LOOK AT THE READING WORKSHOP MODELS.

THE NEXT LIGHT, WILL SHARE SOME OF THE STEPS WE HAVE BEEN ABLE TO TAKE AS A RESULT OF THE TASK FORCE.

NOW I WILL TURN IT OVER TO MRS. ANDREA.

>> HELLO MY NAME IS ANDREA.

I'M WORKING AT THE LITERACY COACH AT AN ELEMENTARY SCHOOL.

I WORKED IN EDUCATION FOR 21 YEARS AND I'M PROUD TITANS GRADUATE.

WHAT YOU SEE ON THE SLIDE IS SOMETHING WE NEVER THOUGHT.

VIRTUAL SETTINGS.

WE'RE FOCUSED ON LITERACY LEARNING AND WHERE IT STARTS FOR PRESCHOOLERS.

I WANTED TO SHARE CURRENT HIGHLIGHTS OF WHAT THE PROGRAM LOOKS LIKE.

SO LEARNING IS SYNCHRONOUS AND ASYNCHRONOUS.

SO FOR THE SYNCHRONOUS LEARNING TEACHERS ARE PROVIDING LIVE LESSONS THROUGHOUT THE DAY AND USING PRE-K STRATEGIES TO SUPPORT LANGUAGE DEVELOPMENT.

FOR THE ASYNCHRONOUS LE LEARNING TIME.

ACTIVE LEARNING TAKES PLACE USING THE SEESAW SO STUDENTS CAN SHARE PICTURES, LIGHTING AND OTHER STORES WITH THEIR TEACHERS.

TEACHERS ARE ALSO DOING IT TO INCREASE THEIR LEARNING TIME.

ON THE FLIP SIDE, STUDENTS NEED HANDS-ON MATERIALS LIKE BOOKS TO SUPPORT THEIR LEARNING EXPERIENCES.

WE KNOW THE YOUNGEST LEARNERS NEED PHYSICAL SUPPLIES.

TO ADD MORE, I WOULD LIKE OUR KINDERGARTEN TEACHER AT TUCKER TO SHARE SOME OF HER'S PERSPECTIVES PLEASE.

>> GOOD EVENING BOARD.

MY NAME IS DONNA ANTHONY AND I AM AN IN -- TRACK KINDERGARTEN TEACHER.

I WANT TO TALK ABOUT THE BONUS OF HAVING THE CHOICE BOARDS BECAUSE IT GIVES THE STUDENTS THE AUTONOMY TO TAKE OWNERSHIP OF THEIR LEARNING.

THESE BOARDS ARE CREATED BY TEACHERS WITH DELIBERATE AND INTENTIONAL PLANNING TO SUPPORT YOUNG LEARNERS AS THEY DEVELOP.

THE LEARNING MATERIALS THAT WERE SENT TO THE STUDENTS PROVIDE HANDS-ON EXPERIENCE AS IF THEY HAD IT IN A REGULAR AND PERSON SETTING.

THIS IS VITAL FOR THE YOUNGER LEARNERS.

I HOPE I HAVE ANOTHER COLLEAGUE ON HERE.

I DON'T KNOW SHE WANTS TO ADD SOMETHING.

SHE IS A PRE-K TEACHER IN OUR DISTRICT.

RUTH, DID YOU WANT TO ADD SOMETHING?

>> YES.

THE LEARNING CHOICE BOARDS, THE TEACHERS AND PARENTS ARE ALSO ENGAGING AROUND THAT SO IDENTIFY ACTIVITIES THAT WILL SUPPORT THEIR CHILDREN'S NEEDS.

WE ARE IN REGULAR COMMUNICATION WITH PARENTS TO TALK ABOUT HOW THINGS ARE GOING SO WE CAN EXTEND THE ACTIVITIES TO SUPPORT THEIR LEARNING.

>> THANK YOU MS. CONNOR.

>> TAKING A LOOK AT THE SLIDE, WE WILL FOCUS ON WHAT CHANGES HAVE BEEN MADE FOR THE K-2 VIRTUAL SETTING.

WE DEVELOPED A CURRICULUM THAT IS ENGAGING USING RESOURCES THAT ALIGN WITH STATE STANDARDS.

WE HAVE DAILY LESSON PLANS FOR READING AND WRITING AN AWARENESS OF PHONICS SKILLS.

WHEN YOU LOOK AT THE IMAGE AT THE TOP LEFT IT IS A NEW DIGITAL RESOURCE CALLED PHONOLOGICAL

[00:30:08]

INSTRUCTIONS AND IT CAN'T BE USED IN THE CLASSROOM WITH THE TEACHERS.

AND OTHER RESOURCE IS HANDWRITING WITHOUT TEARS THAT HAS BEEN PURCHASED FOR CAPITAL ONE.

IT IS SOMETHING WE HAD IN THE PAST AND I WE FOUND A WAY TO MAKE IT DIGITAL.

THE COMPANY HAS BOTH DIGITAL AND PRINT FORM SO WHAT STUDENTS WILL RECEIVE OUR ACTUAL PRINT BOOKLETS FOR HANDWRITING PRACTICE.

WE KNOW IT'S IMPORTANT TO HAVE MOTOR SKILLS FOR WRITING.

>> YOU LOOK AT THE BOTTOM LEFT AND THIS SHOWS TWO RESOURCES THAT WILL SUPPORT INTEXT -- INTEXT READING.

THEY CAN'T SYNCHRONOUSLY AND ASYNCHRONOUSLY ACCESS.

THEY CAN ALSO HAVE FOOTPRINTS FOR STUDENTS AND THE TEACHERS.

>> TO SUPPORT THE TIME WHICH IS ON THE RIGHT STUDENTS WILL RECEIVE LEARNING PACKETS THAT ARE TARGETED TOWARD STATE STANDARDS AND CURRICULUM STANDARDS WITH A VARIETY OF TEXT AND ALSO HAVE PHYSICAL BOOKS THAT THE STUDENTS WILL GET.

EVEN THE YOUNGEST READERS NEED HANDS-ON MATERIAL TO LEARN.

WITH THESE TOOLS THAT ARE HERE, TEACHERS USE THEM FOR GROUPS AND SMALL GROUPS.

THEY ARE ANALYZING THE DATA AND RUNNING RECORD DATA TO DIFFERENTIATE THE INSTRUCTION FOR ALL STUDENTS WHICH INCLUDES THE DAILY ENGLISH LANGUAGE TIME.

INSTRUCTION FOR ALL OF THE LEARNERS AT ALL PROFICIENCIES.

THANK YOU.

>> MY NAME IS KATHY HARRINGTON AND I AM A LITERACY COACH.

I BEGAN TEACHING AT WILLIAM RAMSEY IN 1985 IN KINDERGARTEN AND FIRST GRADE.

I AM GRATEFUL TO BE HERE TO SHARE SOME OF THE THINGS WE ARE DOING.

AND DR. MANN IF YOU WOULD GO BACK ONE SLIDE.

THANK YOU.

I WANT TO TALK ABOUT THE MATERIALS AND RESOURCES WE HAVE BEEN PROVIDING FOR THE STUDENTS AND TEACHERS.

PACIFICALLY WITH PHONICS INSTRUCTION.

WE TALKED ABOUT READING AND PHONICS A LITTLE BIT AND THE TEACHERS WILL USE THIS IN A VARIETY OF WAYS THIS YEAR, TO HELP SUPPORT THE STUDENTS WITH PHONICS.

WE HAVE PURCHASED, THE SUBSCRIPTIONS FOR THOSE.

WE PROVIDED TRAINING FOR THE TEACHERS.

BOTH DURING PROFESSIONAL DEVELOPMENT DAY AND ONGOING PROFESSIONAL DEVELOPMENT DURING THIS TIME THE TEACHERS DID IT THROUGH WEBINARS.

THIS IS ENGAGING AND MOTIVATING FOR THE K-1 STUDENTS.

THEY GET GOLDEN EGGS WHEN THEY ACCOMPLISH CERTAIN TASKS AND THEY GET TO TRADE THEM IN.

IT'S GREAT FOR INDEPENDENT WORK BUT TEACHERS HAVE LOTS OF RESOURCES TO USE FOR INSTRUCTION AS WELL.

WE ARE LOOKING TO INTEGRATE THESE RESOURCES IN OUR CURRICULUM EVEN WE ARE BACK IN SCHOOL.

INCLUDING MORE RESOURCES FOR TEACHERS, PHYSICAL MANIPULATIVES AND CHECKS TO APPLY THE SKILLS.

WE A PROFESSIONAL LEARNING.

WE KNOW THAT AS INSTRUCTORS WE NEED TO BE OF ONE SHARED VISION IN ORDER TO FULLY IMPLEMENT AND FULLY SUPPORT THE STUDENTS.

SO WE ARE COLLABORATING WITH VENDORS, ESPECIALLY THE NEW VENDORS TO MAKE SURE TEACHERS ARE GETTING EVERYTHING THEY NEED TO IMPLEMENT NEW PROGRAMS THAT WE HAVE OR NEW RESOURCES.

WE ARE CONTINUING IN CLASS COACHING.

EVEN IN THIS VIRTUAL ENVIRONMENT, MR. HACKEL AND I CAN BOTH ATTEST TO ATTENDING MANY ZOOM MEETINGS AND A DAY TO SUPPORT TEACHERS HERE WE ARE CONTINUING OUR COMMUNITIES WITHIN THE SCHOOL SO TEACHERS CAN WORK TOGETHER THROUGH PROBLEMS OF PRACTICE AND IMPROVE THEIR INSTRUCTION.

WE KNOW THAT PROFESSIONAL DEVELOPMENT STARTS AT THE TOP.

SO WE WANT TO CONTINUE TO INCLUDE THE ADMINISTRATORS.

WE KNOW THAT TEACHERS AND TEACHER KNOWLEDGE IS THE MOST IMPORTANT IMPACT ON STUDENT ACHIEVEMENT.

WE WANT TO CONTINUE ALL OF THOSE THINGS.

[00:35:01]

MISS ANTHONY, IF YOU WANT TO ADD ANYTHING ABOUT THE SLIDES SUPERIOR

>> ABSOLUTELY.

I THINK PROFESSIONAL DEVELOPMENT IS A HUGE PART.

TEACHERS ARE TRYING TO NAVIGATE THE VIRTUAL INSTRUCTION.

I WANT TO TALK ABOUT THE RESOURCES THAT ARE PROVIDED BY THE DISTRICT LIKE READING EGGS.

IT GIVES THE TEACHERS MEANINGFUL DATA AND WE CAN CREATE SMALL TARGET GROUPS, WE CAN ALSO CREATE ENRICHMENT GROUPS.

IT IS MEANINGFUL FOR US TO USE THE TOOLS SO WE CAN IMPROVE AND MAXIMIZE STUDENT LEARNING.

SO, I FEEL THAT WE ARE SUPPORTED BECAUSE THESE ARE NEW TRICKS OF THE TRADE.

THIS IS HUGE AS WE NAVIGATE VIRTUAL LEARNING.

>> THANK YOU MISS ANTHONY.

MOVING ONTO THE NEXT SLIDE.

IT IS TRULY AMAZING WHAT OUR COACHES ARE DOING EVERY SINGLE DAY FOR BETTER OR WORSE.

WE HAVE BEEN ON THE EDGE OF THE LEARNING CURVE THROUGHOUT THE PANDEMIC.

SO IT'S EXCITING TO SEE ALL THAT WE HAVE LEARNED TO DO AND THINK ABOUT HOW WE CAN IMPLEMENT AND INTEGRATE THESE THINGS INTO OUR PRACTICE.

HOW WE CAN TAKE WHAT WE ARE LEARNING THROUGH PHONICS WITH THE SOFTWARE AND IMPLEMENT A IT INTO OUR PROGRAMS. I AM GRATEFUL TO THE COACHES WHO HAVE BEEN DOING THE LEARNING AND THE TEACHERS WHO HAVE BEEN MAKING IT HAPPEN AND TO YOU FOR JOINING US IN THIS JOURNEY AS WE TRY TO REFINE OUR PRACTICES WITH THE LITERACY PROGRAM.

>> THANK YOU EVERYONE.

DR. HUTCHINGS I WILL TURN IT BACK OVER TO YOU.

>> I JUST WANT TO THANK YOU ALL FOR YOUR HARD WORK.

ALL OF THE STAFF HAD TO SHIFT AND PIVOTED INTO VIRTUAL LEARNING.

IT'S AMAZING HOW YOU GUYS STEPPED UP TO THE CHALLENGE.

EVEN DURING A PANDEMIC, KIDS CAN STILL LEARN HOW TO READ.

I THINK WHEN YOU HAVE THE RIGHT TEACHERS WHO ARE MOTIVATED WHO CAN GET THE NECESSARY SUPPORT AND RESOURCES, ANYTHING IS POSSIBLE.

THIS IS LIVING PROOF.

I WANT TO THANK ALL OF YOU BEFORE WE GO INTO QUESTIONS.

I ALSO WANT TO SAY, I HAVE TO SAY TO MY FELLOW TITANS, HAPPY BIRTHDAY.

I KNOW YOU ARE ON THE SCHOOL BOARD MEETING AND I KNOW IT IS YOUR BIRTHDAY.

HAPPY BIRTHDAY.

>> THANK YOU.

>> WITH THAT LET'S OPEN THE FLOOR FOR QUESTIONS IF MANAGER IS READY FOR THAT.

>> OKAY, THANK YOU FOR THAT PRESENTATION.

LET ME SEE, FIRST UP I HAVE MISS GENTRY.

>> SORRY EVERYONE.

A SMALL TECHNICAL DIFFICULTY.

HELLO.

THANK YOU FOR THIS.

I WANT TO SAY WHILE WE HAVE BEEN MORE EXPLICIT IN THE PAST TWO YEARS ABOUT K2 LITERACY.

WE HAVE USE THE NEW METHOD OF MAKING IT A BOARD PRIORITY EARLIER.

WE BROUGHT IT TO THE FRONT BUT IT HAS BEEN A CONCERN FOR A NUMBER OF YEARS.

I THINK BACK TO PREVIOUS MEETINGS WHERE, THE BOARD ASKED ABOUT THIS.

YOU KNOW, IT WAS ALWAYS ACKNOWLEDGED.

BUT THE REALITY IS, IT'S NOT REALLY TRUE THAT THE RESULTS HAVE BEEN FLAT FOR THE LAST FIVE YEARS.

THE RESULTS HAVE BEEN GOING DOWN FOR THE LAST FIVE YEARS.

I THINK WE NEED TO ACKNOWLEDGE THAT.

WHAT I WOULD LIKE TO HEAR FROM YOU ALL IS, HOW IS THE APPROACH, WE HAVE HEARD SPECIFICALLY ABOUT THE NEW METHODS THAT YOU ARE BRINGING TO THE LITERACY PROGRAM WHICH I THINK IS GREAT BUT EQUALLY IMPORTANT, IT'S IMPORTANT FOR ME TOO HEAR HOW YOU WILL ACTUALLY REACT TO THE METRICS.

I DON'T THINK IT WILL BE ENOUGH FOR US TO ESSENTIALLY SAY, WE WILL TRY HARDER.

IT CERTAINLY NOT FOR LACK OF HOURS PUT IN OR DEDICATION OF THE TEACHERS.

WE REALLY NEED TO SEE A SHIFT.

I AM ANXIOUS FOR US TO SEE A SHIP.

A STUDENTS ONLY IN FIRST GRADE FOR ONE YEAR.

[00:40:01]

IF WE CAN'T GET THE TREND MOVING IN THE RIGHT DIRECTION THE IMPACTS ON THE STUDENTS IS LASTING.

I WOULD LIKE TO HEAR, THE TEAMS THINKING ON HOW THEY WILL REACT TO THE DATA WHEN THEY HEAR WHAT'S WORKING OR WHAT IS NOT WORKING.

WHETHER IT IS DIVISIONWIDE IN TERMS OF NEW METHODS OR IF IT IS SOMETHING THAT'S HAPPENING IN PARTICULAR.

>> I CAN START AND OTHERS CAN CHIME IN.

I THINK THIS IS WHY THE TASK FORCE WAS FORMED.

LOOKING AT THE METRICS WAS WHAT BROUGHT THIS TO THE FOREFRONT.

WE HAVE BEEN COLLECTING DATA IN THIS REMOTE ENVIRONMENT.

TOO REALLY SEE WHERE THE CHILDREN ARE NOW AFTER THE FEW MONTHS THEY WERE NOT IN OUR PHYSICAL SCHOOLS, I THINK WE WILL CONTINUE TO DO THAT.

IF WE DON'T SEE IMPROVEMENTS WE WILL SEE WHICH SCHOOLS ARE.

WHICH ONES ARE DOING IT RIGHT AND HOW WE CAN BUILD ON IT TOO GENERATED THROUGH THE SYSTEM.

>> THANK YOU.

I THINK IT IS IMPORTANT FOR US TO KEEP IN MIND AS A DIVISION WE ARE NOW MORE INSYNC IN REGARDS TO EXPECTATIONS.

IT'S NOT HAPPY.

THAT IS WHY WE SAW TRENDING DATA IN THE PAST.

TEACHERS WERE LEFT OUT TO DO WHAT YOU THINK IS BEST IN REGARDS TO LITERACY.

YES, IT GIVES YOU AUTONOMY AS AN INSTRUCTOR BUT IT CAN ALSO CAUSE SOME SIGNIFICANT ACHIEVEMENT GAPS ACROSS SCHOOL DIVISIONS AND ACROSS SCHOOLS.

SO HAVING THAT COMMONALITY AND THOSE EXPECTATIONS ACROSS ALL SCHOOLS, AND MAKING IT NONNEGOTIABLE WILL GET US INTO THE RIGHT DIRECTION.

WHEN WE ARE SITTING DOWN EVEN WITH OUR TASK FORCE, THEY ARE ABLE TO TALK ABOUT COMMON LANGUAGE AND TALK ABOUT COMMON ASSESSMENTS AND PRACTICES.

WHICH REALLY ALLOWS US AS A SCHOOL TO DETERMINE WHAT IS WORKING AND WHAT IS NOT WORKING WITHIN THE SCHOOL DIVISION.

I KNOW MS. HACKEL COULD ELABORATE A LITTLE MORE ON SOME OF THE THINGS THAT YOU HAVE BEEN WORKING WITH THE STAFF ON.

>> YOU DID A FABLESS JOB I THINK YOU'RE READY TO TEACH KINDERGARTEN.

>> WE HAVE BEEN LOOKING AT THE DATA AND NOTICED THAT WHAT WE WERE DOING IN THE PAST DIDN'T WORK FOR ALL KIDS.

THAT IS WHY WE ARE GLAD THIS TASK FORCE WAS CREATED BECAUSE SOME KIDS ARE FALLING BEHIND.

THAT IS PIPE WENT THAT TASK FORCE SAT DOWN TO PULL ACROSS THE CITY WE WANT TO MAKE SURE EVERYONE HAD THE SAME INSTRUCTION.

WE WILL SEE A CHANGE MOVING FORWARD ONCE WE HAVE THE SAME TYPE OF CONSTRUCTION AND LANGUAGE AND SAME RESOURCES FOR ALL OF THE STUDENTS NO MATTER WHAT SCHOOL.

THAT IS THE FOCUS OF THE TEST WORKS.

MOVING FORWARD, WE KNOW WHAT WE WERE DOING IN THE PAST WAS NOT ENOUGH SO WE HA TRAINING AROUND THERE.

THAT WILL MOVE FORWARD WHAT WE HAVE AND WE WILL HAVE GOOD INSTRUCTION FROM IT.

>> N MRS. GREEN.

>> THANK YOU SO MUCH.

THANK YOU TO EVERYONE.

SUCH AN ENTHUSIASTIC TEAM.

EVERYONE KNOWS LITERACY, K2 LITERACY, THE TOPIC BRINGS ME GREAT JOY.

SHOUT OUT TO MY READING PROGRAM AND MY KIDS.

I HAD A QUESTION AND CORRECT ME IF I'M WRONG MS. HACKEL, HAPPY BIRTHDAY.

YOU MENTIONED, AS FAR AS WRITING WAS CONCERNED THERE WAS A FOCUS FOR K-1, AND I WORK WITH SECOND GRADERS AND I KNOW THAT, THEY BASICALLY WERE BEHIND FROM THE LAST SCHOOL YEAR.

WHAT ARE WE DOING TO CATCH KIDS OF FROM EVEN WHEN WE GET BACK, WHAT WILL WE DO AFTER THE VIRTUAL PROCESS FOR KIDS BEHIND AND WHAT IS BEING DONE FOR SECOND

[00:45:05]

GRADERS FROM A WRITING PERSPECTIVE.

YOU HAD A PAGE UP THAT FOCUSED ON K-12 BUT I DIDN'T HEAR YOU TALK ABOUT SECOND GRADE FROM A WRITING PERSPECTIVE.

>> SOME OF THE RESOURCES WE ADOPTED ARE JUST CAYENNE ONE TO SEE HOW THEY WORK BEFORE WE ROLLOUT DIVISIONWIDE STARTING WITH SMALLER GROUPS AND SEEING ITS IMPACT.

THE PHONICS WAS ONLY PURCHASED FOR CERTAIN GRADES AND IF IT CONTINUES TO SEE THE SAME RESULTS WE WILL EXPLORE MOVING IT INTO SECOND GRADE.

AS FAR AS WRITING, I'M NOT CLEAR ON THE QUESTION.

I BELIEVE WE HAVE A STRONG PROGRAM THROUGHOUT ALL OF OUR GRADES.

>> THERE WAS A PRINT DIGITAL.

I DON'T KNOW IF WE CAN GO BACK TO THAT SLIDE, IT FOCUSED ON K-1.

>> THANK YOU.

THAT AGAIN, WE PURCHASED WORKBOOKS WHERE THEY ARE LEARNING TO FORM THE LETTERS AND FOR GRADES 2-3 FRAN WRITING WE HAVE WORKBOOKS WE CREATED HOUSE.

IT GIVES STUDENTS A TRANSITION TO CURSIVE.

WE DO HAVE RESOURCES BUT WE CONCENTRATED ON GAIT -- I GRADES K EVERYONE.

>> WHAT ARE WE DOING WITH THE KIDS BEHIND TO CATCH THEM UP?

>> I THINK THAT IS THE HEART OF THE QUESTION.

OUR SYSTEM SUPPORTS THAT WE ALWAYS FOLLOW THE DATA AND THOSE WHO ARE NOT MEETING THE BENCHMARKS WE HAVE A SYSTEM IN PLACE THAT WE WILL NEED TO USED TO GET STUDENTS INTO THE APPROPRIATE FEARS.

>> I THINK ONE IMPORTANT POINT, I WANT TO ANSWER MS. SCREENS QUESTION, WE ARE NOT WAITING UNTIL WE GET BACK TO SUPPORT OUR KIDS.

I THINK IT IS IMPORTANT FOR THE BOARD AND THE COMMUNITY TO NO PART OF THE TRANSITION, WE WILL MAKE MODIFICATIONS TO THE SCHEDULE AND INCLUDE OPPORTUNITIES FOR STAFF MOUNT TO PROVIDE MORE ONE ON ONE INSTRUCTIONAL SUPPORT.

WE ARE ALREADY REALIZING THAT SOME OF THE KIDS ARE SHOWING OR EXHIBITING DEFICITS AS FAR AS LOSS BECAUSE WE HAVEN'T BEEN IN A BUILDING SINCE MARCH.

I DO WANT TO MAKE IT CLEAR THAT THERE ARE, INSTRUCTIONAL SUPPORTS AND IT IS THROUGH THE EMPTY SS WHICH IS A MULTIPLE SYSTEM THAT DR. BREWSTER IS TALKING ABOUT THAT ARE ALREADY INCORPORATED WHERE STAFF MEMBERS ARE ABLE TO PIVOT, THE MOMENT THEY NOTICED A STUDENT IS NOT ON GRADE LEVEL AND SHOWING ANY ACADEMIC DEFICIT.

THESE ARE STRATEGIES AND MOVES, THAT ALL OF THE TEACHERS HAD PRIOR TO THE PANDEMIC.

WE HAVE HAD TO ADJUST TO HOW WE USE SIMILAR STRATEGIES IN THIS VIRTUAL WORLD BUT WE ARE NOT WAITING UNTIL THE KIDS COME BACK TO PROVIDE THEM WITH ADDITIONAL SUPPORT.

WE ARE TRYING TO DO THAT ALONG THE WAY SO WE NARROWED THE LOSS THAT WE KNOW COULD HAPPEN.

I JUST WANTED TO MAKE THAT CLEAR.

>> GREAT.

>> THANK YOU SO MUCH FOR THE PRESENTATION.

I'M EXCITED ABOUT THIS INITIATIVE.

I WANT TO THANK EVERYONE INVOLVED WORKING ON THIS.

THAT WAS A GREAT PRESENTATION.

I REALLY THINK THIS WILL BE SUCH A GAME CHANGER FOR THE STUDENTS IN ALEXANDRIA.

I CAN'T EMPHASIZE THAT ENOUGH.

TO MISS GENTRY'S QUESTION, I THINK GETTING THE INSTRUCTION RIGHT WILL BE THE KEY.

AND I WANT TO TALK ABOUT THAT BY SHARING MY OWN EXPERIENCE I'VE HAD IS APPARENT.

ONE OF MY CHILDREN DID STRUGGLE WITH READING AND STILL STRUGGLING.

IN KINDERGARTEN, I NOTICED THAT MY CHILD WAS GUESSING AND WORDS UNLIKE MY OTHER CHILDREN.

MY OTHER CHILDREN WERE SOUNDING OUT.

THIS CHILD WAS GUESSING.

I ASKED THE KINDERGARTEN TEACHER ABOUT IT.

AND SHE SAID THAT IS HOW SOME KIDS LEARN.

IN HINDSIGHT I THINK THAT WAS A MISSED OPPORTUNITY BECAUSE I THINK IT WAS A RED FLAG THAT SHE WAS NOT DECODING PROPERLY.

[00:50:02]

SO IN FIRST GRADE WE GOT AFTERSCHOOL TUTORING.

SHE SAID SHE DIDN'T LIKE SCHOOL.

WE HAD THAT MEETING AND THE INTERVENTION WAS A DOUBLE DOSE OF READING.

IN THIRD GRADE WE HAD A TEACHER WHO WORKED MORE AND TAILORED INTERVENTIONS TO HER NEED.

I THINK WE SAW IMPROVEMENT AND NOW, WE ARE IN FOURTH GRADE AND I FOUND AN ONLINE PROGRAM THAT TRAINING HER BRAIN TO DECODE.

THIS IS THE ANSWER I'VE BEEN LOOKING FOR.

I SAY THAT BECAUSE, I THINK EVERY CHILD IS UNIQUE, WHEN I WAS LOOKING AT THE SLIDE THAT HAD THE INSTRUCTIONAL MODEL, I THOUGHT THE RESEARCH ASPECT AND THE DIRECTION WE ARE MOVING IN WAS GREAT BUT I DID HAVE CONCERNS ABOUT THE DIAGRAM.

IN LATER ON SLIDE SEVEN, THE MATERIALS THAT WERE USED.

WHAT WERE THE STRATEGIES FOR STRUGGLING READERS.

I THINK KIDS CAN COMPENSATE THROUGH PATTERN RECOGNITION.

THEY CAN WORK THROUGH THE SITE WORDS.

I THOUGHT HOW INTERESTING SITE WORDS ARE.

WE TELL KIDS TO MEMORIZE THIS AND DECODE THE OTHER WORDS.

AND FOR A CHILD, THIS CAN THROW THEM OFF I WAS DOING RESEARCH AND I KNOW ONE OF THE GOALS WAS TO INCREASE WHAT LEVEL OF READING THE CHILD IS THAT WITH THE LEVELED READERS WHICH IS SOMETHING WE WORK TOWARDS THEY DON'T NECESSARILY HAVE CONTROL TEXT.

THEY USE THINGS LIKE REPETITION, SENTENCE PATTERNS AND ILLUSTRATIONS AND CONTACTS THAT ALLOWS STRUGGLING READERS TO BE SUCCESSFUL THAT BRINGS ME AROUND TO MY QUESTION.

THE QUESTION IS, SOME OF THE MATERIALS, I'M TRYING TO UNDERSTAND.

WHAT IS THE CURRENT CURRICULUM WE ARE USING, AND THEN WE WILL BRANCH OUT TO GET SOMETHING MORE.

AND, WHEN YOU LOOK AT PURCHASING AN AWARENESS PROGRAM, DOES THAT THE SAME.

SO I FAKED GETTING THE DECODING IS CRITICAL.

I THINK THE LAST POINT THAT CAME UP WAS, I'M GLAD WE HAD THE INITIATIVE BUT, WHAT ABOUT 3-5 GRADE.

I MEAN, AS YOU SAID, THIS PATTERN, IT GETS EVEN WORSE.

SO TO THE EXTENT THAT WE CAN GET THESE RESOURCES IT CAN MAKE A DIFFERENCE.

SO IF YOU COULD SPEAK TO THOSE RESOURCES THAT WOULD BE GREAT.

>> IS IT OKAY IF I CHIME IN AND RESPOND TO A FEW QUESTIONS

>> ABSOLUTELY.

I WANTED TO SAY, ONE OF THE THINGS WE LEARNED WAS, THE BIG APPLE IS NOT HAVING ENOUGH FOCUS FOR DIRECT INSTRUCTION.

I THINK THE TASK FORCE RECOGNIZED THAT.

YOU WILL SEE ON ONE OF THE SLIDES THEY INDICATED WE WILL INITIATE AN RFP TO ADDRESS THE NEEDS OF PHONICS FOR SOME OF THE LEARNERS.

WE DO HAVE OTHER ASPECTS OF THE READING PROGRAM, WE KNOW THAT'S ONE OF THE MAJOR CHALLENGES AND IF PEOPLE DON'T LEARN TO DECODE THEY WILL STRUGGLE WITH COMPREHENSION IN THE UPPER GRADES.

[00:55:08]

AND I ALSO WANT TO MENTION, THERE WAS A REAL COMMITMENT TO PURCHASE THE HANDWRITING WITHOUT TEARS.

WE DID A LOT OF TRAINING WITH THE STAFF SO I JUST WANTED TO HIGHLIGHT THOSE TWO AREAS.

I REALLY BELIEVE THAT ONCE WE INTRODUCE THE PHONICS THAT, IT WILL MAKE A DIFFERENCE FOR EVERYONE AND STRENGTHENING THEIR READING SKILLS.

>> THAT'S TERRIFIC.

I WILL JUST SHARE AS A PARENT.

I NOTICED WITH THE CHROME BOOKS I KNOW THE ADVANTAGES OF THE TECHNOLOGY AND I THINK OUR KIDS ARE DOING LESS WRITING.

AND I DISCOVERED IT THIS SUMMER.

ONE OF MY STUDENTS WAS IN HER THIRD GRADE CLASS DOING THE AGE OF CIVILIZATION ENTER PROJECT, SHE WAS DOING IT AS A POWERPOINT WHERE MY OLDER DAUGHTERS I FOUND HER WORK AND IT WAS HANDWRITTEN.

I THINK SHE SHOULD BACK AND SET US BACK A LITTLE BIT HERE I'M CONCERNED WITH THE WORK BEING DONE ONLINE.

>> THANK YOU.

ONE OF THE REASONS WE ARE DOING THE LEARNING PACKETS, IT'S IMPORTANT KIDS CAN DEMONSTRATE THEIR WORK.

IN REGARDS TO WRITING IS NOT ALWAYS THROUGH A COMPUTER.

ANOTHER POINT YOU MADE, THIS IS ONE OF THE REASONS IT WAS SO IMPORTANT FOR US TO FOCUS ON K2 LITERACY SHIFT WHEN YOUR CHILD WAS IN KINDERGARTEN.

IF I WAS IN ELEMENTARY TEACHER I WOULD'VE SAID PHONICS AND DECODING GO HAND IN HAND.

BUT IF WE HAVE NOT CHANGED OUR STAFF, TO IDENTIFY AND KNOW WHAT TOOLS TO USE, WHEN THE STUDENTS ARE MANIFESTING THESE BEHAVIOR, WE GET INTO A SITUATION WHERE WE MISSED SOME THINGS WITH THE KIDS.

KIDS CAN CATCH UP THEY ARE RESILIENT.

I ALWAYS SAY, 2ND AND 3RD GRADE TEACHERS MAY CATCH THE KIDS UP.

WE DON'T CONSOL HE WANTS TO DO THAT.

WE WANT TO DO IT EARLY SO WE CAN PROVIDE SUPPORT AT AN EARLY AGE.

THIS IS WHY THE FOCUS IS SO IMPORTANT.

I'M GLAD WE HAVE IT, NOT ONLY IN THE STRATEGIC PLAN BUT OUR AREAS OF FOCUS.

THEN IT BECOMES PART OF WHAT WE DO IN ALEXANDRIA PUBLIC SCHOOLS AND NOT JUST STAFF MEMBERS WHO LEARNED THE DIFFERENT STRATEGIES, IT IS AN EXPECTATION FOR ALL.

>> NEXT UP.

WASH

>> I GUESS I'M COMING AT THIS FROM A DIFFERENT ANGLE.

I THINK, FIRST OFF, I WANT TO SAY, THIS PROBLEM IS NOT JUST AN ACPS PROBLEM.

IT IS SYSTEMIC.

I THINK WE SHOULD COME FROM IT FROM THAT PERSPECTIVE.

ONE OF THE THINGS I HAVE ENJOYED MY DAY IS ACTUALLY IMPLEMENTING THE PROGRAMS TO CATCH UP ALL OF THE KIDS WHO GOT LOST ALONG THE WAY.

RIGHT NOW I'M WORKING WITH 12 DIFFERENT SCHOOLS GETTING 1200 KIDS TO GET NOW, AS SEVEN THROUGH 12TH GRADERS WHAT THEY HAVE MISSED IN GRADES K-2.

AND I SAY THAT TO SAY, THIS IS A GENERAL PROBLEM.

IT REALLY CAME FROM A SHIFT IN THINKING THAT OCCURRED A WHILE AGO.

WE AT ONE POINT SHIFTED TO, IT WAS WHOLE LANGUAGE INSTRUCTION.

THAT IS WHERE THIS THINK OF, WELL KIDS GUESSING WORDS AND LOOKING AT TEXT AND SOMEHOW STUDENTS WERE SUPPOSED TO GET IT VIA OSMOSIS.

I THINK OVER TIME WHAT HAS BEEN REVEALED IS THIS IS A HUGE PROBLEM BECAUSE, IN I

[01:00:01]

THINK IT BECOMES A KEY PROBLEM FOR OUR SCHOOL SYSTEMS BECAUSE OF THE POPULATION THAT WE SERVE.

WE ALL KNOW WHEN YOU ADD DISADVANTAGES ONTO A LACKLUSTER OR REALLY NONSCIENTIFIC APPROACH TO READING INSTRUCTION THE KIDS WILL BE AMPLIFIED.

SEEK I THINK, THE POSITIVE FOR ME, IS NOT, WHAT HAS HAPPENED IN SCHOOL DIVISIONS HAVE STARTED TO SAY, WHAT IS GOING ON.

I THINK, I AM PROUD THAT A C.P.S.

HAS TAKEN A MOMENT TO SAY, THIS IS WHAT WE HAVE BEEN DOING AND IT IS NOT WORKING.

THIS IS WHERE WE NEED TO GO.

SO, I REALLY APPRECIATE THE COMMITTEE THAT WAS FORMED.

JUST THE THOUGHT OF THE TEACHERS AND PRACTITIONERS COMING TOGETHER TO TALK ABOUT WHAT THEY KNOW WAS NOT WORKING.

WHAT WE ARE SEEING NOW MORE AND MORE THAT WE HAVE GOTTEN AWAY FROM.

THE HANDWRITING.

THE PHONICS, THE DECODING.

THESE ARE THE THINGS THAT KEEP -- THAT HAS ALLOWED ME TOO SEE 12TH GRADERS WHO ARE BEGINNING READERS.

THAT IS THE REALITY OF WHAT IS HAPPENING RIGHT NOW.

SO, I JUST WANTED TO THROW THAT OUT THERE AS WE ADDRESS THIS WITH ACPS.

