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[00:00:04]

I'M GETTING READY TO START THE MEETING.

ON APRIL 21ST, 2021, FROM 7:00 TO 9:00 P.M.

ARE ON VIRTUAL MEETING VIA ZOOM.

AND I WILL CALL MEMBERS OF THE OF THE COMMITTEE AND CONSULTANTS AND OTHER.

AS -- >> OUR COSECRETARIES ARE NOT HERE SO WE DO NEED -- I WOULD LIKE TO ASK FOR SOMEONE TO RECORD NOTES.

I CAN TAKE NOTES BUT IT'S HELPFUL TO HAVE A SECOND PERSON TO CORROBORATE.

>> I CAN TAKE SOME NOTES, CINDY.

>> OKAY.

>> GREAT.

WE'LL DO THAT TOGETHER AND JOAN THEM TOGETHER AT THE END.

THANK YOU, JANET.

>> OKAY.

THEN OUR CONSULTANTS, MEGAN.

>> WE'LL MOVE FORWARD WITH THE MEETING AND HOPEFULLY WE DON'T HAVE TO TAKE ANY VOTES QUICKLY.

WITH MEETING DOCUMENTS, THERE'S A PRC REPORT FOR MARCH 21ST.

THERE'S DRAFT MINUTES FREQUENT THE MARCH 17TH LATH MEETING.

[Meeting documents]

AND THERE'S THE SPECIAL EDUCATION ADVISE -- ANNUAL PLAN.

>> SORRY TO INTERRUPT, MIKE.

WE DID NOT YET RECEIVE OUR DRAFT MINUTES, SO WE DON'T HAVE THOSE FOR THE VOTE.

AND WE DON'T HAVE EVERYONE FOR THE VOTE IN ANY CASE SO WE CAN'T VOTE ON THIS.

>> OKAY.

SO MOVING ON TO PUBLIC COMMENT.

DO WE HAVE ANY PEOPLE FOR PUBLIC COMMENT?

>> HI.

SORRY.

I WAS ON MUTE.

THERE ARE ACTUALLY THREE PEOPLE OVER ON THE ATTENDEE SIDE WHO, I DON'T KNOW IF THEY'RE ABLE TO RAISE THEIR HAND TONIGHT TO SEE IF THEY'RE ABLE TO.

MS. DE-ANGLO, DO YOU WISH TO MAKE ANY COMMENTS TO THE COMMITTEE?

[00:05:03]

OKAY.

I'M JUST GOING TO TAKE THAT AS A NO.

AND HOW ABOUT MS. CENTEL? DO YOU WISH TO MAKE ANY PUBLIC COMMENTS TO THE COMMITTEE?

>> SHE'S A COMMITTEE MEMBER.

>> OH, SHE IS?

>> I'M NOT A MEMBER.

I JUST COME ALL THE TIME BUT NO I HAVE NO COMMENTS TO MAKE.

THANK YOU.

>> OKAY.

YOU'RE WELCOME.

>> I THOUGHT YOU WERE A MEMBER OF THIS COMMITTEE.

I'M SORRY.

>> NO.

I CAME ONCE THINKING ABOUT IT BUT THEN I DIDN'T DO IT BECAUSE MY LIFE IS CRAZY.

>> OKAY.

THAT'S MY MISTAKE.

>> WE ALL UNDERSTAND THAT.

>> THANK YOU.

>> OKAY.

WE CAN'T APPROVE THE MINUTES FROM MARCH 17TH BECAUSE WE DON'T HAVE THEM AND WE CAN'T VOTE.

>> SO ATTORNEY-CLIENT PRIVILEGE INTRODUCE OUR GUEST SPEAKER.

-- SO DOES ANYONE WANT TO INTRODUCE OUR GUEST SPEAKER?

>> DO YOU MIND IF I INTRODUCE HER?

>> YES.

[Guest Speaker]

THANK YOU, TERRY.

>> OKAY.

SO TONIGHT WE HAVE THE PRESENCE WITH US OF DR. AARON STONE.

AARON IS THE COORDINATOR OF AUTISM AND BEHAVIORAL SUPPORT PROGRAMS BY TITLE BUT WHAT SHE REALLY DOES IS COORDINATE ALL THE CITY WIDE PROGRAMS. WE WERE SPEAKING SEVERAL WEEKS AGO ABOUT PROGRAMMING AND THINGS THAT WE COULD DO TO PROVIDE PROFESSIONAL DEVELOPMENT FOR THE COMMITTEE.

ONE OF THE THINGS I SUGGESTED IS THAT WE KIND OF DO AN OVERVIEW OF THE CITY WIDE PROGRAMS AND THAT WE TALK ABOUT WHAT CURRICULUM AND INSTRUCTION LOOKS LIKE IN THE CITY WIDE PROGRAMS. SO TO THAT END, I'VE ASKED DR. STONE TO COME.

AS YOU ALL KNOW SHE SUPERVISES A TEAM OF SEVEN OR EIGHT PEOPLE RIGHT NOW.

WE HAVE TO LOOK AT WHO SUPPORT -- WHO SUPPORT THE PROGRAMS AND SHE ALSO NOW IS SUPPORTING MANY OF OUR CIS INITIATIVES.

SHE'S WORKING IN COLLABORATION WITH OUR TEAM WHO IS PROVIDING THE EARLY INTERVENTION OR COORDINATING EARLY INTERVENING SERVICES AND LOOKING AT THAT FRONT END INTERVENTION TO SUPPORT STUDENTS.

SO WE'RE VERY LUCKY TO HAVE HER TONIGHT AND I'M VERY LUCKY TO HAVE HER AS PART OF OUR TEAM.

SO ERIN, I'LL TURN IT OVER TO YOU AND YOU HAVE THE ABILITY TO SCREEN SHARE.

>> THANK YOU SO MUCH, TERRY.

AND THANK YOU SO MUCH TO THE SEAC FOR HAVING ME COME TODAY.

I KNOW THERE WERE PLANS LAST SPRING TO DO IT BUT THESE THINGS HAPPEN.

SO I APPRECIATE YOU ALLOWING ME TO JOIN YOU TONIGHT.

I STARTED MY CAREER AS A TEACHER OF STUDENTS WITH EMOTIONAL DISABILITIES WITH EMOTIONAL DISABILITIES.

THEN WHILE WORKING ON MY PH.D.

IN CLINICAL PSYCH, I ALSO SERVED AS A SCHOOL PSYCHOLOGIST AT A PRIVATE DAY COOL AND AFTER FINISHING THAT, I BECAME THE PRINCIPAL OF A PRIVATE DAY SCHOOL.

AFTER I JOINED ACPS, I BECAME THE AWE 2I678 COORDINATOR AND WAS REALLY LOOKING AT THE AUTISM PROGRAM SPECIFICALLY AND PROVIDED SOME SPECIFIC

[00:10:04]

SUPPORT FOR BEHAVIOR CASES AT SCHOOLS.

AND THEN INCREASED THE DISABILITIES THAT WE WERE WORKING WITH BECAUSE WORKING WITH AND ALSO THE BEHAVIOR SERVICES PART CAME INTO MY ROLE.

I CAN'T EVEN REMEMBER WHEN BUT IT ALSO INCREASED THE TRAINING AND SUPPORT THAT WE PROVIDED TO INCLUDE OUR SOCIAL EMOTIONAL AND LEARNING PROGRAM FOR STUDENTS WHO HAVE HAD EMOTIONAL AND BEHAVIORAL CHALLENGES.

THAT'S A LITTLE BIT ABOUT KIND OF THE ROLE AND HOW IT'S CHANGED FOR ME WHILE I'VE BEEN HERE IN ALEXANDRIA.

MY PRIMARY ROLE NOW IS TO COORDINATE THE TRAINING AND THE SUPPORTS IN THE CITY WIDE PROGRAMS. AND WE SET THE EXPECTATIONS FOR BEST PRACTICES AND THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN THESE PROGRAMS. WE DEFINITELY PROVIDE THE MATERIALS AND THE RESOURCES.

WE DO DATA SHEETS AND REGULAR CONSULATION TO STAFF ON HOW TO USE ALL OF THOSE.

AND I'M BLESSED WITH A VERY, VERY TALENTED TEAM OF STAFF WHO PROVIDE THE DIRECT SUPPORT TO STUDENTS AS WELL AS STAFF AND ADMINISTRATORS ALONG WITH MYSELF.

OUR CITY WIDE PROGRAM REALLY IS PROVIDING INTENSE SERVICES TO A VERY SMALL PERCENTAGE OF STUDENTS WITHIN OUR SCHOOL DIVISION THAT HAVE OUR MOST SIGNIFICANT NEEDS.

PLACEMENT WITHIN THAT CITY WIDE PROGRAM IS AN IEP TEAM DECISION.

AND LEVEL OF SERVICES FOR EACH STUDENT IS INDIVIDUALIZE BASED ON EACH STUDENT'S NEEDS AND ABLE TOS.

WHEN I STARTED 11 YEARS AGO IN ACPS, THERE WERE EIGHT CASE MANAGERS FOR CITY WIDE PROGRAMMING AT THE ELEMENTARY LEVEL AND EIGHT CASE MANAGERS AT THE SECONDARY LEVEL.

OVER THE TIME THAT I'VE BEEN HERE, IT'S EXPANDED QUITE A BIT AND I'M GOING TO SHOW YOU QUITE A BIT ON THE NEXT SLIDE.

WE'VE EXPANDED BOTH THROUGH CHILDREN COMING THROUGH CHILD FIND, CHILDRENING MOVING INTO OUR DIVISION, AND THOSE THAT ARE FOUND ELIGIBLE, AND AS WELL AS PEOPLE COMING INTO OUR STATE FROM OTHER AREAS WHOSE IEP INDICATES THAT HE HAVE THAT LEVEL OF NEED.

WE'VE ADDED A NUMBER OF NEW CITY WIDE CLASSROOMS OVER THE YEARS THAT WE'VE BEEN IN ALEXANDRIA CITY.

ON THIS SLIDE YOU CAN SEE WHERE WE ARE RIGHT NOW IN REGARD TO OUR CITY WIDE PROGRAMMING AND THE LOCATIONS WHERE THEY'RE AT AND THE NUMBER OF CLASSES OR CASE MANAGERS.

AND IT'S INCREASED, THERE ARE 407 DIFFERENT CASE MANAGERS ACROSS OUR CITY WIDE PROGRAMS FROM PRESCHOOL ALL THE WAY TO HIGH SCHOOL.

AND GENERALLY THE COUNT OF STUDENTS ACROSS THE PROGRAMS IS BETWEEN 240 TO 275 CURRENTLY WE'RE HOVERING AROUND 225 BUT THAT NUMBER CHANGES ARINGLY.

WHETHER P STUDENTS ARE MOVING OUT OF OUR SCHOOL DIVISION OR MOVING IN.

SO THAT NUMBER IS NOT A HARD AND FAST NUMBER AT ANY POINT.

WE DO GET TRANSFER STUDENTS THROUGHOUT THE SCHOOL YEAR AND CHANGES IN PLACEMENT DO OCCUR THAT ALSO IMPACTS CLASS ENROLLMENT.

IDEALLY, OUR GOAL AND OUR CITY WIDE PROGRAMS IS TO PUT OURSELVES OUT OF BUSINESS ONE STUDENT AT A TIME.

AND BY DOING -- TO DO THAT, WE BUILD UP THE SKILLS THAT ARE NEEDED TO HELP THEM PARTICIPATE MORE EFFECTIVELY, MORE EFFICIENTLY, AND WITH GREAT SUCCESS IN LARGER AND LARGER STUDENT GROUPS SO THAT WE ARE ABLE TO THEN TRANSFER THAT SKILL INTO THE GENERAL EDUCATION SETTING AND REALLY WORK IN SLOW INCREMENTS TO TIME IN THE GENERAL EDUCATION SETTING AS IS APPROPRIATE FOR EACH STUDENT.

WE DO TRANSITION STUDENTS OUT OF OUR CITY WIDE PROGRAMS. MOSTLY AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL.

AND WE ARE VERY PROUD OF BEING ABLE TO SUPPORT STUDENTS IN THAT TRANSITION OUT INTO A LESS RESTRICTIVE ENVIRONMENT.

THE INSTRUCTIONAL PROGRAMMING IN OUR CITY WIDE PROGRAMS WE HAVE VERY SMALL CLASSES.

GENERALLY THE CLASSES MAY BE ANYWHERE BETWEEN FIVE AND EIGHT STUDENTS.

ON THE ROSTER, THERE ARE THREE STAFF MEMBERS.

[00:15:02]

ONE TEACHER AND TWO INSTRUCTIONAL ASSISTANTS.

EVEN WITH THIS SMALL CLASS SIZE THE NEEDS CAN VARY WIDELY IN THOSE DIFFERENT CLASSROOMS SO TO BEST SUPPORT THE DIVERSE NEEDS OF EACH STUDENT, WE UTILIZE A STATION AND ROTATION MODEL.

IT'S SIMILAR TO WHAT YOU MIGHT SEE IN A GENERAL EDUCATION CLASSROOM WHEN THE TEACHER DOES GUIDED READING.

IN THAT MODEL, THE STUDENTS ARE IN SMALL GROUPS AND THEY ROTATE THROUGH DIFFERENT STATIONS IN THE CLASSROOM.

AND EACH GROUP HAS AN OPPORTUNITY TO BE WITH THE TEACHER FOR DIRECT READING INSTRUCTION THAT'S TAILORED AND LEVELLED TO THEIR NEEDS.

IN A CITY WIDE CLASSROOM, THE WAY OUR STATIONS AND ROTATIONS WORK IS WE HAVE THREE STAFF SO WE DO USE THREE ADULT FACILITATED STATIONS.

EACH STATION HAS A SPECIFIC PURPOSE ALTHOUGH THEY MAY BE HAVING OVERLAPPING GOALS OR STANDARDS THAT THEY'RE ADDRESSING.

AND THAT WAY WE CAN ADDRESS EACH STUDENT'S NEEDS AS WELL AS PROVIDE A LOT OF ADDITIONAL BENEFITS WHEN USING THAT MODEL.

THE SMALL GROUP INSTRUCTION IN THOSE STATIONS AND ROTATIONS ALLOWS US TO PROVIDE REALLY DIFFERENTIATED INSTRUCTION AND IT SUPPORTS THE STUDENTS IN GETTING THAT CONTENT AREA PROFICIENCY.

IT ALLOWS US ALSO TO TEACH WHERE IN A WAY THAT'S FOCUSED ON EACH STUDENT'S NEEDS THAT ARE SPECIFIC TO THEM, WE CAN ADJUST THE SIZE OF THE GROUP.

SOMETIMES OUR GROUPS ARE INDIVIDUAL.

SOMETIMES THEY'RE DIADS OR TRIADS ABSOMETIMES WE DO WHOLE GROUP INSTRUCTION IN THE CLASSROOM IN ORDER TO TEACH GROUP PARTICIPATION AND GROUP ATTENDING SKILLS.

FOR SOME OF OUR STUDENTS WE HAVE TO WORK ON MONITORING EACH OTHER SO THAT YOU CAN BENEFIT FROM SOMEONE ELSE ANSWERING A QUESTION AND LEARN HOW NO ADD -- HOW TO ADD THAT INTO YOUR SKILL SET.

ONE THING THAT SOME OF OUR STUDENTS MISSES WHEN ANOTHER FRIEND IS ANSWERING A QUESTION THEY MAY NOT BE ATTENDING SO WE TEACH THEM TO ATTEND SO THAT IF THEY GET IT RIGHT THEY KNOW THAT THEY CAN USE THAT SAME ANSWER IF THEY ARE ASKED THAT QUESTION OR TRYING TO WORK ON THAT SKILL.

WE'VE IMPLEMENTED A STATION AND ROTATION MODEL FOR VERY SPECIFIC REASONS.

ALTHOUGH WE HAVE A VERY SMALL CLASSROOM, THIS ALLOWS US TO BE EVEN SMALLER IN THE GROUPS THAT WE'RE ADDRESSING SO THAT THERE'S VERY NEED SPECIFIC INDIVIDUALIZE INSTRUCTION ALLOWING FOR OUR STUDENTS TO LEARN THE CONCEPTS AT VARYING PACES AND THE TEACHERS MAY RECONFIGURE THEIR GROUPS AS NEEDED.

IT ALLOWS FOR A HIGHER NUMBER OF PRACTICE OPPORTUNITIES.

WHEN YOU'RE IN A WHOLE GROUP, YOU MAY IN A 15-MINUTE BLOCK OR 20-MINUTE BLOCK ONLY GET AN OPPORTUNITY TO ANSWER ONCE OR TWICE BUT IN A 15 OR 20-MINUTE STATION WHERE THERE'S ONLY YOU AND ONE OTHER STUDENT OR TWO OTHER STUDENTS, WITHIN THAT 15 OR 20 MINUTE BLOCK YOUR OPPORTUNITIES TO PRACTICE A SKILL INCREASE EXPONENTIALLY.

SO WE ALSO WANT TO MAKE SURE THAT WE'RE PROVIDING THE STUDENTS MANAGEABLE DOSES OF INSTRUCTION.

>> THAT SCHEDULE CHANGES TO OUR TO DO LIST OR WE TEACH THEM THOSE TECHNOLOGY SKILLS LIKE WE USE AS OUR PHONE AS OUR SCHEDULE.

THANK GOD I HAVE A PHONE WITH A SCHEDULE.

ALL RIGHT.

WHEN WE LOOK AT SOME OF THE STATIONS, THIS IS AN EXAMPLE HAD FOR EXAMPLE LITERACY.

THE THREE GUIDED STATIONS THAT ARE ADULT FACILITATED MAY INCLUDE ONE STATION WITH THAT CORE CURRICULUM AND THESE ARE TYPICALLY USING SCRIPTED MATERIALED, AND WE HAVE A VARIETY OF CHOICES THAT TEACHERS CAN SELECT FROM AND THIS STATION PROVIDES EXPOSURE AND PRACTICE OPPORTUNITIES WITH THE BREDTH OF THE DIFFERENT GRADE LEVELS.

ANOTHER STATION IS OUR GUIDED READING STATION, AND THIS ONE WE DO HAVE SOME MATERIALS THAT WOULD BE SUPPORTING TEACHERS IN THAT BUT THAT'S WHERE WE MIGHT WORK ON PREHEX, INFERENCES FOR SOME OF OUR STUDENTS AS WELL AS OTHER HIGHER LEVEL READING ACTIVITIES.

AND THEN OUR THIRD STATION ALSO ADULT FACILITATED MAY BE FOCUSED ON FLUENCY SKILLS SO THAT THEY CAN DON'T HAVE THOSE OPPORTUNITIES TO PRACTICE ON A REGULAR BASIS THAT ARE SPECIFICALLY TARGETED TO THEIR IEP GOALS.

FOR EXAMPLE, WITHIN AN HOUR LONG ROTATION, OR AN HOUR LONG BLOCK OF READING

[00:20:04]

INSTRUCTION, STUDENTS MAY BE IN THESE STATIONS FOR 15 TO 20 MINUTES AND THEN ROTATE TO THE NEXT STATION AND THEN HAVE A SHORT MOVEMENT BREAK ATTEND OF THE BLOCK BEFORE MOVING TO THE NEXT REEMBODYING BLOCK.

WE LEARNED A LOT IN THE SPRING AND AS I REMEMBER PRACTICES FOR VIRTUAL INSTRUCTION.

ONE THING THAT WAS REALLY EASIER TO DO I THINK IN THE CITY WIDE CLASSROOM IS TO UTILIZE THOSE BREAKOUT ROOMS FOR STATIONS AND ROTATIONS.

AND AN ADULT IN THE CLASSROOM ONE OF THE STAFF WHETHER IT WAS THE TEACHER OR INSTRUCTIONAL ASSISTANT WOULD BE IN A BREAKOUT ROOM TO LEAD THE STATIONS AS THEY'VE ALREADY BEEN TRAINED TO DO WITHIN THE CLASSROOM IN PERSON SETTING.

WE DID HAVE TO DO A GOOD AMOUNT OF TRAINING ON HOW TO UTILIZE THE TECHNOLOGY AS WELL AS INTRODUCE SOME NEW VIRTUAL TOOLS THAT STAFF COULD FACILITATE GROUPS WITH.

IT WAS A VIRTUAL EQUIVALENT.

OUR BREAKOUT ROOMS WAS A VIRTUAL EH QUAV THRONE THE STATIONS IN OUR CLASSROOMS. THIS IS AN EXAMPLE OF -- AT THE BEGINNING OF THE SCHOOL YEAR WHEN WE DID TRAINING WITH OUR CITY WIDE TEACHERS HOW THEY COULD START THE YEAR TO BEGIN WORKING TOWARDS THE THREE STATION MODEL ANAL WE WORKED ON DOING A SHORT WHOLE GROUP ACTIVITY AND THEN BREAKING STUDENTS OUT INTO GROUPS AND SWITCHING GROUPS AGAIN.

AND THEN HAVING A WRAP UP BEFORE THEY WOULD BE ASSIGNED AN ASIN CROW NOWS ACTIVITY TO DO AT HHHHOME.

SISTER-IN-LAW CROW NOWSLHOME.

SISTER-IN-LAW CROW LHOME.

SISTER-IN-LAW CROW NOWSHOME.

SISTER-IN-LAW CROW NOWHOME.