IT IS A NATIONAL PROBLEM AND I AM GLAD WE ARE TAKING THE INITIATIVE TO MAKE CHANGES.

THE OTHER THING WAS, IN REGARD TO DATA.

I THINK WE SHOULD BE EXCITED ABOUT THIS.

THIS DATA WILL BE REVIEWED BECAUSE WE HAVE A PROCESS AND WE NOW HAVE, I AM EXCITED ABOUT DR. SAM SPIRIT A LOT OF THE THINGS HE'S TALKING ABOUT BRINGING TO THE TABLE IN TERMS OF THE QUARTERLY MEETINGS AT THE SCHOOL SPIRIT THAT IS WHERE THE DATA CONVERSATIONS CAN HAPPEN.

THAT IS WHERE THEY WILL HAPPEN.

EVERYONE WILL HAVE A GLIMPSE AND SEE WHAT WORKS AND WHAT DOESN'T WORK.

I WAS IN A MEETING THE OTHER DAY WITH DR. SAMS AND HIS TEAM AND THEY SHARED A POWERFUL FRAMEWORK.

MAYBE THAT CAN BE SHARED LATER ABOUT HOW WE WILL LOOK AT DATA TO MAKE SOME OF THE DECISIONS THAT I THINK MS. GENTRY WAS TALKING ABOUT.

I THINK IT WOULD BE GOOD.

I DON'T KNOW WE CAN DO IT HERE BUT IF WE COULD SHARE I THINK THAT WOULD BE GOOD.

AND LASTLY, I THINK IT WAS THE LAST SLIDE I DON'T KNOW IF WE CAN BRING THAT UP ON THE PRESENTATION.

BUT, IT REALLY SHOWED ME, THE FOUR KEY COMPONENTS INVOLVED IN THIS.

YEAH.

THESE STEPS RIGHT HERE.

THEY ARE VERY IMPORTANT AND I THINK, THE IMPLEMENTATION, THE RFP.

ALL OF THIS BRINGS ME HOPE AND EXCITEMENT BECAUSE THIS PRESENTATION SHOWS ME THAT WE KNOW WHAT WE NEED TO DO.

AND I HAVE FAITH IN THE ABILITY TO IMPLEMENT THESE THEMES.

HAVING PROGRAMS THAT CAN QUICKLY SPIT OUT DATA FOR US.

THAT'S AWESOME.

I'M JUST SAYING KUDOS TO THE TEAM.

THIS GIVES ME CONFIDENCE.

I DON'T GET EXCITED ABOUT MUCH BUT WHEN I SAW WHAT WAS PUT IN HERE I GOT EXCITED.

I COULD BE WRONG, BUT I HAVE NOT SEEN ANYTHING LIKE THIS UNTIL NOW.

I JUST APPRECIATE YOU GUYS FOR DOING THAT.

I DON'T KNOW IF DR. SIMS WOULD LIKE TO SHARE ABOUT DATA AND HOW JUST FIDGETED.

>> THANK YOU.

JUST VERY QUICKLY, WHAT WE ARE LOOKING AT AND AS MANY OF YOU KNOW THE SCHOOLS ARE INVOLVED, ACTIVELY INVOLVED IN THE SCHOOL PLANNING PROCESS.

ONE OF THE THINGS WE WANT TO FOCUS ON IS THE SCHOOLS BEGINNING TO USE THE DATA IN A MORE CYCLICAL FASHION.

LOOKING AT DATA CYCLES WHERE WE

[01:05:04]

ARE LOOKING AT INTERVENTIONS AND THEN COMING BACK.

WE CAN LOOK AT THE DATA, COME BACK -- RIGHT THIS IS THE FIRST TIME I'VE WORKED WITH THE DISTRICT WITH SO MANY INVOLVED IN QUARTERLY CHATS.

BUT WHAT IS YOUR DATA TELLING YOU ABOUT WHERE YOU NEED TO MAKE YOUR ADJUSTMENTS.

THIS CAN INTERN INTERACTIONS.

THE DATA CYCLES ARE WAY FOR US TO LOOK AT WHAT WE ARE DOING AND WHERE WE NEED TO MAKE ADJUSTMENTS TO WE WILL SEE HOW WE LOOK AT THE INTERVENTIONS DEPENDING ON HOW THEY IMPACT OUR CORE.

HOW DOES THE WORD IMPACT TEACHERS AND STUDENTS AND WHAT WE'VE HEARD A LOT ABOUT IS WHAT CONTENT HELPS US TO RAISE STUDENT ACHIEVEMENT.

I HOPE THAT'S HELPFUL.

>> THANK YOU.

NEXT WE HAVE MR. SUAREZ WITH THE QUESTION.

I WANT TO SAY THIS HAS BEEN A POWERFUL PRESENTATION.

ONCE THAT IS VITAL TO THE FUTURE TRAJECTORY CHURCH ON REALLY CONFIDENT ABOUT THE SLIDE ABOUT PIVOTING IN THE VIRTUAL WAR -- MY WORLD.

SEEK I ALSO APPRECIATE THE ACKNOWLEDGMENT THAT IF STUDENTS ARE NOT A GOOD READER BY THE END OF FIRST GRADE THAT, IT COULD PRESENT PROBLEMS DOWN THE LINE SOMETHING MANY OF OUR COLLEAGUES HAVE SAID REPEATEDLY.

WHAT I WOULD LIKE TO KNOW IS, JUST THINKING ABOUT THE IMPROVEMENT I THINK WE ALL WANT TO GET TO A PLACE THAT WHEN A STUDENT GETS IN KINDERGARTEN AND WE CAN SEE THE SIGNS THAT THEY MAY NOT BE ABLE TO READ BY THE END OF FIRST GRADE, WHAT ARE WE DOING TO MAKE SURE THE CHALLENGES DO NOT COMPOUND.

SO I'M REALLY EXCITED ABOUT THIS PRESENTATION, AND THROUGHOUT THE PANDEMIC, I HAVE TRIED TO EMPHASIZE OUT CAN WE MAKE THE MOST OF THE TERRIBLE SITUATION.

SO, I AM JUST CURIOUS, HOW WE PLAN ON TAKING THE STRATEGIES THAT WE HAVE LEARNED, AND HOPEFULLY MOVING THE NEEDLE DURING THESE ASYNCHRONOUS EFFORTS, THE VIRTUAL EFFORTS THAT CAN HAPPEN OUTSIDE OF THE COURSE OF THE SCHOOL DAY.

AND HOW CAN WE FIGURE OUT HOW TO USE THOSE LEARNINGS BOTH NOW, AND WHEN WE ARE OUT OF THE PANDEMIC SO WE CAN HAVE COMPREHENSIVE WRAPAROUND PROGRAMS THAT ARE NOT JUST IN PERSON BUT ALSO HARNESSING AND LEVERAGING ALL OF THESE NEW TECHNIQUES ABOUT HOW WE CAN DO SUPPLEMENTATION, AND HOW WE CAN USE ADDITIONAL TOOLS TO MAKE SURE, THAT NO CHILD AT THE END OF FIRST GRADE IS A POOR READER SO THEY HAVE ALL OF THE CHALLENGES.

JUST GOING BACK TO THE NOTION OF SYSTEMIC IMPROVEMENT AND CONTINUOUS IMPROVEMENT, I WANT TO UNDERSTAND HOW WE WILL COLLECT THE BEST PRACTICES AND THE DATA TO KNOW WHAT IS MOVING THE NEEDLE IN TERMS OF LITERACY DURING THESE TIMES AND HOW ARE WE GOING TO CATALOG BAD SO WE CAN USE THAT GOING FORWARD WHEN WE RETURNED TO IN PERSON SITUATIONS.

>> I WILL START.

THEN WE WILL GO FROM THE CENTRAL OFFICE AND DOWN.

THANK YOU FOR YOUR COMMENTS THIS EVENING.

MS. GENTRY, YOUR FIRST QUESTION WHEN YOU TALKED ABOUT THE DATA, WHEN WE PREPARED ABOUT THIS WE TALKED ABOUT THE HARD DATA.

[01:10:05]

IF YOU LOOK ACROSS THE STATE, THEY PIVOTED AND SAID HOUSTON, WE HAVE A PROBLEM.

SO LIKE HE INDICATED, STARTING WITH THE QUARTERLY CHATS AND HOW THE COACHES AND SPECIALISTS ARE COLLECTING DATA AND CONVERSATIONS WITH THE PRINCIPLES, HOW ARE WE FINDING BEST PRACTICES, THE QUARTERLY CHATS WILL HELP US FIGURE OUT WHERE WE SEE INCREASES.

ALSO WE HAVE MISSED RICHARDSON HERE WHO IS SHOWING THE SUCCESS THEY HAVE AND HOW DO WE LEVERAGE THE DATA POINTS.

AND, AS WE CONTINUE TO REFLECT ON OUR QUARTERLY CHATS, WE WILL GET THE INFORMATION OUT TO THE SCHOOL SO THEY CAN MAKE CHANGES AND TWEAKS.

BILLS ARE IMPORTANT PARTS FROM THE CENTRAL OFFICE LEVEL BUT WE THINK ABOUT THE WORK THAT EVERYONE IS DOING AND IN THEIR RESPECTIVE PROGRAMS WE WOULD LIKE EVERYONE TO TALK ABOUT HOW THEY ARE USING THEIR DATA COACHES TO MAKE IMPACTS ON WHAT YOU JUST DESCRIBED.

>> I WILL JUST JUMP IN FIRST.

THANK YOU FOR THE QUESTIONS ABOUT DATA.

ONE OF MY MOST IMPORTANT PRIORITIES THE SUMMER WAS FIGURING OUT HOW WE WOULD ASSESS THE STUDENTS WHEN THEY ARE SO FAR AWAY.

I THINK THAT'S CRITICAL.

USUALLY WE CAN HEAR OUR READERS BUT HOW DO WE DO IT OVER THE SCREEN.

THOUGH THE FOOTPRINTS HAVE BEEN ONE OF OUR MOST IMPORTANT PURCHASES AS FAR AS DOING READING ASSESSMENTS.

WE HAVE THESE ASSESSMENTS TO SEE WHAT THE CHILD'S STRENGTHS AND NEEDS ARE.

>> ALSO YOUR POINT IS WHAT WE HAVE LEARNED.

THERE IS GROWTH THAT COMES FROM BEYOND THE SCHOOL DAY.

LOOK AT WHAT WE HAVE OVERCOME.

THE FACT THAT WE HAVE INTERNET.

WE HAVE TEXT AND PRINT.

WE ARE INSPIRING EVERYONE IN THEIR HOMES.

JUST SPEAKING THIS LETS US KNOW HOW WE NEED TO DO THIS THROUGHOUT THE DAY.

>> I AM EXCITED TO SAY THAT, WE HAVE A GREAT CURRICULUM THAT FOCUSES ON THE WHOLE CHILD AND EMBEDS LITERACY THROUGHOUT THE DAY.

THAT COULD BE THROUGH ENVIRONMENTAL PRINT.

SO IF THEY ARE IN THE DRAMATIC PLAY AREA, IF THERE ARE MENUS.

FOOD THAT MAY BE FROM DIFFERENT CULTURES SO THE BOX OF RICE OR BEANS MAY BE FROM THEIR OWN HOME SO THEY ARE REPRESENTING ALL CULTURES AND CHILDREN ARE LEARNING FROM EACH OTHER.

WE DO USE HANDWRITING WITHOUT TEARS AND PRE-K.

SO WERE DOING A LOT OF SONGS AND MOVEMENT, WE ARE LOOKING AT BIG LINES LITTLE LINES CURVES.

WE THINK ABOUT HOW TO HOLD A KORAN.

THEN THE WORKBOOKS COME IN DOWN IN THE SPRING.

THAT'S PART OF THE CURRICULUM.

WE ALSO HAVE INSTRUCTIONAL LEARNING FACTIONS OF THE DAY WHERE THE CHILDREN ARE IN SMALL GROUPS.

THEY DO GET DIRECT INSTRUCTION.

WE MONITOR THE CHILDREN THROUGH TEACHING STRATEGIES.

WE USE AN ONLINE SYSTEM WHERE WE COLLECT DATA ON THEIR PROGRESS SO WE CAN MONITOR THAT QUARTERLY, AND IF A CHILD SHOWS A LACK WE CAN ADDRESS THAT EARLY AS WELL AS WHAT THE TEACHERS ARE DOING.

WE ARE SO FORTUNATE TO HAVE PRE-K STRATEGIES.

THANK YOU TO THE BOARD FOR SUPPORTING US AND GETTING THIS SPIRIT THE PRE-K GLAD IS HELPING US ADDRESS ALL LEARNERS.

LOOKING AT HOW TO TEACH CHILDREN IN A MULTISENSORY WAY THAT BRINGS THEIR

[01:15:08]

BACKGROUND EXPERIENCE.

AS WE LOOK AT BIG BOOKS AND SONGS, AND GRAPHS, ALL OF THESE THINGS ARE HAPPENING.

I LIKE WHAT THE TEACHERS ARE DOING AND WE WILL CONTINUE TO DO THIS VIRTUALLY.

WE WILL HAVE THAT DATA TOO.

>> WHEN WE TALK ABOUT THE SCHOOL.

ONE OF THE ROLES OF THE COACHES, WE HELP THE TEACHERS SIFT THROUGH THEIR DATA AND IDENTIFY KIDS WHO ARE NOT MAKING GROWTH.

THEN WE MEET THE NEEDS OF THE STUDENT.

UNFORTUNATELY, THE PRINCIPAL SUPPORTS QUARTERLY MEETINGS AND WE GET TOGETHER MAKE SURE NO KID IS FALLING THROUGH THE CROOKS.

THAT IS HELPFUL SO WE DON'T MISS ANY CHILDREN.

IT WILL BE CHALLENGING TO MAKE SURE WE MEET EVERY NEED.

THAT IS OUR GOAL.

WE WON'T LET CHILDREN FALL THROUGH THE CRACKS.

THIS IS DRIVING WHAT WE NEED TO HAPPEN AND DON'T LET KIDS FALL THROUGH THE CROOKS.

WE IDENTIFY THEM AND CREATE LESSON PLANS AND PROVIDE SERVICES SO THAT, NO KID WILL BE LEFT BEHIND.

THEN WE MONITOR IT AND COME BACK AND SAY DID IT WORK TO DID NOT WORK.

MY ROLE IS TO MAKE SURE I HELP THE TEACHERS LOOK AT THE DATA, SET UP A PROGRAM HOW TO TEACH THE KIDS.

>> I WANT TO PIGGYBACK ON THAT.

WE LOVE OUR COACHES FOR PROVIDING THIS TOOL.

AT SAMUEL TUCKER WE WORKED WITH THE COACHES TO MAKE SURE WE MEET THE MARK AND BEING ABLE TO TAKE THE DATA AND LOOK AT IT AND COMB THROUGH IT AND SEE WHERE THE MOST NEEDS ARE AND DEVELOP GROUPS THAT WILL TARGET THOSE SKILLS.

ONE BEAUTIFUL THING ABOUT SAMUEL TUCKER IS WE HAD INTERSECTION THAT CAN COME IN AND WE DO ENRICHMENT AND INTENSE FOCUS GROUPS TO CREATE UPWARD MOBILITY.

>> I WANTED TO SHARE, WE HAVE INCREASED OUR CURRICULUM.

WE HAVE CREATED MORE VIRTUAL CURRICULUM SO WE HAVE TAKEN THE CURRICULUM WE USE IN THE PAST AND WE HAVE HONED IN ON THE SKILLS AND STRATEGIES THAT ARE MOST IMPORTANT.

WE HAVE INCREASED THE AMOUNT OF RESOURCES WE GIVE TEACHERS TO INCLUDE EXTRA SUPPORT.

ESPECIALLY NK-1 AND 2.

I THINK WE ARE PUSHING THEM FORWARD.

THEY ARE PUSHING US FORWARD TO INCREASE SUPPORT AND TO HELP THEM WITH THAT.

THE DOCTOR HAS BEEN A HEAD CHEERLEADER FOR THAT AND GETTING US TO WORK HARD AND I HAVE HEARD FROM TEACHER AT MY SCHOOL ABOUT HOW MUCH THEY APPRECIATE THE SUPPORT AND HOW IT HELPS THEM IN THIS ENVIRONMENT.

WHAT I HOPE TO HAPPEN IS WHEN WE GO BACK TO CLASSROOMS WE CONTINUE WITHOUT SUPPORT.

IT LEVELS THE PLAYING FIELD FOR ALL OF THE STUDENTS BECAUSE THEN THE TEACHERS ARE CLEAR ON WHAT WE ARE TEACHING AND WHAT THE EXPECTATIONS ARE.

>> I JUST WANT TO THANK YOU FOR YOUR COMMENTS.

I DO WANT TO SAY, AS I REITERATED EARLIER, THE TEACHERS ARE DOING A REMARKABLE JOB IN REGARDS TO LITERACY.

WE STILL HAVE ROOM TO GROW.

I THINK THAT WAS THE PURPOSE OF FIVE AND A TASK FORCE AND HAVING THIS INCLUDED IN THE STRATEGIC PLAN.

OUR DATA IS SHOWING THAT.

WE HAVE TO OWN THE DATA AND WE WILL HAVE TO KEEP PRESSING FORWARD TO MAKE SURE WE MAKE THE PIVOT MOVES WE NEED TO ADDRESS -- ADJUST.

THINGS CHANGE.

YOU ALL ARE DOING A REMARKABLE JOB WITH THAT.

THANK YOU FOR YOUR HARD WORK AND DEDICATION.

>> THANK YOU EVERYONE.

I LOOK FORWARD TO SEEING THE RESULTS IN THE FUTURE.

GOOD LUCK WITH EVERYTHING.

[12. Enhanced Continuity of Learning 5.0: Reimagining Schools Update]

>> NOW WE WANT TO MOVE ON TO THE NEXT ITEM WHICH IS THE ENHANCED CONTINUITY OF

[01:20:07]

LEARNING.

>> THANK YOU, I KNOW THIS IS THE TIME EVERYONE HAS WAITED FOR TO TALK ABOUT UPDATES IN REGARDS TO OUR WORK.

I SHARED THIS WITH THE SENIOR LEADERSHIP TEAM EARLIER.

I SHARED THAT, I HATE TO REMIND EVERYONE BUT WE ARE IN A GLOBAL PANDEMIC.

SOMETIMES I FEEL LIKE I HAVE TO START OFF BY SAYING THAT BECAUSE OF THE WAY WE REACT AND THE WAIVER RESPOND IN THE WAY WE DO OUR WORK, IF WE WERE IN A NORMAL TIME OR PRIOR TO MARCH A LOT OF THINGS WOULD'VE BEEN DIFFERENT.

HOWEVER WE ARE IN A GLOBAL PANDEMIC.

I THINK OF THE FACT THAT WE HAD TO WATCH A PRESIDENTIAL DEBATE WITH FACE COVERINGS.

MANY PEOPLE HAD TO WALK AROUND AS YOU SEE WITH MASKS ON.

YOU CAN'T GO ANYWHERE WITHOUT A MASK.

I WANT TO MAKE SURE THAT I AM SHARING WITH EVERYONE THAT WE WILL CONTINUE DOING WHAT WE BELIEVE IS BEST IN REGARDS TO THE HEALTH AND SAFETY OF NOT ONLY THE STUDENTS BUT OUR STAFF MEMBERS.

WE CANNOT TAKE THAT LIGHTLY.

I AM SO GLAD THAT TODAY WE CAN HEAR FROM OUR HEALTH DIRECTOR.

WE WORK VERY CLOSELY WITH HIM.

I WILL TAKE ALL OF THE HEAT IN REGARDS TO STICKING TO THE 6 FEET DISTANCING AND THINGS OF THAT NATURE.

THOSE ARE CDC GUIDELINES.

WE ARE A DIVISION THAT WILL FOLLOW THE CDC GUIDELINES.

THERE IS NO WIGGLE ROOM.

I THINK THE VIRGINIA DEPARTMENT OF EDUCATION HAS MADE WIGGLE ROOM FOR PEOPLE TO TAKE THE RISK BUT WHY RISK WHEN YOU DON'T HAVE TO.

I THINK IT IS IMPORTANT FOR US TO MAKE SURE THAT WHEN WE ARE, I KNOW THERE WERE QUESTIONS AND I WANT TO KNOW WHERE WE SAID THE EXAMPLE WE USE ONCE FOR ALL SCHOOLS.

WE WERE USING AN EXAMPLE TO GIVE THE SCHOOL BOARD A TANGIBLE VISUAL OF WHAT A CLASSROOM LOOKS LIKE WHEN YOU FOLLOW 6-FOOT DISTANCING.

REGARDLESS HOW MANY STUDENTS WE CAN GET INTO A CLASSROOM.

WE HAVE 24 STUDENTS AND WE STILL CAN'T GET THEM IN THE BUILDING.

WE CAN OVERCOME SOME OF THE ISSUES AND MOVE THINGS AROUND AND TAKE UP SPACE.

WE STILL HAVE, STAFFING CONSTRAINTS AND THE BIGGEST THING IS HEALTH MITIGATION AS THIS BIKE IS INCREASING.

WE HAVE SEEN IT IN YOUR AND NOW WE SEE EUROPE IS CLOSING AGAIN.

JUST KNOW THAT EVENTUALLY, IT WILL HAPPEN HERE IN THE UNITED STATES AS WELL.

THIS IS A GLOBAL PANDEMIC.

I FEEL THAT, MY JOB IS TO REMIND EVERYONE.

I WILL STAND MY GROUND WHEN IT COMES TO FOLLOWING WHAT THE FEDERAL GOVERNMENT IS SAYING THAT IS ONE THING WE ARE RESPONSIBLE FOR.

THE STUDENTS AND STAFF.

REGARDLESS OF WHAT PEOPLE THINK WE SHOULD DO TODAY WE WILL FOLLOW THOSE GUIDELINES.

I WANT TO START WITH THAT.

I ALSO WANTED TO, SHARE WITH THE BOARD THAT AS WE GO INTO THE NEXT PHASE OF TRANSITIONING THERE ARE A COUPLE OF POINTS I WANTED TO COVER.

ONE IS THAT NOVEMBER FIVE AND NOVEMBER 17, WE ARE WORKING WITH A STAFFING MODEL IN REGARDS TO THAT, TO ENSURE WE HAVE ACCOMMODATE THE FAMILIES WHO WOULD LIKE TO TRANSITION INTO IN-PERSON LEARNING.

WE WILL TALK MORE ABOUT THAT TODAY.

WE ARE GATHERING AND LOOKING AT RETURN FORMS AND THE STAFF IS REQUIRED TO COMPLETED.

I THINK WE HAVE 65 STAFF MEMBERS WHO HAVE NOT COMPLETED IT AS OF THIS MORNING BUT WE WILL CALL THEM.

I'M HOPING BY NOW THEY HAVE COMPLETED THEM SO WE CAN HAVE THE DATA AND WE CAN BEGIN TO FINALIZE OUR PLANNING.

A LOT OF THAT INFORMATION, WILL HELP US WITH THE PLANNING OF THE TRANSITION OF OTHER STUDENTS AND OTHER SELF-CONTAINED STUDENTS WHO TRANSITION.

[01:25:01]

BUT WE ARE WORKING AS QUICKLY AS POSSIBLE.

WE ARE CONTINUING TO BE METHODICAL AND STRATEGIC WITH OUR APPROACH.

IF WE JUMP INTO EVERYTHING LIKE EVERYONE ELSE WE WILL BACKPEDAL.

WE WANT TO MAKE SURE THAT WE ARE WORKING WITH THE TRANSITION TEAM.

IT IS RECORDED EVERY WEEKEND POSTED.

WE GIVE TIDBITS IN OUR EXPRESSED FEAR THE COMMUNICATIONS TEAM IS WORKING 24/7 TO MAKE SURE WE ARE GETTING REAL TIME INFORMATION OUT AS SOON AS POSSIBLE.

WE SERVE A DIVERSE COMMUNITY.

THINGS HAVE TO BE TRANSLATED.

THINGS HAVE TO BE PUT INTO DIFFERENT FORMS OF COMMUNICATION.

WE CAN'T JUST TYPE SOMETHING UP AND PUT IT OUT.

IT TAKES TIME TO GET THINGS OUT.

WE WANT TO GET IT) WE HAVE BEEN GOOD WITH OUR COMMUNICATION AND WE WANT TO MAKE SURE WE GET THE RIGHT INFORMATION OUT.

WE WILL MAKE MISTAKES BUT WE ARE TRYING TO GET THE WORDS OUT.

GIVE US TIME TO DO THAT.

I ALSO WANTED TO POINT OUT THAT WE WILL HAVE SOME COMMUNITY MEETINGS ON DECEMBER 1 AND DECEMBER 2.

THE PURPOSE IS TO REALLY SHARE SPECIFICS ABOUT THIS TRANSITION.

WE'RE GETTING CLOSER TO THE TIME TO HAVE STUDENTS TRANSITION INTO THE SCHOOLS.

JANUARY AND FEBRUARY, IS WHEN LARGE NUMBERS OF THE STUDENTS MAY RETURN TO THE BUILDING.

SO DECEMBER 1, WE WILL HAVE A STAFF MEETING AT NOON.

WE WILL HAVE A COMMUNITY MEETING WITH THE SECONDARY STUDENTS AT 4:00 P.M.

WITHIN A COMMUNITY MEETING WITH THE FAMILIES AT 6:00 P.M.

>> ON DECEMBER 2 WE WILL HAVE ELEMENTARY STUDENTS AND WE WILL HAVE A SESSION WITH THEM.

WE WILL HAVE A 12:00 P.M.

SESSION FOR FAMILIES.

THEN WE WILL HAVE A 4:00 P.M.

SESSION FOR THE STAFF.

WE ARE TRYING TO GIVE DIFFERENT TIMESLOTS BECAUSE WE KNOW, JUST LIKE OUR FAMILIES, THE STAFF AND STUDENTS ARE IN THIS PANDEMIC AND EVERYONE IS AT HOME, IF THIS WAS A NORMAL WORLD WE WOULD NOT BE ON ZOOM IN DOING BOARD MEETINGS FROM OUR LIVING ROOMS AND DINING ROOMS. BUT PART OF THE MEETINGS WILL INCLUDE REMARKS FROM ME, WE WILL HAVE A COVID-19 UPDATE BY DOCTOR PARENT.

THE HEALTH DIRECTOR FOR THE CITY OF ALEXANDER.

WE WILL HAVE HEALTH AND SAFETY UPDATES THAT TALK ABOUT BUILDING CAPACITY AND SOME OF THE WORK THAT HAS BEEN DONE IN REGARDS TO PPE AND HVAC SYSTEMS THROUGHOUT THE BUILDING.

THAT WILL BE DONE BY DR. ALICIA HARD.

WE WILL HAVE A STAFFING UPDATE TO SHARE OUR INTENT TO RETURN FORMS. AND WE ARE ALSO GOING TO HAVE AN INTRODUCTION TO THE FAMILY PREFERENCE FORM.

WE WILL NEED TO KNOW, THE SAME WAY WE DID THIS WEEK WITH THE STAFF, WE WILL NEED TO KNOW FROM FAMILIES AS WELL, WHAT THEIR INTENT TO RETURN IS DEFINITIVELY.

SO NOW IT IS ATTACHED TO STUDENTS ARE NOT GENERAL.

NOT A GENERAL NUMBER FOR THE SCHOOL OR THE DIVISION BUT SPECIFIC STUDENTS AND WHO WILL BE ABLE TO RETURN AND WON'T.

SO WE WANT TO GIVE THAT INFORMATION TO THE FAMILIES.

ON DECEMBER 2 WHEN WE ARE DONE WITH THE MEETINGS, INSTANTLY THOSE FAMILY FORMS ARE AVAILABLE TO THE FAMILIES AND THEY CAN UNDERSTAND SPECIFICALLY, WHAT THINGS WILL LOOK LIKE WHEN THEY RETURNED TO SCHOOL AS WELL AS, HOW WE ARE PLANNING TO MITIGATE THE FEARS WE ARE SEEING NOT ONLY FROM FAMILIES BUT FROM OUR STAFF MEMBERS.

IN REGARDS OF THE PLANET WANT TO MENTION, ENHANCE CONTINUITY OF LEARNING FIVE-POINT O WAS PRESENTED TO THE BOARD LAST MONTH.

YES, IT WAS A PLAN THAT ONLY ALLOWS US TO HAVE ONE DAY OF LEARNING PER WEEK.

BUT WHAT WE ARE DOING NOW IS WORKING WITH OUR TEAMS AND TEACHING LEADERS AND TRYING TO HAVE ADDITIONAL OPTIONS.

TO BE ABLE TO ACCOMMODATE MORE THAN ONE DAY.

THE PROCESS MAY LOOK DIFFERENTLY AS FAR AS THE VASE BUT REGARDLESS, THE FACILITIES WILL REMAIN THE SAME.

THE PPE WILL REMAIN THE SAME.

HOW TO HOUSE STUDENTS WILL REMAIN THE SAME.

I WANT PEOPLE TO REALLY TAKE A LOOK AT THE PLAN THAT WAS POSTED BECAUSE A LOT OF INFORMATION AND DETAILS ARE THERE.

[01:30:06]

THEY ARE IN THERE AND YES THEY WILL CHANGE AND MORE OPTIONS MAY COME TO THE BOARD IF POSSIBLE BUT THE PLANNING IN REGARDS TO WHAT WE'RE DOING TO TRANSITION, THAT PLAN IS COMPLETE.

I JUST WANT TO GET THAT OUT BEFORE WE STARTED WITH THE SPECIFICS IN OUR PRESENTATION.

I KNOW A LOT OF PEOPLE ARE WATCHING TO GET THE UPDATES.

I WANT TO MAKE SURE WHEN WE ARE UPDATING THAT WE ARE GIVING FACTUAL INFORMATION, TANGIBLE INFORMATION, THAT FAMILIES CAN GO BACK TO SHARE WITH OTHER PEOPLE IN THE COMMUNITY.

SO WE HAVE FACTS.

THAT IS THE MAIN THING.

THAT'S IMPORTANT.

WITH THAT SAID I WILL TURN THINGS OVER TO DOCTOR -- DOCTOR M WILL BEGIN THE PRESENTATION I KNOW SEVERAL STAFF MEMBERS WILL SUPPORT THIS.

>> THANK YOU SO MUCH DR. HUTCHINS FOR THAT OVERVIEW AND GOOD EVENING EVERYONE.

I WOULD LIKE TO BRIEFLY HIGHLIGHT THE ESSENTIAL QUESTIONS AND IDENTIFY TO YOU THE INDIVIDUALS THAT WILL BE PROVIDED AN UPDATE IN TERMS OF THE FIRST QUESTION.

WHAT GUIDANCE AND INFLUENCE WILL INFORM THE DECISION TO BRING KIDS BACK, THAT WILL BE THE DIRECTOR OF THE ALEXANDRIA HEALTH DEPARTMENT.

IN TERMS OF WHAT ARE THE ABILITY TO RETURN, THE FORM UPDATE WILL BE PRESENTED BY DR. WILKINS AND MICHAEL CARLSON.

AT THE CITYWIDE PROGRAM UPDATE WILL BE PROVIDED BY TERRY.

>> WE ARE DELIGHTED TO PROVIDE INFORMATION TO YOU REGARDING MATH AND PROGRESS.

AN ASSESSMENT TO DETERMINE STUDENTS NEEDS THAT WILL BE PRESENTED BY MS. PETERSON.

THEN THERE ARE SOME GUIDELINES REGARDING PARTICIPATION IN ATHLETICS AND WE HAVE INVITED TO PEOPLE TO PROVIDE THAT UPDATE.

WE WANT TO SHARE WITH YOU LASTLY, SOME OF THE WORK THAT WILL OCCUR.

A LOT OF WORK HAS ALREADY OCCURRED BUT WE WANT TO GIVE YOU A PREVIEW OF SOME OF THE FOCUS OF THE TEAMS NEXT WEEK.

A LOT OF THAT WORK IS ADDRESSING THE GROUPS TO BRING BACK.

SO WE WANT TO HIGHLIGHT THAT FOR YOU TOO.

>> EVERYTHING THAT GUIDES OUR WORK YOU WILL HEAR FROM THE DOCTOR AND HE HAS UPDATES THEY DID HAVE SOME CHANGES TO REVISE THE K2 SCHEDULE THAT OCCURRED.

WE ARE STILL COLLECTING FEEDBACK AND TRYING TO MAKE UPDATES.

THIS WEEK AND NEXT WEEK THE SCHOOLS WILL RECEIVE THE PACKETS THAT WERE DEVELOPED BY DR. MANN AND HIS TEAM.

I HEARD FROM A TEAM YESTERDAY THAT ONE OF THE CHILDREN WAS VERY EXCITED TO PICK UP THE PACKET.

IN ADDITION TO THAT WE ARE ALSO WORKING WITH SCHOOLS ON HOW TO CONTINUE TO MAKE ABOUT BREAKOUTS MORE VALUABLE FOR SOME OF THE STUDENTS ZERO THERE IS A GROUP WORKING ON THE BREAKOUTS THAT ARE OCCURRING AT THE ELEMENTARY LEVEL.

LASTLY, WE WANT TO HIGHLIGHT THERE ARE EFFORTS UNDERWAY IN YOU WILL HEAR THAT TONIGHT.

EFFORTS UNDERWAY, A LOT OF PLANNING AND WORK BEHIND-THE-SCENES TO BRING IN DIFFERENT GROUPS OF STUDENTS AND CONTINGENT UPON STAFFING AND BUILDING CAPACITY BUT THERE ARE SOME DATA POINTS THAT WILL INFORM THOSE DECISIONS.

ON THE NEXT LIGHT, WE JUST WANTED TO HIGHLIGHT FOR THE PUBLIC AGAIN.

TO SAY THANK YOU TO THE BOARD FOR THIS MOTION FOR THE DIVISION AND THE PRINCIPLES AND OTHERS TO DEVELOP A PHASED-IN REENTRY PLAN.

YOU WILL SEE THE DATES THAT ARE LISTED AND I WANTED TO SAY, AS DR. HUTCHINS INDICATED THE FACTS BEHIND WHAT IS OCCURRING.

THERE ARE A LOT OF GROUPS WORKING

[01:35:02]

BEHIND THE SCENES FOR THE DIFFERENT GROUPS TO RETURN.

PART OF THAT IS COLLECTING DATA FROM THE STAFF NANCY INDICATED.

AND PART IS COLLECTING DATA FROM THE FAMILIES AND STUDENTS.

WE HAVE A MEETING TOMORROW AND WHAT WILL THAT MEAN IN TERMS OF THE FACILITY.

BUT WHAT I'M INDICATING IS, EVERY TIME WE MEET, OUR GOAL IS TO PROVIDE AN UPDATE IN THESE AREAS AND TO KEEP YOU INFORMED.

WE ALSO WANT TO SAY THE TEAMS AND GROUPS ARE FOCUSING ON DIFFERENT AREAS.

AT THIS TIME WE WOULD LIKE TO INVITE DR. H TO PROVIDE AN UPDATE.

HE NEEDS TO SHARE HIS SLIDES.

>> CAN YOU HEAR ME NOW?

>> YES WE CAN HEAR YOU.

>> OKAY.

GOOD EVENING.

DR. STEVE H.

DIRECTOR OF THE HEALTH DEPARTMENT.

THANKS FOR HAVING ME HERE.

I APPRECIATE THIS.

I WILL -- I ALSO APPRECIATE SHOWING MY SCREEN BECAUSE THIS MAKES IT EASIER FOR ME THAN MAKING EIGHT SLIDES THAT THAT WOULD CHANGE AND I WILL SHOW PEOPLE, DIFFERENT WEBSITES THAT ARE PUBLIC.

EVERYTHING I AM SHOWING YOU IS ON THE PUBLIC WEBSITE.

THIS IS THE MOST IMPORTANT PAGE.

THE VDH HELP PAGE.

EVERYTHING I SAY IS DERIVED FROM THERE.

I HAVE PRE-POPULATED THIS SO WE CAN GO THROUGH QUICKER.

ONE OF THE OPERATING PRINCIPLES WE ARE USING IS THE DYNAMIC SCHOOL DECISION-MAKING.