SISTER-IN-LAW CROW NOWS NOWS LEARNING.

.

.

ASYNCHRONOUS -- CLASSROOM STAFF OR SPECIALISTS TO INCREASE THE TIME AND THEIR ABILITY TO PARTICIPATE USING VERY SPECIFIC 3R0ERS THAT WE'VE DEVELOPED AND THEN WE TRANSITIONED THOSE INDIVIDUAL SESSIONS SO THAT THE STUDENT COULD THEN TRANSITION BACK INTO THE VIRTUAL GROUP WITH THE REST OF THEIR CLOSE.

SO WE WERE ABLE TO SUPPORT THAT FOR MANY OF THE STUDENTS.

SOME WE'RE STILL WORKING WITH AND INCREASING THOSE CAPACITIES.

SOME OF THE OTHER CONCURRENT INSTRUCTION ADJUSTMENTS -- IT'S BEEN HARD.

AND I'VE HEARD THIS FROM TEACHERS ACROSS A DIVISION HERE WHETHER THEY WERE CITY WIDE TEACHERS OR SPECIAL EDUCATION TEACHERS OR GENERAL EDUCATION, CONCURRENT EDUCATION HAS BEEN HARD.

I'VE HEARD THAT FROM FRIEND EASE OF MINE WHO WORK IN OTHER DIVISIONS.

WE CONTINUE TO PROGRAM OUR STATIONS AND ROTATIONS WITH OUR HYBRID STUDENTS AND WE'RE VERY MUCH LOOKING FORWARD TO BEING ABLE TO PUT THIS PANDEMIC IN OUR REAR-VIEW MIRROR.

THAT WAS JUST A VERY BRIEF OVERVIEW AND I REALLY APPRECIATE YOUR ATTENTION TODAY AND IF THERE ARE ANY QUESTIONS OR COMMENTS.

>> RAISE YOUR HAND IF YOU GOT ANY QUESTIONS.

>> THAT'S A GREAT PREVIEW.

>> ONE, YOU MENTIONED CONCURRENT ATTEND.

IS THERE ANY ANTICIPATION OF USING THAT MODEL IN THE FALL?

>> I'M GOING TO JUMP IN, NO.

NO.

NO.

NO.

STUDENTS ARE COMING BACK EITHER FULL TIME FACE-TO-FACE FIVE DAYS A WEEK IN THE FALL OR THEY ARE REMAINING 100% VIRTUAL.

ACPS IS IN THE PROCESS OF EXPLORING THE ABILITY TO DEVELOP A VIRTUAL SCHOOL.

[00:25:01]

WE ARE COMING OUT OF THE PANDEMIC REALIZING THERE'S NO ONE SIZE FITS ALL AND WE ARE LOOKING FOR NEW WAYS TO BEST SERVE STUDENTS AND WE HAVE STUDENTS WHO HAVE BEEN EXTREMELY CHALLENGED BY VIRTUAL BUT FIRSTLY WE HAVE HAD STHUNTS WHO HAVE BEEN VERY WELL SERVED AND FLOURISHED IN THE VIRTUAL ENVIRONMENT.

SO IF A STUDENT IS RETURNING TO SCHOOL, THEY ARE COMING BACK TO SCHOOL FACE-TO-FACE FIVE DAYS A WEEK.

IN ADDITION, I'M JUST GOING TO PUT IT IN HERE BECAUSE IT'S ALL PART OF CITY WIDE.

WE ARE -- YOU WILL SEE IN THE SCHOOL BOARD MEETING TOMORROW NIGHT WE ARE PROPOSING THAT WE PHASE STUDENTS IN THE CITY WIDE PROGRAM BACK INTO FOUR DAYS A WEEK STARTING THE WEEK OF MAY 3RD SO WE'RE GOING TO DO A MAY 3RD AND MAY 10TH PHASE IN FOR ELEMENTARY AND FOR SECONDARY.

WE ARE VERIFYING NOW THOSE -- WE HAD NOT EVERY SLOT WAS FILLED SO BASED ON THE STAFF THAT WE HAD AVAILABLE BACK AND THE SPACES THAT WE HAD, WE HAD SPACE TO ACCOMMODATE A FEW EXTRA STUDENTS.

SO WE REACHED OUT TO FAMILIES AND ASCERTAINED INTEREST FROM ANYONE WHO NOW WANTED TO SEND A CHILD BACK VIRTUALLY TO THE AB COHORT SO WE'RE WORKING THOSE STUDENTS BACK IN THIS WEEK AND NEXT WEEK AND THEN LOOKING AT THE WEEK OF MAY 3RD OUR GOAL IS TO RAMP BACK UP AND HAVE ALL STUDENTS BACK WHO WERE IN THE HYBRID MODEL ON TWO DAY A BOOK BACK FOUR DAY A WEEK.

WE WILL ALSO HAVE ESY FOUR DAYS A WEEK IN PERSON THIS SUMMER.

>> GREAT NEWS THERE.

SGLAP THAT'S REALLY GREAT NEWS.

AND I'M SORRY, I GOT DISTRACTED BY MY KIDS, BUT YOU DID SAY THAT YOU WERE REACHING OUT TO PARENTS WHO ARE CURRENTLY FULLY VIRTUA TO SEE IF THEY WANT IT TO RETURN TO HYBRID?

>> SO IF YOU REMEMBER, EVERYBODY FILED OUT THE PARENT INTENT FORM IN DECEMBER.

AND WE SAID THAT WE WERE GOING TO ADDRESS THOSE FAMILIES FIRST.

ONCE ALL OF THOSE FAMILIES CAME BACK IN, THOSE FAMILIES THAT WERE STILL VIRTUAL WERE GIVEN THE OPTION TO FILL IN SOME OF THE REMAINING SLOTS.

SO IF ANYBODY ELSE WANTED TO RETURN FROM VIRTUAL TO HYBRID INSTRUCTION, WE REACHED OUT AND TALKED TO THOSE FAMILIES AND AFFORDED THEM THAT OPPORTUNITY.

SO WE'RE PHASING THEM BACK IN THIS WEEK AND NEXT WEEK AND THEN WE'RE GOING TO FOUR DAY A WEEK PHASE IN THE WEEK OF MAY 3RD.

>> GREAT NEWS.

I WANTED TO ASK A COUPLE OF QUESTIONS RELATED TO SCOPE OF WORK ITEMS. YOU SHARED A LOT OF INFORMATION ABOUT LITERACY, THANK YOU, AND I WANTED TO ASK QUICKLY ABOUT PHONICS.

THAT WAS -- I KNOW PHONICS IS A LITTLE DIFFERENT SAY IF YOU HAVE CHILDREN WHO ARE NONVERBAL BUT IS THERE A STANDARD PHONICS PROGRAM USED? OR ARE THOSE EMBEDDED IN THE LITERACY PROGRAMS THAT YOU MENTIONED?

>> PREDOMINANTLY, THEY REMEMBER BEDDED.

HOWEVER, TEACHERS MAY ALSO UTILIZE OTHER PRACTICES OR PROGRAMS BUT FOR THE MOST PART, A LOT OF THE EARLY LITERACY SKILL BUILDERS AND THE READING MASTERY PROGRAMS DO HAVE A LOT OF PHONETIC AWARENESS AND PRACTICE.

>> AND THEN ANOTHER QUESTION RELATED TO OUR SCOPE OF WORK, COMMUNICATIONS.

THERE HAS BEEN A REAL AWARENESS THIS YEAR IN PARTICULAR THAT THE CITY WIDE FAMILIES DO NEED ADDITIONAL INFORMATION OR SPECIFIC INFORMATION THAN OTHER PARENTS IN GENERAL BUT EGG EVEN GENERAL SPECIAL EDUCATION PARENTS AND INTERESTINGLY JUST SEEING THIS PRESENTATION, THERE IS INFORMATION THERE THAT I AS A PARENT KNOW SO THAT SORT OF THING WOULD POTENTIALLY BE INTERESTING TO OTHER PARENTS AND I'M WONDERING IF YOU WOULD BE INTERESTED IN COLLABORATING WITH US ABOUT FINDING MECHANISMS AND SPECIFICS TO SHARE WITH CITY WIDE PARENTS AND TO DEVELOP THAT COMMUNITY.

>> I WOULD LOVE TO HELP IN ANY WAY THAT WE CAN COMMUNICATE BETTER I THINK THAT JANET RELEASE AND COURTNEY DAVIS CAN REALLY SPEAK TO SOME OF THE WORK THAT'S -- AND THE CHALLENGES THAT COME WITH COMMUNICATING WITH FAMILIES JUST BECAUSE A LOT OF OUR CITY WIDE FAMILIES THERE'S A LOT ALREADY ON THEIR PLATE IN REGARDS TO MANAGING THEIR DAY.

SO WE WOULD WANT TO STREAM LINE AND MAKE IT ESSENTIAL.

[00:30:02]

NOT NECESSARILY ESSENTIAL BUT STUFF PARENTS WANT TO KNOW.

AND I SEE THERE ARE OTHER QUESTIONS SO I'M GOING TO STOP TALKING SO OTHERS GET A CHANCE TO SPEAK.

>> CINDY, COULD I JUST FOLLOW UP ON THAT?

>> WHAT I WANTED TO ALSO LET YOU KNOW IS ONE OF THE BARRIERS THAT WE FACE ARE VALID EMAILS.

WE HAVE A LOT OF FAMILIES WHO DON'T HAVE EMAIL.

OR DON'T -- WE CAN'T GET A VALID EMAIL ADDRESS.

AND SO THAT HAS BECOME VERY APPARENT AS AN ISSUE SYSTEM WIDE.

NOT JUST FOR CITY WIDE.

BUT IT IS AN ISSUE FOR US IN CITY WIDE AS WELL BUT IT IS A GLOBAL SYSTEM WIDE ISSUE.

SO WE ARE UNDERTAKING A BIG PUSH IN THE CITY TO DO THAT AND THAT'S BEING HEADED UP BY JULIA BERGOS, OUR CHIEF OF COMMUNICATIONS AND FAMILY ENGAGEMENT.

AND THERE'S A BIG PUSH BETWEEN NOW AND THE END OF THE YEAR TO GET PARENTS IN POWER SCHOOL WHO HAVE A POWER SCHOOL ACCOUNT AND TO EMAILS.

AND THE MAJORITY OF THE FAMILIES THAT ARE IN THAT SITUATION ARE NON-ENGLISH SPEAKING FAMILIES.

SO WE ARE DOING A VERY COORDINATED EFFORT TO TIN CREASE THAT.

ONCE THEY HAD EMAILS WOULD GIVE US THE OPPORTUNITY TO FURTHER COMMUNICATE.

>> OKAY.

JANET, YOU HAVE A QUESTION.

>> YEAH.

I WAS HOPING THAT DR. STONE COULD MAYBE ELABORATE ON WHAT WHAT Y'ALL HAVE LEARNED ABOUT THE DMRIFRERY OF RELATED SERVICES AND THE VIRTUAL AND HYBRID SITUATION AND HOW THAT MIGHT AFFECT RELATED SERVICES GOING FORWARD.

BECAUSE THAT'S WHERE I'VE SEEN THE BIGGEST CHALLENGE.

YOU KNOW, AT LEAST PERSONALLY.

SO I JUST WANT YOU TO TALK ABOUT RELATED SERVICES.

IT'S ALSO WHERE I'VE HEARD LOTS AND LOTS OF COMMENTS FROM OTHER PARENTS ABOUT HOW THERE RECEIVING RELATED SERVICES OR NOT RECEIVING RELATED SERVICES.

>> ARE YOU SPEAKING SPECIFICALLY IN A VIRTUAL FORMAT? AND THIS TIME IN GENERAL OR I MEAN THIS TIME RIGHT NOW OR ARE YOU SPEAKING IN GENERAL.

>> NO I THINK IN TERMS OF WHAT YOU'VE LEARNED THROUGH TRYING TO DELIVER RELATED SERVICES DURING COVID AND HOW, YOU KNOW, SO I GUESS IT'S TWO PARTS.

ONE IS YOU COULD TALK ABOUT RELATED SERVICES DELIVERY DURING THIS TIME BUT ALSO I GUESS I'M ALSO ASKING HAVE YOU LEARNED ANYTHING ABOUT THE OVERALL DELIVERY OF RELATED SERVICES BECAUSE THAT IS ALWAYS AN AREA OF A CHALLENGING AREA.

DOES THAT MAKE SENSE? IT'S REALLY TWO PARTS.

>> IT IS TWO GOOD QUESTIONS.

ONE IS -- IT HAS BEEN HARD AND I KNOW THAT -- I'M GOING FROM WHAT I HAVE BEEN HEARING FROM PROVIDERS AND PARENTS.

I THINK OT AND PT HAVE BEEN THE MOST CHALLENGING BECAUSE MANY OF THE WAYS IN WHICH THEY TEACH THE SKILLS FOR THE MOTOR PLANNING AND THE GROSS MATTER ACT FIVETIES IS REALLY THROUGH HANDS ON INSTRUCTION.

P AND SO IT'S VERY DIFFICULT TO DO THAT TYPE OF SUPPORTED WORK IN A VIRTUAL FORMAT.

TALKING ABOUT IN PERSON, THOSE WORK REALLY WELL WITHIN OUR CITY WIDE PROGRAMS BECAUSE THOSE THERAPISTS ARE ABLE TO EMBED THEMSELVES IN THE PROGRAM IN THE CLASSROOM DAY.

THEY PROVIDE GREAT MODELING FOR THE REST OF THE CLASSROOM STAFF.

I LEARNED HOW TO CORRECT A CHILD'S WAY THEY HOLD THE PENCIL, THE SCISSORS, ALL OF THOSE THINGS FROM FABULOUS OTS AND PTS BECAUSE AS THEY WERE EMBEDDED INTO THE

[00:35:16]

CLASSROOM I WAS IN, I WATCHED HOW THEY CORRECTED A STUDENT AND LEARNED HOW TO DO IT MYSELF SO WHEN THEY WERE NOT PRESENT FOR THEIR SESSIONS ALL ACROSS THE DAY I COULD CORRECT THE WAY THAT PENCIL IS HELD SO THOSE INTEGRATED THERAPIES ARE VERY BENEFICIAL FOR CLASSROOM STAFF TO ADD TO THEIR TOOL BOX BY SEEING THE EXPERT IN THE FIELD DEMONSTRATE HOW TO DO IT.

WAS THERE A SECOND PART THAT I MAY HAVE MISSED OR DID I GET IT ALL?

>> I HAVE A THOUGHT AND A QUESTION ABOUT I KNOW THERE'S PROBABLY COLLABORATION BUT I SEE CERTAIN TEACHERS HAVE TO WORK WITH A LOT OF GRADE LEVELS.

K TO 5 SOMETIMES.

ANDEN I'M WONDERING ABOUT EXTENDING THAT IDEA AND DEVELOPING -- I DON'T KNOW WHAT IT WOULD BE, SOME SORT OF RESO YOU ARES BANK O STAFF SHARING AND I'M SURE THERE IS SOME OF THAT BUT ELABORATING ON THAT AND AGAIN I DON'T KNOW IF THAT'S SOMETHING -- THERE MIGHT BE AN SEAC RULE FOR THE FUTURE BUT YOU EVEN JUST AS AN IDEA WONDERING IF THERE MIGHT BE MORE TO FILL THAT OUT TO HELP STAFF COLLABORATE MORE

[00:40:07]

THAN THEY ALREADY DO.

>> SO ONE OF THE THINGS THAT WE IMMEDIATELY SET UP AS SOON AS SCHOOLS WERE SHUT DOWN FOR COVID WAS WE SET UP PLCS, PROFESSIONAL LEARNING COMMUNITIES, AND WE ASSIGNED TEACHERS BASED ON, LIKE, A K TO 2 GRADES 3 TO 5 MRIEDAL SCHOOL AND THEN HIGH SCHOOL GROUPS.

AND WITHIN THOSE PROFESSIONAL LEARNING COMMUNITIES, THE TEACHERS WERE DOING COPLANNING AND RESOURCE SHARING.

AND HAVE CREATED A REPOSITORY FOR THOSE ACROSS THE DIVISION USING OUR GOOING IT WILL DRIVE, A SHARED GOOGLE DRIVE.

THE MATERIALS YOU WERE SPEAKING OF FOR SUM RE LEARNING LAST YEAR WERE REALLY HELPFUL FOR EVERYONE BECAUSE THEY PROVIDED A NICE STRUCTURE FOR THE STAFF DURING SUMMER LEARNING TO HAVE A SCOPE AND SEQUENCE OF ACTIVITIES AND THEN BASED ON THE STUDENTS IN FRONT OF THEM, THEY WERE ABLE TO SUPPLEMENT AND WE FOUND THAT TO BE REALLY HELPFUL AND THE FEEDBACK WE GOT FROM PARENTS AND TEACHERS WAS THAT IT WAS SUPER HELPFUL TO HAVE IT STRUCTURED IN THAT WAY.

AND WE DO PLAN TO REPLICATE THAT GLEN THIS SUMMER FOR OUR SUMMER TEACHERS.

THE REPOSITORY THAT I'M SPEAKING OF, IT HAS MANY DIFFERENT THINGS.

THE LEARNING PACKETS THAT WE ARE DEVELOPING FOR EACH CITY WIDE GROUP IN THE ELEMENTARY LEVEL NOW IS IN A SECTION WHERE THE STUDENT -- TEACHERS CAN ACCESS THAT BECAUSE THE TEACHERS ASSIGN THOSE DIFFERENT LEARNING ACTIVITIES FOR THEIR ASYNCHRONOUS LEARNING SO IT'S ONE OF THE THINGS I WA DOING HERE AT THE OFFICE TODAY.

HELPING GET THOSE PACKETS TOGETHER SO THAT THEY CAN GET HOME TO PARENTS FOR FOURTH QUARTER.

>> THANK YOU FOR THAT.

AND ARE THERE ANY OTHER FOLLOW UP QUESTIONS FROM OTHERS IN THE MEETING?

>> SEEING NONE, LET'S MOVE ON THEN.

THANK YOU, DR. STONE.

MUCH APPRECIATED.

>> THANK YOU SO MUCH FOR HAVING ME, EVERYONE.

>> THANK YOU FOR COMING.

WE APPRECIATE IT.

>> WE'LL LET YOU ESCAPE NOW TO THE REST OF YOUR LIFE.

AND WE'LL MOVE ON TO BUSINESS.

THANK YOU.

>> THANK YOU VERY MUCH FOR HAVING ME.

IT WAS GOOD TO SEE ALL OF YOUR FACES AND THE FACES IN THE BACKGROUND.

[Old Business and Action Items]

>> BYE BYE.

>> OKAY.

THE FIRST ONE IS THE LITERACY SUBCOMMITTEE UPDATE.

IS LAUREN HERE?

>> SHE HAS NOT MADE IT YET SO I WILL JUST SHARE THE SUPER SKIM OFF THE TOP.

I KNOW THAT SHE'LL BE MEETING -- SHE'S REVIEWED THE FEEDBACK.

>> THE SURVEY THAT WAS DONE OF SEAC MEMBERS AND SHE'LL BE MEETING SOON I BELIEVE TOMORROW WITH TERRY WESTERNER TO SHE'LL BE LOOKING AT THOSE POINTS OF INTEREST TOGETHER IN ORDER TO COLLABORATE WITH OTHERS IN THE CITY WHO ARE K TO 2 LITERACY.

SO IN WILL BE MORE TO REPORT BACK NEXT TIME FROM LAUREN.

>> OKAY.

COMMUNICATIONS.

IS SEBRINA HERE?

>> I DON'T THINK SO.

>> SO I CAN TELL YOU THAT WE'VE TALKED TO TERRY ABOUT DEVELOPING A QUARTERLY NEWSLETTER AND SHE'S WELL UNDERWAY TO TRY AND DO THAT SO SHE IS FREE TO ASK FOR MY HELP AND CINDY'S HELP AS WELL.

SO THAT'S PART OF THAT PROCESS AND HOPEFULLY WE'LL BE -- TERRY, WHAT'S THE ESTIMATED TIME FOR THE FIRST NEWSLETTER FOR YOU?

>> MIDDLE OF MAY.

>> MIDDLE OF MAY.

OKAY.

SO IT'S POSSIBLE BY THE TIME WE HAVE SEAC MEETING, THERE WILL BE A DRAFT COPY OR A COMPLETED COPY OF THAT NEWSLETTER.

[00:45:02]

SO THAT WOULD BE ONE.

OKAY.

>> ONE OTHER THING ON COMMUNICATIONS I SHOULD HAVE PUT HERE.

THAT PRC HAS BEEN WONDERFUL ABOUT WORKING WITH ME AND WITH FAITH IN GETTING US ALL TOGETHER SO THAT WE CAN SORT OF DO JOINT COLLABORATIVE PR AND I THINK THAT WILL REALLY BENEFIT SEAC TO HAVE THAT COLLABORATION AND REALLY APPRECIATE THE WELCOME FROM PRC.

>> OKAY.

>> DO YOU WANT ME TO HELP YOU OUT WITH THAT A LITTLE BIT? WE HAVE APPROXIMATELY 30.

THERE'S A MIX.

SO WE'VE HIT EACH CATEGORY WHICH I WAS A LITTLE BIT CONCERNED ABOUT BUT THAT'S GOOD.

I SPOKE WITH SUSAN KNEELSON TODAY.