THE INDICATORS THAT WERE ESTABLISHED BY THE CDC.

THESE INDICATORS SHOW CORE INDICATORS AND SECOND INDICATORS.

THE CORE INDICATORS, THEY ARE RANKED AS THE LOWEST RISK OF TRANSMISSIONS AND SCHOOLS ALL THE WAY UP TO THE HIGHEST.

I AM SHOWING YOU THIS SET, BECAUSE IT IS IMPORTANT TO LOOK AT THE HIGHER RISK OF TRANSMISSION AND SEE IT IS EQUAL TO OR LESS THAN 200.

THIS IS HIGHEST WHEN WE ARE LOOKING AT THE NUMBER OF NEW CASES IN THE PAST 14 DAYS.

AND THEN THE PERSON POSITIVELY PEOPLE KNOW ABOUT THAT.

THE NEXT FIVE METRICS, ARE THINGS THAT BOTH SCHOOL SYSTEM CAN ACTUALLY CONTROL.

THESE METRICS INCLUDE CONSISTENT USE OF FACEMASK, SOCIAL DISTANCING.

FURTHER DOWN HE TALKS ABOUT USING HYGIENE AND ETIQUETTE AND CONTACT TRACING IN COLLABORATION WITH THE LOCAL OF DEPARTMENT.

I CAN'T SAY IN MY REVIEWS, THAT, I WOULD PUT THEM IN THE LOWEST RISK OF TRANSMISSIONS WHEN I LOOK AT WHAT THEY ARE PLANNING TO DO AND WHAT THEY HAVE DONE.

I CAN SAY WE ARE DOING WELL HERE.

THEN THERE'S THE SECONDARY INDICATORS THAT I WON'T GO INTO AN GREAT THAT.

FROM THAT ORIGINAL CORONAVIRUS PAGE, ONE CAN'T NAVIGATE TO THE COVID-19 PANDEMIC METRICS AND YOU CAN PULL UP ALEXANDRIA CITY.

THIS IS THE MOST RECENT DATA TODAY.

SO IT REPEATS THE HIGHEST RISK AND IT SHOWS WHERE ALEXANDRIA IS AT AS OF TODAY.

THE TOTAL NUMBER OF NEW CASES, WANTING TO.

I MENTIONED THE THRESHOLD BEFORE AND I HOPE THAT DIDN'T TAKE ME TO THE THRESHOLD.

WE ARE ACTUALLY AT, 182.

I DON'T KNOW WHY THAT SWITCHED OVER.

BUT THAT IS A 14 DAY CASE COUNT.

IF YOU WILL RECALL, WHAT WE ARE REALLY LOOKING AT IS A NUMBER CLOSE TO THE 200.

THAT PUTS US AT A HIGHER RISK AND NOT LONG AGO WE WERE AT A MODERATE RISK.

OUR% POSITIVITY IS JUST ABOUT 5%.

OUR% POSITIVITY IS AT 4.6%.

WE ARE GREEN IN THE LOWER RISK.

AND THIS TALKS ABOUT HOW VDH DOESN'T HAVE THE ABILITY.

I WOULD SAY, THAT ACPS IS AT THE LOWEST RISK.

GOING ON TO THE SECONDARY INDICATORS, YOU CAN SEE WE ARE AT A SUBSTANTIAL RISK THE HIGHEST

[01:40:11]

RISK WHEN WE LOOK AT THE PERCENTAGE OF CHANGE OVER THE PAST SEVEN DAYS.

THIS IS GREEN.

THE INPATIENT BEDS THAT ARE OCCUPIED BY COVID-19.

THIS GIVES YOU AN IDEA OF WHERE WE ARE AT WHEN WE LOOK AT THE CDC METRICS FOR ALEXANDRIA.

WITHOUT CONSIDERING JUST ALEXANDRA, WE WANT TO LOOK AT THINGS OVER TIME.

IT'S SOMETHING WE WANTED AT THE DEPARTMENT BUT AT THE REQUEST OF MANY, WE HAVE REQUESTED THAT VDH ALSO PRESENT A GRAPHIC LIKE THIS, OF THESE INDICATORS, SIMILAR TO THIS SO WE CAN ACTUALLY SEE THIS OVERTIME.

THE SIGNIFICANCE OF THIS SLIDE IS TO SHOW THAT, ALEXANDRIA HAS BEEN INCREASING FOR SOME TIME.

WE HAVEN'T HAD A SEVEN DAY MOVING AVERAGE OF OVER 23 SINCE THE END OF AUGUST.

IT WITHOUT INCREASING.

WE WANT TO LOOK REGIONALLY.

WHEN WE LOOK REGIONALLY, IT COMES FROM THE SAME PAGE PREVIOUSLY BUT THE REGION SHOWS THAT THE TREND IS INCREASING AND WE ARE APPROACHING COMMUNITY TRANSMISSION.

ALL OF THESE DATA ARE SUMMARY DATA OF INDIVIDUAL METRICS FROM ANOTHER PAGE.

SO IT IS EASIER TO SHOW YOU THERE'S DIFFERENT METRICS COME I THINK 7-8 THAT FEED INTO SAYING WHETHER WE ARE AT -- EXCUSE ME FOR THIS, WHETHER WE ARE AT A LOW, OR MODERATE

>> I CAN'T SEE YOUR SCREEN RIGHT NOW.

>> WE CAN'T SEE IT.

>> Z DISAPPEARED.

>> NO ONE CAN SEE THE SCREEN.

>> CAN YOU SEE THIS NOW?

>> YES, WE CAN SEE IT.

>> SO WHAT I'M SAYING IS NORTHERN VIRGINIA, THE MODERATE BURDEN AND INCREASING TREND AND WE ARE APPROACHING COMMUNITY TRANSMISSION.

WE HAVE THE INDICATOR SAYING THE SAME THING THAT DR. HUTCHINS SAID IN HIS INTRODUCTORY COMMENTS OF THE AGENDA.

IF YOU LOOK NATIONALLY THERE ARE 1000 DEATHS PER DAY.

FROM THAT STANDPOINT IT IS EQUIVALENT TO 911 EVERY THREE HAPPEN FOUR DAYS.

WE ARE IN THE MIDDLE OF A PANDEMIC.

I WOULD LIKE TO SAY, I AM REALLY PROUD OF ALEXANDRIA AND THE MEASURES WE ARE TAKING BECAUSE WHEN WE LOOK AT THE DEATH RATE, WE ARE LOWER THAN THE FATALITY RATE COMPARED TO THE REST OF THE U.S.

AND THE WORLD.

I BELIEVE A BIG PART OF THAT IS WE ARE TAKING THIS SERIOUSLY.

THE MORE WE CAN REDUCE THE TRANSMISSION IN THE COMMUNITY THE LESS CHANCE IT GETS TO THE ELDERLY, THE PEOPLE WHO ARE AT HIGH RISK.

AND WE HAVE HAD RECENT NEWS OF A VACCINE.

THAT IS REALLY GOOD.

WE ARE MONTHS AWAY.

MANY MONTHS AWAY FROM THAT BEING EFFECTIVE FOR US.

UNTIL THAT TIME, WE HAVE TO STAY FOCUSED ON THE MITIGATION STRATEGIES AVAILABLE.

THESE STRATEGIES THAT WE HAVE BEEN HAMMERING, AND THAT I HAVE SEEN IN THE ALEXANDRA PUBLIC SCHOOL PLANS.

THAT IS MY PRESENTATION.

UNLESS THERE'S ANY QUESTIONS.

>> OKAY.

I'M TRYING TO FIND MY SCREEN.

>> THANK YOU SO MUCH.

THANK YOU FOR THE UPDATE.

I WAS WONDERING, WITH ALL OF THE INDICATORS FOR SCHOOL DECISION-MAKING, IS THERE A THRESHOLD AT WHICH WE WOULD REACH THAT WE WOULD NEED TO PREVENT IF WE HAD TO PULL

[01:45:12]

BACK.

I KNOW IT IS A QUESTION OF, WHAT LEVEL OF RISK.

SO, I'M WONDERING IF THERE IS A THRESHOLD.

IF YOU COULD SPEAK TO A CONCERN WE HEAR A LOT WHICH IS SCHOOLS ARE NOT PLACES WHERE THE VIRUS SPREADS.

THAT'S ONE THING THAT THERE WAS DATA, WE HAVE PEOPLE SENDING THAT INFORMATION TO US FREQUENTLY ON THE SCHOOL BOARD.

AND ALSO THIS QUESTION ABOVE -- ABOUT EXPOSING KIDS TO COVID-19 AND THE RISK OF KEEPING THEM OUT OF SCHOOL.

SO, IF YOU COULD TOUCH ON THOSE THINGS THAT WOULD BE TERRIFIC.

>> ABSOLUTELY.

AS YOU KNOW, AS THE HEALTH DIRECTOR I DON'T HAVE THE AUTHORITY TO SAY CLOSE, DO A HYBRID OR DON'T CLOSE.

I CAN MAKE RECOMMENDATIONS AND PROVIDE GUIDELINES.

WE ACTUALLY KNOW FROM A PUBLIC HEALTH STANDPOINT, YOU CAN GO TO THE WASHINGTON POST THERE IS A HARVARD PROFESSOR WHO SAID 3 FEET IS ENOUGH.

HE SAID HE IS INDUSTRIOUS.

I KNOW IT TAKES MORE THAN ONE EXPERT.

THEY TAKEN A LOT OF INFORMATION AND THEY DEBATE IT ALL TO DECIDE WHAT IS THE BEST DATA WE HAVE AND WHY DON'T WE MAKE RECOMMENDATIONS BASED OFF OF THAT.

AND LIKE A GOOD SCIENTIST, WE WILL CHANGE AS WE GET MORE INFORMATION.

IF YOU REMEMBER BEFORE APRIL THE CDC WAS ACTUALLY SAYING, DO NOT WEAR A FACE COVERING.

THAT'S WHAT THEY WERE SAYING IN APRIL.

THEN THEY CHANGE.

ORIGINALLY THEY WERE SAYING, NO FACE MASKS THEN THEY SAID IT WAS A GOOD SOURCE CONTROL.

JUST ON NOVEMBER 10, NOW THEY HAVE DATA THEY SAY MY MASKS NOT ONLY PROTECTS YOU BUT ME TOO.

THE CDC ACTUALLY TAKES INFORMATION AS IT COMES IN AND NOT PUT THEMSELVES, I WOULDN'T BE SWAYED BY ONE VOICE.

SO, THAT BEING SAID, A LOT OF THE DECISIONS HAVE TO BE MADE BY A COMMUNITY IN TERMS OF WHAT THEIR RISKS AND TOLERANCES VERSUS THE BENEFITS.

WE HAVE THE HELP DEPARTMENT WE USE THE WHO DEFINITION OF HEALTH AND THAT MEANS IT IS COMPLETE PHYSICAL AND MENTAL WELL-BEING.

IT'S NOT JUST THE INFECTIOUS DISEASE IT'S OTHER THINGS.

BUT WHAT DO YOU DO, WITH A COMMUNITY WHERE THERE'S A LOT OF TRANSMISSION AND POTENTIALLY, KIDS ARE CATCHING IT WITHIN AN ENVIRONMENT AND THEY TAKE IT HOME WHERE THERE ARE, PEOPLE IN THE HOUSE WHO ARE AT HIGH RISK.

THEY MAY LOSE WORK FOR A WHILE.

CERTAIN JOBS COULD BE IN DANGER OR THEY COULD BE AT RISK BECAUSE OF A DISEASE AND THEY NEED A HOSPITAL OR VENTILATOR.

THOSE ARE THE THINGS THE COMMUNITY HAVE TO WEIGH IN.

BUT I CAN SAY, LOOKING AT HOW WE HAVE SUCH REGIONAL AND NATIONAL AND GLOBAL TRAVEL, AND LOOKING AT THE NUMBERS GOING UP EVERYWHERE, THERE'S A LOT OF PLACES, THAT ARE DEALING WITH THE PANDEMIC IN A WAY WE WERE BACK IN APRIL, MAY AND JUNE.

SO, I DON'T WANT TO SEE US GO BACK THERE, THAT COULD MEAN PHASE ONE OR PHASE TWO.

I KNOW THE GOVERNOR DOES NOT WANT TO IMPOSE RESTRICTIONS.

I HOPE I ANSWERED YOUR QUESTION.

IF I DIDN'T LET ME KNOW.

>> I THINK, THE ONE PART IS IT IS UP TO THE SCHOOL BOARD TO MAKE DECISIONS ABOUT WHEN TO GO BACK.

DO YOU THINK WE SHOULD -- DO YOU THINK THERE IS A THRESHOLD THAT WE SHOULD MAKE THE DECISION OR ARE WE JUST LOOKING AT THE DATA ON A DAY-TO-DAY BASIS.

[01:50:06]

>> WE'RE LOOKING AT THIS ON A -- I LOOK AT IT DAY TODAY.

THE HEALTH DIRECTORS LOOK AT THIS TOGETHER, WE FORMULATE A PRINT OUT AND WE HAVE BEEN SENT BY THE COMMISSION TO THE CHIEF ADMINISTRATOR AND THE SUPERINTENDENT SPIRIT THEN THEY MAKE RECOMMENDATIONS.

THE ONE I'M MAKING RIGHT NOW IS, TO REALLY BE S MITIGATION STRATEGIES THAT WE HAVE IN HAND.

SO, THOSE ARE THE THINGS I AM EMPHASIZING TO THE SCHOOLS, THEY NEED TO CONTROL WHAT THEY CAN CONTROL.

DON'T BE LAX ABOUT THAT.

ESPECIALLY WHEN WE ARE AT COMMUNITY TRANSMISSION.

THAT IS WHERE WE WILL SEE A SITUATION WHERE WE MAY NEED TO REVERT BACK FROM A HYBRID TO VIRTUAL ONLY.

I DON'T THINK ANYBODY WANTS TO GO YO-YOING AROUND.

WHEN WE HAVE A CASE OUT OF SCHOOL, THAT DOESN'T NECESSARILY MEAN, IT WILL DEPEND ON THE SITUATION.

WHEN WE HAVE 1-3 CASES, AND IF THERE'S ADEQUATE SOCIAL DISTANCING AND WEARING A FACEMASK, IT IS LIKELY WE CAN CONTINUE IN PERSON SCHOOLING WITHOUT PUTTING OTHERS AT RISK.

>> THANK YOU FOR MENTIONING THAT.

AND THANKS FOR ASKING.

HE DOES COME AND PROVIDE UPDATES TO THE DIVISION TEAM ON A WEEKLY BASIS.

THIS IS WHY WE HAVE STAYED TRUE TO SOCIAL DISTANCING AND THE CDC GUIDELINES.

I CAN'T SPEAK FOR ANY OTHER SCHOOL DISTRICT.

WHEN WE OPEN OUR DOORS, WHEN EVERYONE COMES BACK, WE WANT TO MAKE SURE WE ARE HONESTLY SAYING, WE ARE TAKING EVERY PRECAUTION TO KEEP YOUR HEALTH AND SAFETY AT THE FOREFRONT.

WE CAN ONLY DO THAT THROUGH THIS GUIDANCE.

IT'S NOT MY JOB AND I DON'T HAVE EXPERTISE TO GO AGAINST THE HELP PROFESSIONALS.

I'M NOT A MEDICAL DOCTOR.

WE DO RELY ON THE DEPARTMENT OF HEALTH WHEN WE ARE MAKING OUR DECISIONS.

>> GREAT, THANK YOU.

MS. NOLAN'S NEXT.

>> THANK YOU SO MUCH FOR THE QUESTION.

I THINK IT ANSWERED A LOT OF INFORMATION.

WE ARE FORTUNATE TO HAVE YOUR GUIDANCE TO THIS.

THANK YOU FOR WHAT YOU ARE DOING.

I APPRECIATE THAT YOU WERE CLEAR ON THE GUIDELINES WE NEED TO FOLLOW AND 6 FEET WILL BE PART OF IT.

PEOPLE ARE GOING TO DIFFERENT SOURCES SO SOME PEOPLE ARE ADAMANT THAT KIDS CAN NEVER GET COVID WHAT'S THE BIG DEAL, THERE'S DIFFERENT SOURCES THAT PEOPLE ARE UTILIZING.

WOULD IT BE HELPFUL, IF WE COULD CREATE A VISUAL PAGE LIKE WHAT ARE THEY DOING TO MAKE THIS DECISION.

HE SAID THERE COULD BE TRANSPARENCY AND WHAT ARE THE NONNEGOTIABLE'S WE'RE MAKING.

I THINK THE INFORMATION IS OUT THERE.

THERE'S A LOT TO GET THROUGH ESPECIALLY AS A PARENT TRYING TO HANDLE THE -- JUGGLING KIDS AND LIFE AND ALL OF THAT.

WOULD IT BE HELPFUL, A ONE-PAGE VISUAL THAT REGARDLESS OF A PARENT'S LITERACY LEVEL THEY COULD LOOK AT IT AND UNDERSTAND THIS IS HOW IT'S WORKING AND THIS IS HOW THEY MAKE THEIR DECISIONS ON WHEN

[01:55:01]

STUDENTS CAN RETURN.

>> THANK YOU.

THAT IS DEFINITELY POSSIBLE TO DO A PRINTER FOR HOW WE ARE OPERATING AND WHAT ARE OUR NONNEGOTIABLE'S AND OUR METRICS IN A SENSE TO DETERMINE WHEN WE CAN PIVOT INTO THIS.

WE COULD USE THIS INFORMATION.

BUT YOU'RE RIGHT BECAUSE THERE'S A LOT OF INFORMATION.

WE CAN GET TO THE CORE VALUES OF OUR PLAN AND PUT IT INTO A GRAPHIC SO IT DOESN'T MATTER WHAT YOUR READING LEVEL IS.

THIS WILL TAKE US BACK TO THE TEAM TO WORK ON IT.

>> THANK YOU SHARES

>> N MR. SUAREZ FOR

>> THANK YOU FOR THE QUESTIONS.

I WANT TO PIGGYBACK ON MY COLLEAGUES.

I WOULD LIKE TO ASK ABOUT OUR OTHER THING WE HAVE HER FROM THE COMMUNITY.

I THINK IT'S IMPORTANT GOING BACK TO TRANSIT PARENTING.

WHERE'D DECISION-MAKING IS COMING FROM.

ESPECIALLY SINCE WE HAVE THE HEALTH ADVISOR.

ONE OF THE THINGS WE HEARD IS, LOOK, NUMBER ONE, WE HAVE COMMUNITY PARTNERS IN THE SCHOOLS RIGHT NOW WITH THE STUDENTS WHO ARE RECEIVING THE INSTRUCTION NOT IN A TRADITIONAL WAY BUT CHILD CARE BEING PROVIDED.

AND TWO, WE HAVE SEVERAL PRIVATE SCHOOLS IN THE AREA THAT ARE PROVIDING HYBRID INSTRUCTION.

THAT IS WHY WE ARE RECEIVING A LOT OF E-MAILS AND PUSHBACK AND SO FORTH.

SO I LIKE TO UNDERSTAND, GIVEN THAT YOUR OFFICE DOES CONTACT TRACING, AND IT PEELS BACK THE ONION OF WHAT IS GOING ON IN THE COMMUNITY, SOME OF THE COMMENTS ARE PREMISED ON THE NOTION THAT SPREAD IS NOT COMING FROM THOSE SITUATIONS.

DO WE HAVE AN UNDERSTANDING OR DATA THAT STRIKE IS THEIR SPREAD FROM THOSE TYPES OF SITUATIONS THAT ARE OCCURRING RIGHT NOW.

IS THERE A CORRELATION.

ARE YOU ADMONISHING THEM.

ARE THERE PROBLEMS. I WOULD LIKE TO HAVE A BETTER UNDERSTANDING OF, WHAT THE HEALTH DEPARTMENT'S POSITION IS AND WHAT DATA ARE WE COLLECTING.

THERE IS A FEELING OF TO ALEXANDRIA'S.

>> I WILL GO BACK AND SHARE MY SCREEN.

WHAT I'M GOING TO SHOW FIRST IS, I WANT TO SHOW, A COUPLE OF SLIDES HERE.

THE FIRST IS, THIS IS PART OF THE ALEXANDRA VA.GOV CORONAVIRUS PAGE.

YOU CAN GET TO THIS DASHBOARD PAGE.

THIS SHOWS THE NUMBER OF PEOPLE BY DEMOGRAPHICS.

HERE YOU CAN SEE, THERE HAS BEEN 319 CASES ON THIS DATE.

IN THE LATTER CATEGORY, VERY CLOSELY MIRRORS THE DEMOGRAPHIC OF THE TOTAL POPULATION.

SECONDLY, ONE OF THE THINGS WE ARE WATCHING IS, THIS IS SOMETHING UNIQUE.

WE HAVE A GOOD EPIDEMIOLOGY STAFF.

THEY HAVE WORKED ON THIS TO PULL PEOPLE TO FIND OUT WHERE PEOPLE ARE HAVING POTENTIAL EXPOSURES.

THIS IS WHEN SOMEONE HAS A POSITIVE CASE.

WE ASKED THEM WHERE OF YOU BEEN FOR THE LAST 14 DAYS.

WHAT ENVIRONMENTS HAVE YOU BEEN IN.

WE ARE FINDING THAT MOST COMMONLY PEOPLE ARE NAMING SOCIAL GATHERINGS.

[02:00:05]

RELATED TO YOUR QUESTION, ONE OF THE THINGS, BACK TO THIS PAGE.

IT ACTUALLY SHOWS, THE NUMBER OF OUTBREAKS AND IT SHOWS IT BY SCHOOL.

YOU CAN GO THERE AND SEE THERE HAS BEEN A PRIVATE SCHOOL THAT IS DEFINED AS TWO OR MORE CASES.

WE WERE NOT ABLE TO IDENTIFY WHERE ONE OF THEM GOT IT OUTSIDE OF THE SCHOOL SETTING.

THERE'S BEEN A NUMBER OF OUTBREAKS.

WE COULD NOT IDENTIFY WHERE THE OTHER CASES WERE CONTRACTED OTHER THAN THE SPORTING EVENT.

I REVIEWED THE PLANS, I THINK IT IS 11-12 DIFFERENT SCHOOLS.

THEY ARE ALMOST ALL DOING THE MEASURES AT LEAST FROM WHAT I KNOW OF IN THEIR PLAN.

WE DON'T HAVE A ROLE TO CHECK TO SEE IF PEOPLE ARE DOING WHAT THEY SAID BUT WHEN I REVIEWED THEIR PLANS ALL BUT ONE SAID THEY WOULD DO THE MEASURES IN TERMS OF THE CORRECT AND CONSISTENT USE OF SOCIAL DISTANCING AND THE OTHER MEASURES.

>> OKAY THANK YOU.

I DON'T SEE ANYTHING ELSE.

SO, I GUESS CARRY ON.

IS THERE MORE?

>> S, WE HAVE MORE TO THE PRESENTATION.

I KNEW WE WERE HAVE COMMENTS.

SO IF YOU CAN STAY PLEASE STAY WITH US BECAUSE WE MAY HAVE QUESTIONS LATER.

>> I WILL TURN THINGS BACK OVER TO DR. WILKINS AT THIS POINT.

>> THANK YOU AND GOOD EVENING BOARD MEMBERS.

JOINING ME ON THIS PRESENTATION IS MICHAEL CARSON WHO IS OUR DIRECTOR OF EMPLOYEE ENGAGEMENT RELATIONS.

I WILL BRIEFLY GO OVER A TIMELINE AND LET MICHAEL GIVE YOU PRELIMINARY STATISTICS OF THE RESULTS SO FAR.

WE STARTED OFF WE WANT TO BETTER UNDERSTAND THE IMPACT OF THE SITUATION.

THIS IMPACTS EVERYTHING.

THE WORKPLACE AS WELL AS HOME.

SO WE WANTED TO MEASURE THE EMPLOYEE'S ABILITY TO RETURN TO WORK GIVEN THE IMPACT OF THE PUBLIC HEALTH SITUATION.

AND DR. HUTCHINGS HOSTED WEBINARS TO EXPLAIN AND ALL EMPLOYEES SHOULD COMPLETE THE FORM.

TODAY, 2500 FORMS HAVE BEEN COMPLETED.

THEY WILL BE IN CONTACT WITH THE EMPLOYEES SO THEY CAN ACHIEVE ONE 100% COMPLETION OF THE FORM.

WE WILL TAKE THE NEXT FEW WEEKS TO ANALYZE THE DATA.

AN WE WILL GIVE YOU PRELIMINARY STATISTICS BUT WE DO NEED TIME TO UNDERSTAND WHAT THE WORK VERSUS TELLING LEFT DOWN TO THE SPECIFIC OFFICE OR DEPARTMENT THEREOF.

ONCE WE COMPLETE THE RETURN FORM WE PLAN TO, DO AN INTENT TO RETURN FORM.

THAT WILL BE ISSUED THE FIRST WEEK OF DECEMBER.

AND WE WILL USE THAT INFORMATION TO PLAN IN PERSON INSTRUCTION.

I WILL STOP THERE AND TRANSITION TO MICHAEL WHO WILL TALK ABOUT STATISTICS

>> THANK YOU.

THAT EVENING MEMBERS OF THE BOARD.

THE OFFICE OF EMPLOYEE ENGAGEMENT RELATIONS WITH CHARGE WITH THIS FORM TO GIVE TO ALL OF THE EMPLOYEES.

TODAY I WILL SHARE MOST OF THE FORMS WITH THE INITIAL RESULTS.

AS DR. WILKINS MENTIONED, APPROXIMATELY 97% OF THE EMPLOYEE'S RESPONSE WHICH IS A LI EMPLOYEES.

OF THE RESPONSES 12% OF THE STAFF MEMBERS FOR 316 ARE CURRENTLY REPORTING IN PERSON TO A WORK LOCATION.

THIS INCLUDES SOCIAL WORKERS AND THOSE REPORTING AS NEEDED.

[02:05:16]

OF THE REMAINING 88%, 2200 STAFF MEMBERS THAT ARE VIRTUAL, 59% OR ROUGHLY 1500 ARE UNABLE TO RETURN FOR VARIOUS REASONS.

41% OF THOSE RESPONDENT, THAT THEY COULD RETURN TO WORK IN PERSON.

THESE RESULTS ARE PRELIMINARY.

4% ARE ADMINISTRATORS.

59% ARE LICENSED STAFF.

AND 17% ARE FROM THE SUPPORT WORKFORCE.

>> THE NEXT STEP, IS TO ACHIEVE ONE 100% COMPLETION RATE AND VALIDATE THE DATA AND FINALLY ANALYZE AND REPORT THE DATA.

THIS CONCLUDES MY COMMENTS.

>> WE WILL SHARE A MORE DETAILED PRESENTATION NOVEMBER 23.

SO YOU WILL SEE, NOT ONLY THE STATISTICS BUT WE WILL SHARE THE QUESTIONS THAT WE ASK.

WE DO HAVE TO KEEP IN MIND, THAT MEDICAL CONDITIONS AND THINGS OF THAT NATURE ARE NOT PUBLIC INFORMATION WILL WE WILL USE PERCENTAGES AND NOT USE NAMES OR EMPLOYEE IDS OR ANYTHING.

I WANTED TO MAKE THAT CLEAR.

WE WILL FOLLOW ALL OF THE INFORMATION.

>> GOOD EVENING MEMBERS OF THE BOARD.

I'M THE EXECUTIVE DIRECTOR I AM HAPPY TO BE WITH YOU AND SHARE THE UPDATES ABOUT OUR RETURN TO SCHOOL FOR STUDENTS WITH DISABILITIES.

THIS WILL BE ON NOVEMBER 5 AND I WANT TO SHARE WITH YOU HOW THE PROCESS STARTED AND WHERE WE ARE RIGHT NOW.

IN ORDER TO PHASE THE STUDENTS BACK WE FIRST CARRIED OUT SIMULATIONS.

WE BROUGHT TOGETHER STAFF MEMBERS FROM THE DEPARTMENT OF OPERATIONS WHICH INCLUDED CUSTODIAL STAFF, TRANSPORTATION STAFF AND SCHOOL AND NUTRITION STAFF.

WE ALSO HAVE STAFF FOR SPECIALIZED INSTRUCTION.

WE HAD ABOUT 30 MEMBERS OF THOSE IN THE BUILDING THAT DAY, AND WE WALKED RIGHT THROUGH AND MODELED A SCHOOL DAY FOR STUDENT RETURN.

BUS DRIVERS WENT THERE AROUND AND ACTED AS STUDENTS.

WE WALKED THROUGH THE ENTRY PROTOCOL WE WALKED THROUGH ITS DISTRIBUTION OF FOOD.

WE TRANSITION STUDENTS TO CLASS.

TEACHERS ENGAGED IN ACTIVITIES AND WE THEN WENT THROUGH THE EXIT PROCEDURES AS WELL AS CLINIC PROCEDURES.

IT WAS SPECTACULAR.

IT WAS A REALLY WONDERFUL DAY.

IT WAS REALLY EMPOWERING TO SEE SO MANY PEOPLE COMMITTED TO THE OUTCOME.

AND I AM HAPPY TO REPORT WE DO HAVE STUDENTS BACK IN THE BUILDING.

IT IS A SMALL GROUP, AND WE ARE LOOKING TO EXPAND THAT AS THE SITUATION ALLOWS BUT WE DO HAVE STUDENTS BACK IN THE BUILDING.

WE HAVE A VERY SUCCESSFUL RETURN TO SCHOOL.

STUDENTS ARE HIGHLY ENGAGED.

TEACHERS ARE WORKING WITH THE STUDENTS.

>> I WANTED TO SHARE WITH YOU THE THINGS WE THOUGHT WERE IMPORTANT AND STAFF GOOD PRACTICE.

THAT IS THE STUDENT ARRIVAL AND DEPARTURE PROCEDURES.

WE WANTED TO ENSURE WE COULD FOLLOW THE BUS LOADING AND UNLOADING PROCEDURES.

STUDENTS ARE TRANSPORTED TO SCHOOL IN A COHORT.

WE ARE WORKING HARD TO MAINTAIN A COMPLETE BUBBLE.

SO WE WANT TO MITIGATE STUDENTS BEING EXPOSED AND STAFF BEING EXPOSED.

THEY GET ON AND OFF OF THE BUS IN A CERTAIN PROTOCOL.

[02:10:06]

WE ALSO LOOK AT INSTRUCTION ACTIVITIES.

WE HAD TWO VERY DETAILED CONVERSATIONS.

THIS IS SOMETHING I REALLY WANT TO SHARE PRIOR TO SHOWING THE VIDEO.

THE OFFICE OF SPECIALIZED INSTRUCTION AS WELL AS THE OFFICE OF STUDENT SERVICES, HAD VERY DETAILED CONVERSATIONS WITH THE TEAM.

WE MET TWICE WITH HIM TO DISCUSS THE NEEDS FOR THE STAFF.

RIGHT BEFORE WE OPENED THE CLASS AND BEGAN RETURNING STUDENTS, THE NEW CDC GUIDELINES CAME OUT ABOUT 6 FEET OF DISTANCE.

IF YOU CAN'T MAINTAIN 6 FEET, THEY ARE CONCERNED ABOUT BEING TOGETHER 15 MINUTES OR MORE WITHOUT MASKS.

WE HAD CONVERSATIONS BECAUSE STUDENTS WITH DISABILITIES WHO WERE RETURNING HAD SIGNIFICANT NEEDS DO NOT HAVE THE ABILITY TO NECESSARILY MAINTAIN SOCIAL DISTANCE AND WE RECOGNIZE THAT.

WE WANTED TO RECEIVE FEEDBACK TO ASCERTAIN HOW WE SHOULD HANDLE THAT AND SUPPORT THE STAFF.

DR. H RAISED THE ISSUE THAT THE STAFF SHOULD BE CONSIDERED GIVEN THEIR LEVEL OF EXPOSURE.

SO, WE CAME TO THE CONCLUSION THAT THE PPE THAT STAFF SHOULD BE WARY, WHERE THE FACEMASK, THE SHIELD AND THE GLOVES.

THAT IS HOW WE STARTED THE PROGRAM.

WE BEGAN WITH THAT LEVEL OF PPE.

CAP THIS TIME.

AN CLASH ARE WARY FACE COVERINGS.

-- AT THIS TIME THE CLASS ARE WARY FACE COVERINGS.

>> THE STUDENTS HAD BREAKFAST IN THE MORNING.

THEN THEY HAD A SNACK.

THEY TAKE HOME LUNCH AND DINNER.

THE AFTERNOON GROUP GETS LUNCH, SNACK AND A TAKE-HOME DINNER AS WELL.

WE HAVE EXTENSIVE HELP PROTOCOLS THAT WE ARE FOLLOWING.

WE HAD PARENTS FILL OUT FORMS. THEY HAVE SHARED CONTACT INFORMATION SO WE CAN DO CONTACT TRACING.

SO, WE HAVE BEEN ABLE TO RETURN STUDENTS TO CLASS.

WE HAVE TWO TEACHERS AND SIX STUDENTS WHO ARE ATTENDING AT 3:00 A.M.

AND 3:00 P.M.

IT HAD BEEN OUR PLAN TO EXPAND THE PROGRAM, STARTING ON THE 17TH.

THAT WAS ON THE SCHEDULE.

AT THIS TIME, WE DO NOT HAVE ENOUGH STAFF TO FULLY OPEN THE CLASSROOMS ON THE 17TH.

WE DO HAVE SOME SPECIFIC CONCERNS WITH THE STAFF WHO HAS HEALTH ISSUES AND AGE ISSUES AND OTHER THINGS THAT ARE PRECLUDING THEM FROM BEING ABLE TO RETURN.

WE ARE VERY MUCH IN THE PLANNING PROCESS FOR RETURNING STUDENTS ON NOVEMBER 30.

I HELD MEETINGS WITH THE STAFF THIS WEEK.

I MET WITH OVER 150 STAFF MEMBERS FROM OUR ELEMENTARY AND STRUCTURAL PROGRAM IN EARLY CHILDHOOD.

WE WERE ABLE TO PROVIDE DETAILED INFORMATION ABOUT ALL OF THE PROTOCOLS, ALL OF THE PROTECTIONS IN PLACE AS WELL AS WHAT THE INSTRUCTIONAL PROGRAMMING MAY LOOK LIKE.

THEY ALL HAVE THE OPPORTUNITY TO ASK ANY QUESTION THEY NEEDED.

WE WANTED TO MAKE SURE THEY HAD THE INFORMATION IN ORDER TO COMPLETE THEIR RETURN FORM.

>> I HAVE BEEN IN CONTACT WITH MICHAEL, AND THEY WILL AGGREGATE DATA REGARDING THE SPECIAL EDUCATION STAFF, SO WE CAN TAKE THAT PLANNING FORWARD.

WE ARE VERY MUCH IN THE PLANNING PHASE.

WE ARE VERY MUCH WORKING TOWARDS IMPLEMENTING OUR RETURN TO SCHOOL FOR STUDENTS ON NOVEMBER 30.

THEN WE ARE

[02:15:04]

BEGINNING TO MOVE INTO THE NEXT PHASE OF RETURNING TO MIDDLE SCHOOL.

WE ARE MOVING FORWARD.

WE ARE COMMITTED TO RETURNING STUDENTS TO SCHOOL AND WE ARE DOING EVERYTHING TO MAKE THAT HAPPEN.

I WANT TO SHARE AT THIS TIME IS A VIDEO AND YOU CAN SEE, ON A RAINY DAY, IT JUST SO HAPPENS IT WAS POURING BUT EVERYONE WAS A TROOPER.

I WANT YOU TO SEE THE SIMULATION AND OUR PRACTICE RUN.

>> I WANTED TO THANK OUR COMMUNICATIONS TEAM FOR PUTTING THAT TOGETHER.

I KNOW MS. WARNER MENTIONED THE PPE YOU SEE IN THE VIDEO, THIS WAS FOR THE CITY STUDENTS.

SOME HAD BUT THIS IS NOT THE WAY IT WILL LOOK WHEN THE STUDENTS RETURN.

THERE WILL BE ANOTHER VIDEO THAT GOES OUT TO SHOW THE DIFFERENT GROUPS.