SHE IS SENDING OUT OR SHE SENT ME A -- WE TALKED ABOUT THE EXTENDING THE DATE.

SO, CINDY HEART ASKED THAT THE SCHOOL BOARD MEETING FOR WHICH WE DO BE MOVED TO THE FIRST MEETING IN JUNE SO THAT GAVE US A FEW EXTRA DAYS TO GET NOMINATIONS.

I AM RESENDING THE NEW LINK WITH THE NEW DATE WHICH IS EXTENDED TO MONDAY.

OUT TO DISTRIBUTE TO THE COMMUNITY.

I THINK IT'S GOTTEN PRETTY GUIDE DISTRIBUTION SO WE -- BUT CINDY HART ALSO SAID THAT IT HAS NOT BEEN IN HER SCHOOL NEWSLETTERS BUT I'M GETTING PARENT NOMINATIONS AND SO WE'RE GOING TO SEND IT OUT TO PRINCIPALS ONE MORE TIME AND ASK THEM TO SHARE WITHIN THEIR COMMUNITIES AND THEN MONDAY IS THE CUTOFF.

WHAT WE WILL NEED IS A COMMITTEE FROM THIS GROUP TO EVALUATE THE NOMINATIONS.

RAH I WILL TELL YOU IS WHEN WE USED TO DO THESE HUGE PORTFOLIOS AND WHEN WE WENT TO THE ONLINE NOMINATION FORM OR THE FIRST YEAR JANET DID IT, WE STILL GOT FAIRLY DETAILED NOMINATIONS.

PEOPLE GAVE US A GOOD OVERVIEW.

THIS YEAR WE'RE GETTING, I WANT TO NOMINATE SO AND SO BECAUSE THEY'RE A GREAT TEACHER.

I REALLY LIKE SO AND SO THEY'RE REALLY GOOD WITH MY KIDS.

WE'RE GETTING TWO SENTENCES.

WE DON'T HAVE ANY THAT ARE MORE THAN TWO OR THREE SENTENCES.

AND SO I BELIEVE THAT GOING FORWARD, WE'RE GOING TO NEED TO ADDRESS THAT WITHIN THE NOMINATION FORM AND ASK FOR A NARRATIVE, YOU KNOW, OR SOME MORE KINDS OF THINGS BECAUSE I THINK IT'S GOING TO BE A CHALLENGE TO DIFFERENTIATE ANYBODY BECAUSE THEY'RE ALL PRETTY MUCH THE SHAME THIS YEAR.

>> THAT IS TOUGH.

YEAH.

QUICK QUESTION ABOUT NUMBER FOR A COMMITTEE.

I KNOW YOU HAVE ALEXIS WHO IS ON PRC PARTICIPATING IN THAT.

>> THAT'S WHAT WE TYPICALLY DO IN THE PAST.

WE NEED AN ODD NUMBER AND IN THE PAST WE HAVE HAD USUALLY A COUPLE OF REPRESENTATIVES FROM SEAC, WE HAVE HAD I TYPICALLY SIT ON IT AND WE HAD PRC STAFF AS WELL.

IF ANYBODY WANTS TO JOIN IN, THAT WOULD BE GREAT.

YEAH, I CAN TELL YOU FROM HAVING DONE THIS ONCE IT CAN BE A VERY I DON'T KNOW IF YOU CALL IT UP LIFTING THING TO SEE THE ENTHUSIASM I WAS READING MORE THAN TWO OR THREE SENTENCES.

IT IS STILL REALLY NICE TO SEE THE ENTHUSIASM OF PARENTS FOR THE STAFF.

>> BUT IF YOU NOMINATED SOMEONE, YOU CANNOT BE ON THE COMMITTEE.

>> OKAY.

>> SANDRA HAS HER HAND UP BUT I DIDN'T KNOW IF IT WAS RELATED TO THIS OR IT WAS SOMETHING ELSE.

[00:50:03]

>> NO.

>> YOU'RE BREAK UP.

WE CAN'T HEAR YOU.

>> I GOT AN EMAIL FROM A SPECIAL ED TEACHER ASKING IF YOU CAN NOMINATE AN INSTRUCTIONAL SPECIALIST.

CAN YOU HEAR ME?

>> YES, I CAN.

>> OKAY.

>> WE TYPICALLY LOOK AT CLASSROOM TEACHERS.

>> OKAY.

SO NO INSTRUCTIONAL SPECIALISTS.

OKAY.

>> YEAH.

>> WHICH THAT MAKES ME VERY HAPPY TO HEAR BUT IT'S REALLY ABOUT CLASSROOM TEACHERS.

>> OKAY.

BECAUSE THEY ARE ALLOWING PARA PROFESSIONALS.

>> WELL THAT'S BECAUSE WE HAVE A PARA PROFESSIONAL ATOWARD.

>> OKAY.

SO MAYBE FOR NEXT YEAR, INSTRUCTIONAL SPECIALISTS OUGHT TO BE CONSIDERED.

>> YEAH.

>> YEAH.

JUST -- >> YEAH.

IT'S BEEN A CLASSROOM TEACHER BUT THE REALITY IS -- >> JUST HAVING SERVED ON THE HARRY BURKE COMMITTEE A COUPLE OF TIMES, IT'D REALLY IS A GREAT THING TO DO AND THERE IS NOTHING LIKE GOING THROUGH THOSE INCREDIBLE PORTFOLIOS THAT ARE 134I9ED SO I WOULD AS AN OLD SEAC MEMBER I WOULD HEAVILY SUGGEST NEW MEMBERS TO REALLY TAKE THE OPPORTUNITY TO BE ON THE HARRY BUSCHING COMMITTEE AND READ THESE PORTFOLIOS FOR YOURSELF.

>> THANK YOU.

>> OKAY.

ANY OTHER QUESTIONS?

[00:55:01]

BEFORE WE MOVE ON.

OKAY.

[New Business and Reports ]

MOVING ON TO NEW BUSINESS AND REPORTS.

THE FIRST ITEM IS SPECIAL EDUCATION ANNUAL PLAN REVIEW.

CINDY, YOU AND TERRY WANT TO TAKE THAT?

>> I'M GOING TO LEAVE IT TO TERRY FOR THIS ONE.

THANK YOU.

>> SORRY.

I'M MUTED.

CAN YOU ALL SEE MY SCREEN IN THE REPORT? NO? LET ME DO THIS AGAIN.

>> THERE WE GO.

OKAY.

SO FOR THOSE PEOPLE THAT ARE NEW MEMBERS, SANDRA, I THINK YOU'VE HEARD THIS ABOUT 30,000 TIMES AS HAS JANET BUT FOR THOSE NEW MEMBERS, THE ANNUAL PLAN IS THE PLAN THAT ALEXANDRIA CITY AND EVERY SCHOOL JURISDICTION IN THIS STATE MUST SUBMIT TO THE VIRGINIA DEPARTMENT OF EDUCATION BY THE MIDDLE OF MAY.

AND THIS IS THE PLAN THAT DETAILS HOW WE WILL SPEND OUR IDEA GRANT MONEY.

SPECIAL ED IS FUNDED BOTH THROUGH FEDERAL GRANT STATE FUNDS AND LOCAL MATCH.

THE IDEA GRANT MONEY IS BASED ON OUR DECEMBER 1ST CHILD COUNT.

EVERY SCHOOL DISTRICT IN THE COUNTRY COUNTS THE NUMBER OF STUDENTS IN THE SCHOOL DISTRICT WITH A VALID IEP ON DECEMBER 1ST EVERY YEAR.

WE THEN GET A SPECIFIED DOLLAR AMOUNT PER CHILD WHICH COMES IN A BULK GRANT TO THE VIRGINIA DEPARTMENT OF ED.

THEY KEEP A SMALL PORTION FOR ADMINISTRATIVE COSTS AND FLOW THROUGH THE REST OF IT TO US.

WE THEN HAVE TO PROVIDE A DETAILED PLAN AS TO HOW WE ARE SPENDING THOSE FUNDS AND IT HAS TO BE REVIEWED BY SEAC BEFORE IT GOES TO TH SCHOOL BOARD SO THIS IS THE REVIEW BEFORE IT GOES TO THE SCHOOL BOARD AT THEIR FIRST MAIN MEETING.

YOU ALL RECEIVED A COPY OF THIS IN EMAIL FROM CINDY AND MIKE I BELIEVE.

BUT I'M ALSO GOING TO GO THROUGH IT WITH YOU AND IT'S NICE THIS THE IS THE FIRST TIME I'VE EVER BEEN ABLE TO PUT IT UP ON ZOOM.

NINETIES OF EFFORT IS A FEDERAL REQUIREMENT.

IN OTHER WORDS, YOU HAVE TO SPEND AT LEAST AS MUCH AS YOU DID LAST YEAR.

THERE'S A PERCENTAGE.

YOU CAN'T DROP OFF.

HAVE YOU TO MAINTAIN YOUR LEVEL OF FUNDING AND AT LEAST HOLD WITH THAT OR CONTINUE TO INCREASE.

WE CONTINUE TO INCREASE EVERY YEAR BECAUSE FOR NOTHING ELSE, STAFF COSTS RISE AND 80 -- MEGAN, WHAT IS IT, LIKE, 88% OF OUR OPERATING BUDGET IS STAFF COSTS.

MAYBE MORE.

>> I THINK IT'S 86.

>> OKAY.

IT'S IN THE HIGH 80S.

SO SOMEWHERE BETWEEN 86 ANDAL 8% OF THE OPERATING BUDGET GOES DIRECTEDLY TO STAFF SALARIES.

THOSE COSTS INCREASE EVERY YEAR SO OUR MAINTENANCE OF EFFORT COSTS INCREASE EVERY YEAR.

[01:00:01]

SO WE PUT DOWN HOW MUCH SCHOOL SPENDS AND THEN WE TALK ABOUT WHAT OUR FUNDING IS.

FIRST OF ALL, WE TALK ABOUT WHAT FUNDING WE RECEIVE AND THEN HOW MUCH OUR PER PUPIL COST IS.

LAST YEAR WE HIRED DR. ANITA REED WHO I WOULD PLIF TO COME DO A PRESENTATION -- DR. REED AND DR. MOORE DID A PRESENTATION FOR THE SCHOOL BOARD LAST FALL WHICH WAS VERY POWERFUL AND WE'VE HAD A PHENOMENAL YEAR WITH THE SPEAKER SERIES.

WE'VE BEEN DOING A LUNCH AND LEARN SERIES WHICH HAS JUST BEEN OUTSTANDING AND WE'VE HAD 50 PEOPLE PER SESSION MEET WITH OUR DIFFERENT PANEL.