THAT IS KEY AND VERY IMPORTANT FOR THE COMMUNITY ANYONE WHO HAS BEEN A TEACHER IT'S NO FUN BEING IN THE RAIN.

SO THIS WAS A HUGE ADVANTAGE THAT IT WAS ON A RAINY DAY BECAUSE THAT IS THE WORST CASE SCENARIO.

ANYTHING WORSE WOULD BE A SNOWY DAY.

I WOULD LIKE TO TURN IT OVER TO FARAH.

>> I APPRECIATE YOU PUTTING THIS TOGETHER.

I WANT TO SAY GOOD EVENING TO EVERYONE AND HELLO FELLOW COLLEAGUES.

I AM THE COORDINATOR OF SCHOOL IMPROVEMENT.

AS SUCH, I WORK IN THE DEPARTMENT OF TEACHER, LEARNING AND LEADERSHIP.

I SERVE AS THE DIVISION ADMINISTRATOR.

I WANT TO TALK TO YOU ABOUT THIS NEW INITIATIVE THAT WE STARTED.

WE WANTED A VISION ON HOW WE USE ASSESSMENTS.

I WANTED TO DRAW YOUR FOCUS TO THIS POINT.

WE WILL CREATE DATA AND GROUPINGS ALIGNED WITH TEACHING AND LEARNING.

THIS IS KEY BECAUSE WE WANT TO MAKE SURE THAT WE ARE USING ASSESSMENTS TO MAKE SURE THE INSTRUCTION IS ALIGNED WITH WHAT THE STUDENTS -- STUDENTS NEED TO KNOW NEXT.

>> SO THIS YEAR WE HAVE USE MEASURES OF ACADEMIC PROCESS OR ASSESSMENTS TO GIVE DATA POINTS TO HELP TEACHERS UNDERSTAND WHAT THEY CAN DO.

[02:20:21]

THIS IS A VERY DIFFERENT TYPE OF TEST.

IT'S DIFFERENT THAT THE TEST WE HAVE GIVEN IN THE PAST THIS IS A COMPUTER ADAPTIVE TEST THAT ALLOWS US TO SEE WHAT THE STUDENTS KNOW AND ARE READY TO LEARN NEXT BUT THEY ARE NOT BOUND BY GRADE LEVEL.

THIS HAS A LOW FLOOR AND A HIGH CEILING WHICH MEANS STUDENTS HAVE THE OPPORTUNITY TO SHOW WHAT THEY CAN DO, EVEN IF THEY ARE PERFORMING AT A LOW LEVEL OR PERFORMING BEYOND THAT.

IT ALLOWS US TO TRACK THEIR GROWTH OVER TIME SO AS THEY MATRICULATE THROUGH ELEMENTARY TO MIDDLE AND HIGH SCHOOL, WE CAN SEE HOW THEIR PERFORMANCE IS CHANGING AND GROWING, AS THEY LEARN MORE INFORMATION.

THIS APPROACH ALLOWS US TO PERSONALIZE THEIR INSTRUCTION.

THAT MEANS WE ARE ABLE TO MEET THEIR NEEDS IF THEY ARE PERFORMING AT GRADE LEVEL OR BELOW OR ABOVE.

IT IS A TRUE EMBODIMENT OF OUR 2025 STRATEGIC GOAL WHICH IS EQUITY FOR ALL.

LET'S GIVE INFORMATION ABOUT THE SCREENING.

THIS YEAR, RATHER THAN THE MAP GROWTH TEST, WE DECIDED TO GIVE A SCREENING TEST.

IT IS ALMOST IDENTICAL, IT IS A COMPUTER ADAPTIVE TEST THAT GIVES READING AND MATH BUT SIGNIFICANTLY SHORTER AT 19-20 QUESTIONS.

IT ALLOWS THE TEACHERS TO GET A GENERAL UNDERSTANDING OF HOW STUDENTS ARE DOING.

IT IS A SNAPSHOT.

IT WAS GIVEN TO STUDENTS IN GRADES 2-12 AND, WE JUST FINISHED THE TESTING WINDOW ON MONDAY.

THIS TEST ALLOWS US TO PROVIDE OVERALL RIT TEST AND WE CAN SEE DIFFERENT READINGS.

THIS APPROACH ALLOWS US TO SET BASELINE FOR GOAL SETTING AND INSTRUCTIONAL PLANNING.

SO TEACHERS CAN SEE INFORMATION IN THREE DIFFERENT WAYS.

THE THREE DIFFERENT WAYS WE CAN SEE IT IS THE GREAT REPORT, CLASS REPORT AND STUDENT PROGRESS REPORT.

THESE OF COURSE, ALLOW US TO DO DIFFERENT THINGS DEPENDING ON A PURPOSE WE'RE LOOKING AT FOR DATA.

WE LOOK AT GRADE LEVEL, FLEXIBLE GROUPING, CLASS LEVEL DIFFERENTIATION OR IF WE WANT TO LOOK AT INDIVIDUAL STUDENT PROGRESS SO WE CAN HAVE CONVERSATIONS WITH FAMILIES.

WE CAN USE THESE DIFFERENT REPORTS TO HELP US UNDERSTAND HOW STUDENTS ARE PERFORMING.

IT ALSO ALLOWS US TO DETERMINE COVID-19 LEARNING AND ESTABLISH BASELINE DATA AS WE WORK TO UNDERSTAND WHAT THE STUDENTS ARE DOING.

THIS TEST WAS A BIG LIFT FOR OUR FAMILIES AND STUDENTS AND TEACHERS.

IT WAS COMPLETELY NEW IN THIS REMOTE SETTING.

WE HAD TO UNDERSTAND, THERE WERE NEW COMPETENCIES THAT STUDENTS AND TEACHERS HAD TO L STANDARDIZED TEST VIRTUALLY.

TEACHERS WILL LEARN HOW TO INTERPRET THE SCORE IS NEXT WEEK AT TRAINING WE HAVE PLANNED.

IF YOU LOOK AT THE RIGHT SIDE OF THE CHART YOU CAN SEE WE HAVE PROVIDED DIFFERENT TRAINING OR WE WILL PROVIDE DIFFERENT TRAINING, BASED ON THE DIFFERENT KINDS OF GROUPS, THAT WE HAVE IN ACPS.

WE HAVE DATA COHORT AND THEY ARE LEARNING HOW TO USE THE DATA REPORTS FOR GROUPING, FOR THEIR PROCESSES AND FOR UNDERSTANDING INSTRUCTIONAL EXPECTATIONS AND PLANNING.

WE ALSO HAVE THE CLASS REPORT THAT DOES SIMILAR THINGS AND IT ALLOWS THE SPECIALIST LIKE OUR CASE MANAGERS TO UNDERSTAND HOW STUDENTS ARE DOING IN A CLASS.

WE HAVE A STUDENT PROGRESS REPORT THAT WE CAN USE WITH THE PARENTS, TEACHERS AND STUDENTS SO WE CAN HAVE COMPREHENSIVE CONVERSATIONS ABOUT THIS.

AGAIN, WITH ANY NEW INITIATIVE, TRAINING IS KEY.

IN ORDER FOR STUDENTS AND TEACHERS TO GET THE MOST OUT OF THE DATA, WE HAVE TO

[02:25:04]

TRAIN THEM TO MAKE SURE THEY UNDERSTAND WHAT THEY ARE SEEING AND HOW THEY CAN EXPLAIN IT.

THOSE TRAININGS WILL OCCUR NEXT WEEK.

SO, ONE THING THAT IS VERY IMPORTANT FOR US IS THE IDEA OF DATA TRIANGULATION.

IT IS NOT A BEST PRACTICE TO USE ONE SINGLE DATA POINT TO MAKE BIG DECISIONS FOR THE STUDENTS.

SO WHAT WE DO AS A BEST PRACTICE AND WHAT WE ARE TEACHING THE TEACHERS TO DO IS LOOK AT A VARIETY OF DIFFERENT DATA SOURCES.

WE WANT TO ASK THE QUESTION ALWAYS, IS THIS PERFORMANCE TYPICAL FOR THE CHILD.

WE ARE ASKING TEACHERS TO CONSIDER MAP DATA OUTSIDE OF THEIR CLASSROOMS AND THE COMMON ASSESSMENTS THEY HAVE GIVEN.

I THINK THE DOCTOR MENTIONED SOME OF THE ASSESSMENTS.

WE ARE THINKING ABOUT THE OFF TARGET LEARNER.

AND TO UNDERSTAND HOW THE STUDENT IS PERFORMING.

WE ARE LOOKING AT STUDENT READING LEVELS AND WE ARE THINKING ABOUT THE TESTING ENVIRONMENT AND WHETHER THE STUDENTS HAVE ALL OF THIS.

ALL OF THIS DATA IS CONTEXTUALIZING FEATURES THAT HELP US UNDERSTAND WHETHER MAP DATA IS CONFIRMING OR REFUTING WHAT WE THINK THE CHILD IS LEARNING BEFORE WE MAKE DECISIONS ABOUT PLACING CHILDREN IN CERTAIN WE WANT TO SHOW THEM HOW TO USE THE DATA IN CONCERT WITH OTHER DATA WE ARE LOOKING AT TRANS AND WE WANT TO MAKE SURE WE ARE PROVIDING A RIGOROUS AND ROBUST INSTRUCTION BECAUSE THAT IS WHAT WE DO HERE.

I WANT TO THANK EVERYONE FOR YOUR TIME AND ATTENTION.

THAT IS THE TOTALITY OF MY COMMENTS.

>> AS WE TRANSITION INTO ATHLETICS, I KNOW THE DOCTOR WAS ABLE TO TOUCH ON THIS AND ONE THING I WANT TO SAY, I REALLY AM DISHEARTENED, BY THE VIRGINIA HIGH SCHOOL LEAK AND DISAPPOINTED BECAUSE OF THE FACT THAT, THEY RECENTLY RELEASED THEIR GUIDELINES THAT, IT IS ENCOURAGING SCHOOL DIVISIONS TO HAVE ATHLETES PERFORM AND BE PART OF COMPETITION WITHOUT FACE COVERINGS.

NOT PRACTICING THE 6-FOOT DISTANCING.

BUT THESE AREN'T THE SAME STUDENTS WHO ARE IN SCHOOL DAY TO DAY.

IT IS CONTRADICTORY.

I KNOW OUR ATHLETIC DIRECTOR IS GOING TO BE ABLE TO GO THROUGH SOME OF THE GUIDELINES BUT I WANTED TO STRESS, HOW I THINK IT IS THIS IS NOT ALIGNED WITH CDC GUIDELINES OR, OR THE VIRGINIA DEPARTMENT OF HEALTH.

I WANT TO TURN THINGS OVER TO MR. PARKER.

WE ALSO HAVE PETE WHO IS OUR HIGH SCHOOL PRINCIPAL WHO WILL SHARE REMARKS AS WELL.

>> GOOD EVENING.

I APPRECIATE THE OPPORTUNITY TO SPEAK AND ABOUT THE DECISIONS WE NEED TO MAKE.

I WILL GIVE A QUICK OVERVIEW ON WHAT WE HAVE BEEN DOING AND WHAT I CALL ATHLETIC QUARANTINE.

WE HAVE HAD GUEST SPEAKERS SPEAK SUCH AS LEGEND AND NEW ENGLAND PATRIOTS AND ANALYST WOODY AND A LACROSSE LEGEND.

WE HAVE ALSO DONE AND EXERCISE CONTEST AS WELL AS USING HOME EXERCISE.

MANY OF OUR COACHES ARE VOLUNTEER THEIR TIME TO DO FILM STUDIES BE ASSUMED.

AND WE AS AN ATHLETIC DEPARTMENT HAVE PUSHED FORWARD TO BE THE GOLD STANDARD.

WE WANT TO CREATE NEW PROGRAMS THAT WE WANT TO LAUNCH.

SOME OF THE PROGRAMS INCLUDE, OUR ATHLETIC DEPARTMENT.

WE ALSO HAVE A FUNDRAISING BOARD.

WE HAVE THE CREATION OF AN ACADEMIC PROGRAM AND THE LAUNCH OF TWO PROGRAMS THAT WILL FOCUS ON AT RISK ATHLETES.

[02:30:02]

WE ALSO HAVE A PROGRAM WITH ATHLETES WHO PARTICIPATE IN MULTIPLE SPORTS.

WE WANT TO REWARD KIDS WHO ARE DOING MULTIPLE THINGS IN THE DEPARTMENT.

WE HAVE BEEN PUTTING TOGETHER PLANS TO BRING THE ATHLETES BACK SAFE AND SOUNDLY IN THIS ERA THAT WE ARE CURRENTLY LIVING IN.

>> NOW I WILL GIVE MORE INFORMATION ABOUT THE START DATES.

THEY HAVE DECIDED AT THIS MOMENT TO ALLOW ATHLETIC PROGRAMS TO RESUME AND THE SPORT SEASON STARTS DECEMBER 7.

THE FALL SEASON WILL FOLLOW THAT.

SO ALL OF THE SPORTS SEASONS HAVE BEEN ADJUSTED TO ACCOMMODATE ONLY 60% OF THE SCHEDULE.

FOR EXAMPLE, IF WE HAVE TEN FOOTBALL GAME SCHEDULED WE WOULD ONLY PLAY SIX OF THEM.

AS I STATED BEFORE, THE WINTER SPORTS SEASON WILL START AND FALL SPORTS WOULD START FEBRUARY 15.

IN THE SPRING SPORT SEASON WOULD START APRIL 12.

JUST RECENTLY, WHAT DR. HUTCHISON WAS REFERRING TO THEY RELEASED THE SECOND SET OF GUIDELINES TO PARTICIPATE.

AS WE SIT RIGHT NOW, THE DEPARTMENT IN RECENT MONTHS, STARTED WORKOUTS BASED ON PHASE THREE.

THAT WAS THE FIRST THING HE RELEASED A FEW MONTHS AGO.

>> BOTH PLANS ALLOW FOR, OUR ATHLETES TO PRACTICE IN A SAFE MANNER.

THEY ARE MORE IN SYNC WITH THE SAFETY PLANS.

THIS WOULD GIVE THEM THE OPPORTUNITY TO PRACTICE BUT NOT COMPETE AGAINST EACH OTHER.

>> DIFFERENT TRAINING EXERCISES TO GO OVER ALL OF THE VARIOUS DIFFERENT PROTOCOLS.

THAT IS IN ORDER TO RESUME SPORTING ACTIVITIES.

I WANT TO GIVE YOU AN OVERVIEW ON IF WE RESUME THE SPORTING ACTIVITIES AND HAVE EVERYONE COMPETE IN THEIR RESPECTIVE SPORTS SEASONS.

FIRST OF ALL FACE COVERINGS.

EVERYONE WOULD BE REQUIRED TO WEAR FACE COVERINGS BUT NOT WHILE PLAYING GAMES OR DURING PRACTICE.

THIS REQUIREMENT WOULD ALSO MEAN THAT REFEREES AND OFFICIALS WOULD HAVE TO WEAR THEM AS WELL.

CURRENTLY SIDELINE CHEER IS THE ONLY ONE THAT PARTICIPANTS WOULD HAVE TO WEAR MASKS AT ALL TIMES.

THEY WOULD ALSO HAVE TO STAY IN THE STANDS AND CAN'T BE ON THE FLOOR CHEERING DURING THE GAMES.

AS IT RELATES TO SOCIAL DISTANCING, WHEN THEY ARE NOT PARTICIPATING THEY NEED TO SOCIAL DISTANCE.

ON THE SIDELINES WE HAVE TO HAVE ALL OF THE ATHLETES 6 FEET APART.

IF YOU WATCH THE NBA BUBBLE YOU MAY HAVE SEEN HOW THE BENCHES WERE SPREAD OUT.

IF WE HAVE FANS, THEY WOULD BE ON ONE SIDE OF THE FACILITY.

THERE WOULD BE NO FIST BUMPS.

NO AFTER GAME AND SHAKESPEARE REALISTICALLY YOU JUST WANT TO GET YOUR STUFF AND GO THERE'S NO MEETINGS IN THE LOCKER ROOM.

AS IT RELATES TO FANS, IF THE SCHOOL SYSTEM DECIDED TO HAVE FANS THEY WOULD HAVE TO WEAR FACE COVERINGS.

THE GUIDELINES STATE THE CAPACITY IS 50% OR A MAXIMUM OF 250 PEOPLE.

SO HERE, WE WOULD ONLY BE HOSTING THE WINTER SPORTS.

THIS WOULD BE, 250 PEOPLE IF THEY CHOSE TO DO THAT.

AS FAR AS THE GAMEPLAY, EVERYTHING AS SPECIFIC PROTOCOLS.

THEY HAVE LIMITED THE AMOUNT OF MINUTES YOU CAN WRESTLE.

SWIMMING AND DIVING, THEY REQUIRE THE ATHLETES COMPETING TO COME TO THE POOL DECK ONLY WHEN THEY ARE COMPETING.

OTHER THAN THAT THEY HAVE TO STAY OUTSIDE.

EACH SPORT AND SPECIFIC THINGS YOU CAN AND CAN'T DO.

SOME THINGS, ARE MORE EGREGIOUS THAN OTHERS IF YOU WILL.

AS IT RELATES TO CLEANING, ANY THINK YOU HAVE, WOULD HAVE TO BE SANITIZED AFTER THEY WERE USED.

[02:35:09]

AS A SCHOOL SYSTEM, WE HAVE THE ABILITY TO CANCEL CERTAIN SPORTS.

SOME SCHOOLS ARE NOT DOING WRESTLING.

OR THEY ARE NOT DOING JV OR FRESHMAN.

YOU CAN'T TAKE THINGS AWAY.

EVERY CHILD WOULD HAVE TO HAVE A WATER BOTTLE.

>> WE WERE ABLE TO FOLLOW THE CURRENT GUIDELINES THAT HAVE BEEN PROVIDED.

NOW I WILL HAVE PETE TALK ABOUT THE AREA SCHOOL SYSTEMS AND HOW THE GUIDELINES ARE IN DEPTH WITH WHAT WE HAVE DONE.

>> THANK YOU.

THANK YOU MR. PARKER.

GOOD EVENING EVERYONE.

WE ARE CLOSELY MONITORING WITH THE SCHOOL SYSTEMS ARE DOING WITH THEIR ATHLETIC PROGRAMS. AS YOU MAY KNOW, MOST CANCEL THEIR WINTER SPORTS BUT RECENTLY DECIDED TO HOLD SOME OF THEIR SPORTS.

THE CITY OF RICHMOND HAS CANCELED BEARS.

FAIRFAX IS STILL MOVING FORWARD.

PUBLIC SCHOOL PUSHED BEARS TO START IN 2021.

IN SOUTHERN MARYLAND, OUR NEIGHBORS ARE HONORING THEIR DECISION.

WHEN REVIEWING THE VIRGINIA GUIDELINES WE SEE AREAS THAT DO NOT ALIGN WITH THE MODEL.

FOR EXAMPLE, ESSENTIAL FEATURES AND BEHAVIORS, AND DEALING WITH THIS PANDEMIC SUCH AS ADHERING TO SOCIAL DISTANCING AND WEARING FACE COVERINGS WHEN INPUT CLOSE PROXIMITY CANNOT BE ACHIEVED IF WE FOLLOW THE GUIDELINES THAT MR. PARKER JUST REVIEWED.

AS THE PRINCIPAL ON A MAJOR SUPPORTER AND ADVOCATE FOR STUDENTS PARTICIPATING IN ATHLETICS, EXTRACURRICULAR ACTIVITIES AND DAY TO DAY SCHOOLING BUT WE NEED TO HAVE A PLAN ALIGNED WITH OUR MODEL FOR SCHOOLING.

ESPECIALLY IN INSURING EVERYONE'S SAFETY DURING THE PANDEMIC.

MR. PARKER RECENTLY SUBMITTED THE RETURN TO PLAY GUIDELINES TO THE ALEXANDRIA HEALTH DEPARTMENT FOR THEIR REVIEW AND FEEDBACK.

I WILL DO A QUICK EXPERT -- EXCERPT OF WHAT THEY SENT BACK.

THE HEALTH DEPARTMENT UNDERSTANDS THE IMPORTANCE OF ATHLETICS FOR PHYSICAL AND MENTAL HEALTH AND THE IMPORTANCE OF PRACTICING LIFE SKILLS.

OKAY WITH NORTHERN VIRGINIA, INCREASING NUMBERS OF REGIONAL AND NATIONAL AND WITH SCHOOLS OPENING THE HEALTH DEPARTMENT DOES NOT RECOMMEND CONDUCTING SPORTING ACTIVITIES IN WHICH THERE ARE CLOSE PROXIMITY OF ATHLETES.

I WILL EMPHASIZE WITH A BIG EMPHASIS HOW HARD IT WAS TO MAKE THIS DECISION.

ABOVE ALL ELSE THE SAFETY OF THE STUDENTS AND STAFF AND COMMUNITY IS FIRST.

THOSE MUST BE PRIORITY NUMBER ONE.

WE MUST REMEMBER THAT WE ARE STILL IN A GLOBAL PANDEMIC WHERE THE NUMBER OF CASES ARE MOVING IN THE WRONG DIRECTION.

IN ADDITION WE MUST ENSURE ALIGNMENT IN THE PLANS FOR RETURNING TO SCHOOL AND ATHLETIC SPIRIT THEY MUST BE CROSSWALK WITH THE EVER-CHANGING NATURE OF THE PANDEMIC.

AS THE PRINCIPAL I KNOW MY STUDENTS WOULD HAVE A HARD TIME RECONCILING WHY ATHLETES COULD RETURN TO PLAY AND WHY THEY CAN'T BE IN THEIR CLASSROOMS. IN CLOSING, DR. HUTCHINS AND MEMBERS OF THE SCHOOL BOARD, BASED ON THE CURRENT DATA AND THE HEALTH DEPARTMENT AND THE FACT THAT THE GUIDELINES DO NOT ALIGN, I CANNOT RECOMMEND WINTER SPORTS MOVING FORWARD AT THIS TIME, THIS WOULD COMPROMISE THE SAFETY OF THE STUDENTS, STAFF AND OVERALL COMMUNITY.

THANK YOU.

>> GOOD EVENING EVERYONE.

THIS BRINGS US TO THE END OF OUR PRESENTATION BUT I DID WANT TO HIGHLIGHT THE WORK UNDERWAY TO SUPPORT THE PHASED ENTRY OF STUDENTS.

GROUP ONE THEY ARE LOOKING TO IDENTIFY THE KEY ACTIONS FOR WHAT THEY ARE DOING.

[02:40:11]

WE HAVE A MEETING TOMORROW WITH DR. HART AND HER TEAM TO LOOK AT SOME OF THE AREAS THAT WOULD AFFECT THAT GROUP OF STUDENTS.

FOUR GROUPS 2-3, THESE ARE TWO GROUPS THAT ARE BEING LED BY THE TEAM ON THIS SLIDE.

WE DO HAVE SOME QUESTIONS THEY ARE FOCUSING ON, IF WE WERE TO IMPLEMENT A HYBRID MODEL, WHAT PROFESSIONAL SUPPORT DO WE NEED TO PUT IN PLACE AND IF WE REMAIN VIRTUAL, WHAT DIFFERENT LEVELS DO THE STUDENTS NEED.

IT'S NOT LISTED HERE BUT DR. HUTCHINS ALLUDED TO IT.

THIS GROUP ALSO IS WORKING ON THIS.

WHAT ARE THE DIFFERENT LEVELS OF SUPPORT.

IN ADDITION IT'S NOT LISTED HERE.

THIS GROUP ALSO IS WORKING ON BECAUSE THEY'LL HAVE TO BEGIN TO IDENTIFY THE POTENTIAL TYPE OF A SCHEDULE SHOULD WE RETURN A GROUP OF STUDENTS IN PERSON SO THIS GROUP WILL ALSO BE WORKING ON THAT DESIGN.

SOME OF YOU MAY REMEMBER WHEN WE FIRST STARTED EVEN WITH 1.0 AND 2.0 THE TEAM STARTED LOOKING AT DIFFERENT SCHEDULES SO WE WILL BE ABLE TO BUILD ON THAT EXISTING WORK.

GROUP 4 YOU HEARD A LITTLE BIT ABOUT THAT TONIGHT.

THAT GROUP WILL CONTINUE TO BEGIN THE IDENTIFY THE TRENDS AND IMPLICATIONS FOR PHASING IN OUR STAFF MEMBERS BASED ON THE RESULTS AND THAT -- THOSE RESULTS WILL BE PRESENTED LATER.

JUST WANT TO ILLUSTRATE TO YOU THAT THE GROUPS ARE WORKING AND WE WILL BEGIN TO CONTINUE TO REPORT OUT ON THE WORK THAT IS RESULTING AND OCCURRING WITH THESE GROUPS.

AND DR. HUTCHINSON.

>> BEFORE WE TRANSITION TO THE MADAM CHAIR TO OPEN THE FLOOR FOR QUESTIONS I DID WANT TO ASK FOR DR. HART TO ELABORATE AND NOT THAT I WANT TO KEEP TALKING ABOUT THE SOCIAL DISTANCING IN OUR CLASSROOMS AND THE SAMUEL TUCKER PHOTO BUT IT'S IMPORTANT TO EXPLAIN HOW WE CAME ONE THOSE MEASUREMENTS AND HOW THAT FIVE DESK IS NOT A DIVISION WIDE NUMBER AND HOW WE LOOK AT OUR BUILDING CAPACITY.

SO DR. HART IF YOU COULD PROVIDE SOME MORE INSIGHT ON OUR MEASUREMENTS, PLEASE.

>> ABSOLUTELY.

THANK YOU SO MUCH AND GOOD EVENING, BOARD MEMBERS.

SO TO DR. HUTCHINS POINT I HOPE TO CLARIFY SOME OF THE QUESTIONS REGARDING OUR CAPACITY EXAMPLE.

THE FIRST THING THAT I WANT TO REALLY STRESS THAT IS WE GO INTO OUR FIELD VERIFICATIONS UNDERSTANDING THAT WE HAVE TO LOOK AT OUR ROOMS IN A HOLISTIC APPROACH TO INCLUDE NOT JUST THE DISTANCING FROM STUDENT TO STUDENT BUT ALSO HOW THOSE STUDENTS AND HOW THE TEACHERS WILL MOVE THROUGHOUT THE CLASSROOM AND MAINTAIN THE APPROPRIATE SOCIAL DISTANCING BASED OFF OF THAT MOVEMENT SO, I WANTED TO START OFF WITH THE DISCREET POINTS AND THAT OUR STUDENTS AND/OR INSTRUCTIONAL STAFF WILL MOVE THROUGHOUT THE ROOM THROUGHOUT THE DAY.

AS WE'RE SOCIAL DISTANCING OUR DESKS THAT WE'RE ALSO CONSIDERING OUR WALKWAYS BECAUSE OUR STUDENTS HAVE TO GET TO THEIR DESK.

THEY ARE NOT GOING TO NECESSARILY SIT IN THE CENTER OF THE DESK.

THEY MAY MOVE DIRECTLY IMMEDIATELY AROUND THEIR DESK AND WE WANT TO PROVIDE SPACE FOR THOSE CONSIDERATIONS.

THE NEXT PIECE THAT I WANTED TO SPECIFY BECAUSE I DON'T OFTEN HEAR IT MENTIONED WHEN WE'RE HAVING QUESTIONS ABOUT CAPACITY IS THAT THE FACT THAT WE HAVE TO ACCOMMODATE DESKS FOR OUR TEACHING AND INSTRUCTAL STAFF.

A KIDNEY BEAN SHAPE TABLE AND THAT TAKES UP QUITE A BIT OF SPACE.

ALSO TO MAKE SURE THAT WE'RE ACCOMMODATING TEACHER FURNITURE AS WELL.

ANOTHER GREAT EXAMPLE OF THAT IS THE PHOTOS THAT WERE SHOWN FOR THE CITYWIDE SIMULATION AT JEFFERSON HOUSTON AND ONE OF THE ROOMS THERE ARE THREE TEACHER AND/OR INSTRUCTIONAL DESKS THAT WE HAVE TO MAKE ROOM FOR IN THAT SPACE SO JUST WANTING TO KEEP THAT IN MIND.

AND WE SPOKE ABOUT THIS EARLIER IS THAT SOME OF OUR ROOMS DO HAVE BUILT IN CABINETRY AND MILLWORK THAT WE CANNOT REMOVE.

[02:45:02]

WE CANNOT CHANGE AND SO THAT DOES USURP SOME OF THE SPACE AVAILABLE IN THE ROOMS TO BE ABLE TO ACCOMMODATE ADDITIONAL DESKS.

WE'VE ALSO ILLUSTRATED IN THE IN THE FRONT OF THE ROOMS AS THE INSTRUCTOR SAFE SPACE.

A SIX-FOOT SOCIAL DISTANCE FROM THE FRONT ROW OF THE STUDENT CLASSROOMS. WE'RE TRYING TO THINK ABOUT THE TOTAL CLASSROOM EXPERIENCE AND THE STAFF HAVE A LEVEL OF SAFETY AND COMFORT KNOWING THAT THEY ARE PROVIDED MARKERS.

WE'VE SPOKEN ABOUT IT BEFORE BUT I WANT TO REMIND ABOUT THE EXCESS FURNITURE PIECE BECAUSE THAT IS A PIECE THAT WE'RE WORKING ON AND ARE GOING TO HAVE TO EVENTUALLY KIND OF COME TO A PLACE OF HOW WE'RE GOING TO STORE THIS FURNITURE.

WE CAN STORE THE FURNITURE IN OUR CLASSROOMS WHICH DOES IN SOME CASES ELIMINATE SPACE FOR ADDITIONAL DESK TO BE PLACED OR WE CAN STORE THEM IN OUR LARGER SPACES SUCH AS OUR CAFETERIAS OR GYMS. WE WOULD BE ABLE TO PROGRAM THOSE SPACES FOR A RETURN TO SCHOOL ESPECIALLY IN THE CASE WHERE WITH A NEED THOSE INDOOR SPACES FOR BREAKS OR OTHER TYPE OF PROGRAMMING THAT WOULD NO I HOPE EVERYONE KEEPS THAT IN MIND.

AS WE CONTINUE TO STRESS WE ARE STRICTLY ADHERING TO OUR CDC AND AHD GUIDANCE OF THE SIX-FOOT SOCIAL DISTANCING.

JUST TO SHARE I DO HAVE AND HAVE HAD CONVERSATIONS WITH SOME OF MY COLLEAGUES AS WELL AS TEAM MEMBERS.

THEY DEFINITELY TRY TO MAINTAIN THE SIX-FOOT DISTANCING WHERE POSSIBLE BUT THAT IS NOT NECESSARILY CONSISTENT.

WE'RE STRICTLY ADHERING TO THAT.

AND THEN LASTLY WANT TO SPEAK TO AGAIN THE MISPERCEPTION THAT FIVE STUDENT DESK IS ALL WE CAN FIT THROUGHOUT THE DIVISION.

THAT WAS NEVER THE INTENT AND I'M SORRY THAT THE VISUAL CAME ACROSS THAT WAY.

TRYING TO EXPLAIN THE CONCEPT OF SOCIAL DISTANCING CAN BE VERY DIFFICULT ESPECIALLY FOR THOSE THAT ARE VISUAL PEOPLE.

AND NEED TO ACTUALLY SEE THE SPACE.

OUR INTENT WAS TO START PROVIDING SOME OF THAT VISUAL EXPERIENCE SO EVERYONE WOULD UNDERSTAND THAT THEY WOULD BE COMING BACK TO A MUCH DIFFERENT LAYOUT IN TERMS OF CLASSROOM SPACE AND JUST SCHOOL SPACE IN GENERAL.

AND I NOTED THAT THERE WAS AN EARLIER COMMENT ABOUT A DISCREPANCY.

THERE WERE FIVE DESK ILLUSTRATED HOWEVER IF WE HAD REMOVED THE EXAMPLES FURNITURE WE WOULD HAD BEEN ABLE TO FIT A 6TH DESK.

I WANTED TO BE ABLE TO EXPLAIN THAT DIFFERENCE FOR SAMUEL TUCKER.

MY TEAM AND I HAVE CONTINUE TO DO FIELD VERIFICATION EXERCISES.

AS WE'RE MEASURING ON AVERAGE WE'RE ROUGHLY ABLE TO FIT SEVEN DESK.

SO FIVE IS DEFINITELY NOT A MOVING AVERAGE.

THAT WAS ONE CASE IN POINT WITH SAMUEL TUCKER AND AS MY TEAM AND I CONTINUE TO DO FIELD VERIFICATIONS WHERE YES WE ARE LITERALLY MEASURING EVERY DESK.

AT TIMES IT HAS TAKEN US TWO AND A HALF TO THREE HOURS TO MAKE SURE THAT WE'RE DOING SO IN A VERY SHOUTFUL AND TRANSPARENT WAY AND DOCUMENTING THAT THROUGH PICTURES AS WE'RE DOING OUR FIELD VERIFICATION.

I WANTED TO BE ABLE TO PROVIDE ADDITIONAL CONTEXT REGARDING OUR CAPACITY.

[02:50:04]

OUR PICTURES AND THE EXAMPLES.

AND LET EVERYONE KNOW THAT MY TEAM AND I ARE DEFINITELY WORKING THROUGH EVERY SINGLE NUANCE THAT WE'RE DISCOVERING AND WE'LL CONTINUE TO DO SO AS WE MOVE FORWARD IN OUR HYBRID HOPEFULLY RETURN TO SCHOOL PLANS.

>> THANK YOU SO MUCH DR. HART AND TO OUR ENTIRE FACILITIES AND OPERATION'S TEAM I HAVE TO THANK YOU ALL FOR THE HARD WORK THAT YOU'RE DOING.

SOME PEOPLE MAY INSULT YOUR INTELLIGENCE BUT I KNOW THAT WE'RE NOT GOING TO GO IN TO GIVE INFORMATION THAT IS FALSE.

I DON'T WANT OUR TEAM TO TAKE THAT PERMANENTLY.

I UNDERSTAND THAT SOME PEOPLE MAYBE THEY DON'T HAVE THE FACTS OR DON'T WANT TO UNDERSTAND THE PROCESSES THAT WE'RE PUTTING IN PLACE BUT WE'RE DOING A THOROUGH JOB EVERY DAY TO ENSURE THAT OUR STUDENTS AND OUR STAFF THAT THEY HAVE A HEALTHY AND SAFE ENVIRONMENT.

I'M STILL TRYING TO UNDERSTAND WHY THAT IS A PROBLEM.

WHY IS THAT AN ISSUE FOR US TO TRY TO DO WHAT IS RIGHT IN REGARDS TO THE HEALTH AND SAFETY.

THAT IS ONE OF THE NUMBER ONE PRIORITIES WE HAVE.

THANK YOU EVERY DAY FOR THE WORK THAT YOU ARE DOING AND YOU SHOULD NOT HAVE TO COME OUT HERE TO SPEAK ON HALF OF YOUR STAFF TO INFORM THE COMMUNITY THAT WE'RE NOT GIVING FALSE INFORMATION.

I THINK THAT TO ME IS UNACCEPTABLE BUT I WANTED US TO DO IT TODAY SO WE CAN SAY IT AND MOVE ON.

BUT WE WILL NOT BE TALKING ABOUT THIS AGAIN.

I'M GOING TO TURN IT OVER TO MADAM CHAIR AND THANK YOU FOR YOUR INPUT.

I KNOW YOU'RE READY FOR QUESTIONS.

THANK YOU.

>> THAT WAS A PRETTY ROBUST PRESENTATION.

SO I'M NOT SURE AND WE DID STOP PART OF THE WAY THROUGH FOR QUESTIONS.

I DON'T SEE ANYTHING RIGHT NOW BUT BOARD MEMBERS -- OKAY I HAVE MS. GREENE.

>> AND I JUST HAD A COUPLE OF QUESTIONS ABOUT THE VHSL.

AND THIS BOARD SEASONS.

ARE WE LOOKING AT EACH SEASON AS IT COMES UP SO IT'S NOT RECOMMENDED THAT WE PAY FOR WINTER BUT WHEN THE FALL SEASON COMES UP IT SAID IN FEBRUARY WE WOULD THEN RE-- EXAM IN.

THAT IS QUESTION NUMBER ONE.

QUESTION NUMBER TWO WITH ARLINGTON CHANGING COURSE AND NOW PLAYING THE WINTER SPORTS SEASON WILL THEY BE PLAYING WHILE THE STUDENTS ARE NOT THEIR HIGH SCHOOL STUDENTS ARE NOT IN THE BUILDING? IN THE SCHOOL BUILDINGS?

>> TO ANSWER THE FIRST QUESTION WE'RE TAKING EACH SEASON ONE AT A TIME.

SO WE ARE DECIDING NOT TO DO WINTER SPORTS THAT DOES NOT AFFECT FALL OR SPRING AT THIS CURRENT TIME.

IN REGARDS TO ARLINGTON I DON'T KNOW IF THEY ARE GOING BACK TO SCHOOL OR NOT.

I DON'T BELIEVE SO.

DR.HUTCHINS MAY HAVE MORE OF AN INSIGHT ON THAT.

THEY ARE NOT DOING WRESTLING FOR EXAMPLE AND THEY HAVE SOME OTHER LIMITATIONS.

THEY ARE NOT GOING TO HAVE ANY FANS AND I BELIEVE IN BASKETBALL THEY MAY NOT BE DOING JV OR FRESHMAN.

JUST VARSITY BUT THAT MAY BE CHANGING.

WE KNOW THAT THEY'VE REVERTED BACK TO SAYING THEY ARE GOING TO BE COMPETING IN WINTER SPORTS.

>> OKAY.

I HAVE DR. REESE.

>> THANK YOU FOR THAT THOROUGH PRESENTATION DR. HUTCHINS AND EVERYONE ON THE TEAM AND THANK YOU DR. HART FOREGOING THROUGH THE EXPLANATION AND THE BUILDING CAPACITY.

I WOULD LIKE TO SPEAK TO THAT AS WELL.

THIS IS A REALLY CHALLENGING TIME THAT WE'RE IN AS WE'VE HEARD THROUGHOUT THIS PRESENTATION.

AND I KNOW THAT AS A SCHOOL DIVISION THERE ARE THINGS THAT WE CAN DO BETTER WITH OUR COMMUNICATIONS AND WE'RE GOING TO BE TALKING ABOUT OUR COMMUNICATION'S AUDIT RIGHT AFTER THIS.

OUR COMMUNICATIONS TEAM IS WORKING VERY HARD.

THE ISSUE WITH THE TUCKER CLASSROOM, WE HAVE RECEIVED VERY MANY E-MAILS ABOUT THAT AND I'VE RESPONDED TO SOME.

I HAVE NOT BEEN ABLE TO RESPOND TO ALL OF THE MANY HUNDREDS OF E-MAILS I'VE GOTTEN RECENTLY BUT I KNOW DR. HUTCHINS HAS RESPONDED TO SOME AS WELL.

AND I GUESS WHAT I WANT TO SAY -- I REALLY WANT TO ASK THE COMMUNITY TO WORK WITH US.

BECAUSE I THINK THAT MISINFORMATION IS REALLY -- IT CAN REALLY SPREAD RAPIDLY AND IT'S NOT HELPFUL FOR OUR ULTIMATE GOAL OF GETTING KIDS BACK IN THE CLASSROOM AS SOON AS POSSIBLE.

AFTER WE RECEIVED AN E-MAIL ON OCTOBER 21ST I E-MAILED DR. HUTCHINS AND I ASKED HIM TO CLARIFY THIS ISSUE ABOUT THE -- FIVE DESK PER CLASSROOM WAS NOT WHAT WE WERE USING AND I ASKED TO PLEASE PUT THAT ON THE FACT PAGE ON THE PHASED REENTITY

[02:55:01]

WEBSITE.

THANK YOU FOR DOING THAT.

AND THANK YOU FOR CONTINUING TO DR. HART FOR CONTINUE TO REPEAT THIS MESSAGE THAT THAT IS A MISCONCEPTION.

THAT HAS GOTTEN A LOT OF TRACTION IN OUR COMMUNITY AND I AM STILL HEARING EVEN TONIGHT I'M GETTINGSING A MESSAGE ABOUT WHY WERE THE CHAIRS ZIG-ZAGGED AND NOT IN STRAIGHT ROWS.

IT'S NOT A DIAGRAM.

IT'S A CLASSROOM.

AT SOME POINT WE HAVE TO HAVE SOME FAITH HERE IN OUR LEADERS AND TO DR. HUTCHINS POINT THIS IS NOT AN ATTEMPT TO NOT BRING KIDS BACK TO THE CLASS.

WE HAVE UNDERSTAND THAT IT'S VERY CHALLENGING THAT SOME KIDS ARE HAVING A CHALLENGING TIME.

I'VE TALKED ABOUT MY OWN CHILDREN'S EXPERIENCE.

AS A BOARD WE'RE REALLY CONSIDERING -- WE ARE VERY SUPPORTIVE OF THE IDEA OF GETTING OUR KIDS BACK IN THE CLASSROOM.

WE HAVE WANT TO DO IT THE RIGHT WAY AND THE SAFE WAY SO I JUST ASK FOR SOME UNDERSTANDING I GUESS TO THAT POINT.

AND FOR PEOPLE TO MAYBE JUST DO A LITTLE BIT OF FACT CHECKING AND IF YOU CAN'T FIND THE ANSWER PLEASE ASK US AND WE WILL TRY TO CLARIFY THAT.

I WANTED TO MAKE ANOTHER POINT I GUESS TOO AND THAT IS ABOUT THE CITYWIDE PROGRAM THAT REOPENED.

I KNOW THAT THAT -- THAT WAS A BIG UNDERTAKING TO TO GET THE SIX STUDENTS BACK INTO THE CLASSROOM AND ALL THAT WENT INTO THE PLANNING.

AND ALL OF THE STEPS THAT HAD TO BE TAKEN AND THE STAFF MEMBERS THAT WERE INVOLVED IN MAKING THAT WORK.

SO I REALLY APPRECIATE EVERYONE WHO HAS BEEN WORKING HARD ON THAT.

THAT SAID I KNOW THAT FOR SOME OF OUR FAMILIES IN THE CITYWIDE PROGRAM WHO WE WERE NOT ABLE TO BRING BACK ON A TIME LINE THAT WE WERE PROJECTING IT WAS VERY DISAPPOINTING SO I KNOW WHEN -- I UNDERSTAND WHY WE CALL THAT SUCCESSFUL AND I THINK IT WAS BUT I ALSO WANT TO BE MINDFUL OF THOSE FAMILIES WHO WERE FEELING A LITTLE BIT DISAPPOINTED AND I THINK IT HAS BEEN KIND OF A PILOT PROJECT SO WE'VE BEEN HAVING SOME LESSONS LEARNED AND WE'RE GOING TO MOVE FORWARD WITH THAT.

I JUST WANTED TO REALLY ACKNOWLEDGE THAT.

AND THEN I GUESS MY QUESTION IS -- ON THE INTENT TO RETURN FORM IT SOUNDS LIKE DR. HUTCHINS THAT WE'RE PLANNING TO -- COLLECT THAT INFORMATION FROM FAMILIES IN THE COMING -- AT THE END OF NOVEMBER, BEGINNING OF DECEMBER AND I WAS INTERESTED IF YOU COULD TALK MORE ABOUT THAT.

AND I THINK SOME OF THE QUESTIONS THAT I KNOW PARENTS ARE WANTING TO KNOW IS WILL MY CHILD BE ABLE TO STAY WITH THEIR TEACHER.

OR IF WE DECIDE TO STAY VIRTUAL IF WE INDICATE THAT WE WANT TO STAY VIRTUAL ARE WE GROWING TO BE ABLE TO OPT IN TO VIRTUAL LATER.

I WANTED TO MENTION SOMETHING ELSE THAT I'VE BEEN THINKING -- ABOUT.

WHEN WE LOOK AT THE DATA ON THE BUILDING CAPACITY WITH THE SOCIAL DISTANCING, WE HAVE ABOUT 15,500 STUDENTS RIGHT NOW AND ACCORDING TO WHOLE SCHOOL DIVISION DATA POINT WAS THAT WE CAN ACCOMMODATE ABOUT 5100 STUDENTS IF WE SOCIALLY DISTANCE.

AND I'VE HEARD FROM I'VE EVEN STARTED HEARING FROM PEOPLE TELL US JUST GIVE IT TO NEXT YEAR ALREADY.

THEY WANT TO MAKE SURE EVERYBODY CAN COME BACK NEXT YEAR.

MY INITIAL RESPONSE IS OUR PLANNING NOW IS LIKE PLANNING FOR NEXT YEAR ESSENTIALLY BUT AS I'VE THOUGHT IT THROUGH I THINK BY STARTING IN THE FULLY VIRTUAL MODEL AND NOW HAVING TO PIVOT TO A HYBRID MODEL IT CREATES THESE KINDS OF CHALLENGES I THINK AND SOME MEMBERS OF OUR -- SOME OF COMMUNITY MEMBERS HAVE SAID JUST GIVE FAMILIES A CHOICE WHETHER OR NOT THEY WANT TO COME BACK AND MAYBE IF SOME PEOPLE WANT TO STAY HOME THEN YOU CAN YOU'RE GOING TO BE ABLE TO DO TWO DAYS A WEEK OF A CONCURRENT MODEL INSTEAD OF THE ONE DAY.

I'VE BEEN THINKING ABOUT DO WE NEED TO CREATE A MODEL THAT IS GOING TO BE SUSTAINABLE MEANING CAN IT SCALE UP TO ACCOMMODATE ALL OF OUR STUDENTS.

THE VIRUS IS VERY UNPREDICTABLE.

THERE IS NEWS ABOUT OF THE VACCINE BUT HOW LONG WILL IT TAKE FOR THE COMMUNITY TO BE VACCINATED.

[03:00:01]

SO I'M -- THAT IS SOMETHING I'VE BEEN THINKING THROUGH.

IS IT THE MODEL THAT WE'RE LOOKING TO DEVELOP SOMETHING THAT IS SUSTAINABLE AND CAN ACCOMMODATE EVERY SINGLE PERSON WHO WANTS TO COME BACK.

ANY OF THOSE THINGS THAT YOU COULD SPEAK TO WOULD BE GREAT.

ABOUT THE INTENT TO RETURN FORM FOR FAMILIES AND HOW THAT WOULD BE USED AND ANY INSIGHT INTO YOUR PLANNING GIVEN OUR CAPACITY CONSTRAINTS.

>> YES.

AND THANK YOU DR. REESE.

I AM GLAD YOU REPEATED THOSE QUESTIONS.

BECAUSE I WAS THINKING ABOUT YOUR COMMENTS WHICH WERE SPOT ON.

IN REGARDS TO THE INTENT TO RETURN FORM FOR FAMILIES SO WE ARE GOING TO HAVE A COMMUNITY MEETING ON DECEMBER 1ST AND DECEMBER 2ND AND THEN RIGHT AFTER OR FOLLOWING THE DECEMBER 2ND COMMUNITY MEETING THERE WILL BE COMMUNICATIONS THAT WILL GO OUT TO OUR FAMILIES TO COMPLETE AN INTENT TO RETURN FORM AND THIS WILL HAPPEN IN THE POWER SCHOOL AND THE PURPOSE IS BECAUSE IT'S ATTACHED TO EVERY STUDENT SO WE CAN ASSURE EVERY SINGLE STUDENT HAS SOME KIND OF INTENT TO EITHER RETURN OR REMAIN VIRTUAL.

IT IS VERY CHALLENGING FOR US TO BE IN A SITUATION WHERE WE HAVE -- ALLOW FAMILIES TO SWITCH BACK AND NORTH BECAUSE LOOK HOW MUCH IT WAS TO GET SIX KIDS IN THE BUILDING.

THIS IS SERIOUS.

I'M NOT MAKING THIS UP.

I'M NOT SAYING IT TO MAKE IT A CHALLENGE OF RETURNING BACK TO SCHOOL BUT IT WAS A LOT OF EFFORT TO GET EVEN JUST SIX STUDENTS INTO OUR BUILDING SO ONCE WE SOLIDIFY OUR PLANS AND WE HAVE A FLUID APPROACH THAT WILL MEAN THAT EVERY OTHER WEEK WE WILL BE CHANGING THOSE PLANS AND IT MAY NOT GUARANTEE THAT OUR FAMILIES CAN REMAIN WITH THEIR TEACHERS AND WE'RE GOING TO HAVE TO BE UP FRONT.

WE'RE GOING TO TRY TO DO THAT AS MUCH AS POSSIBLE BUT THERE IS NO GUARANTEE THAT STUDENTS CAN REMAIN WITH THEIR TEACHERS.

THOSE ARE THE TYPES OF THINGS THAT WE WILL BE TALKING THROUGH DECEMBER 1-2 SO PARENTS HAVE TANGIBLE INFORMATION SO WHEN IT'S TIME TO DO YOUR INTENT FORM YOU HAVE SOMETHING TO GO BY.

OUR TARGET IS TO HAVE MORE DATA TO SHARE OUT LIKE WE'RE DOING TOGETHER.

EVERY TIME WE COME TOGETHER THERE IS MORE INFORMATION TO GIVE.

WE COULD TALK ALL DAY LONG ABOUT THE INFORMATION BECAUSE THIS IS SUCH AN EVER CHANGING SITUATION.

IT IS LIKE UNLIMITED INFORMATION.

AND WE HAVE TO PIVOT FOR EVERY DECISION THAT IS MADE BECAUSE WHEN WE MAKE ONE DECISION IT DOES HAVE AN IMPACT ON EITHER ANOTHER GROUP OR ANOTHER DECISION.

SO, ITS LIKE AN ONGOING KIND OF PROBLEM SOLVING SITUATION THAT IS NOT AS SIMPLE AS HEY LET'S JUST LET EVERYBODY COME BACK AND WE CAN DO IT IN FIVE MINUTES AND SOLVE THE PROBLEM.

IF WE COULD TRUST ME WE HAVE SOME VERY STRONG AND TALENTED PEOPLE ON OUR TEAM.

WE WOULD HAVE ALREADY FIGURED THAT OUT AND I DON'T THINK ANYBODY AROUND THE COUNTRY HAS YET.

SO I JUST SAY THAT YES WE WILL PROVIDE THOSE INTENT FORMS DECEMBER 2ND IS WHEN THEY WILL BE RELEASED BUT DECEMBER 1ST AND 2ND WE WILL BE GOING THROUGH ALL OF THE LOGISTICS FOR THE FAMILIES IN.

REGARDS TO FUTURE PLANNING WE ARE GOING TO BE LOOKING AT HOW CAN WE TRY BECAUSE THE BOARD MADE THE MOTION TO LOOK AT PRE-K-12 GRADE RETURNING IN FEBRUARY OF 2021.

WE'RE STRIVING TO HAVE PRE-K-12 ABLE TO RETURN IN 2021 SO, THAT IS THE PLANNING THAT WE'RE WORKING THROUGH.

THE KEY FACTOR THAT WE DO NEED WHICH I'M FINALLY -- WE DO HAVE THAT IS THE INTENT TO RETURN FOR STAFF BECAUSE THE STAFFING COMPONENT IS BEFORE WE GET TO EVEN THE STUDENT NEEDS.

WE HAVE TO DETERMINE HOW MANY STAFF MEMBERS WE'RE ABLE TO BRING BACK SO THAT WE CAN DETERMINE HOW MANY STUDENTS WE CAN ACTUALLY ACCOMMODATE AND THEN WHAT TYPES OF MODELS WE'RE GOING TO NEED TO PIVOT TO.

JUST A MATTER OF THE NUMBERS -- WE'VE LOOKED AT ONE DAY A WEEK.

TWO DAYS A WEEK.

THREE DAYS A WEEK.

WEEK AFTER WEEK.

OR BIWEEKLY.

WE ALREADY HAVE ALL OF THE DIFFERENT TYPES OF MODELS ONCE WE GET THESE SOLIDIFIED NUMBERS AND ACCURATE NUMBERS AND NOT GENERAL NUMBERS WE WILL BE ABLE TO DETERMINE WHICH ONE WE NEED TO PIVOT TO.

[03:05:03]

>> OKAY.

THANK YOU.

NEXT UP WE HAVE MS. ALDERTON.

>> THANK YOU.

I JUST HAVE A QUESTION.

I'M WONDERING IF IT'S WORTH SHARING AND REGARDING BECAUSE RIGHT NOW THE ONE EXAMPLE THAT MOST PEOPLE HAVE THAT IS TANGIBLE IS THE CITYWIDE CLASSROOM AND I'M WONDERING IF IT'S WORTH SHARING HOW STAFFING IMPLICATIONS ARE EVEN DIFFERENT BASED ON THE STUDENTS BEING SERVED.

SO RIGHT NOW YOU KNOW GIVEN THE EXAMPLE THAT WE HAVE FOR CITYWIDE ESSENTIALLY WE HAVE A TWO TO ONE RATIO FOR STUDENTS VERSUS ADULTS IN THE CLASSROOM.

BUT THERE IS A REASON FOR THAT.

RIGHT? SO I'M JUST WONDERING IS THAT SOMETHING THAT WE'RE SHARING WITH THE COMMUNITIES TO UNDERSTAND EVEN HOW EVERY SITUATION IS DIFFERENT BASED ON THE STUDENTS BEING SERVED IN THEIR NEEDS, THE STAFFING ALSO IS ADJUSTED IN THAT WAY?

>> MR. WESTERNER.

>> DO YOU WANT ME TO SPEAK TO THAT?

>> YES.

GO AHEAD.

>> THANK YOU.

THE STAFFING RATIOS FOR STUDENTS WITH DISABILITIES VARY ACROSS THE CONTINUUM BUT THE STAFFING RATIOS THAT WE HAVE IN PLACE FOR OUR STUDENTS IN THE CITYWIDE CLASSROOMS FOR STUDENTS IN KINDERGARTEN YOU WILL THROUGH HIGH SCHOOL ESPECIALLY THROUGH OUR MIDDLE SCHOOL PROGRAM BUT ELEMENTARY PROGRAM THAT WE'RE DEALING WITH RIGHT NOW WE STAFF ONE TEACHER AND TWO PARA PROFESSIONALS FOR EVERY SIX STUDENTS SO THERE ARE VERIFY THOSE ARE VERY SPECIFIC RATIOS BASED ON THE SPECIFIC NEEDS OF THOSE STUDENTS MANIFEST AND THAT IS WHY WHEN WE TALKED ABOUT THE PPE ISSUES AND SOME OF THE OTHER THINGS THAT YOU SAW IN THE VIDEOS THOSE STUDENTS NEEDS REQUIRE SUCH CLOSE PROXIMITY AND INTERACTION FROM THE TEACHERS AND THOSE T STUDENTS ARE NOT MASK CAPABLE IN ALL CASES SO, THAT IS REALLY THE IMPACT THERE.

SOME OF OUR OTHER CLASSES FOR STUDENTS WITH DISABILITIES EXPAND THE STAFFING WHEN WE LOOK AT BRINGING BACK THE STUDENTS IN THE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM THOSE TEACHERS ARE STAFFED ONE TEACHER, THOSE CLASSES ARE STAFFED ONE TEACHER ONE PARA PROFESSIONAL FOR 8 STUDENTS.

WE ARE LOOKING AT THE POTENTIAL TO BRING BACK 8 STUDENTS PER TEACHER TEAM.

SO WE WOULD HAVE FOUR IN THE MORNING AND FOUR IN THE AFTERNOON.

WHEN WE'RE LOOKING AT BRINGING BACK OUR K-5 STUDENTS FOR THE READING AND MATH SERVICES -- BRINGING BACK SOMEWHERE AROUND THE NEIGHBORHOOD OF SIX STUDENTS FOR EVERY TEACHER AND IF WE BRING A PARA PROFESSIONAL BACK WE WOULD BRING 8 STUDENTS BACK.

SO THOSE CLASS SIZES WILL CHANGE AND THEY WILL EBB AND FLOW DEPENDING ON THE CLASS CONFIGURATION THAT WE'RE PUTTING TOGETHER AND THEN THERE IS THE OTHER NONSPECIAL-ED CLASSES WHICH DR. HUTCHINS BUT THANK YOU FOR THAT OPPORTUNITY TO CLARIFY.

>> AND I JUST BRING THAT UP BECAUSE AGAIN THOSE ARE LIKE THE LITTLE DETAILS THAT A COMMUNITY LOOKING IN MAY NOT FULLY UNDERSTAND THAT COULD BE HELPFUL.

IF WE WERE ABLE TO SOMEHOW SHARE THAT OUT.

>> IT DOESN'T LOOK LIKE WE HAVE ANY MORE QUESTIONS SO WE'RE GOING TO HEAR ABOUT THIS AGAIN AT OUR NEXT REGULAR MEETING ON THE 23RD.

WHAT THE UPDATES ARE THEN AND SO WE'LL MOVE AHEAD TO OUR NEXT ITEM WHICH IS OUR COMMUNICATIONS AUDIT UPDATE.

[13. Communications Audit Update]

DR. HUTCHINS.

>> THANK YOU MADAM CHAIR AND I WOULD LIKE TO HAVE FOR OUR CHIEF I WANT TO SAY NEW BUT JULIA IS NOT NEW ANY NOR.

FEELS LIKE IT'S BEEN A MILLION YEARS SINCE THE TIME SHE STARTED ON JULY 1.

BUT SHE IS OUR NEW CHIEF OF SCHOOL AND COMMUNITY RELATIONS AVENUE A PART OF OUR REORGANIZATION LAST YEAR WAS TO BRING OUR COMMUNICATION TEAM AND OUR COMMUNITY PARTNERSHIPS DEPARTMENTS TOGETHER UNDER ONE ROOF AND I JUST HAVE TO SAY THAT JUST OVER THE PAST FEW MONTHS SINCE JULY I HAVE SEEN A TREMENDOUS AMOUNT OF ADDITIONAL SUPPORT, SYNERGY, EFFICIENCY, EFFECTIVENESS THAT HAS HAPPENED UNDER HER LEADERSHIP.

[03:10:01]

I WOULD LIKE TO INTRODUCE JULIA TO GO OVER OUR COMMUNICATIONS UPDATE.

THANK YOU.

>> THANK YOU SO MUCH FOR THE WARM WELCOME AND IT'S BEEN A LITTLE OVER FOUR MONTHS.

TIME IS MOVING FAST AS WE KNOW SO THANK YOU FOR ALLOWING ME TO JOIN THE TEAM.

I WILL BE JOINED BY -- WE WILL BE PRESENTING TOGETHER.

I'M GIVING YOU A SNAPSHOT OF OUR COMMUNICATION UPDATE.

I'M GOING TO SHARE MY SCREEN SO WE CAN GET STARTED.

SORRY ABOUT THAT.

HAVE TOO MANY WINDOWS OPEN.

GOOD EVENING MADAM CHAIR AND VICE CHAIR AND BOARD MEMBERS AND DR. HUTCHINS.

I'M EXCITED TO BE HERE THIS EVENING.

-- IT WAS BEFORE MY TIME SO I'M SHARING SOME INFORMATION TO START AND THEN I'LL HAND IT OVER FOR MORE SPECIFICS.

WE'RE SPECIFICALLY TALKING ABOUT THE COMMUNICATION AUDIT THAT WAS SHARED WITH THE SCHOOL BOARD ON JANUARY 9, 2020.

BY BETSY OVER CAMP SMITH WHO WAS ENLISTED TO HELP WITH THIS PARTICULAR COMMUNICATIONS AUDIT.

SINCE THEN THE OFFICE COMMUNICATIONS HAS DRAFTED AN ACTION PLAN TO IMPLEMENT THE RECOMMENDATIONS THAT CAME OUT OF THE AUDIT.

MY PRESENCE AND ROLE AS DR. HUTCHINS ELUDED TO IS AS A DIRECT RESULT OF THIS AUDIT.

I WAS INTERESTED IN JOINING A SCHOOL DISTRICT THAT WAS WILLING TO LOOK INWARD.

OFTEN TIMES COMMUNICATIONS IS THE LAST THING THAT MANY ORGANIZATIONS THINK ABOUT.

I WAS EXCITED TO JOIN A TEAM THAT UNDERSTAND STOOD THE IMPORTANCE OF THE COMMUNICATIONS AND ENGAGEMENT PLAN AND WILLING TO MAKE THE ADJUSTMENTS.

PARTICULARLY IN SCHOOLS WHERE TWO-WAY COMMUNICATION AND ENGAGEMENT IS CRITICAL AND KEY WITH OUR PARTNERSHIP WITH THE PARENTS.

THANK YOU FOR RECOGNIZING THIS NEED AND CREATING THE SPACE FOR THIS WORK BUT BEFORE I MOVE FORWARD LET ME REMIND YOU OF THE MEMBERS OF THE TEAM.

WE ARE A SMALL BUT MIGHTY TEAM THAT IS HIGHLY SKILLED AND COMMITTED AND PASSIONATE ABOUT THE WORK THAT WE DO.

HELEN LLOYD IS OUR EXECUTIVE DIRECTOR OF COMMUNICATIONS.

IT HAS BECOME EVEN MORE DIFFICULT.

HELEN HAS HELPED ME MAKE MY TRANSITION SMOOTH HERE AS WE'VE WORKED AS A TEAM TO BRING OUR COMMUNICATIONS TO THE NEXT LEVEL WHICH HAS RESULTED IN SOME SUCCESSES THAT YOU'LL HEAR ABOUT TONIGHT.

-- MCCORMICK IS RESPONSIBLE FOR LARGE ANNUAL PROJECTS SUCH AS THE WELCOME PACKETS, KINDERGARTEN AND.

VERY IMPORTANT.

I'LL HEAR A LOT ABOUT HER ROLE IN THIS PRESENTATION.

JULIE WAS JUST PART-TIME UNTIL AUGUST AND WE WORKED HARD TO MAKE HER POSITION FULL-TIME WITH ADJUSTMENTS.

ESPECIALLY DURING THESE TIMES WHEN POSITIVE STORIES ARE CRITICAL.

SUSAN THOMAS IS OUR VIDEOGRAPHER AND PHOTOGRAPHER.

YOU SAW SOME OF HER WORK TONIGHT.

SHE POSES SORT IS AN AIR LINE STEWARDS THIS WEEK.

WEBSITE AND VIRTUAL PLUS WEBSITE -- THAT WE'VE TODAY CREATE FOR THIS EVER CHANGING WORK.

AND THEN LASTLY WE WELCOMED ALEXANDER AS A PART-TIME ADMINISTRATIVE ASSISTANT OVER A MONTH AGO.

SO WE'VE BEEN WORKING HARD AS A TEAM AND I'M GOING TO PASS IT OVER TO HELEN AND I

[03:15:08]

WILL COME BACK LATER.

>> THANK YOU MS. BORGOS.

>> GOOD EVENING.

I'M HELEN LLOYD.

TODAY'S PRESENTATION IS AN OVERVIEW OF THE ACTION PLAN AND THE AUDIT RECOMMENDATIONS HAVE BEEN COMPLETED SINCE JANUARY.

MANY OF THE RECOMMENDATIONS HAVE BEEN IMPLEMENTED -- WERE IMPLEMENTED PRIOR TO THE SCHOOL CLOSURES AND THE REMAINING ARE EITHER IN PROGRESS OR UNDER DEVELOPMENT.

WHAT AREAS ARE STILL UNDER DEVELOPMENT DUE TO COVID-19 AND WHAT ARE THE NEXT STEPS.

SO THERE ARE FOUR AUDIT AREAS WITH RECOMMENDS.

-- RECOMMENDATIONS.

AREA ONE WITH FIVE RECOMMENDATIONS.

AREA TWO EMERGENCY COMMUNICATIONS WITH SIX RECOMMENDATIONS.

AREA THREE COLLABORATION AND OPPORTUNITY WITH SEVEN RECOMMENDATIONS AND AREA FOUR PROCESSES AND TOOLS WITH ELEVEN RECOMMENDATIONS AND THIS MAKES 29 RECOMMENDATIONS IN TOTAL.

NOW FIVE PRIORITY RECOMMENDATIONS.

TWO OF THESE THE TIME STUDY AND THE IMPLEMENTATION -- >> I DON'T SEE THE SLIDES MOVING.

ADVANCING FORWARD.

>> YES.

JULIA WAS ACTUALLY ADVANCING THE SLIDES.

>> WE'RE ON SLIDE FOUR.

>> CAN EVERYONE SEE THAT NOW? SLIDE 4.

>> THANKS.

>> THANK YOU FOR LETTING US KNOW.

>> AND PLEASE LET US KNOW IF IT HAPPENS AGAIN.

THE FIVE PRIORITY RECOMMENDATIONS.

TWO THE TIME STUDY AND THE LIMB HE MEN TAKES PROJECT MANAGEMENT SYSTEM HAS BEEN IMPLEMENTED.

THE CUSTOMER SERVICE RESPONSE SYSTEM AND THE WEBSITE REOF LAUNCH BOTH VERY LARGE PROJECTS ARE STILL UNDER DEVELOPMENT.

WHILE ONE PROFESSIONAL LEARNING IS IN PROGRESS.

SO OUT OF THE 29 RECOMMENDATIONS AND WE SHOULD GO TO THE NEXT SLIDE 13 HAVE BEEN COMPLETED.

SIX ARE IN PROGRESS OR ONGOING.

10 ARE UNDER DEVELOPMENT DUE TO COVID-19 AND WE DO ADMIT THAT THE PANDEMIC HAS DEFINITELY CREATED SOME DELAYS IN THE IMPLEMENTATION OF THESE.

YOU CAN SEE HOW THIS BREAKS DOWN ON THIS SLIDE.

I'M NOT GOING TO READ OUT THE LIST OF NUMBERS BUT YOU CAN SEE HOW THIS BREAKS DOWN BY AREA HERE.

SO ON SLIDE SEVEN -- THE TEAM COMPLETED A TIME STUDY.

OVER THE COURSE OF A THREE WEEK PERIOD.

WE WANTED TO MAKE SURE WE WERE CAPTURING THIS ACCURATELY.

IN LATE JANUARY AND EARLY FEBRUARY OF THIS YEAR.

THE STUDY REVEALED THAT BETWEEN A THIRD AND A HALF OF ALL EMPLOYEE TIME IS SPENT REACTING TO ISSUES OR CRISIS MOSTLY DIVISION DRIVEN.

MEDIA CONTENT TAKES DOUBLE THE AMOUNT OF TIME THAT IS ACTUALLY ALLOCATED TO IT AT THE TIME OF THE AUDIT.

WE ONLY HAD A -- THE SIX MONTHS PRIOR TO THE AUDIT.

50% OF THE COMMUNITY OUTREACH, A POSITION THAT WAS WITHIN OUR OFFICE AT THE TIME OF THE AUDIT BUT IT HAS MOVED OVER TO THE -- COMMUNITY PARTNERSHIPS -- CONSIDERABLE TIME IS ACTUALLY SPENT DELIVERING EQUIPMENT TO SCHOOLS TO SUPPORT BASIC AV NEEDS MANY OF WHICH COULD HAVE MANAGED ON-SITE WITH WELL HIVLY MINOR SUPPORT.

A THOROUGH TIME STUDY WILL BE CONDUCTED IN 2021.

TO CONTINUE WITH COMPLETED RECOMMENDATIONS.

THE POSITION WAS INCREASED BY A .

[03:20:02]

5FTE IN MID-AUGUST THIS YEAR.

THIS WAS FUNDED THROUGH REALLOCATION OF FUNDS FROM THE ADMINISTRATIVE ASSISTANT POSITION.

IT IS BEING REDUCED TO A .

5 TO COVER THIS COST.

HOWEVER THIS ADJUSTMENT HAS RESULTED IN AN INCREASE IN MEDIA OUTREACH BY 100% THROUGH RELATIONSHIP BUILDING AND ALSO INCREASED -- AND AN CREASE IN WASHINGTON POST COVERAGE FOR EXAMPLE.

SO PRIOR TO JULY 2019 WE REALLY BARELY HAD ANY POSITIVE STORIES ON THE FRONT PAGE OF THE WASHINGTON POST AT ALL.

MOST WERE NEGATIVE.

AND IN THE PAST YEAR WE'VE NOW HAD AN AVERAGE OF TWO STORIES ON THE FRONT PAGE THAT ARE POSITIVE MEDIA STORIES EVERY SINGLE MONTH SINCE THEN AND THAT IS A TRUE SUCCESS.

I'M GOING TO HAND OVER TO MS. BORGOS.

>> THANK YOU SO MUCH, HELEN.

AS I MENTIONED EARLIER MY EXISTENCE IS BECAUSE WE COMBINED THE OFFICES AND CREATED THIS POSITION AND I'M EXCITED ABOUT THAT SO NOW WE HAVE THE OFFICE OF COMMUNICATIONS AND THE OFFICE OF COMMUNITY PARTNERSHIPS AND ENGAGEMENT.

IT WAS ESTABLISHED AND COMBINED UNDER ONE UMBRELLA STARTING ON JULY 1ST WITH THE SUPERINTENDENT'S ORGANIZATION AND THIS IS SOMETHING THAT WE FULLY SUPPORT.

THE WHOLE TEAM WORKS TOGETHER.

WE HAVE BEEN MEETING AND I'LL TALK ABOUT THIS LATER BUT WE'VE BEEN WORKING REALLY HARD TO BRING THOSE TEAMS TOGETHER AS WELL AS EVEN WITH THE ADMINISTRATIVE ASSISTANT THAT WE HIRED THAT SUPPORTS BOTH SIDES OF THE TEAM MOSTLY ON THE COMMUNICATION SIDE BUT AS WELL AS FOR MYSELF.

THE COMMUNITY OUTREACH POSITION THAT HELEN JUST SPOKE ABOUT THAT IS WE ORGANIZED THAT AS WELL SO THAT POSITION IS UNDER COMMUNITY OUTREACH SO -- IS SUPERVISING THAT POSITION CREATING A TEAM THAT BRIDGES ACROSS BOTH OF THE DEPARTMENTS SO A LOT OF THE WORK THAT WAS SORT OF SEPARATE BEFORE THAT GOES TO THAT TEAM WILL NOW BE SUPPORTING BOTH SIDES BRINGING AND WORKING TOGETHER TO HELP US DO MORE OF THE GELLING THAT WE NEED TO DO.

WE HELD A DEPARTMENT RETREAT EARLIER THIS YEAR IN SEPTEMBER AND WE'VE BEEN MEETING REGULARLY AND WE STARTED SOMETHING FUN SORT OF IN THE SELF-CARE REALM OF HAVING BROWN BAG LUNCHES WITH OUR TEAM SO WE CAN GET TO KNOW EACH ONE BETTER AND WE'VE BEEN RECRUITING SOME OF THE MEMBERS OF OUR TEAM TO DO THAT AND WE HAD OUR FIRST ONE LAST WEEK WHICH WAS FUN AND HELPED THE TEAM TO GET TOGETHER.

ASK PEOPLE TO TAKE LUNCH AND TAKE CARE OF THEMSELVES WHILE GETTING TO KNOW EACH OTHER.

EVEN THOUGH THEY WERE WORKING IN THE SAME SCHOOL DIVISION SOME OF THEM DIDN'T KNOW THE SKILL SETS AND TALENTS THAT EACH OTHER HAD.

ONE WAY WAS WHEN WE DID OUR REOPENING CHAT AND THE IDENTITY PROJECT.

BOTH HAVE BROUGHT THE TEAMS TOGETHER AND HAVE HELPED TO TAP INTO THE EXPERTISE OFF BOTH ENDS AND THAT HAS BEEN A REAL POSITIVE BECAUSE WE HAVE TANGIBLE THINGS TO WORK -- ON TOGETHER.

I'M GOING TO HAND IT OVER TO HELEN AND COME BACK TO TELL YOU THE NEXT STEPS AS WE MOVE THROUGH THE PROCESS.

>> SINCE JANUARY AND THE AUDIT RECOMMENDATIONS CAME OUT ALL MEMBERS OF THE OFFICE OF COMMUNICATIONS HAVE COMPLETED CROSS TRAINING.

THEY KEEP UPDATING AND WE HAVE IF YOU ARE NOT USING THEM ALL THE TIME NOT ALL OF THE MEMBERS OF THE STAFF DO WE WANT TO MAKE SURE THEY ARE KEEPING THEIR SKILLS UP-TO-DATE.