AND WE HAVE ONE MORE THAT WILL TAKE PLACE IN JUNE SO WE'RE GOING TO CONTINUE DR. REEDS SALARY BUT WE ARE ALSO GOING TO TACKLE THE ISSUE OF SPECIAL ED ELIGIBILITIES FOR ED HEAD ON AND WE'RE GOING TO HAVE A SPECIALLY CONSTITUTED CITY WIDE TEAM THAT EVALUATES ED STUDENTS.

SO ED STUDENT EVALUATIONS WILL NO LONGER BE AT THE INDIVIDUAL SCHOOL LEVEL.

IF THE STUDENTS REFER FOR ED, EVALUATION, THEN WE ARE GOING TO HAVE A DEDICATED SCHOOL PSYCHOLOGIST AND DIAGNOSTICIAN COME IN AND SIT IN THOSE EH VAIL WEIGHSES ALONG WITH DR. MOORE WHO IS OUR ELIGIBILITY EVALUATOR.

WE HAVE JUST RUN INTO TOO MANY SITUATIONS WHERE EMOTIONS OVERRIDE PROCEDURES SO WE'RE GOING TO TAKE SOME OF THE EMOTION OUT OF IT AND REALLY APPROACH THIS PROPERLY.

SO THOSE ARE THE ACCOMPANYING COSTS.

THEN WE HAVE BEEN WORKING IN COLLABORATION WITH STUDENT SERVICES TO FUND BOTH THE RULER PROGRAM THAT IS A REALLY STRONG SOCIAL EMOTIONAL INTERVENTION EARLY INTERVENTION PROGRAM AND WE ARE USING FUNDS TO ADDRESS THE EQUITY -- WE'RE DOING AN INTENSE SYSTEM WIDE PROFESSIONAL DEVELOPMENT AROUND ANTIRACISM AND EQUITY ISSUES AND THEY ARE DOING SPECIAL TARGETED -- OUR OVERALL BANALITY THIS YEAR -- I CAN TELL YOU.

I JUST HAD MY NOTES.

WE'LL GET TO IT.

I'LL SHOW IT TO YOU HERE.

THE BANALITY IS RIGHT HERE.

SO WE ARE SPENDING FIRST OF ALL AS MANY OF YOU HAVE BEEN ON SEAC IN THE PAST KNOW THE HUGE MAJORITY OF THE IDEA GRANT FUNDS THE SPECIAL OFFICE POSITIONS AND WE HAVE SANDRA AND I'M GOING TO PRE-EMPTIVELY ADDRESS WHAT SANDRA ALWAYS RAISES IS THAT THIS IS NOT THE WAY IT USED TO BE.

IT ENDED UP LIKE THIS PROBABLY FOUR SUPERINTENDENTS AGO WHEN THERE WAS STIMULUS MONEY AND SO THERE'S ALWAYS THE ONGOING CONCERN THAT STAFF COSTS MAY OUTSCRIPT THE IDEA GRANT BUT RIGHT NOW WE'RE GOOD.

WE HAVE THE MONEY TO DO THIS.

WE HAVE ARE -- WE COVER THE CENTRAL OFFICE POSITIONS AND WE ARE ADDING ONE NEW

[01:05:05]

POSITION THIS YEAR WHICH IS A TRANSITION COORDINATOR.

WE HAVE LOOKED AT THINGS THAT WERE FOUND IN OUR PCG EVALUATIONS AND OUR VDOE EVALUATION AND FOR THOSE OF YOU WHO DON'T KNOW, U.S.

DOE CAME IN AND DID A REVIEW LIKE THE ONE THAT VDOE DID OF US, THEY CAME IN AND REVIEWED THE VIRGINIA DEPARTMENT OF EDUCATION AND THEY HAD 27 FINDINGS.

WE DID NOT HAVE THAT MANY.

THERE WERE 27 FINDINGS AND SEVERAL OF THEM WERE AROUND THE AREA OF TRANSITION SERVICES.

THERE'S ALSO A JRARK STUDY THAT CAME BACK AND IS ADDRESSING SOME 23450EDS IN SPECIAL ED THAT CAME OUT OF THE GENERAL ASSEMBLY.

SO WE NEED TO UP OUR GAME IN TERMS OF TRANSITION SO WE'RE LOOKING AT A TRANSITION COORDINATOR AND WE'RE LOOKING AT HAVING THAT PERSON WITH PREDOMINANT RESPONSIBILITIES AROUND -- STARTING IN GRADE SIX WE'RE REALLY STARTING TO LOOK DOWN INTO GRADE SIX WHERE STUDENTS CAN REALLY START TO GET INVOLVED AND HAVE SOME REAL ACTIVE ENGAGEMENT AROUND THIS.

THEN 619 IS THE PRESCROLL FUNDS.

OUR BUDGET AROUND THAT IS $95,000 AND WE ALWAYS SPEND THAT FOR A SPEECH THERAPIST.

WE JUST FUND A SPEECH THERAPIST OUT OF THAT MONEY.

IT'S A CLEAN, EASY WAY TO DO THAT.

SO I DO WANT TO GO BACK AND TALK TO YOU VERY QUICKLY ABOUT 611, PART B MONEY.

SO YOU CAN SEE WHERE MOST OF IT GOES INTO SALARIES.

THE OTHER SERVICE IS THAT WE HAVE TO GIVE A PERCENTAGE FOR OVERHEAD COSTS IF THE THAT COMES OUT OF EVERY GRANT.

AND THEN WE HAVE $95,000 FOR MATERIALS AND SUPPLIES.

SO WE'RE IN A GOOD PLACE WITH THIS BUDGET.

AND I WILL TELL YOU THAT WE WILL GET AN ADDITIONAL SUPPLEMENT IN THE FALL.

WE ALWAYS DO.

BUT IT USUALLY WE DON'T FIND OUT ABOUT IT UNTIL OCTOBER BECAUSE THE FEDERAL BUDGET YEAR ENDS SEPTEMBER 30TH SO WE GET IT WHEN THE NEW FEDERAL BUDGET COMES OUT.

WE ALWAYS BUDGET ON LAST YEAR'S MONEY AND THEN WE GET EXTRA FUNDS AND THEN WHEN THAT HAPPENS, I USE MATERIALS AND SUPPLIES.

SO THAT IS THE SPECIAL ED ANNUAL PLAN.

>> ANY QUESTIONS? OKAY.

CINDY.

>> THANK YOU.

THANK YOU, TERRY.

THAT WAS HELPFUL.

YOU MEAN I'M JUST WONDERING IF I KNOW THAT THERE WAS A SLIGHT DECREASE IN SPECIAL ED STUDENTS PARTLY DUE TO THE PANDEMIC AND I'M WONDERING HOW THAT AFFECTS THINGS.

I NOTICED THAT ONE PART WHERE THE MOE, MAINTENANCE OF EFFORT REQUIREMENT TO SPEND MORE DOES THAT APPLY IF STUDENT NUMBERS DECREASE AND SO ANYWAY JUST TALK ABOUT STUDENT NUMBERS.

>> IN TERMS IT'S GOING TO BE INTERESTING TO SEE WHAT HAPPENS FOR MAINTENANCE OF EFFORT NEXT YEAR BECAUSE THIS COINDIVIDUAL IMPACT WILL BE ON NEXT YEAR'S.

>> TERRY, COULD YOU START OVER? I COULDN'T HEAR THAT.

I DON'T KNOW IF OTHERS ARE ABLE TO HEAR IT OR IF IT'S JUST ME.

SORRY.

IT'S JUST ME.

MY APOLOGIES.

>> SO I'LL START OVER.

MAINTENANCE OF EFFORT WILL NOT BE IMPACTED BY STUDENT NUMBERS THIS YEAR.

OKAY.

IT WILL BE IN NEXT YEAR'S COUNT.

SO WITH THE DECREASE -- SO OUR DECEMBER 1ST DOWNTOWN WE WERE 1798 IN DECEMBER 1ST OF 2020.

DECEMBER 1ST OF 2021, WE WERE 1732.

AND I'M SURE THAT OUR NUMBER FOR THIS COMING DECEMBER -- EXCUSE ME.

19 AND 20 AND NOW IT WILL BE DECEMBER 21ST.

SO 19 WE WERE 1798.

20 WE WERE 1732.

21 WHICH WILL BE THIS COMING DECEMBER, I EXPECT OUR NUMBERS TO GO BACK UP.

THERE'S A WHOLE LOT OF TALK RIGHT NOW.

WE DON'T KNOW.

I MEAN, IT'S ALL CONGRESSIONAL.

THERE'S A LOT OF TALK ABOUT HOLD HARMLESS.

OUR SCHOOL BOARD BANALITY THIS YEAR, THANK OUR SCHOOL BOARD, WE WERE NOT USUALLY ALL OF OUR STAFFING IS BASED ON STUDENT NUMBERS.

AND WE WERE HELD HARMLESS THIS YEAR.

[01:10:04]

THERE WERE NO CUTS IN SPECIAL ED STAFFING BASED ON LOSING A HUNDRED STUDENTS ALMOST.

70 STUDENTS.

SO WE ARE FULLY STAFFED.

RAY CAN'TEDCIES BUT WE'RE FULLY STAFFED BY POSITION AND SO IF WE HAVE STUDENTS WHO COME BACK AND OUR NUMBERS GO UP, WE HAVE THE FULL STAFF TO DO IT.

SO OUR BUDGET WAS HELD HARMLESS THIS YEAR AND THERE HAS BEEN A REAL INFLUX I'M SURE EVERYBODY HAS HEARD OF FEDERAL MONEY IN THE DO INDIVIDUAL RECOVERY AND ALL OF THAT.

SO WE'VE HAD A SUBSTANTIAL AMOUNT OF GRANT MONEY COME IN AND SO I'M NOT TOO CONCERNED ABOUT IT RIGHT NOW.

I THINK WE'RE OKAY.

>> SANDRA.

TERRY, COULD YOU JUST TALK A LITTLE BIT ABOUT I GUESS THERE WAS 95,000 FOR MATERIALS AND SUPPLIES.

JUST SORT OF GENERALLY TALK ABOUT WHAT YOU'RE SPENDING THAT MONEY ON.

>> WE'RE SPENDING IT ON READING INTERVENTIONS AND MATH INTERVENTIONS FOR STUDENTS BOIS ACCESS THE GENERAL EDUCATION CURRICULUM.

WE SPEND IT ON -- WE SPEND IT ON SO MUCH STUFF.

WE SPEND IT ON CITY WIDE MATERIALS.

I'M HAVING TO -- WE'RE PLANNING TO OPEN A NEW CITY WIDE CLASS THIS FALL BASED ONLYING STUDENT NUMBERS AND AUTISM WE'RE PROBABLY GOING TO HAVE TO OPEN ANOTHER CLASS SO I HAVE TO BUY THE FERALS AND SUPPLIES TO RAMP UP FOR THAT CLASS.