ALSO AN EMERGENCY DEBRIEFING SYSTEM WHICH WE HAD USED A COUPLE OF TIMES.

A CROSS DEPARTMENTAL EVENT PLANNING PROCESS HAS BEEN ESTABLISHED.

YOU'LL HEAR MORE ABOUT THAT LATER.

AND WE'VE ALSO INTRODUCED A WEEKEND HOLIDAY ON CALL CALENDAR SYSTEM WHICH OUR TEAM REALLY APPRECIATES AND MEANS EVERY TEAM MEMBER IS ON DUTY FROM FRIDAY EVENING THROUGH THE 6:00 A.M.

MONDAY MORNING ONCE A MONTH.

THEY APPRECIATE THAT BECAUSE THEY FEEL LIKE THEY ARE FREER ON THE WEEKENDS WHEN THEY ARE NOT ON CALL.

WE PRESENTED TO 80 PLUS REALTOR IN THE SPRING.

MOST WERE IN PERSON AND ONE OR TWO OF THEM WERE VIRTUAL ONCE WE HAD CLOSED AS WELL AND WE CONTINUE THAT PROCESS.

[03:25:03]

WE HAVE A REALTOR RESOURCE OF PAGE THAT IS ACCESSIBLE ON THE HOME PAGE AND YOU CAN SEE THAT PRESENTATION POSTED THERE AS WELL.

IN FEBRUARY WE LAUNCHED A PROJECT MANAGEMENT TOOL FOR SLT.

PRINCIPALS AND STAFF.

WE BUILT OUR OWN TOOL FOR PROJECT MANAGEMENT IN HOUSE.

NOT ONE TOOL DID ALL OF THE JOBS THAT WE NEEDED AND WE'RE LUCKY TO HAVE SUCH A SKILL SET IN-HOUSE.

STAFF COMMUNICATING REQUEST THROUGH AN ON-LINE FORM THAT FEEDS DIRECTLY INTO OUR INCOMING PROJECTS SECTION.

THESE ARE TRIAGED AND ASSIGNED A PRIORITY ACCORDING TO URGENCY AND TIMING AND MOST IMPORTANTLY ACCORDING TO ACPS2020-2021 FOCUS AREAS.

WE INTRODUCED IN EARLY OCTOBER ONCE WE STARTED TO CLIMB OUT OF THE IMMEDIATE CRISIS PRESENTED BY THE PANDEMIC.

THERE WAS A LITTLE HIATUS.

SOME KEY DIFFERENCES IS THAT ALL REQUESTS WILL COME IN THROUGH THE SAME CHANNELS.

EVENTS REQUIRE THE COLLABORATION OF THE REQUESTER.

THEY CAN NO LONGER BE ASSIGNED COMMUNICATION.

THEY NEED TO BE DELIVERED AS A PARTNERSHIP.

THE EVENT IS SUPPORTED FINANCIALLY AND THE EVENT IS PART OF A LARGER PLAN.

BASIC AV REQUESTS WILL BE SELF-SERVICE.

AND WE HAVE DEVELOPED MOVED TO THAT PLAN.

THEY ARE SUPPORTED BY CLEAR VISUAL INSTRUCTIONS FOR STAFF TOFFEESLY FOLLOW.

SO -- COVID-19 HAS PRESENTED THE OPPORTUNITY FOR CHECK INS AND THESE ARE REPLACING THE NEED FOR THE SURVEY THIS YEAR THAT THE AUDIT RECOMMENDED.

SO A QUICK SUMMARY I WANT TO HIGHLIGHT SOME OF THE RESULTS OF THE SURVEYS.

MAY 2020 WE HAD 11,000 RESPONSES TO THE SURVEY.

A PRETTY HIGH RETURN RATE.

WE HAD A HIGH PERCENTAGE OF PARENTS.

THAT WAS 86% AND 82% OF STAFF WHO SAID THEY FELT WELL INFORMED BY DECISIONS MADE.

WE DIDN'T ASK ABOUT HOW WELL PEOPLE FELT INFORMED BUT WE DID HAVE HIGH RETURN RATES AND WE HAVE COUNT THAT AS PART OF OUR SUCCESS TOO TO MAKE SURE THAT WE'RE REACHING THE FAMILIES THAT WE NEED TO REACH.

ALL OF THEM AND YOU CAN SEE FROM JUNE 2020 THAT WE HAD AN INCREASE IN NONENGLISH RESPONSES BY 700 FOR THAT SURVEY.

IN OCTOBER 2020 WE HAD 15,451 RESPONSES.

93% OF FAMILIES AND 90% OF STAFF SAID COMMUNICATIONS WERE CLEAR AND TIMELY.

THAT WAS A GOOD ENDORSEMENT.

MOVING ON.

WE COLLABORATE CLOSELY WITH THE CITY AND EMERGENCY PLANNING.

ON JANUARY 30TH JUST SIX WEEKS BEFORE WE CLOSED SCHOOLS I ATTENDED THE FIRST CITYWIDE BIOHAZARD EMERGENCY TRAINING SESSION.

I THINK AROUND 60 PEOPLE WERE IN ATTENDANCE WITH THE ORIGINAL PLANNING SESSION AND IT WAS REALLY, IT PROVED VALUABLE GIVEN WHAT HAPPENED JUST SIX WEEKS AFTERWARDS.

SO ALSO WORKING WITH THE RPCA.

SO THAT WE CAN ELIMINATE THAT CONFUSION.

AND COVID-19 PLANNING -- HAS SPANNED ACROSS THE COLLABORATION.

CITY COMMUNICATION DIRECTOR.

SO REGARDING THE BITE, SNACK MEAL FORMAT FOR MESSAGING.

THE FORMAT FOR EXPRESS INSIDER WAS ADJUSTED FOR COVID TO BETTER MEET THIS MESSAGE FORMULA.

WE DID NEED THAT FORMULA MORE THAN EVER.

AND THEN WE MOVED IT AND UTILIZED IT TO OTHER FORMS OF COMMUNICATIONS.

[03:30:03]

SO ALSO ONGOING ON OR IN PROGRESS THE EXPANSION OF CLOSED OF CAPTIONING.

A TENFOLD INCREASE AND THE NEED TO REALLOCATE FUNDING TO BE ABLE TO PAY FOR THAT AS WELL.

ANY VIDEO.

ANY CONTENT HAS TO BE CLOSED CAPTIONED PER ADA COMPLIANCE AND WE TAKE THAT SERIOUSLY AND -- EXPANSION OF CLOSED CAPTIONING WILL INCLUDE VIDEOS BUT RIGHT NOW WE WAIT FOR SPECIFIC BUDGET ALLOCATIONS BECAUSE THIS IS AN ADDITIONAL EXPENSE ON TOP OF THE ADDITIONAL ONES WE'RE ALREADY INCURRING AND.

STORIES.

WE SAY THAT IS REALLY ON AVERAGE LIKE TWICE A MONTH AND WE'VE BEEN CHATTING ABOUT THEIR SUCCESSES.

AND THAT IS NOT JUST US PITCHING.

THEY ARE SOMETIMES COMING TO US SAYING DO YOU HAVE A STAFF MEMBER THAT COULD AND WE'RE ALWAYS WILLING TO FIND THAT STAFF MEMBER AND THEY GO ABOVE AND BEYOND.

WE ALWAYS MAKE SURE WE DO BECAUSE WE HAVE WANT TO PUT OUR STAFF ON THE FRONT PAGE OF THE WASHINGTON POST WHEN IT'S A POSITIVE STORY.

A PRINCIPAL WHO IS REQUIRED TO BE IN FRONT OF THE MEDIA WE MAKE SURE THEY HAVE OF THE TALKING POINTS AND THE PREP AND THE PRACTICE AND WE ARE TRULY GRATEFUL TO THE JEFFERSON HOUSTON PTA WHO HELPED TRAIN THEIR PRINCIPAL RECENTLY VIA A PROFESSIONAL PARENT VOLUNTEER WHO WORKS FOR A PROFESSIONAL PR AGENCY.

OVER TO YOU.

>> THANKS.

SO I'M GOING TO TALK MORE ABOUT THE RECOMMENDATIONS THAT ARE UNDER DEVELOPMENT DUE TO COVID.

BUT I WOULD BE REMISS BY NOT ALSO RECOGNIZING OUR OTHER PARTNER KURT HUFFMAN WHO LEADS THE TEAM.

A LOT OF THE SUCCESSES THAT WE WILL TALK ABOUT TONIGHT ARE DEFINITELY A RESULT OF THAT TEAM AS WELL WORKING WITH US.

WE HAVE MENTIONED ABOUT THE COMBINES OF THE TEAM BUT I ALSO WOULD NOT SHALL ABLE TO TRANSITION AS SMOOTHLY WITHOUT ACKNOWLEDGING KURT AS WELL.

SO SPEAKING OF THAT ONE OF THE THINGS THAT WE BUILD HAVE CONSIDERATION OF IS TO HIRE AN ASSISTANT DIRECTOR.

AS I SAID BEFORE WE'RE A SMALL BUT MIGHTY TEAM AND WE HAVE A LOT OF WORK TO DO AND IF WE HAD AN ASSISTANT DIRECTOR TO HELP IT WOULD ALLEVIATE SOME OF THE PRESSURE FOR THE TEAM.

WE REMOVED -- DUTIES FROM ADMIN ASSISTANT.

THE SHIFT OF AV TO THE PURVIEW OF TV WILLIAMS AND THEN ASSIGNING SCHOOL LOCATIONS ACROSS THE TEAM.

WE'RE IN THE PROCESS OF IDENTIFYING BUDGET FOR ADDITIONAL STAFFING NEEDED.

THIS IS THE SYSTEM THAT THE CITY ALREADY USES AND WE'RE ALSO IN THE PROCESS OF DEVELOPING PROFESSIONAL EXTERNAL MEDIA TRAINING FOR SCHOOL BOARD SLT AND PRINCIPALS.

I HAVE SPOKEN WITH HE WILL BENEFIT THE POSSIBILITY OF DOING IN-HOUSE TRAINING BUT WE DEFINITELY NEED A DEEPER DIVE INTO THE TRAINING BECAUSE IT'S DIFFERENT.

WE'RE COMMUNICATION PROFESSIONALS.

THAT IS WHAT WE DO FOR A LIVING BUT SOMETIMES IT'S A DIFFERENT FORMAT AND SOMETIMES IT'S EASIER TO TO ACTUALLY HAVE AN EXTERNAL PARTY.

ESPECIALLY WHEN TRAINING THE MEDIA.

THEN ON THE NEW WEBSITE WE HAD A REQUEST -- PROCUREMENT IN JANUARY OF 2020.

IT WAS NOT COMPLETED DUE TO COVID-19.

OUR SPECIALIST OVERHAULED THE CURRENT WEBSITE MAXIMIZING USE OF THE CURRENT PLATFORM.

I WANT TO GIVE HIM CREDIT FOR CREATING TWO.

FIRST TO HOUSE THE ACPS AT HOME AS AN ESSENTIAL PORTAL.

[03:35:03]

WE CAN HIDE THIS INFORMATION IN ONE CLICK AND GO BACK TO THE USUAL FORMAT.

THIS IS ESSENTIAL TO MAKE SURE STUDENTS AND PARENTS AND STAFF HAVE ONE.

HE WAS ABLE TO SWITCH THAT SO PEOPLE COULD FIND ENOUGH INFORMATION.

THE DEVELOPMENT OF AN INTERNET IS ON HOLD PENDING BUDGET ALLOCATION.

THIS IS SOMETHING THAT I'M DEFINITELY IN FAVOR OF.

I PRACTICALLY HARASSED.SUPERINTENDENT ABOUT THIS.

IT IS SUCH AN IMPORTANT TOOL FOR OUR EMPLOYEES TO HAVE A PLACE THAT THEY FEEL IS THEIR HOME WHERE WE CAN HAVE INFORMATION THAT IS SPECIFIC TO THEM.

RIGHT NOW IT LIVES ON THE WEBSITE.

WE NEED FOR PEOPLE TO FEEL LIKE IT'S A HOME FOR THEM AND I FEEL LIKE WE WERE ABLE TO IMPLEMENT THAT IN MY PREVIOUS SCHOOL DIVISION AND PEOPLE REALLY ENJOYED HAVING INFORMATION THAT PERTAINED TO THEM EVERYTHING IN ONE PLACE AND NOT DIFFICULT TO FIND.

BECAUSE RIGHT NOW YOU HAVE TO GO TO DIFFERENT DEPARTMENTS.

BUT AN EMPLOYEE BASED SITE IS CRITICAL ESPECIALLY WHEN TALKING ABOUT INTERNAL COMMUNICATIONS.

THAT IS SOMETHING THAT WE WILL BE TALKING ABOUT MORE AND MAKING IT HAPPEN LATER.

NOW TO THE FUN PART.

I WANT TO SHARE SOME OF THE DATA FROM THE FIRST SIX MONTHS OF THE PANDEMIC.

THIS GIVES YOU A CLEAR IDEA FROM OUR SMALL AND MIGHTY TEAM.

BETWEEN MARCH 13 AND SEPTEMBER 8 -- SINCE SEPTEMBER 8TH WE'VE HAD MANY MORE SUCCESSFUL WINS.

BUT I'M JUST GOING TO TOUCH ON THESE.

5,000 INDIVIDUAL QUESTIONS ANSWERED VIA FAQS IN FOUR IN LANGUAGES.

THAT IS NOT EASY BECAUSE WE HAVE TO CORAL ALL OF OUR TEAM MEMBERS TO HELP ANSWER THE QUESTIONS.

WE HAD 122 ADDITIONS OF SCPS EXPRESS AND INSIDER.

183 TRANSLATED COPIES OF ACPS EXPRESS.

941 PAGES THAT WERE REQUESTED TO BE TRANSLATED INTO SPANISH AND AMHARIC AND ARABIC.

325,144 VISITS TO THE TWO MICRO SITES.

FULFILLED 289 CLOSED CAPTIONING REQUESTS IN LINE WITH THE ADA.

AND RESPONDED TO 300 MEDIA REQUESTS UP TO 30 PLUS REQUESTS PER WEEK AND THEN I WANT TO REMIND BUT THE HIGH LEVEL OF POSITIVE MEDIA AS WAS MENTIONED BEFORE.

THAT IS QUITE A BOWL OF ANALYTICS FROM OUR TEAM.

FROM SUCH A SMALL TEAM.

I WANT TO TALK ABOUT THIS ONE RECOMMENDATION THAT IS UNDER REVIEW.

ASSIGNING RESPONSIBILITY FOR MEDIA TRAINING OF SCHOOL STAFF AND MEDIA INTERVIEW SUPERVISION TO PRINCIPALS.

WE BELIEVE THAT PRINCIPALS ALREADY HAVE AN ENORMOUS AMOUNT OF RESPONSIBILITY.

AND WE DO NOT THINK IT WOULD BE APPROPRIATE TO ASK THEM TO ENSURE THAT THEIR STAFF ARE PREPPED FOR MEDIA INTERVIEWS OR HELD RESPONSIBLE FOR POSITIVE MEDIA OUTCOMES FOR OUR TEAM IS TRAINED IN THESE SKILLS AND WILL PROVIDE TREMENDOUS SUPPORT.

WE CONSIDER THIS TO BE -- WE'LL CONTINUE TO LOOK AT THAT AND SEE IF THAT IS FEASIBLE BUT I HONESTLY THINK THAT -- COMMUNICATIONS TEAM SHOULD BE RESPONSIBLE FOR ALL COMMUNICATIONS AND PROVIDE SUPPORT AS NEEDED AND THEN BRING IN THE EXPERTS AS NEEDED.

THIS WINTER -- WE WILL BE CONDUCTING MEDIA TRAINING.

IN SPRING OF 2021 WE HOPE TO START UP THE PROFESSIONAL LEARNING.

IS CHESAPEAKE SCHOOL FOR PUBLIC SCHOOL -- WHICH I AM APE THE PRESIDENT-ELECT AND HELEN IS THE CHAIR OF THE PR PROGRAM.

WE'RE ENTRENCHED WITH THAT GROUP AND WE DO A LOT OF PROFESSIONAL LEARNING SO WE HOPE TO BRING IN SOME OF OUR STAFF FOR THAT.

SO WE WILL BE USING A LOT OF THAT.

THEIR TOOLS AND WEBINAR AND INFORMATION FOR ON-LINE LEARNING.

JUNE 2021 WE'LL CONDUCT A REVIEW OF ALL PLATFORMS INCLUDING THE WEBSITE AND COME UP WITH A PLAN TO ALIGN THEM AND HOPEFULLY SAVE SOME DOLLARS IN THE PROCESS.

[03:40:04]

AND SO THIS IS WHERE WE ARE UP TO RIGHT NOW.

AS I MENTIONED EARLIER I WAS EXAMPLE HAVE EXCITED TO HAVE A PLAN THAT WAS ALREADY DONE AND AN OPPORTUNITY TO SEE THE RECOMMENDATIONS AND TO BE ABLE TO BE A PART OF IMPLEMENTING THEM.

I WILL REITERATE AGAIN THAT OUR TEAM IS ACTUALLY IN THE THROWS OF PUTTING TOGETHER THE STRATEGIC COMMUNICATION AND COMMUNITY ENGAGEMENT.

PLAN THAT WILL ALIGN WITH OUR STRATEGIC PLAN.

BOTH TEAMS ARE WORKING TOGETHER.

THAT WAS A BIG FOCUS FOR OUR RETREAT AND MAKING SURE THAT EVERY STRATEGY THAT WE PUT IN THERE SPEAKS TO THE WORK OF THE TEAM AND SO WE'VE BEEN BUILDING THAT TOGETHER AND WE HOPE TO HAVE THAT IN FEBRUARY 2021.

SO I WILL OPEN IT UP FOR QUESTIONS.

>> OKAY.

I SEE MS. ALDERTON.

>> I HAVE A QUICK QUESTION.

IN ONE OF THE SLIDES IN THE DISCUSSION YOU SHARED THAT LOOKING INTO SORT OF SECURING A BUDGET FOR THE CUSTOMER RELATIONS MANAGEMENT SYSTEM.

AND MY FLAT OUT QUESTION IS THAT SOMETHING THAT IS GOING TO COME TO US OR NEEDS TO COME TO THE BOARD AS WE'RE WORKING THROUGH THIS BUDGET SEASON BECAUSE I THINK A LOT OF US HAVE TALKED ABOUT HOW SUPER IMPORTANT THAT IS TO US.

JUST WANT TO KNOW IF THAT IS SOMETHING WE SHOULD LOOK FOR FLAGGING ETC.? >> IT WAS FLAGGED LAST YEAR SO, ITS ON OUR RADAR.

IT'S ALREADY THERE.

ALSO IN MY EVALUATION TOO.

SO IT WILL DEFINITELY BE IN THE BUDGET.

>> THANK YOU.

>> NEXT UP MS. THORTON.

>> THANK YOU AND MR. ALDERTON TOOK THE WORDS OUT OF MY MOUTH.

THAT WAS MY MAIN QUESTION AS WELL BUT JUST TO ADD ON TO THAT.

I DID NOTICE THERE WAS A RECOMMENDATION THAT WE MIGHT NEED ADDITIONAL STAFF TO HELP MANAGE THAT PROGRAM.

AND I WAS A LITTLE BIT LIKE WONDERING WHY.

TO ME THE PURPOSE IS TO BE MORE EFFICIENT AND FREE UP STAFF TIME SO I WAS CURIOUS AS TO THE NEED TO ADD AN ADDITIONAL PERSON OR PERSONS TO THAT.

AND GOING OFF OF THAT AS WELL AND THIS IS A LITTLE BIT KNIT PICKY BUT I SAY THAT WE HAVE CALLED THE CUSTOMER RESPONSE SYSTEM A CUSTOMER COMPLAINT SYSTEM AND TO ME WE WANT TO MAKE SURE THAT WE KEEP THE UMBRELLA WIDE ON THAT AND WE INITIALLY CALLED IT A CUSTOMER SERVICE RESPONSE SYSTEM BECAUSE IT SHOULD BE A FILTER FOR E-MAILS AND CONCERNS AND COMPLAINTS BUT WE DON'T WANT THAT TO BE THE EXCLUSIVE SOURCE OF GIVING COMPLAINTS TO THE SCHOOL SYSTEM.

JUST SOMETHING SMALL TO POINT OUT.

>> THANK YOU AND TYPICALLY IT'S -- THIS WAS WRITTEN IN THE RECOMMENDATION.

TYPICALLY CALLED THE CUSTOMER RELATIONSHIP MANAGEMENT SYSTEM.

CRM.

SO THAT IS WHAT WE BUILD CALL IT.

WE'LL COME UP WITH SOMETHING JAZZY TO MAKE IT EASY TO REMEMBER.

FOR YOUR FIRST QUESTION I'M NOT 100%.

COULD YOU CLARIFY WHAT YOUR POINTING TO ABOUT THE POSITION? ARE YOU TALKING SPECIFICALLY ABOUT THE CUSTOMER RELATIONSHIP MANAGEMENT SYSTEM OR SOMETHING ELSE WHEN YOU TALK ABOUT THE POSITION.

>> I THINK IT'S ON SLIDE 15.

IF WE CAN PULL THAT UP QUICKLY.

>> SURE.

OKAY.

>> WHERE IT SAYS CUSTOMER COMPLAINT SYSTEM.

IDENTIFYING BUDGET FOR ADDITIONAL STAFFING TO IMPLEMENT AND OPERATE.

I WAS CURIOUS AS TO WHAT ADDITIONAL STAFFING WOULD BE NECESSARY FOR THAT?

>> I WILL TELL YOU AGAIN I ALWAYS PULL ON MY EXPERIENCES AND WE HAD INSTITUTED SOMETHING SIMILAR TO THIS IN MY PREVIOUS SCHOOL POSITION.

WE HAD TO HAVE A PERSON.

ONCE PEOPLE KNOW THAT IT EXIST ESPECIALLY -- WE SORT OF CREATED A PARTICULAR E-MAIL AND WE USED IT FOR A LOT OF OUR CAMPAIGNS.

FOR INSTANCE -- IF WE WANTED PEOPLE TO SEND US QUESTIONS ABOUT THE IDENTITY PROJECT IT WOULD GO TO THAT PARTICULAR WEBSITE AND THAT PARTICULAR PERSON WHO COULD ANSWER THAT BUT YOU HAVE TO HAVE A PERSON MONITORING THAT SO WE DON'T HAVE A PROBLEM WITH CUSTOMER SERVICE AS WE'VE SAID TO THE COMMUNITY WE HAVE THIS

[03:45:02]

WONDERFUL SYSTEM BUT YOU DON'T HAVE ONE PERSON THAT IS MONITORING AND ENSURING THAT THE QUESTIONS ARE ANSWERED AND FOLLOWING UP TO CLOSE THOSE QUESTIONS OUT.

I USED TO GET ALL OF THE QUESTIONS PREVIOUSLY WHEN I WORKED IN THE SUPERINTENDENT'S OFFICE AND I HAD TO MAKE SURE THEY WERE CLOSED OUT IN THE SYSTEM BUT THAT PERSON WOULD HAND YOU YOU HAVE NOT ANSWERED THIS QUESTION BUT IT HELPED TO MAKE SURE THAT PEOPLE FELT THEIR QUESTIONS WERE NOT ANSWERED AFTER YOU HAVE THIS PARTICULAR ABILITY -- IF YOU HAVE SOMEBODY ELSE'S SCREEN IS SHOWING UP.

THAT IS WEIRD.

I'M GOING TO STOP SHARING BECAUSE I DON'T KNOW WHY I'M SEEING SOMEBODY ELSE'S SCREEN.

THAT IS VERY STRANGE.

>> IT SAYS RYAN.

>> AND THAT IS NOT ME.

>> WE TOOK OVER BECAUSE YOU WERE ONLY SHOWING THE QUESTION -- THE LAST SLIDE.

IT WAS ON A DIFFERENT SLIDE.

>> I THOUGHT I WAS GETTING ZOOM BOMBED.

THANK YOU.

SO TO WRAP UP THE ANSWER IT'S CRITICAL THAT WHEN WE INSTITUTE THIS KIND OF SYSTEM THAT IT GOES ALONG WITH HAVING THE RIGHT STAFF IN PLACE TO BE ABLE TO MONITOR BECAUSE YOU CREATE A BIGGER CUSTOMER SERVICE PROBLEM.

THAT IS WHAT WE'RE TALKING ABOUT.

>> OKAY.

AND I THINK BECAUSE I THINK WHAT IT WOULD DO IS FREE UP DR. HUTCHINS TIME FROM DOING IT AND ALSO ALLOW BOARD MEMBERS TO KNOW THAT THINGS ARE BEING ADDRESSED IN A TIMELY MANNER WITHOUT HAVING DR. HUTCHINS HAVING TO SPEND A LOT OF TIME DOING THAT EVERY DAY.

WOULD BE MY GUESS.

DR. RIEF.

>> THANK YOU FOR THE UPDATE AND KUDOS TO THE COMMUNICATIONS TEAM BECAUSE I THINK AGREED THAT IT'S A SMALL TEAM AND YOU ARE WORKING VERY HARD AND I FOR ONE HAVE SEEN A LOT OF IMPROVEMENTS TO THE WEBSITE THAT I THINK HAVE BEEN REALLY TERRIFIC.

I THINK THE ACPS WHOLE MICRO SITE IS USER-FRIENDLY.

THE VIDEOS HAVE BEEN EXCELLENT AND THE ACPS EXPRESS IS FULL OF INFORMATION AND IT'S KIND OF FUNNY BECAUSE ONE OF THE PIECES OF FEEDBACK THAT I'VE HEARD IS THAT THERE IS ACTUALLY TOO MUCH INFORMATION ON THE ACPS EXPRESS WHICH IS A TESTAMENT TO HOW FAR THE COMMUNICATIONS HAVE COME.

BUT WITH REGARDS TO THE BITE SNACK MEAL I THINK MS. LLOYD WAS TALKING ABOUT HOW THE ACPS EXPRESS HAS TRIED TO INCORPORATE THAT THAT CONCEPT BUT I'M NOT SURE HOW THAT IS HAPPENING SO I WOULD LIKE SOME CLARITY ABOUT THAT.

BECAUSE I WAS THINKING MAYBE WE NEED TWO LONG SUMMARY POINTS.

WE'VE SEEN WITH THE CAPACITY IN THE BUILDING -- THE INFORMATION THERE IS BUT PEOPLE ARE NOT FINDING IT BECAUSE THERE IS SO MUCH INFORMATION THERE WHICH IS GREAT.

AND THEN I ALSO WANTED TO MAKE A COMMENT ABOUT BRANDING.

JUST LIKE FOR THE FUTURE.

I THINK BRANDING IT CAN BE HELPFUL OR DISTRACTING.

AND I THINK THAT ALEXANDRIA IS A VERY SMART AND SAVVY COMMUNITY AND SOMETIMES BRANDING CAN COME ACROSS LIKE SMOKE AND MIRRORS TO PEOPLE.

WE ALSO TALK ABOUT HOW WE'RE A DIVERSE COMMUNITY AND WE HAVE MANY NONENGLISH SPEAKING FAMILIES AND I THINK BEFORE THAT TOO.

-- I THINK ABOUT THAT TOO.

IT HAS TO BE SIMPLE AND DIRECT.

AND SO I'M GOING TO GIVE YOU ALL ONE EXAMPLE BECAUSE IT IS KIND OF FUNNY -- IT'S ONE OF THE TOPICS ON OUR BOARD AGENDA TONIGHT WHICH IS THE ENHANCED CONTINUITY OF LEARNING 5.0 REIMAGINING SCHOOLS UPDATE.

9 FOLKS.

IT'S JUST THE REOPENING SCHOOLS UPDATE.

I'M JUST LIKE SAYING THE BRANDING I THINK THAT IS SOMETHING TO THINK ABOUT.

HOW CAN WE SIMPLIFY THAT IN THE FUTURE SO PEOPLE CAN FIND THE INFORMATION.

IF YOU COULD TALK ABOUT THE BITE SNACK MEAL AND ALSO YOU TOUCHED ON THIS BUT HOW WE'RE SHARING THAT INFORMATION WITH OUR FAMILIES WHO DON'T SUBSCRIBE TO THE EXPRESS OR WHO DON'T SPEAK ENGLISH.

IF YOU COULD EXPAND ON THAT A LITTLE BIT THAT WOULD BE GREAT.

>> I'LL TAKE THE BRANDING ONE FIRST.

THAT IS ONE OF THE REASONS WE CAME ONE VIRTUAL PLUS.

WHEN I CAME HERE I WILL BE HONEST I WAS LIKE WHAT IS THIS 2.0, 3.0: WE NEED THAT FOR OURSELVES LIKE ALL OF THE ITERATIONS OF THE DIFFERENT PLANS THAT WE DO

[03:50:04]

BUT FOR THE COMMUNITY THEY NEEDED SOMETHING DIFFERENT SO WE CREATED THE VIRTUAL PLUS BRAND SO THAT WE COULD SAY WE HAVE THIS AND THERE IS MORE COMING.

AND THEN WE SORT OF KEPT THAT GOING THROUGHOUT THIS TIME.

EVEN WHEN WE HAD THE 5.0 ONE OF THE THINGS THAT EVEN WITH THE SURVEY WE PUT THE VIRTUAL PLUS THERE BECAUSE IT HAS NOT GONE AWAY.

BUT NOW WE'VE CREATED ANOTHER PIECE OF THAT WHICH IS THE PHASED REENTRY.

SO I COMPLETELY AGREE WITH YOU.

THAT IS WHY IT WILL BE SOMETHING BRANDED THAT PEOPLE KNOW THAT THIS IS OUR WAY OF COMMUNICATING WITH THE SCHOOL DIVISION ABOUT ISSUES OR QUESTIONS AND THINGS THAT WE HAVE SO I THINK WE'LL HAVE TO COME UP WITH SOMETHING LIKE THAT.

BUT I'M COMPLETELY IN AGREEMENT WITH YOU.

WE WANT PEOPLE TO REMEMBER WHAT WE'RE TALKING ABOUT AND AS I KNOW THIS IS VERY COMMON IN SCHOOL DIVISIONS BECAUSE WE HAVE LOTS OF JARGON AND EDUCATION EES THAT WE USE AND THAT IS SOMETHING THAT WE HAVE TO DO BETTER WITH.

I WILL TAKE THAT BACK TO THE TEAM AND WE'LL COMMENT TO WORK ON THAT.

AND IN TERMS OF THE EXPRESS I THINK ONE OF THE CHALLENGES THAT WE HAVE -- WHY P WELL I DIDN'T GET THE INFORMATION.

WELL WE PUT IT INTO EXPRESS.

BUT IT'S A LOT TO THINK ABOUT.

ONE OF THE THINGS THAT I'VE TALKED TO THE OUTREACH TEAM AND WE HAVE OUR NEW COMMUNITY OUTREACH SPECIALIST STARTING MONDAY.

SHE IS SPANISH SPEAKING SO SHE WILL BE ABLE TO WORK WITH THAT COMMUNITY AS WELL.

BUT WHAT IS REALLY EXCITING IS BETWEEN THE TWO OF THEM THEY HAVE GREAT EXPERTISE MAKING SURE WE REACH THE HARD TO REACH COMMUNITIES SO THEY WILL BE WORKING CLOSELY WITH THE PHASE TEAM BUT ONE OF THE THINGS THAT I'VE SPOKEN TO TANIKA ABOUT WHICH IS IMPORTANT FOR THE TEAM AND HELEN ALSO HAS SPOKEN TO HER ABOUT THIS IS HOW DO WE CREATE THOSE BITE SIZE MESSAGES FOR THOSE COMMUNITIES THAT CANNOT DIGEST ALL OF THIS INFORMATION AT ONE SINGLE TIME.

I HAVE TO REVIEW EXPRESS EVERY WEEK AND SOMETIMES HAVE TO TAKE A DEEP BREATH BECAUSE IT'S SO MUCH AND THEN LOOKING AT LINKS AND ALL OF THESE THINGS SO I COMPLETELY UNDERSTAND.

BUT AT THE SAME TIME WE NEED TO BE ABLE TO PROVIDE THE INFORMATION.

THEN WE HAVE THE WEBSITE SO, THAT IS ANOTHER -- THAT IS THE SNACK IF YOU WILL.

YOU CAN GO ON THERE AND GET PIECES OF INFORMATION.

THE EXPRESS IS THE WHOLE MEAL.

IF YOU'RE REALLY HUNGRY YOU GET ALL OF THE INFORMATION BUT THE TEXT MESSAGES AND THE WHAT'S APP MESSAGES.

THOSE ARE THE BITE SIZE PIECES.

I KNOW THE PHASE TEAM HAS ALSO BEEN TALKING ABOUT THEY'VE DONE SOME OF THE WEBINAR FOR FAMILIES TO SORT OF TAKE THOSE PIECES OF INFORMATION AND BE ABLE TO SHARE THEM AND SO WHAT WE'VE TALKED TO THEM ABOUT AND IT'S INTEREST THAWING ASK THIS QUESTION BECAUSE HELEN AND I TALKED ABOUT THIS IS TAKING THE TOP THREE SUPER IMPORTANT MESSAGES FROM EXPRESS THEY ARE ALREADY TRANSLATED HOW DO WE GET THEM INTO THE BITE SIZE PIECES TO THE FAMILIES ON A WEEKLY BASES.

HOW TO DO THAT IN A BETTER WAY TO ENSURE THAT WE HAVE THE INFORMATION OUT ESPECIALLY THE KEY PIECES.

IT'S ALWAYS HARD TO PRIORITIZE.

BUT ON A WEEKLY BASES A TWO TO THREE KEY THINGS THAT ARE THE MUST TO KNOWS WE CAN DEFINITELY DO A BETTER JOB WITH THAT AND WE'RE DEFINITELY LOOKING AT BETTER WAYS TO DO THAT.

I HOPE THAT ANSWERED YOUR QUESTION BUT IT'S SOMETHING THAT WE'RE LOOKING AT CLOSELY.

>> OKAY.

NEXT WE DID HAVE A QUESTION FROM MR. LORBER BUT I THINK HER BATTERY DIED.

>> I'M HERE.

>> OKAY.

GO AHEAD.

>> MY BATTERY DIED.

THIS MEETING IS GOING ON A LITTLE TOO LONG BUT I JUST GOT PLUGGED BACK IN AND THANK YOU VERY MUCH FOR THE PRESENTATION.

IT'S FASCINATING.

MY QUESTION ACTUALLY FOLLOWS UP ON DR. RIEFS.

IN TERMS OF NEW HIRES ARE WE PAYING ATTENTION TO HIRE STAFF THAT SPEAKS SOME OF THE LANGUAGES LIKE SPANISH AND ARABIC.

IT WOULD BE FABULOUS TO HAVE STAFF OUT OF HELEN'S OFFICE THAT HAVE THAT ABILITY.

WHEN YOU'RE TALKING ABOUT STAFFING THE LINE, THE CONSUMERS -- >> THE VIRTUAL PLUS PLAN.

[03:55:06]

ALSO IN TERMS OF THE BITE SNACK OR WHATEVER THE MESSAGES GOING OUT TO THE COMMUNITY I AM GUESSING THAT WORKING WITH OUR COMMUNITY PARTNERS WE COULD REACH -- FIRST I WAS GOING TO SUGGEST WHY NOT GET EVERY SCHOOL NEWSLETTER TO INCLUDE THOSE DIGESTED PIECES BUT ACTUALLY MANY OF AND NOT ALL OF THE FAMILIES IN THE SCHOOLS HAVE ACCESS TO THAT NEWSLETTER EITHER SO LOOKING FOR THE COMMUNITY ORGANIZATIONS THAT REALLY DO COMMUNICATE WITH WHICH WE WORK WITH THEM ALL NOW SITES JUST A MATTER OF PREPARING THE ITEM AND GETTING IT INTO THEIR HANDS AND I KNOW OUR PHASE PEOPLE ARE INVOLVED IN THAT WAY TOO BUT MORE STAFF WITH THAT ABILITY WOULD BE, I'M CURIOUS IF THAT IS ON THE AGENDA TO DO TO HIRE.