WE BUY THE -- ALL OF THE EQUIPMENT AND THINGS FOR STUDENTS AND THE PT AND OT PROGRAMS SO IT REALLY IS RECALL OF THOSE -- ALL OF THE INSTRUCTION -- IT'S ALL INSTRUCTIONAL MATERIALS THAT TEACHERS AND STUDENTS NEED.

AND WE VET IT.

IT'S ALL TIED INTO OUR PLAN.

WE'VE LOOKED AT WHAT WE'RE, YOU KNOW, WHERE WE'RE FOCUSED ON THE AREAS BUT WE REALLY FOCUSED A LOT ON READING AND MATH.

BOTH THE MATERIALS FOR THE GENERAL ED INSTRUCTION, ALL THE MA LIP NATIVES AND ALL THOSE SUPPLEMENTAL PROGRAMS AND THINGS THAT WE USE TO SUPPORT STUDENTS IN THE GENERAL ED PROGRAM AS WELL AS THE PULLOUT DIRECTIVE PREVENTION SO THIS IS WHERE ALL OF OUR MATERIALS COME FROM, OUR NUMBER WORLD MATERIALS, THE FLAX READING MATERIALS.

ALL OF THOSE THINGS.

READING MASTERY MATERIALS.

ALL THOSE COME OUT OF THIS PROGRAM.

THIS MONEY.

>> THANK YOU.

>> ANY OTHER QUESTIONS?

>> I HAVE A QUESTION ACTUALLY.

DO WE NEED TO VOTE ON THIS OR JUST THE REVIEW OF IT IS ADEQUATE?

>> IT REQUIRES IT TO BE REVIEWED BUT, YOU KNOW, YOU WANT TO MEMORIALIZE IT, IT'S UP TO YOU.

USUALLY EVERYBODY SAYS YEAH WE APPROVE.

>> I HEAR A MOTION?

>> YEP.

MOTION.

>> OKAY.

SECOND?

>> DO I HEAR A SECOND?

>> I SECOND IT.

>> OKAY.

MOTION AND SECOND.

IS ANYBODY GOING TO VOTE AGAINST IT?

>> ANYBODY GOING TO ABSTAIN? NOT HEARING AN ABSTENTION OR VOTES AGAINST, WE WILL PASS IT UNANIMOUSLY TO APPROVE IT.

IT'S YOUR TURN FOR YOUR REPORT.

I GAVE A LOT OF IT DURING ERIN'S TIME.

MY REPORT IS ABOUT RETURN TO SCHOOL.

YOU KNOW OUR PLAN IS TO COME BACK FOUR DAYS UNTIL TEND OF THE YEAR.

WE'RE LOOKING AT THREE TEAR TIERS OF SUMMER PROGRAMMING.

ONE IS BASICALLY A SUMMER VERSION OF WHAT WE DO IN OUR COTEACHING MODEL FOR STUDENTS TO ACCESS THE GENERAL EDUCATION PROGRAM.

WE ARE DOING A SECOND PROGRAM.

THAT IS OUR TIER TWO KIND OF CLOSING THE GAP.

IT'S REALLY AROUND SUPPORTING COVID RECOVERY FOR THOSE STUDENTS WHO NEED SOME MORE READING AND MATH INSTRUCTION BUT DON'T QUALIFY FOR ESY.

WE ARE GOING TO DO THAT AS MUCH AS WE HAVE THE 250U7B9 TO FACE-TO-FACE BUT SOME OF THAT MAY BE VIRTUAL.

THEY MAY BE A HYBRID FORMAT.

WE'RE STILL WORKING WITH FACILITIES.

RIGHT NOW FACILITIES IS FOCUSED ON THE LAST SIX OR SEVEN WEEKS OF SCHOOL AND WE WILL START TO WORK ON ESY FACILITY STUFF IN LATER IN MAY.

[01:15:02]

BUT OUR ESY PROGRAM WILL BE FACE-TO-FACE.

WE WILL HAVE THE ELEMENTARY PROGRAM AT JEFFERSON HOUSTON AS WE HAVE IN YEARS PAST.

THE SECONDARY PROGRAM WILL BE AT TC WILLIAMS AND IT WILL BE FOUR DAYS A WEEK AND WE WILL HAVE IN PERSON ACROSS THE BOARD.

FALL WE ARE LOOKING AT STABILITYS RETURNING TO SCHOOL FIVE DAYS A WEEK AND HAVING EVERYBODY BACK.

WE'RE IN THE MIDST OF PLANNING THAT RIGHT NOW.

I SPENT A GOOD BIT OF TODAY IN THAT PLANNING MEETING.

THAT TEAM MET THIS MORNING.

AND I HAD A SUBCOMMITTEE FOCUS SPECIFICALLY MEGAN WAS WITH ME TODAY.

FOCUSED AROUND THAT PLANNING FOR RETURN TO SCHOOL.

SO WE ARE FULLY COMMITTED TO HAVING KIDS BACK AND ROCKING AND ROLLING.

>> GREAT.

I SEE JANET HAS A QUESTION.

>> YES.

I DO.

TERRY, I WANTED TO LET YOU KNOW THAT THE ESY IS BEING PRESENTED TO SOME PARENTS AS HAVING EITHER A VIRTUAL OR AN IN PERSON ELEMENT.

>> AND THAT'S TRUE.

PARENTS CAN CHOOSE TO BE VIRTUAL.

>> OKAY.

FOR ESY.

OKAY.

>> THAT IS A CHOICE.

WE ARE OFFERING FOUR DAYS A WEEK IN PERSON.

>> OKAY.

>> IF PARENTS WANT VIRTUAL, WE WILL PROVIDE A VIRTUAL TOO.

>> OKAY.

>> IT'S NOT HYBRID.

OKAY.

THANK YOU FOR POINTING THAT OUT.

I'M WORKING UNDER THE ASSUMPTION THEY'RE ALL GOOING TO BE THERE BUT WE MAY HAVE SOME FAMILIES WHO DO NOT WANT THEIR STUDENTS BECOME IN THE BUILDING YET.

IT'S NOT ALL OR NOTHING.

>> THANK YOU FOR CLARIFYING.

>> OKAY.

>> CINDY.

>> JUST A QUESTION ABOUT DAYS FOR ESY.

DO YOU KNOW IF IT'S MONDAY TO THURSDAY OR TUESDAY TO FRIDAY?

>> IT'S TUESDAY TO FRIDAY.

AS FAR AS I KNOW.

IT'S CARRYING ON JUST LIKE WE HAVE THIS YEAR DURING THE SCHOOL YEAR.

AS FAR AS I KNOW RIGHT NOW IT IS MONDAY OFF, TUESDAY THROUGH FRIDAY, BUT HOLD ON -- I'M GOING TO CALL GERALD AND ASK THAT QUESTION.

JUST TO BE SURE.

BUT WHAT I WILL TELL YOU IS FOUR WEEKS IN PERSON, TWO WEEKS VIRTUAL.

AND THAT'S FOR SUMMER SCHOOL ACROSS THE BOARD.

FOR EVERYONE.

THE SUPERINTENDENT WANTED SIXTIES WEEKS OF SUMMER SCHOOL AND THE ONLY WAY WE COULD DO THE LAST TWO WEEKS BECAUSE OF THE BUILDING CONSTRAINTS BECAUSE LITERALLY, JUST SO YOU KNOW, TEACHERS GET OUT OF SCHOOL ON FRIDAY THE 25G9 OF JUNE I THINK IT IS.

THAT NEXT WEEK, THEY HAVE IF THEY'RE GOING TO DO AS I REMEMBER SCHOOL THEY HAVE TWO DAYS OF PROFESSIONAL DEVELOPMENT SO THAT MEANS THEY HAVE THREE DAYS OFF.

4TH OF JULY WEEKEND, SUMMER SCHOOL STARTS ON TUESDAY.

I'M SURE WE'RE DOING TUESDAY THROUGH FRIDAY.

SUMMER SCHOOL STARTS ON TUESDAY BECAUSE MONDAY IS THE 4TH OF JULY HOLIDAY.

WE GO TO I THINK JULY 30TH OR AROUND THERE WHICH IS THAT FRIDAY.

THE NEXT TWO WEEKS ARE VIRTUAL FULLY VIRTUAL.

FOR EVERYBODY.

P IT ENDS ON AUGUST 13TH WHICH IS THE FIRST DAY TEACHERS HAVE TO BE BACK.

THEY HAVE THREE DAYS OFF.

PEOPLE.

THREE DAYS.

BECAUSE WE'RE ON EARLY CALENDAR THIS YEAR.

THIS IS THE SHORT SUMMER WHICH IS THE MOST PAINFUL THING ABOUT CHANGING YOUR CALENDAR TO BEFORE LABOR DAY BECAUSE THIS IS THE YEAR YOU LOSE TWO WEEKS OF YOUR SUMMER.

SO IT IS WALL TO WALL.

SO WE ARE REALLY TRYING TO MAKE IT AN ATTRACTIVE OPTION FOR TEACHERS TO WORK SUMMER SCHOOL THIS YEAR.

THEY ARE DOING IT IN TWO WEEK BLOCKS.

SO YOU CAN DO TWO WEEKS, FOUR WEEKS, OR SIX WEEKS.

AND YOU HAVE THE OPTION.

SO WE'RE SURE OUR ESY PEOPLE ARE GOING TO WORK THE FOUR WEEKS.

IT'S WHAT OUR TWO WEEKS OF VIRTUAL WILL LOOK LIKE.

WE'RE ALSO -- SOME OF THE FEEDBACK THAT WE'RE GETTING IS PARENTS ARE GOING TO USE THAT FOR THEIR TWO WEEK VACATION SORT OF THING AND THE FIRST BEGINNING OF AUGUST.

SO I'M NOT SURE HOW BIG OUR POPULATION WILL BE THAT ACCESSES IT VIRTUALLY.

WE'RE STILL WORKING THROUGH THAT.

I'M JUST GOING TO VERIFY WITH GERALD THAT IT IS -- I'M DEAD CERTAIN IT'S TUESDAY THROUGH FRIDAY BUT LET ME VERIFY.

>> ALL RIGHT.

CINDY, YOU HAVE ANOTHER QUESTION?

>> I DON'T WANT TO DISTRACT TERRY.

THAT'S OKAY.

I'LL LISTEN TO YOU WHILE I LOOK HIS NUMBER UP.

>> I WAS JUST GOING TO COMMENT REGARDING THE VIRTUAL.

I ASSUME THAT THERE WILL JUST BE A QUESTION GOING OUT TO PARENTS TO ASK IF

[01:20:02]

THEY WANT IT.

I'M NOT ANTICIPATING MANY PARENTS WANTING TWO WEEKS OF VIRTUAL 234 AUGUST.

BUT IF NO ONE CHOOSES IT THEN WE CAN GIVE OUR TOUCHILYERS A BREAK I'M GUESSING.

>> THAT'S WHAT SHE SAID I THINK.