>> YES.

THANK YOU.

I FEEL LIKE YOU GUYS HAVE BEEN WATCHING OUR MEETINGS.

ON ZOOM OR SOMETHING BECAUSE THESE ARE A LOT OF THINGS THAT WE'VE BEEN TALKING ABOUT.

OF COURSE, I WILL MAKE A PLUG SINCE YOU ASKED.

WE -- -- A HALFTIME PERSON WHO DOES A TREMENDOUS JOB AND WE HAVE CONTINUALLY BRING HIM IN WITH COVID-19, HE HAS BEEN HELPING US WITH OUR HELP LINE AND REACHING THE COMMUNITY.

WE WOULD LOVE TO MAKE THAT A FULL-TIME POSITION.

OUR ARABIC SPEAKING STAFF SAME THING.

SHE IS HALFTIME AS WELL.

SO I'LL PUT IT OUT THERE SINCE YOU ASKED ME.

WE ALSO ALEX WHO'S OUR NEW ADMIN ASSISTANT SHE SPEAKS SPANISH.

DANIELLA ALSO SPEAKS SPANISH SO WE'VE BEEN CAREFUL ON HIRING STAFF THAT SPEAK OTHER LANGUAGES.

SOMETIMES WE NEED EMERGENCY COMMUNICATIONS SO WE NEED TO HAVE THOSE STAFF ON HAND TO DO THAT.

LUCKILY WE'VE BEEN ABLE TO WORK WITH BETHANY AND HER TEAM ON TRANSLATIONS BUT THERE WILL BE A TIME WHEN WE NEED THE EMERGENCY TRANSLATION ESPECIALLY WHEN WE'RE BACK IN THE BUILDING.

SO I COMPLETELY AGREE WITH YOU.

WITH THE HELP LINE WE'VE BEEN UTILIZING OUR STAFF THAT SPEAK OTHER LANGUAGES WHO HAVE BEEN HELP BE TO DO THAT.

SO THANKS TOTS PRINCIPALS AND SOME OF OUR CENTRAL OFFICE ADMINISTRATORS WHO HAVE GIVEN US THE ABILITY TO WORK WITH THEIR STAFF.

SO, IT'S BEEN WONDERFUL AND WE'LL CONTINUE WITH THE HELP LINE.

ACTUALLY WE'RE GOING TO BE STAFFING IT THROUGH AT LEAST JANUARY AT THIS POINT SO WE'VE BEEN ABLE TO IDENTIFY THE FUNDS.

IN A NUT SHELL THAT IS ONE OF THE WAYS THAT WE'VE BEEN DOING THAT BUT WE ALSO HAVE AS I MENTIONED BEFORE ABOUT THE THREE TWO TO THREE NUGGETS FROM THE EXPRESS THAT IS EXACTLY WHAT THE PHASE TEAM IS DOING BECAUSE WE HAVE THAT INFORMATION ALREADY TRANSLATED THEY HERE ABLE TO SHARE WITH THOSE COMMUNITIES BECAUSE THEY ALREADY HAVE IT.

SO REPURPOSING INFORMATION THAT WE HAVE AND THAT IS ALREADY TRANSLATED.

RIGHT TO YOUR POINT.

THERE WAS ONE OTHER QUESTION.

MAYBE NOT.

>> YOU MADE ME THINK OF SOMETHING ELSE.

JUST TO FILL IT OUT.

IT ISN'T WHEN I SAY I HOPE YOU'RE THINKING ABOUT HIRING FOLKS SOME OF OUR PRINCIPLE LANGUAGES NOT ONLY THINKING OF THAT IN TERMS OF OUTREACH TO THOSE COMMUNITIES AS MUCH AS I'M THINKING ABOUT THE DIVERSITY OF OUR STAFF AND THE FACT THAT IF YOU LOOK AT OUR INFORMATION OFFICE YOU DON'T SEE ANYBODY BUT ENGLISH SPEAKERS.

AT A CERTAIN LEVEL SO JUST WANTED TO COMPLETE THAT.

>> ABSOLUTELY AND I THINK I'VE TOLD DR. HUTCHINS TOO I HAVE A SOFT SPOT FOR THAT.

I'M ALWAYS LOOKING FOR AND ENCOURAGING PEOPLE THAT ARE -- MAKING UP A DIVERSE CANDIDATE POOL THAT IS IMPORTANT TO REFLECT OUR COMMUNITY.

CERTAINLY A PROPONENT OF THAT AND WE'VE INCLUDED SOME OF THAT LANGUAGE WHEN WE WERE DOING RECENT HIRING.

AND SOME OTHER NATIONALITIES.

THANKS.

>> GREAT.

THANK YOU FOR THAT PRESENTATION.

I DON'T SEE THAT WE HAVE ANY MORE QUESTIONS.

SO THANKS VERY MUCH.

AND WE WILL GO ON TO OUR NEXT TOPIC WHICH IS FALL MEMBERSHIP REPORT.

[14. SY 2020-21 Fall Membership, Transfer, and Student Ratio Report (30 Mins.)]

DR. HUTCHINS.

>> YES.

THANK YOU, MADAM CHAIR AND WE'RE GOING TO ASK -- THIS IS MS. KNOW LANDS FAVORITE PRESENTATION.

THIS IS GOING TO BE A VERY INTERESTING.

>> IT IS.

IT IS.

I WAS TRYING TO GET OFF MUTE.

[04:00:02]

YOU KNOW IT'S MY FAVORITE.

>> WHEN WE WERE REHEARSING HER PRESENTATION LAST WEEK SHE WAS LIKE THIS IS GOING TO BE HER FAVORITE ONE.

SO SHE GAVE YOU A SHOUT OUT LAST WEEK.

TODAY WE ARE GOING TO SHARE SOME MORE INFORMATION OF COURSE BECAUSE OF THIS GLOBAL PANDEMIC.

IT DOES IMPACT OUR ENROLLMENT IN WAYS THAT HAVE NEVER HAPPENED BEFORE SO WE DO STILL GET THE WONDERFUL MARIAH TO UNPACK THIS INFORMATION AND SHE IS ALSO GOING TO SHARE INFORMATION OF HOW THIS GLOBAL PANDEMIC HAS IMPACTED OUR ENROLLMENT AS WELL.

I'M GOING TO TURN THINGS OVER TO MS. RUNKLE.

>> GOOD EVENING.

CHAIRPERSON ANDERSON AND DISTINGUISHED SCHOOL BOARD MEMBERS, DR. HUTCHINS AND EVERYONE ON THE ZOOM THIS EVENING.

MY NAME IS MARIAH RUNKLE.

MY RESPONSIBILITIES ARE AROUND BUSINESS AND EDUCATION SYSTEM APPLICATION SUPPORT WHICH FOR THE PURPOSES OF THIS PRESENTATION INVOLVES THE STORAGE, CARE AND VALIDITY OF OUR STUDENT DATA.

THIS EVENING I'M PRESENTING THE SCHOOL YEAR 2020-2021 FALL MEMBERSHIP.

THIS REPORT FULFILLS BOTH REQUESTS BY THE BOARD AND REQUIREMENTS ACCORDING TO VIRGINIA STATUTE.

THE 29 PAGE REPORT HAS LOTS OF RICH DATA BOTH CURRENT AND HISTORICAL.

I'VE PULLED OUT ASPECTS THAT ACPS STAFF BELIEVE ARE MOST RELEVANT TO THE BOARD'S WORK AND ALSO FULFILL THEIR REQUIREMENTSES IN THE VIRGINIA STATUTE.

THE FIRST SLIDE PROVIDES AN OVER VIEW OF OUR FULL-TIME MEMBERSHIP AS REPORTED ON THE FALL STUDENT RECORD COLLECTION WHICH I'LL REFER TO AS OUR STATE REPORT.

WE SUBMITTED THIS TO THE DEPARTMENT OF EDUCATION IN OCTOBER AND THIS REPORT IS A SNAPSHOT OF THE STUDENTS WHO ARE PART OF OUR MEMBERSHIP ON SEPTEMBER 30,2020.

THIS YEAR AS YOU CAN SEE OUR FULL-TIME MEMBERSHIPS 15,588 STUDENTS.

AND APPROXIMATELY 37% OF OUR STUDENTS SELF-IDENTIFY AS HISPANIC.

ANOTHER 28% SELF-IDENTIFY AS WHITE.

AND APPROXIMATELY 26% SELF-IDENTIFY AS BLACK.

THOSE ARE OUR THREE MAJOR GROUPS THAT ARE REPRESENTED.

HOWEVER YOU CAN ALSO SEE THAT WE DO HAVE 145 COUNTRIES OF BIRTH AND 132 DIFFERENT LANGUAGES ARE SPOKEN IN ACPS WHICH SPEAKS TO THE DIVERSITY.

IT IS SOMETHING THAT MAKES ACPS THE WONDERFUL PLACE IT IS AND PRESENTS US WITH OUR OWN UNIQUE CHALLENGES AND RESPONSIBILITIES.

PLEASE NOTE THAT THE NUMBER OF STUDENTS THAT ARE ELIGIBLE FOR FREE AND REDUCED MEAL THIS IS CURRENTLY WHAT IS ON OUR STATE REPORT.

I'M REQUIRED TO TELL YOU THIS PER STATUTE HOWEVER THIS NUMBER IS GOING TO BE SMALLER IN REALITY.

AND LET ME EXPLAIN WHY.

THE SCHOOL NUTRITION SERVICES GROUP OVERSEES OUR MEAL DATA.

THE REPORT -- EXCUSE ME.APPLICATIONS WERE DUE AT THE END OF OCTOBER AND EVERY YEAR MY BOARD REPORTED IS GIVEN JUST A FEW WEEKS SHY OF WHEN SCHOOL NUTRITION SERVICES SEND OUT THEIR DATA.

WE BELIEVE IT WILL BE SOMEWHERE AND AS IT HAS BEEN BEFORE TYPICALLY OUR REPORTING NUMBER IS 56% SO I WANT TO HIGHLIGHT THAT AS SOMETHING THAT WOULD NOT BE SEEN AS A MISREPRESENTATION.

IT WOULD BE SEEN AS TWO SPECIFIC DATA POINTS.

ONE OF WHICH IS REQUIRED TO TELL YOU BY STATUTE AND THE OTHER IS A FEDERAL REQUIREMENT SO I WANTED TO BE CLEAR ABOUT THE DIFFERENCES THAT YOU WILL SEE WHEN THE NUMBERS ARE RELEASED COMING FORWARD.

THIS NEXT SLIDE HERE IS ONE OF MY PERSONAL FAVORITE SLIDES BECAUSE IT HIGHLIGHTS THE WORK THAT THE PEOPLE DO IN THE DIVISION THAT SUPPORT REGISTERING OUR STUDENTS.

IT'S A THREE-YEAR HISTORICAL SNAPSHOT OF OUR FALL MEMBERSHIP VERSUS OUR PROJECTIONS.

IN ADDITION IT ALSO HIGHLIGHTS THE GRADE AREA BANDS IN WHICH WE'RE SEEING OUR ENROLLMENT SHIFT.

I WOULD LIKE TO TAKE ONE SMALL MOMENT AND THANK ALL OF THE REGISTRARS.

BECAUSE THE NUMBERS ARE BECAUSE OUR REGISTRARS WERE ON THE FRONT LINES IN PERSON WITH FAMILIES JULY, AUGUST AND SEPTEMBER AND CONTINUING NOW.

WE HAD CENTRALIZED REGISTRATION SITES WITH MY TEAM ALL STAFFED.

[04:05:03]

IT WAS SUCCESSFUL AND I'M VERY GRATEFUL TO THE REGISTRARS WHO HAVE GIVEN THEIR TIME.

CONNECTING STUDENTS WITH THEIR TIME IS ESSENTIAL AND THE REGISTRARS WERE ON THE FRONT LINE AND WE DO OWE THEM A SIGNIFICANT AMOUNT OF GRATITUDE.

THE SECOND TABLE YOU WILL SEE AS OUR PROJECTION TO FALL MEMBERSHIP TABLE.

THIS 95% YES OUR ENROLLMENT IS DOWN 3% -- DOWN 5% FROM PROJECTION.

DOWN 3% FROM LAST YEAR'S FALLEN ROLEMENT NUMBER.

MAKING SURE WE'RE CLEAR ABOUT THE DATASETS WE'RE SPEAKING TO.

SO FOR OUR PROJECTIONS ERICA WHO YOU WILL HEAR FROM IN JUST A MOMENT.

AND THE JOINT CITY SCHOOLS PLANNING COMMISSION HAVE BEEN ESSENTIAL IN ALLOWING A CPS AND THE CITY OF ALEXANDRIA TO CREATE AND APPROVE BUDGETS THAT WILL MEET OUR STUDENT'S NEEDS.

WE HAVE ADDED THIS SLIDE FOR A PARTICULAR REASON THIS YEAR BECAUSE I THINK THAT ACTUALLY EXCUSE ME NOT JUST MYSELF, THE ENTIRE ACPS STAFF BELIEVE THIS IS INFORMATION THAT WILL HELP THE BOARD MEMBERS AND THE PUBLIC TO BE SPEAKING FROM THE SAME DATASET.

THERE IS MUCH DISCUSSION ABOUT WHO'S ATTENDING AND WHO HAS LEFT BECAUSE OF VIRTUAL OR NOT VIRTUAL OR ANY OF THOSE THINGS.

AS TO WHY STUDENTS WOULD BE ENROLLED IN JUNE AND DID NOT RETURN IN SEPTEMBER.

ACPS HAS A TRANSIENT POPULATION.

TURNING OVER APPROXIMATELY UP TO A THIRD OF OUR STUDENTS AT TC JUST ALONE EVERIER.

>>.

SO I JUST WANT TO WALK THROUGH THIS YEAR'S CURRENT DATA COLUMN.

YOU CAN SEE OF THE COMPARISONS.

HERE I WOULD LIKE TO START WITH THE FACT THAT THERE ARE 1650 STUDENTS WHO WERE ENROLLED ON JUNE 19,2020 THAT DID NOT COME BACK SEPTEMBER 8,2020.

NOW REMEMBER WE HAVE STUDENTS THAT LEAVE BUT WE ALSO HAVE STUDENTS THAT COME TO US THAT ARE EITHER NEW OR OFTEN TIMES RETURNING.

SO IF WE TAKE THE NUMBER OF STUDENTS WHO DID NOT REENROLL FROM JUNE AND WE ADD IN THE NEW STUDENTS WE HAVE A DIFFERENCE OF 474 NEW STUDENTS.

WHICH IS 3%.

I BROKE THIS DOWN BY THE REASONS THAT FAMILIES GAVE US TO.

UNDERSTAND THIS IS WHAT THE FAMILIES TOLD US.

WE HAVE OUR PRIVATE SCHOOL NONRELIGIOUS.

HOME SCHOOLING STUDENTS AND OUR PRIVATE SCHOOL RELIGIOUS STUDENTS.

THESE ARE THE THREE GROUPS WHO HAVE MADE CHOICES BASED ON THE CURRENT GLOBAL PANDEMIC AND WHAT IS BEST FOR THEIR FAMILIES.

THEY HAVE INCREASED BUT NOT BY -- AN ENORMOUS AMOUNT.

THEY HAVE -- THIS ONE HAS DOUBLED AS YOU CAN SEE AND OUR HOME SCHOOLING HAS ABSOLUTELY INCREASED AS HAVE OUR PRIVATE RELIGIOUS SCHOOL.

BUT I DO WANT TO NOTE THAT THERE ARE REASONS THAT STUDENTS LEAVE FOR THIS CODE EVERY YEAR.

LOOKING AT REASONS THAT ARE UNKNOWN WHICH IS A GREAT DEAL OF WORK FOR OUR SOCIAL WORKERS -- MAKING SURE WE KNOW WHERE ALL OF OUR STUDENTS HAVE GONE SO THIS NUMBER IS LESS THAN THE YEAR BEFORE OF OUR "NO SHOW" STUDENTS.

I WILL BE HAPPY THAT TAKE QUESTIONS BUT WE WANTED TO MAKE SURE WE WERE TRANSPARENT TO ENSURE THAT OUR PUBLIC IS AWARE OF WHAT OUR DATA SHOWS.

THE NEXT TWO SLIDES WERE ENACTED THREE OR FOUR YEARS AGO.

PROBABLY LONGER THAN THAT BECAUSE I'VE LOST ALL PERSPECTIVE OF TIME AND SPACE IN COVID.

WHEN WE EMBARKED ON THE RESDISTRICTING JOURNEY WE INCLUDED THESE TABLES TO PROVIDE INFORMATION ON RESDISTRICTING AND TRANSFERRING STUDENTS AND VARIOUS OTHER THINGS.

THERE IS A COLUMN THAT IS NOT PRESENT FOR THIS YEAR'S TABLE.

[04:10:01]

EXCUSE ME.

I'D LIKE TO SAY THAT DUE TO THE COVID-19 PANDEMIC ACPS MADE THE DECISION NOT TO CAPACITY TRANSFER STUDENTS AND IN ADDITION WE DID NOT GRANT PROGRAMIC TRANSFERS IN TO OR OUT OF TUCKER BECAUSE OF THEIR MODIFIED CALENDAR.

SO WE'VE HAD 144 STUDENTS TRANSFERRED OR ACTUALLY OR ARE NOT ATTENDING THEIR BOUNDARY SCHOOL AND THERE ARE REASONS FOR THIS.

I WILL USE CHARLES BARRETT FOR THIS.

CHARLES BARRETT YOU CAN SEE THERE ARE NINE STUDENTS IS THAT TRANSFERRED OUT OF CHARLES BARRETT'S BOUNDARIES.

THEY LIVE IN CHARLES BARRETT BUT GO TO ANOTHER SCHOOL FOR A PROGRAMIC REASON.

BECAUSE CHARLES BARRETT IS NOT A PROGRAMIC SCHOOL THAT REASON WOULD BE TO ATTEND A PROGRAMIC SCHOOL.

THESE ARE NINE STUDENTS THAT CHOSE TO ATTEND THE DUAL LANGUAGE PROGRAM IN MOUNT VERNON.

THOSE IN MOUNT VERNON HAVE OPERATED OUT AND HAVE GONE TO OTHER SCHOOLS.

AND WHAT YOU'RE GOING TO SEE ON THIS NEXT TABLE THAT THESE ARE THE REASONS THAT STUDENTS ARE ATTENDING A SCHOOL THAT IS NOT THEIR BOUNDARY SCHOOL.

THREE OF THE STUDENTS THAT LEFT MOUNT VERNON TO OPT OUT OF THE DUAL LANGUAGE PROGRAM ARE ATTENDING CHARLES BARRETT WHICH IS WHAT THIS 3 MEANS.

YOU'LL SEE DOWN HERE THAT THE 33% EXCUSE ME 33 MOUNT VERNON STUDENTS THIS IS THE NUMBER OF NEW STUDENTS WHO OPTED INTO THE DUAL LANGUAGE PROGRAM THIS YEAR.

THESE NEXT SLIDES ARE DESIGNED TO PROVIDE DATA AROUND RATIOS OF STUDENTS TO VARIOUS TYPES OF STAFF MEMBERS.

THIS PARTICULAR SLIDE PROVIDES INFORMATION THAT IS REQUIRED BY VIRGINIA STATUTE.

THE TABLE DIVIDES THE MEMBERSHIP REPORT AS OF SEPTEMBER 30TH BY THE NUMBER OF INSTRUCTIONAL STAFF AND DISPLAYS THE AVERAGE NUMBER OF STUDENTS OVER HERE ON THE RIGHT-HAND SIDE.

IT IS IMPORTANT TO POINT OUT THE VARIATIONS IN THE AVERAGE NUMBERS IN THIS FINAL COLUMN THAT CAN BE CONTRIBUTED TO SEVERAL FACTORS INCLUDING THE PRESENCE OF CITYWIDE SPECIALIZED EDUCATION OF PROGRAMS. TITLE 1 FUNDING.

ENROLLMENT AND MANY OTHER FACTORS THAT ARE MEANT TO PROMOTE AND FOCUS ON THE EQUITY OF OUR STUDENTS.

THIS NEXT TABLE OUTLINES THE AVERAGE CLASS SIZES IN K-5 AT EACH SCHOOL.

IT TAKES THE ENROLLMENT K-5 FOR EACH SCHOOL AND DIVIDES IT BY THE NUMBER OF HOME ROOM TEACHERS SO THOSE ARE THE TEACHES THAT WE WOULD TYPICALLY THINK OF MY CHILD HAS SO AND SO FOR HOME ROOM.

THESE ARE FOR MANY OF THE REASONS THAT I JUST MENTIONED.

SO IN ORDER TO PROVIDE SOME LEVEL OF COMPARISON TO THE ELEMENTARY SCHOOLS AVERAGE CLASS SIZE I'VE CREATED TWO TABLES.

TO PROVIDE A PICTURE OF CLASS SIZES.

THE FIRST TABLE HERE ENLIST THE CONCEPT OF EACH TEACHER OF RECORD IN COMPARISON OF THE MEMBERSHIP OF THE FALL.

A TEACHER OF RECORD IS THE TEACHER WHO'S CERTIFIED TO TEACH THE COURSE AT THE SECONDARY LEVEL AND WHO'S LEGALLY RESPONSIBLE FOR ATTENDANCE AND PROVIDING A STUDENT'S GRADE.

IN ADDITION TO THE FACTORS PRESENT FOR THEIR ELEMENTARY COUNTERPARTS SECONDARY RATIOS ARE ALSO AFFECTED BY STUDENT COURSE SELECTION, UPPER LEVEL SPECIFIC INTEREST FOR INSTANCE HIGH LEVEL AP CLASSES MAYBE LATIN 4 OR 5 OR GERMAN 4.

AND ALSO FOR AN IEP REQUIREMENTS AND OTHER THINGS.

FINALLY THIS PRESENTATION GOES FROM THE MACRO TO THE MORE MICRO LEVEL.

THIS FINAL SLIDE PROVIDES INFORMATION ABOUT THE STUDENT EXPERIENCE WHILE STILL HOVERING AT AROUND 30,000 FEET.

I LOOKED AT THE NUMBER OF STUDENTS WHO ARE IN ONE ROOM PLEASE FORGIVE THE LANGUAGE AS I KNOW WE ARE VIRTUAL SO I WILL SAY ONE ZOOM, ONE CLASS.

ONE ROOM DURING A PERIOD AND THEREFORE ARE BEING TAUGHT TOGETHER.

THE DATA IS ORGANIZED TO DISPLAY IN BANDS OF PERIOD ENROLLMENT TO PROVIDE A SNAPSHOT OF ANY NUMBER OF STUDENTS AT ANY GIVEN TIME.

[04:15:04]

FACTORS AROUND INSTRUCTIONAL PROGRAMS, ENROLLMENT DEMOGRAPHICS CONTRIBUTE.

FINALLY THE BOTTOM TABLE SHOWS THE LARGEST NUMBER OF STUDENTS IN EACH SUBJECT IN ANY CLASS PERIOD AT ONE TIME.

SO EACH OF THESE IN THIS BOTTOM ONES REPRESENT THE LARGEST NUMBER OF STUDENTS THAT YOU MAY FIND IN ANY PERIOD AT ANY GIVEN TIME.

THAT IS -- THOSE ARE THE HIGHLIGHTS.

AS I SAID FOR ANYBODY WHO'S INTERESTED THAT IS LISTENING AND NOT YET LOOKED AT THE REPORT.

IT'S A 29 PAGE REPORT THAT TAKES US THROUGH A SIGNIFICANT NUMBER OF DATA AND DATA POINTS.

I DID JUST HIGHLIGHT THE MAJOR POINTS AND WOULD OPEN IT UP ACCORDING TO WHATEVER MADAM CHAIR WOULD LIKE TO DO MOVING FORWARD.

>> OKAY.

I'M LOOKING FOR QUESTIONS.

MS. GENTRY.

>> THANK YOU.

I'M IS NOT GOING TO LET VICE CHAIR NOLAN TAKE ALL OF THE ENTHUSIASM BECAUSE I TOO LOOK FORWARD TO THIS.

ESPECIALLY SINCE -- I JUST WANTED TO THANK YOU VERY MUCH.

YOU ANTICIPATED WELL, THE FACT THAT THERE WOULD BE QUESTIONS AROUND THE IMPACTS OF DELIVERY -- THE INSTRUCTIONAL DELIVERY AND WE DEFINITELY HAVE BEEN HEARING DIFFERENT REPORTS IN OTHER DIVISIONS.

I'VE ACTUALLY -- BEEN HEARING SOMETIMES AS MUCH AS 10% OF AN IMPACT ON ENROLL ME.

IN SOME OF OUR NEIGHBORING JURISDICTIONS SO I APPRECIATED THAT DATA.

I WAS CURIOUS IF YOU COULD ONE MORE LAYER ON THAT.

WERE YOU NOTICING IN ANY PARTICULAR IN TERMS OF THE STUDENTS THAT ARE LEAVING IS IT -- PARTICULAR GRADES, WERE YOU SEEING A HIGHER NUMBER IN PARTICULAR GRADES AND SPECIFICALLY AT KINDERGARTEN WERE YOU SEEING A SIGNIFICANTLY LOWER NUMBER OF PEOPLE ENROLLING IN KINDERGARTEN.

AND YOU COULD TALK A LITTLE BIT ABOUT WHAT THINK THAT MIGHT MEAN IN TERMS OF A CHALLENGE FOR US IN TERMS OF THINKING ABOUT PROJECTING FOR NEXT YEAR.

>> ABSOLUTELY.

ABSOLUTELY.

SO THE FIRST THING IS THAT I WILL SAY THAT THE MAJORITY I WANT TO BE CAREFUL OF THE WORDS NOT BECAUSE I'M TRYING TO NOT SAY SOMETHING BUT I WANT TO COMMUNICATE CLEARLY.

MORE STUDENTS THAT DID NOT RETURN CAME FROM THE K-6 GRADE GROUP THAN DID THE 7-12.

NOW IN ACPS WE DIVIDE -- SO I WAS SPECIFIC ABOUT INCLUDING 6TH GRADE IN THE K-6 DATA.

WHEN WE LOOK ACROSS THE DIVISION IT IS THE YOUNGER STUDENTS WHO THOSE FAMILIES BECAUSE I DID LOOK I ANTICIPATED THERE WOULD BE QUESTIONS.

I DID LOOK AT THE STUDENTS WHO WENT TO PRIVATE SCHOOL OR OPTED IN FOR HOME SCHOOLING AND THE MAJORITY ARE FROM K-6.

THERE ARE SOME STUDENTS OR FAMILIES THAT HAVE STUDENTS IN 7-12 THAT MADE THOSE CHOICES AND TO ANSWER YOUR QUESTION ABOUT KINDERGARTEN WE'RE AT 232 KINDERGARTENERS DOWN.

WHICH I THINK I HAVE A VERY UNIQUE PERSPECTIVE BECAUSE I SEE THAT AS AMAZING GIVEN THAT WE WERE IN A GLOBAL PANDEMIC AND WE ARE TRYING TO CONNECT WITH EVERY COMMUNITY POSSIBLE.

I THINK IT SHOWS A LOT OF WORK ON ACPS STAFF INCLUDING THE PROJECTION TEAM TO BE ABLE TO GET THAT CLOSE WHILE OTHERS MAY OF COURSE LOOK AT THAT AND SAY 1230.

OF THOSE 475 THE DIFFERENCE HALF OF THOSE IT DOESN'T WORK THIS WAY EXACTLY BUT TALKING 475 MINUS 232 THAT MAKES APPROXIMATELY HALF IN THE AGE RANGE BECAUSE KINDERGARTEN IS NOT COMPULSORY IN VIRGINIA.

YOU CAN OPT OUT.

YOU HAVE TO GIVE SOMETHING TO THE SCHOOL SYSTEM THAT SAYS YOU'RE OPERATING OUT OF KINDERGARTEN BUT YOU MAY DO SO.

DR. CRAWFORD MANAGES THOSE.

AND HAS WORKED THROUGH THOSE REQUESTS.

>> THANK YOU AND SO JUST AGAIN IT SOUNDS LIKE BECAUSE YOU HAVE'S MADE THOSE CONNECTIONS I'M WONDERING HOW YOU FEEL LIKE THAT WILL IMPACT THE PROJECTIONS FOR

[04:20:02]

NEXT YEAR.

ARE WE GOING TO HAVE A HUGE BUMPER CROP OF FIRST GRADERS.

WHAT THAT MIGHT MEAN FOR KINDERGARTEN? ANY THOUGHTS ALONG THOSE LINES?

>> I WILL LOOK TO SEE IF ERICA IS -- I KNOW SHE IS HERE -- THERE SHE IS.

SO BECAUSE ERICA AND I ARE YING AND YANG I WANT TO MAKE SURE I ALLOW HER TO ANSWER THAT PROJECTION QUESTION.

>> GOOD EVENING.

I WAS STAYING OFF SCREEN SO I WAS A LITTLE CASUAL.

IT'S DEFINITELY SOMETHING THAT WE'RE WORKING WITH OUR NEIGHBORING SYSTEMS. SO MANY OF OUR FAMILY'S DECISIONS WE COULD EXPECT TO SEE IT BE AN IMPACT.

THIS YEAR WILL BE AN OUTLIER YEAR.

WE WON'T GO BACK TO THE ORIGINAL 21-22 PROJECTIONS.

SO, THAT IS SOMETHING THAT WE'RE WORKING THROUGH AND TALKING WITH COLLEAGUES ABOUT WHAT THE MOST APPROPRIATE METHODOLOGY WILL BE.

>> I WAS GOING TO THANK YOU BUT IF YOU HAVE ANOTHER THOUGHT PLEASE.

>> TWO MORE SENTENCES.

I WANTED TO ALSO POINT OUT AS WE CHANGE WHAT OUR ENVIRONMENT IS I BELIEVE OUR ENROLLMENT WILL CHANGE.

I DON'T PRETEND TO UNDERSTAND OR KNOW EXACTLY HOW.

IT WILL REQUIRE SOME FAMILIES TO LEAVE AND SOME TO COME BACK.

I DON'T KNOW.

BUT I WILL SAY AS WE MOVE TO DIFFERENT LEARNING ENVIRONMENTS WE'LL ALSO WANT TO KEEP TO CONTINUOUS LEHMAN FOR.

>> THANK YOU BOTH OF YOU.

>> IN ADDITION TO WHAT MS. RUNKLE SHARED WE HAVE TO KEEP IN MIND WE HAVE TO BE CAREFUL TO NOT RESPOND TOO QUICKLY IN REGARDS TO STAFFING AND THOSE NUMBERS BECAUSE RIGHT NOW WE SAW THAT THIS TREND OF A DECREASE HAPPENED WHEN SCHOOL BUILDINGS WERE CLOSED.

IF SCHOOL BUILDINGS OPEN WE MIGHT SEE AN INCREASE.

IF WE WERE TO DO SOME FORM OF DESTAFFING OF STAFF MEMBERS AND BASED ON THE NUMBERS TODAY -- WE WOULD SEE KIDS COME BACK IN A FEW MONTHS AND THEN WE DON'T HAVE THE STAFF.

SO WE JUST HAVE TO BE VERY, VERY CAREFUL WITH JUST FOLLOWING THESE AND WE DO MEET REGULARLY WITH OUR ENROLLMENT TO LOOK AT THESE PATTERNS AND TRENDS SO THAT WE'RE NOT BEING IMPULSIVE.

WE CANNOT DO THAT RIGHT NOW.

>> OKAY.

NEXT UP I HAVE MS. NOLAN.

>> THANK YOU SO MUCH.

THAT WAS ONE OF MY QUESTIONS SO I HAVE ONLY ONE LEFT NOW.

I AGREE WITH YOU DR. HUTCHINS.

I HAD THE OPPOSITE THINKING.

MAYBE SIGNIFICANTLY MORE KINDERGARTENERS AND/OR FIRST GRADERS MIGHT BE COMING TO THE SYSTEM.

MS. RUNKLE -- THIS IS ONE OF MY FAVORITE PRESENTATIONS WE GET.

I LOVE THE INFORMATION AND THE DATA AND HOW THOROUGH YOU ARE FOR PRESENTING IT.

THANK YOU AGAIN FOR A PHENOMENAL PRESENTATION.

IT WAS BROUGHT UP LAST YEAR.

ONE OF THE THINGS THAT DATA POINTS OUT IS THE DISCREPANCY BETWEEN HOW MANY LARGER CLASSES THERE ARE AT GW.

I TRY TO STAY AWAY FROM COMPARING THEY ARE TWO DIFFERENT SCHOOLS.

BUT IS THERE ANY THINKING ABOUT HOW TO REDUCE SOME OF THE CLASS SIZES AT GW.

THERE IS A DISCREPANCY.

>> MS. NOLAN SOUNDS LIKE SHE WAS AT THE MEETING LAST WEEK.

BECAUSE I SAID I KNOW SOMEBODY IS GOING TO ASK THIS.

ONE BIG THING AND -- IT IS REALLY DIFFICULT TO COMPARE THE TWO AND WE HAVE TO BE CAREFUL NOT TO BECAUSE THEY DO SERVE VERY DIFFERENT POPULATIONS.

>> TOTALLY AGREE.

>> AND ONE MAJOR THING WHICH I THOUGHT WAS TELLINGS A LOT OF SCHOOL DIVISIONS THEY DON'T PROVIDE EQUITABLE RESOURCES TO DIFFERENT SCHOOLS BASED ON THE POPULATIONS THAT THEY SERVE.

OUR DATA SHOWS THAT WE ARE AND THAT IS A HUGE PLUS.

[04:25:05]

A LOT OF TIMES YOU SEE EQUAL IN REGARDS TO NUMBER OF STAFF IN SCHOOLS WHO SERVE VERY DIFFERENT POPULATIONS AND ONE HAS MORE NEEDS THAN THE OTHER AND THE NEEDS COME IN VARIOUS WAYS FROM LOW-INCOME TO EL POPULATIONS TO THE DEMOGRAPHICS IN THAT PARTICULAR SCHOOL.

AND THIS IS WHY WE'LL SEE SOME OF THOSE VERY SIGNIFICANT DIFFERENCES.

WE HAVE TO KEEP IN MIND THAT WE HAVE AN INTERNATIONAL ACADEMY AT FRANCIS E.

HAMMOND THAT IS INTENDED TO SERVE A SMALLER CLASS SIZE.

AND PART OF THAT PROGRAM THAT IS PART OF THE PROGRAM'S CULTURE AND PHILOSOPHY.

SO, THAT IS SOMETHING THAT WE HAVE TO FACTOR IN AS WELL.

MS. NOLAN SPOT ON WITH THAT QUESTION.

AND I WAS REMINDED IT WAS LIKE THAT LAST YEAR BUT I WANT TO ASK AGAIN.

WHAT'S THE REASON.

BECAUSE IT DOES SHOW THAT WAY EACH YEAR BUT I THINK IT IS IMPORTANT TO EXPLAIN THAT EVERY TIME WE RELEASE THOSE DATA POINTS.

>> THANK YOU SO MUCH.

>> NEXT WE HAVE DR. RIEF.

>> YES.

THANK YOU FOR THE PRESENTATION.

IT WAS REALLY INTERESTING AND THANK YOU FOR TOUCHING ON THE TRANSIENT NATURE OF THE POPULATION IN ACPS.

BECAUSE I ALWAYS THINK THAT IS SUCH AN INTERESTING THING FOR PEOPLE TO BE AWARE OF THAT WE HAVE UPWARDS OF 30% TURNING OVER IN A YEAR AND YOU MENTIONED AT THE HIGH SCHOOL AND WHEN YOU THINK ABOUT THINGS LIKE SOL ASSESSMENT YOU'RE COMPARING THE SAME KIDS.

SO, THAT IS SOMETHING TO KEEP IN MIND.

I'M WONDERING IF THERE IS A WAY TO CAPTURE THAT TRANSIENT RATE IN SOME OF THE DATA.

BECAUSE I WOULD BE INTERESTING EVEN BY SCHOOL TO SEE IF WE HAVE SCHOOLS WHERE WE'RE SEEING A MUCH HIGHER TRANSIENT RATE AND THAT GOT ME WONDERING IF YOU'RE STILL SEEING A LOT OF TRANSIENT STUDENTS WITH OUR ENROLL ME.

NUMBERS THIS YEAR.

ARE WE STILL GETTING A LOT OF TURN OVER RIGHT NOW? ARE WE STILL BRINGING IN A LOT OF NEW STUDENTS AND THIS IS PROBABLY GETTING TOO FAR AHEAD BUT IT GOT ME THINKING HOW STUDENTS ENROLLMENT WILL WORK IN A HYBRID MODEL WHERE WE HAVE TO KEEP SOME -- WHERE THERE IS LIKE A CHOICE MODEL AND WE'RE BASING IT ON HOW MUCH SPACE WE HAVE DETERMINES WHO WE CAN BRING BACK.

SO IF YOU COULD TALK ABOUT SOME OF THOSE THINGS THAT WOULD BE GREAT.

>> THANK YOU, DR. RIEF.

THE FIRST THING ABOUT THE TRANSIENT NUMBERS CURRENTLY I'LL FIRST ADDRESS THAT YES AND I JUST WROTE IT DOWN.

I WILL BRING IT BACK TO THE ENROLLMENT COMMITTEE GROUP AND TO SPEAK WITH DR. HUTCHINS AND SUPERINTENDENT LEADERSHIP TEAM OFF WAYS THAT WE CAN PUT OUT THAT DATA THAT TALK ABOUT MORE SPECIFICALLY BY -- GRADE BANDS.

7 IF WE'RE SEEING TRANSIENT -- THE PERCENTAGE OF TRANSIENT THE SAME I WILL SAY THAT IT HAS SLOWED DOWN BUT IT HAS CERTAINLY NOT STOPPED.

OUR EL OFFICE IS DOING JUST THE INCREDIBLY AMOUNT OF WORK.

SO MUCH WORK TO SCREEN OUR EL POPULATION AND MAKE SURE THAT OUR EL FAMILIES ARE CONNECTED AND GETTING INTO SCHOOLS AND DOING THINGS AND THEY ARE BUSY EVERY DAY.

IN PERSON MAKING APPOINTMENTS.

USING THEIR SOCIAL DISTANCING.

THAT TEAM IS WORKING HARD.

IN ADDITION TO ALL OF THE REGISTRARS AND SCHOOLS ARE DOING THAT THE SAME THING.

SO I DON'T HAVE ANY HARD DATA TO ANSWER THE QUESTION.

I WILL PULL THAT TOGETHER AND SUBMIT THAT TO THE BOARD.

WE HAVE SLOWED DOWN.

SO WE'RE NOT SEEING THOUSANDS AND THOUSANDS AND WE STILL ARE SEEING NEW STUDENTS EVERY DAY.

JUST CONTINUING TO ENROLL IN ACPS.

AS FAR AS HOW ENROLLMENT IS GOING TO AFFECT OUR CAPACITY AND WHAT HAS BEEN THE DISCUSSION THIS EVENING AS FAR AS CAPACITY NUMBERS IT HIGHLIGHTS THE INTERCONNECT ACTIVITY OF ALL OF THE ASPECTS OF ACPS.

THE FACILITY TEAM HAS WORKED WITH US CLOSELY AND WE'VE PROVIDED THIS FALL MEMBERSHIP DATA TO HER TEAM AND TO MS. BULLET'S TEAM TO LOOK AT THEIR NUMBERS AND MAKE THEIR SOCIAL DISTANCING NUMBERS AND RECOMMENDATIONS ON VERY SOLID NUMBERS.

THEY ARE UPDATED AND IN REALTIME AND ARE AVAILABLE AS THEY ARE UPDATING THEIR MODELS.

ENROLLMENT WILL AFFECT HOW MANY WE'RE ABLE TO BRING IN AND I DO FEEL CONFIDENT THAT

[04:30:07]

WE ARE ABLE TO PROVIDE REALTIME UP-TO-DATE NUMBERS WHEN REQUESTED AND WE'LL CONTINUE TO DO SO.

I THINK THAT ANSWERED ALL OF THEM BUT IF I MISSED A QUESTION DR. RIEF PLEASE LET ME KNOW.

>> OKAY.

IT SEEMS LIKE THAT WAS IT.

I DON'T HAVE ANYTHING ELSE.

DR. RIEF, ARE YOU STILL THERE? MS. GREENE NOW.

>> THANK YOU.

I'VE ALWAYS WONDERED AND MAYBE DR. HUTCHINS CAN HELP WITH THIS.

THOSE STUDENTS THAT COME FROM COUNTRIES IN ASIA THAT DON'T CONSIDER THEMSELVES ASIAN THEY ARE STILL ELL LEARNERS.

STILL IN THE SAME PIE BECAUSE I'VE SEEN SOME INTERESTING TESTING NUMBERS WHEN THAT ASIAN CATEGORY COMES UP.

HOW DOES THAT WORK WHEN IT COMES TO TESTING OR DO YOU KNOW THAT INFORMATION? AND ALSO I APPRECIATE YOUR PRESENTATION EVERY YEAR TOO.

I THINK WE ALL APPRECIATE YOU SO I WANTED TO PUT THAT OUT THERE.

>> THANK YOU.

MY HEAD IS GOING TO GET BIG.

NO I'M JUST KIDDING.

DR. HUTCHINS CAN I TAKE THIS FIRST? OKAY.

EVERYTHING ABOUT RACE AND ETHNICITY IS SELF-REPORTED.

SO A STUDENT WHO IN THE ASIAN CATEGORY IT'S A CODE 2.

CODE 2 THE ASIAN CATEGORY IT BREAKS OUT, WE ALSO HAVE A SPECIFIC ISLANDER POPULATION THAT IS DIFFERENT.

THE FEDERAL GUIDELINES OUT SIGNS SOME SPECIFIC AREAS AND COUNTRIES WHICH STUDENTS WOULD COME FROM AND PUT IN WHAT THE FEDERAL GOVERNMENT HAS DECIDED IS THE CORRECT DATA BUCKET.

SO ANSWERING THE QUESTION ABOUT THE TESTING WHAT I WILL SAY AND ASK FOR CLARIFICATION IF I DID NOT ANSWER IT.

THE STUDENTS ARE IDENTIFIED WHEN THEY REGISTER AND SO THEY UNLESS THEY LET US KNOW THAT THEY WOULD LIKE TO IDENTIFY AS SOMETHING DIFFERENT WHETHER IT WOULD BECOME A PERSON WHO WOULD LIKE TO IDENTIFY AS COMING FROM MULTIPLE RACES AND ETHNICITIES IF THEY LET US KNOW WE CHANGE THAT OTHERWISE THAT IS A DESIGNATION THROUGH OUR DATA STICKS THROUGH THAT DATA.

THE ASIAN POPULATION IN ACPS IN ORDER TO BE REPORTED ON AS A SUB GROUP WITHIN SOL TEST TECHNICAL WE HAVE TO REACH A CERTAIN BENCHMARK OF A PERCENTAGE.

OTHERWISE THE SYMBOL WILL SAY NOT ENOUGH STUDENTS TO MEET THAT.

I CANNOT REMEMBER OFF THE TOP OF MY HEAD WHAT THE THRESHOLD CUT OFF IS FOR THOSE RIGHT NOW AND SO I DON'T WANT TO MISS SPEAK BUT FREQUENTLY EXCEPT FOR THE THREE POPULATION THAT'S I HIGHLIGHTED THE STUDENTS WOULD IDENTIFY AS WHITE, BLACK OR HISPANIC THOSE OTHER POPULATIONS FALL BELOW THAT REPORTING THRESHOLD SO THEY ARE NOT CONSIDERED TO BE A SUB GROUP THAT HAS TO MAKE CERTAIN BENCHMARKS TO MEET THE STUDENTS.

BUT THAT IS BASED ON THIS REPORT WHICH IS ONE OF THE REASONS THAT IS IN THE STATUTE.

>> THANK YOU SO MUCH.

THAT HELPS.

>> GREAT.

I DON'T SEE ANY MORE HANDS UP.

SO I THINK WE'RE READY TO MOVE ON TO OUR NEXT TOPIC WHICH IS THE CIP BUDGET AND JUST BEFORE I TURN IT OVER TO DR. HUTCHINS A REMINDER FOR THOSE WATCHING AND BOARD

[15. Presentation of the Superintendent's Proposed FY 2022-2031 Capital Improvement Program (CIP) Budget (Documents for this agenda item will be uploaded at the conclusion of the presentation.)]

MEMBERS WE HEAR THE PRESENTATION OF THE BUDGET BUT WE DON'T ASK QUESTIONS UNTIL OUR WORK SESSION AND WE HAVE ONE ON MONDAY.

SO DR. HUTCHINS TAKE IT AWAY.

>> THANK YOU, MADAM CHAIR AND IT IS NOW 8:37 SO WE'RE GOING TO MAKE IT THROUGH THIS PRESENTATION.

I'M GOING TO HAVE DR. ALICIA HART JOIN ME IN THIS JOINT PRESENTATION REGARDING THE SUPERINTENDENT'S PROPOSED CIP PROPOSED BUDGET.

I DON'T KNOW WHO'S BRINGING UP -- OKAY.

THANK YOU.

FIRST AND FOREMOST I WANT TO START OFF BY SAYING THAT AS YOU ALL KNOW WE ARE ALL EXPERIENCING AN ECONOMIC DOWNTURN RIGHT NOW.

IN REGARDS TO THIS GLOBAL PANDEMIC AND COVID-19.

AND WE HAVE TO MAKE SURE THAT WE'RE BEING FISCALLY RESPONSIBLE AS WE ENTER THIS CIP BUDGET.

I THINK THIS IS GOING TO BE DECISIONS THAT WE'RE MAKING VERY DIFFERENT FROM WHAT WE

[04:35:03]

WOULD HAVE DONE LAST YEAR.

WHAT WE WOULD HAVE DONE IF EVERYTHING WAS BACK TO NORMAL OR PRIOR TO MARCH 13TH BUT WE'RE -- WE ARE WHERE WE ARE AND IT'S OUR RESPONSIBILITY TO FOLLOW AND PIVOTING AND MAKING THE NECESSARY CHANGES SO THAT WE'RE ADJUSTING OUR BUDGETS SO THAT THEY ARLINED WITH THE WORK AND THE ECONOMIC IMPACT THAT IS AFFECTING THEM.

SPECIFICALLY WE CAN GO TO THE NEXT SLIDE -- THESE ARE THE ESSENTIAL QUESTIONS AS YOU ALL KNOW WE SHOULD DO EVERYTHING IN REGARDS TO PLANNING.

BASED ON OUR SCHOOL BOARD'S PRIORITY SO WE'RE GOING TO GO THROUGH THE PRIORITIES WITH OUR FY2022-31 CAPITAL IMPROVEMENT BUDGET.

WHAT FACTORS THAT WERE CONSIDERED.

AND ALSO WHAT ARE THE MAJORITY CAPACITY AS WELL AS NONCAPACITY PROJECTS THAT ARE GOING TO BE COVERED OVER THE NEXT 10 YEARS.

WE HAVE A SIGNIFICANT FOCUS ON FY22.

SO WE'RE GOING TO PROVIDE SOME SPECIFIC DETAILS IN REGARDS TO THAT.

SO WE ALWAYS WANT TO START WITH THE SCHOOL BOARD'S PRIORITIES.

AND AS YOU ALL RECALL WE MADE SURE THAT THIS YEAR AS WELL AS LAST YEAR THAT WE WERE ALIGNING OUR CIP BUDGET PRIORITIES WITH THE ACPS2025 STRATEGIC PLAN SPECIFICALLY THESE FIVE GOALS ARE SO ARE IMPORTANT BECAUSE SYSTEMIC ALIGN MINUTE, INSTRUCTIONAL EXCELLENCE, STUDENT ACCESSIBILITY AND SUPPORT.

STRATEGIC RESOURCE ALLOCATION AND FAMILY COMMUNITY ENGAGEMENT.

IT IS SO IMPORTANT -- THAT THEY ARE ALIGNED WITH THE BOARD'S APPROVED STRATEGIC PLANNING GOALS SO WE'RE ALWAYS ENSURING THAT THAT ALIGNMENT IS THERE.

NEXT SLIDE.

7 SO I WANT TO TALK SPECIFICALLY ABOUT SOME OF THE FACTORS THAT HAD TO BE PUT INTO CONSIDERATION WHILE WE WERE DEVELOPING OUR CIP BUDGET.

YOU KNOW LAST YEAR WE TOOK CAPACITY AND NONCAPACITY.

WE MADE THEM TWO CATEGORIES.

OUR CAPACITY CONSTRAINTS OR CONSIDERATIONS THEY TYPICALLY DEAL WITH ANYTHING THAT RELATES TO ENROLL ME.

PROJECTIONS.

WE JUST HAD THAT WONDERFUL PRESENTATION BY MS. RUNKEL.

AS YOU ALL KNOW WE HAVE ALWAYS HAD CAPACITY ISSUES IN SPITE OF THE GLOBAL PANDEMIC.

WE STILL HAVE CAPACITY ISSUES.

THAT HAS NOT GONE AWAY AND WE'LL HAVE TO CONTINUE TO ADDRESS THEM.

WE WERE LOOKING SPECIFICALLY AT THE HIGH SCHOOL PROJECT AND MAKING SURE THAT WE MADE THE NECESSARY ADJUSTMENTS TO THE ESTIMATES BASED ON THE RECENT COST INFORMATION.

SO WE HAD TO PUT THAT INTO CONSIDERATION WITH THE CIP IN.

REGARDS TO OUR MANY HOWARD DISPLACED FIELDS.

AS WE'RE BUILDING THE NEW STRUCTURE AT THE MINI HOWARD CAMPUS THERE ARE GOING TO BE SOME INCREASES IN REGARDS TO HOW WE NEED TO UPGRADE OTHER FIELDS ACROSS THE CITY OF ALEXANDRIA TO ACCOMMODATE THE DISPLACEMENT OF OUR FIELD.

BECAUSE THAT IS GOING TO HAPPEN WHEN WE GET TO THE STAGE OF HAVING TO REBUILD THE NEW STRUCTURE AT THE MANY HOWARD CAMPUS.

WE HAD TO PUT INTO CONSIDERATION THE EVALUATION OF CO-LOCATION OPPORTUNITIES.

WE ARE WORKING COLLABORATIVELY WITH THE CITY OF ALEXANDRIA TO ENSURE THAT WE ARE PROVIDING NICOLE LOCATION OPPORTUNITIES WHEN WE'RE DOING PROJECTS SUCH AS THE HIGH SCHOOL PROJECT SUCH AS GEORGE MASON.

DOUGLAS MCARTHUR.

IT'S IMPORTANT FOR US TO ALWAYS CONSIDER THE CO-LOCATION OPPORTUNITIES AND EVALUATE WHEN DEVELOPING OUR CIP.

UPDATING OUR ELEMENTARY MODERNIZATION PROJECTS WAS ANOTHER CONSIDERATION THAT WE HAD TO PUT INTO PLAY FOR DEVELOPING THE CIP BUDGET.

AND SPECIFICALLY AS I MENTIONED EARLIER WE ARE HAVING AN ECONOMIC DOWNTURN IN THE CITY OF ALEXANDRIA AND ACROSS THE WORLD.

NOT JUST ACROSS THE COUNTRY BUT ACROSS THE WORLD AND WE'RE TRYING TO MAKE SURE THAT WE'RE PREPARING FOR THAT.

SO YOU WILL SEE IN THE PROPOSED BUDGET THAT WE'RE PUSHING GEORGE MASON AND THE

[04:40:06]

CORE KELLY PROJECTS BACK OR PUSHING THEM OUT BY ONE YEAR AS WELL AS THE NEW SCHOOL THAT WE HAD IN THE BUDGET.

WE PUSHED THAT OUT BY TWO YEARS AGO.

MATTHEW MAURY AS WELL IS ANOTHER PROJECT THAT WE PUSHED OUT BY TWO YEARS.

FOR THIS 10 YEAR CIP.

WE HAD TO DO THIS IN ORDER TO MAKE SURE WE'RE BEING FISCALLY RESPONSIBLE WITH RESPONDING TO WHAT THE CITY BUDGET IS LOOKING LIKE FOR THE FY22 FISCAL YEAR 22.

WE NEEDED TO MAKE SOME ADJUSTMENTS AND PUT THAT INTO CONSIDERATION.

YOU WILL SEE THAT AND DR. HART WILL TALK MORE SPECIFICALLY ABOUT THAT LATER ON IN THE PRESENTATION.

WE ALSO HAD TO PUT INTO CONSIDERATION THE ELEMENTARY SWING SPACE CONSIDERATION GIVEN THE FISCAL CLIMATE.

IT IS UNLIKELY THAT WE CAN SUPPORT A PERMANENT NEW SWING SPACE LOCATION OR OTHER INTERIM OPTIONS.

WE'LL NEED TO BE PURSUED TO MAKE SURE WE'RE ABLE TO PROVIDE THE APPROPRIATE SWING SPACE FOR ANY OF THE ELEMENTARY PROJECTS MOVING FORWARD SO WE HAD TO PUT THAT INTO CONSIDERATION.

WE HAD TO LOOK AT DEFERRING THE TRANSPORTATION PROJECT FOR THE WHITTIER WHEELER STUDY.

WE'RE STILL WORKING THROUGH TO DETERMINE WHAT WILL BE DONE WITH THIS PARTICULAR CAMPUS.

SO BECAUSE WE DON'T HAVE THAT INFORMATION AND THAT DATA AS OF NOW WE WANTED TO MAKE SURE WE WERE PUSHING OR DEFERRING THE TRANSPORTATION PROJECT FOR THE WHEELER STUDY.

IN REGARDS TO OUR NONCAPACITY.

THESE ARE ALL CAPITAL IMPROVEMENT PROJECTS THAT ARE UNRELATED TO CAPACITY.

SO AND SPECIFICALLY WE WANTED TO CONSIDER THE PATRICK HENRY COMPLETION FUNDS AND THESE WERE FUNDS TO DEMOLISH THE OLD PATRICK HENRY BUILDING AS WELL AS COMPLETE THE INTENDED FIELDS AND PARKING LOT.

AS WELL AS THE USE OF THE SWING SPACE FOR DOUGLAS MCAUTHUR ON THE TEMPORARY BASES.

ALL OF THAT HAD TO BE PUT INTO CONSIDERATION IN THE BUDGET.

WE ALSO HAD TO LOOK AT THE MAJOR SYSTEM ASSESSMENT.

WE TAKE ACTUAL REPORTS AND FIELD ASSESSMENT THAT INDICATE SOME OF THE MOST CRITICAL NEEDS THAT WE HAVE IN OUR BUILDINGS INCLUDING LIKE OUR HVAC OUR SECURITY, OUR ROOFS.

WE HAD TO PUT ALL OF THOSE RECOMMENDATIONS INTO CONSIDERATION IN THIS CIP AND THEN WE HAVE ALSO HAD TO PUT INTO CONSIDERATION UPDATING THE KITCHENS AND THE PLAYGROUND PROJECTS.

THESE ARE PROJECTS THAT WE WANT TO PURSUE IN THE FUTURE.

HOPEFULLY THEY CAN CONTINUE TO BE A PRIORITY FOR US.

BUT WE STILL HAVE TO BE FISCALLY RESPONSIBLE AND THERE COULD BE A SITUATION IN THE FUTURE THAT MAY NOT ALLOW US TO DO THESE PROJECTS IN THE IMMEDIATE YEAR OF THE CIP SO WE DID PUSH SOME OF THE PROJECTS OUT FURTHER INTO THE 10 YEAR SPAN AND THEN WE HAD TO REEVALUATE AND CONFIRM SOME OF THE PROJECTION THAT WE ALREADY HAD IN OUR CIP.

THIS IS UPDATING LIKE OUR COST ANALYSIS.

OUR SCOPE OF WORK.

WHICH IS CAPTURED IN THE CIP.

FOR EXAMPLE THE GW HVAC NEEDS ARE GREATER THAN ANTICIPATED LAST YEAR AS WELL AS OUR TECHNOLOGY NEEDS.

THEY ARE GREATER THAN ANTICIPATED SO WE HAD TO PUT ALL OF THOSE THINGS INTO CONSIDERATION WITH THE NONCAPACITY CIP BUDGET ITEMS. SO I'M GOING TO TURN THINGS OVER TO DR. HART TO GIVE MORE SPECIFIC DETAILS ABOUT FY22 AND TO ALSO GO INTO SOME MORE SPECIFIC DETAILS WITH THE 10 YEAR CAPITAL IMPROVEMENT PROGRAM BUDGET.

DR. HART.

>> THANK YOU VERY MUCH AND GOOD EVENING AGAIN BOARD MEMBERS.

I'M WANTING TO START OFF GIVING A QUICK HIGHLIGHT SUMMARY OF OUR 22CIP BUDGET.

THIS BUDGET -- -- INCLUDES $31 MILLION FOR HIGH SCHOOL -- $2 MILLION FOR UNDERGROUND UTILITIES AND PURCHASE OF SOLAR PANELS.

WE'RE MAKING SURE WE'RE INCLUDING FUNDING FOR TEXTBOOKS AND TECHNOLOGY MODERNIZATION AND GENERAL ACKNOWLEDGMENT OF OUR FISCAL YEAR.

THIS WOULD CRETE AN IMMEDIATE SAVINGS OF $28.7 MILLION FROM LAST YEAR.

TO BE SPENT IN FUTURE YEARS.

AND SO AS PART OF THIS UPDATE WE ALSO WANTED TO SPEAK TO TWO PROJECTS.

THE HIGH SCHOOL PROJECT AND DOUGLAS MCARTHUR.

THIS SLIDE SHOWS THE THREE DIFFERENT PHASES FOR THE HIGH SCHOOL PROJECT AND WANTING TO SPEAK TO WHAT EACH PHASE INCLUDED AS WELL AS THE BUDGETED AMOUNT FOR THAT PHASE.

BEGINNING WITH OUR PLANNING PHASE -- THAT WAS $5.2 MILLION.

AND THAT INCLUDED JUST OUR EDUCATIONAL VISIONING PROCESS, OUR A & E PLANNING AND FOR TO 19-2031 SO WE'RE IN THE TAIL END WHICH IS THE DESIGN PHASE THAT BUDGET WAS

[04:45:52]

APPROXIMATELY $15.3 MILLION AND THAT INCLUDED OUR A & HER, PREDESIGN ALABAMA DESIGN.

AND THE THIRD WILL BE 2022-2024 INCLUDING OUR PHASED CONSTRUCTION AND PROGRAM INTEGRATION AND FUNDS FOR DISPLACED FIELDS AND SCHOOL PROGRAMS. IT ROUNDS OUT TO BE $195,571,394.

7 AND BEFORE I GET INTO THE DETAILS OF THE DOUGLAS MACARTHUR UPDATE -- I WOULD BE REMISS -- FOR NOT THANKING THE TEAM.

BACK IN SEPTEMBER OF 2020 WE WERE MENTIONING THAT WE HAD A POTENTIAL $5 TO $7 MILLION SHORTFALL.

WE'VE BEEN ABLE TO REDUCE THAT GAP TO THE TUNE OF ABOUT $3-$4 MILLION SO THE GAP HAS SHRUNK TO 2-$4 MILLION.

WE'RE NOT UTILIZING ANY STRATEGIES THAT WOULD REQUEST ANY ADDITIONAL FUNDING FROM THE CITY TO SUPPORT COMPLETION OF THIS PROJECT.

SOME OF THE STRATEGIES WE HAVE BEEN USING AND WILL CONTINUE TO USE TO CLOSE THIS GAP INCLUDE REFINING OUR CONTINGENCIES.

REVISING OUR SPACE NEEDS.

INVESTIGATING OPTIONS FOR OUR FURNITURE PROCUREMENT AS WELL AS UPDATING THE SITE LAYOUT.

A FEW UPDATES THAT IS WE'LL HAVE AN INFORMATIONAL UPDATE IN PRECONSTRUCTION MEETING DURING THE WEEK OF 11:30.

WE'RE CONTINUING TO FINE SLIDES OUR UTILITY DISCONNECT EBBS.

WORKING WITH THE CITY TO ISSUE THE DEMOLITION PERMIT AS WELL AS THE DEMOLITION CONTRACT WILL BE ISSUED IN EARLY DECEMBER.

AND WE'LL PROVIDE MORE DETAIL IN THE WORK SESSION.

WANTING TO SPEAK TO THIS PARTICULAR SLIDE WHICH COVERS OUR FY22-FY31CIP -- BUDGET SUMMARY.

ALSO TO WHAT I WILL CALL RIGHT SIZE OUR PROJECT BUDGET.

YOU WILL SEE THAT THROUGH THE OUTER YEARS WE'VE SHIFTED SOME OF PROJECTS TO INCLUDE MOVING GEORGE MASON AND CORE KELLY OUT ONE YEAR.

WE HAVE MOVED THE NEW SCHOOL PROJECT OUT BY TWO YEARS.

AND WE'VE ALSO MOVED MATTHEW MAURY OUT.

I SKIPPED OVER SOME OF THE REASONS WHY WE DID THAT AND I WANT TO MAKE SURE I ACKNOWLEDGE THE DEFERRAL AND WHY WE MADE SOME OF THE DECISIONS.

THE TEAM AND I WANTED TO DEFINITELY ACKNOWLEDGE THE CURRENT FISCAL CLIMATE AND THE PROJECTED FISCAL CLIMATE FOR FY22.

AS WELL AS WANTING TO BE ABLE TO PROVIDE THE TEAM, THE TIME TO REVIEW AND REALLY UPDATE THE ESTIMATES FOR OUR PROJECTS AS NEEDED IN THE OUTER YEAR.

[04:50:04]

THE ONE THING THAT I DO WANT TO STRESS IS THE TEAM AND I REALLY ARE LOOKING AT LESSONS LEARNED FROM PREVIOUS PROJECTS AND MAKING SURE THAT WE'RE PLANNING AND STRATEGIZING IN A WAY THAT WE'RE NOT REPEATING SOME OF THE LESSONS LEARNED.

JUST WANT TO QUICKLY COVER SOME OF THE UPCOMING MAJOR CONVENIENCE AND ACTIVITIES IN REGARDS TO THE CIP.

WE COVERED THE FY22 COMBINED AND CIP BUDGET WE HAD OUR PUBLIC HEARING BACK IN OCTOBER.

IN NOVEMBER WE HAVE FIVE KEY ACTIVITIES.

THE FIRST BEING THE PRESENTATION.

WE HAVE A SCHOOL BOARD WORK SESSION ON THE 16TH.

WE HAVE OUR JOINT CITY COUNCIL SCHOOL BOARD WORK SESSION ON THE 17TH AND THEN WE HAVE TWO ACTIVITIES ON THE 23RD TO INCLUDE THE PUBLIC HEARING ON THE CIP BUDGET AS WELL AS THE SECOND WORK SESSION.

IN DECEMBER WE HAVE THREE MAJOR ACTIVITIES.

TWO ARE ADD AND DELETE SESSIONS ON DECEMBER 9 AND 15.

AND THEN ON DECEMBER 17 WE WILL HAVE THE ADOPTION OF THE FY22-31CIP BUDGET AND ALL OF THE ITEMS HIGHLIGHTED WITH AN ASTERISK ALLOW FOR ACTIVITIES FOR PUBLIC PARTICIPATION.

NEXT SLIDE A SO AS WE CONCLUDE AGAIN I JUST WANT TO MAKE SURE I'M ABLE TO PROVIDE PUBLIC KUDOS TO MY TEAM AND TO THE CIP GROUP THAT WORKED HARD TO PUT THIS TOGETHER.

INCLUDING MS. ERICA GOULIG.

AND MR. TRACY ARMOND WHO'S OUR FINANCIAL ANALYST.

AS WELL AS THANK MY COLLEAGUES OVER IN FINANCIAL SERVICES DEPARTMENT TO INCLUDE MR. TURNER, MR. ROBERT EASILY.

SO DR. HUTCHINS TURNING IT BACK OVER TO YOU.

>> I WANT TO THANK DR. HART WHAT A PHENOMENAL LEADER.

I TELL YOU THIS ALL THE TIME BUT PUBLICLY SITES RECORDED YOU'VE STEPPED INTO THIS ROLE AND BEEN SIDE BY SIDE PROVIDING US WITH GUIDANCE AND INSIGHT AND MAKING SURE THAT YOU'RE MAKING DECISIONS IN THE BEST INTEREST OF ALEXANDRIA CITY PUBLIC SCHOOLS AND I WANTED TO PERSONALLY SAY THANK YOU TO SAYING YES TO BE IN THIS ROLE BECAUSE IT WAS A HUGE CHALLENGE BUT YOU'VE DONE THIS JOB WITH SUCH GRACE AND I TRULY APPRECIATE EVERYTHING THAT YOU'RE DOING FOR THE ORGANIZATION.

I WANT TO THANK ALL OF OUR TEAM.

DR. WILKINS AS WELL AS MR. TURNER WHO PROVIDE GUIDANCE AND SUPPORT THROUGHOUT THE ENTIRE PROCESS AND OVER-ALL THE BOARD YOU WILL RECEIVE THE PRESENTATION OF COURSE THE POWERPOINT PRESENTATION BUT ALSO THE SUPERINTENDENT'S PROPOSED CAPITAL IMPROVEMENT BUDGET.

YOU CAN READ THROUGH IT PRIOR TO OUR WORK SESSION AND IT WILL GIVE YOU A LOT OF INFORMATION FOR THE OVER-ALL PROPOSED BUDGET A LITTLE OVER $551 MILLION.

IS WHAT THE TOTAL AMOUNT IS.

AND I KNOW DOMINIC IS SAYING YOU NEED TO DO EVERY FIGURE.

BUT I KNOW IT'S A LITTLE OVER $551 MILLION.

WHERE ARE YOU DOMINIC? GO AHEAD AND SAY THE NUMBER, PLEASE.

I CAN'T HEAR YOU.

>> I WOULD SAY $551 MILLION OF SOUNDS LIKE A NICE ROUND NUMBER TO ME AND YOU WERE RIGHT, I WAS ON MUTE.

>> YES.

THANK YOU.

SO I GOT IT RIGHT.

YOU ALL TRAINED ME WELL.

I DO APPRECIATE YOUR HARD WORK AND LOOKING FORWARD TO OUR ROBUST DISCUSSION THIS MONDAY SO WE CAN TALK SPECIFIC DETAILS AND THEN AFTER THIS I KNOW NEXT WEEK WE'RE GOING TO HAVE OUR JOINT SESSION WITH THE CITY SO WE'LL HAVE A LOT OF TIME TO TALK ABOUT CIP PROJECTS NEXT WEEK.

>> GREAT.

THANK YOU DR. HUTCHINS AND EVERYONE ELSE WHO WAS PART OF THAT.

SO YOU SORT OF TOOK MY ANNOUNCEMENTS IN TERMS OF YES WE'RE GOING TO BE

[16. Report from Cindy M. Anderson]

TALKING BUDGET NEXT WEEK ON MONDAY AND TUESDAY.

[04:55:02]

OUR FIRST WORK SESSION ON MONDAY AND THEN WITH THE COUNCIL ON TUESDAY.

THAT IS MY REPORT.

[17. Report from Dr. Gregory C. Hutchings, Jr.]

AND NOW DR. HUTCHINS DO YOU HAVE ANYTHING ELSE?

>> I DON'T HAVE ANYTHING ELSE OTHER THAN TO SAY THAT WE'VE ASKED AND WE'VE COLLABORATED WITH THE ORGANIZATION OPEN ACPS AND I THINK IT'S IMPORTANT FOR ME TO PUT THAT OUT THERE THAT WE'RE LOOKING FORWARD TO THAT COLLABORATION.

TWO OF THEIR MEMBERS ARE GOING TO BE JOINING OUR DIVISION TEAM STARTING NEXT WEEK.

WE WERE ABLE TO REACH OUT TO THEM TODAY.

ASHLEY LOMBARDI AS WELL AS CATHERINE GRASS MEYER AND BOTH HAVE A BACKGROUND AND EXPERTISE THAT WILL BE AN AS SETS TO OUR TEAM.

CATHERINE HER BACKGROUND IS IN PEDIATRIC PHYSICAL THERAPY AND SHE WILL BE ABLE TO SHARE INFORMATION AROUND HOW WE MAY BE ABLE TO BETTER SERVE SOME OF OUR STUDENTS WHO RECEIVE THERAPY THAT MANY OF OUR STUDENTS RECEIVE.

AND ASHLEY HAS A BACKGROUND IN EDUCATION AND ALSO A PARENT HERE IN ACPS.

SHE IS GOING TO BRING A TEACHER AND PARENT PERSPECTIVE TO THE TABLE SO WE'RE LOOKING FORWARD TO SOME OF THAT COLLABORATION AND WE HOPE THAT PEOPLE WILL CONTINUE TO TUNE IN TO OUR DIVISION TEAM MEETINGS BECAUSE THEY ARE RECORDED AND THEY ARE POSTED WITH THE SLIDES AND WE HAVE SOME OF REALLY DEEP CONVERSATIONS.

I THINK PEOPLE HAVE FORGOTTEN THAT ALL OF THESE ARE RECORDED AT THIS POINT

[18. Announcements]

BUT IT'S IMPORTANT FOR OUR COMMUNITY TO KNOW THAT WE'RE TRYING TO BE AS TRANSPARENT AS POSSIBLE THROUGHOUT THIS TRANSITION PROCESS.

THANK YOU, MADAM CHAIR.

>> THANK YOU.

ANY ANNOUNCEMENTS FROM BOARD MEMBERS?

>> MADAM CHAIR, I HAVE ONE.

>> GO AHEAD.

>> I LOVE HIGHLIGHTING ACCOMPLISHMENTS AND WONDERFUL THINGS THAT OUR STUDENTS ARE DOING.

I HEARD IN LOCAL ALEXANDRIA NEWS THAT OUR YOUNG ACPS ACTIVIST NAOMI WADLER IS IN AN EXHIBIT IN THE SMITHSONIAN.

SHE HAS A MURAL THERE IN THE SMITHSONIAN.

THE AMERICAN HISTORY MUSEUM AND IT'S IN COMMEMORATION WITH THE WOMEN'S SUFFRAGETTE MOVEMENT.

A WONDERFUL DISPLAY.

I GOT TO SEE IT.

IT'S SO POWERFUL THAT OUR ACPS STUDENTS THE THINGS THAT THEY ARE DOING AND EACH AND EVERY DAY THEY MAKE US VERY PROUD BUT TO SEE THAT THE WHOLE WORLD KNOWS HOW WONDERFUL OUR STUDENTS ARE IS JUST REMARKABLE TO ME.

SO YOU SHOULD DEFINITELY GO AND SEE THE EXHIBIT.

IT'S CALLED GIRL HOOD.

COMMEMORATES THE WOMEN'S SUFFRAGETTE MOVEMENT.

>> MADAM CHAIR IN THE SAME VAIN I THINK I SHOULD MENTION THAT OUR STUDENT -- -- GEORGE WASHINGTON MIDDLE SCHOOL IS SPONSORING WITH THE NORTHERN VIRGINIA PTA AND ANTIRACISM WEBINAR AND I'M SIGNING UP.

THERE WAS AN E-MAIL TODAY SO MOST OF YOU GOT THE INFORMATION.

IT MIGHT BE SOMETHING VERY WELL WORTH LISTENING TO.

>> IS IT TOMORROW OR SATURDAY I THINK? IS IT SATURDAY?

>> SATURDAY.

IT'S SATURDAY.

>> OUR MEETING HAS GONE LONG BUT NOT QUITE THAT LONG.

I JUST WANTED TO MAKE SURE ABOUT THAT.

BUT THANK YOU FOR THAT AS WELL.

SO NOW ALL I'M LOOKING FOR IS A MOTION TO ADJOURN.

>> MADAM CHAIR I MOVE WE ADJOURN.

>> SECOND.

>> AND I'LL CALL FOR A VOTE.

CINDY ANDERSON, YES.

VERONICA NOLAN.

>> SORRY.

YES.

>> MEAGAN -- >> YES.

THAT IS 9-0.

WE'RE ADJOURNED AT 9:03 EST.

FIVE HOURS AFTER WE STARTED.

GOOD NIGHT EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.