>> YEAH.

OKAY.

THAT'S WHERE THEY'LL BE HAVING THAT CONVERSATION ABOUT THE TWO WEEKS IF PARENTS WANT IT, LOTS OF THINGS.

BUT I THINK THAT THERE ARE NOT GOING TO BE A HUGE NUMBER OF TAKERS.

FOR IT.

BUT WE'RE GOING TO MAKE IT AVAILABLE.

>> OKAY.

ANY OTHER QUESTIONS?

>> FINAL QUICK QUESTION.

FOUR DAYS PER WEEK RETURN IS THAT CITY WIDE ONLY RIGHT?

THE CURRENT -- >> ESY -- >> FOR THE CURRENT SCHOOL YEAR.

THE FOUR DAYS PER WEEK.

>> IT IS CITY WIDE ONLY.

>> OKAY.

SANDRA HAS A QUESTION.

>> SORRY.

I THINK IT'S FOR NEW BUSINESS.

>> OKAY.

>> ALL RIGHT.

SO SHALL WE MOVE ON TO THE SCHOOL BOARD REPORT THEN MEGAN?

>> IF SURE.

PROBABLY WON'T BE MUCH DIFFERENT THAN TERRY'S.

I THINK SHE GAVE SORT OF THE BULK OF INFORMATION THAT EVERYBODY HERE WOULD WANT.

BUT ADDITIONAL STUDENTS CAME BACK IN THIS WEEK.

THERE WILL BE MORE ADDITIONAL STUDENTS COMING IN FOR HYBRID NEXT WEEK AS WELL.

PROBABLY THE BIGGEST EXCITING THING IS THE FOUR DAYS A WEEK COMING FOR CITY WIDE STUDENTS IN MAY.

TRYING TO THINK.

YOU KNOW.

PLANNING WE START, YOU KNOW, WE'VE BEEN STARTING FOR FALL PLANNING AS WELL SO I THINK KEY THINGS FOR FOLKS TO REMEMBER IS THAT, YOU KNOW, FALL IS GOING TO BE FIVE DAYS A WEEK AND LIKE TERRY SAID, YOU KNOW, WE'RE NOT LOOKING AT

[01:25:04]

CONCURRENT TEACHING OR ANY OF THIS HYBRID MODEL AT THAT POINT.

WE ARE WORKING ON HAVING YOU'RE EITHER IN A VIRTUAL OPTION OR YOU ARE IN PERSON FIVE DAYS A WEEK.

THOSE ARE THE BIG THINGS THINK.

THERE'S ALWAYS A TON.

THAT'S PROBABLY THE MOST IMPORTANT FOR EVERYONE HERE.

I DON'T KNOW WHY MY HAND IS STILL UP.

SORRY.

>> OKAY.

SO, ALL RIGHT.

ANY QUESTIONS FOR MEGAN?

>> SEEING NONE, LET'S MOVE TO THE PARENT RESOURCE CENTER.

SO DOES ANYONE HAVE ANY QUESTIONS ABOUT THE REPORT? I GUESS THAT WOULD BE NO.

>> I DON'T SEE ANY.

[01:31:14]

>> THANK YOU VERY MUCH.

>> ASK THAT YOUR REPORT?

[01:35:39]

>> THAT'S IT.

>> OKAY.

SO LET'S MOVE TO THE SEAC CHAIR.

[01:40:32]

CINDY.

>> THANK YOU.

ONE THING I'LL MENTION WITH THE PRC, I DID THROW THE QUESTION OUT TO COURTNEY

[01:46:58]

AND I'LL JUST SHARE IT AS FOOD FOR THOUGHT FOR SEAC A A MEANS OF CONTINUING TO GAIN INFORMATION FROM PARENTS THAT I HAVE PROPOSED THAT WE MIGHT CONSIDER SOME SORT OF A FORM THAT WHEN PRC HAS CONTACT WITH PASHTOS THAT THEY MIGHT SHARE WITH THEM TO GIVE THEIR FEEDBACK ON UNMET NEEDS OR ON SUCCESSES OR THAT SORT OF THING.

THERE'S NOTHING IN PLAY RIGHT NOW BUT JUST LOOKING AT THE DATA AS PRC CONTACTS WITH PARENTS OBVIOUSLY THEY HAVE A GOOD REPERTOIRE OF WAYS OF REACHING PARENTS AND YOU CAN CONTINUE TO HAVE ONGOING CONTACTS EVEN THROUGH THE PANDEMIC SO THAT'S REALLY GRATEFUL -- GRATEFUL TO YOU FOR THE WORK THAT YOU DO SO JUST LOOKING AT THAT AS A FUTURE OPPORTUNITY.

THE STATE SEAC OFFERED A TRAINING AND THEY'RE OFFERING IT THREE FOR TIMES FOR SEAC MEMBERS AND I'VE SENT INFORMATION TO THE MEMBERS SO YOU ALL HAVE

[01:50:06]

THAT.

IT'S GOING TO BE IN PERSON, THREE MORE MONTHS MAY, JUNE, JULY.

I'M NOT SURE EXACTLY.

YOU HAVE THAT INFORMATION.

BUT THEY ARE GOING TO MAKE IT AVAILABLE IN AN ONGOING BASIS IN SEPTEMBER SO FOR MEMBERS THAT STAY ON SEAC,NA WILL BE SOMETHING THAT WE ENCOURAGE BUT I ALSO AM HOPING TO DO EVEN THOUGH I WON'T BE CHAIR, I WOULD LIKE TO OFFER IT TO THE INCOMING CHAIR IS TO DO A MEMBER ORIENTATION FOR OUR MEMBERSHIP IN AUGUST OR SEPTEMBER.

AND USING SOME OF THE INFORMATION PERHAPS FROM THE SEAC TRAINING SO THAT NOT EVERYONE HAS TO ATTEND IT.

A COUPLE OF KEY THINGS THAT CAME OUT OF THAT WERE JUST, YOU KNOW, THE NECESSITY OF OUTREACH ONGOING OUTREACH AND FINDING WAYS TO REACH PARENTS.

ALL DIFFERENT GROUPS IN TERMS OF UNDERSTANDING WHAT ARE THE UNMET NEEDS SO WE WANT TO KEEP WORKING ON THAT EFFORT AND THEN ALSO THE FOIA REQUIREMENTS THAT WE'VE BEEN PAYING ATTENTION TO FOR ABOUT AN HOUR.

BACK TO THE ADDITIONAL NUMBER OF DAYS, I WANT TO JUST SAY A VERY BIG THANK YOU TO THOSE WHO HAVE MADE THAT POSSIBLE FOR THE CITY WIDE STUDENTS FOUR DAYS PER WEEK AND I KNOW THAT TERRY AND HER TEAM HAVE BEEN WORKING HARD.

I WANT TO THANK THE SCHOOL BOARD FOR THEIR EFFORTS AND GETTING MORE STUDENTS AND BRINGING MORE STUDENTS BACK.

LOOKING AHEAD TO NEXT YEAR AND THEN EVEN TO THE NEXT MEETING IN MAY.

ONE THING THAT I WOULD LIKE TO TRY AND I WOULD ASK -- FOR MAY AND I WOULD LIKE TO ASK SUSAN NEIL SON ABOUT THE POSSIBILITY OF THIS AND THIS MIGHT BE A MODEL I THINK FOR NEXT YEAR WOULD BE TO HAVE A ONE HOUR BUSINESS MEETING FOLLOWED BY SUBCOMMITTEE MEETINGS AND I'M WONDERING IF WE CAN DO THAT LOGISTICALLY.

WOULD THAT BE POSSIBLE.

SO THAT WE CAN ENSURE THAT WE MEET AND GET ALL OUR AT A TIMES AT THE SAME TIME.

>> THAT IS POSSIBLE.

WE JUST HAVE TO BE SURE TO SCHEDULE IT IN SUCH A WAY THAT THERE IS ENOUGH TIME FOR THAT ESPECIALLY YOUR SUBCOMMITTEE MEETINGS ARE GOING TO BE CONSECUTIVE ON THE SAME NIGHT OR ARE THEY GOING TO BE ON SEPARATE NIGHTS?

>> I CAN'T HEAR YOU, CINDY.

>> YOU HAVE TO HAVE -- YOU STILL HAVE TO HAVE QUORUM IN THE ROOM SO BUT FOR MEMBERS WHO MIGHT HAVE DIFFICULTY GETTING TO A MEETING ONE NIGHT THEY COULD PARTICIPATE BY PHONE BUT THAT WOULD MEAN THAT SOMEONE HAS TO ANSWER THAT CALL OR CALL THAT PERSON AND HAVE THEM ON THE PHONE OR THEY COULD JUST LISTEN EITHER ONE.

YOU KNOW, ELECTRONICALLY.

IT'S JUST KIND OF -- IT'S KIND OF A DIFFICULT PROCESS.

NOT HARD BUT IT REQUIRES COOPERATION OF YOUR COMMITTEE MEETINGS TO DO THAT.

BUT SO IF THERE IS SOME ISSUE WITH PEOPLE AT TENDING IN PERSON BUT YOU WOULD STILL HAVE TO HAVE QUARRY UM IN THE ROOM TO ALLOW ELECTRONIC PARTICIPATION BECAUSE YOU CANNOT COUNT THEM TOWARD QUORUM.

>> WE'LL JUST WAIT AND SEE BASICALLY IN TERMS OF ZOOM NEXT YEAR AND IT WILL BE THE SCHOOL BOARD'S DECISION OR THE STATE'S DECISION.

I THINK THAT, THAT PERHAPS IS SOMETHING THAT YOU MIGHT WANT TO BEAR IN MIND IN TERMS OF PLANNING FOR THE COMMITTEE GOING FORWARD.

>> SO WE DON'T HAVE ANY CONTROL OVER THAT DECISION.

THAT IS A GENERAL ASSEMBLY DECISION AND WE'RE GOVERNED BY THE CODE OF VIRGINIA SO IS THAT IS WHAT WE FOLLOW.

BUT THERE IS SOME LEEWAY FOR CERTAIN PEOPLE LIKE JANET, YOU'RE NOT AN OFFICIAL MEMBER OF THE COMMITTEE AND SO SOMEONE LIKE -- AND HAVING NONCOMMITTEE MEMBERS ATTEND ELECTRONICALLY BUT WE'RE NOT HAVING ELECTRONIC MEETINGS, WE DON'T THINK, ONCE THIS IS LIFTED SO THAT'S ANOTHER -- BUT I DON'T KNOW IF THERE IS ANOTHER WAY TO DO THAT.

WE HAVEN'T REALLY INVESTIGATED ANY SORT OF GOING FORWARD HOW DO WE ALLOW ELECTRONICS FOR OTHER PEOPLE LIKE NOT NECESSARILY COMMITTEE MEMBERS BUT PEOPLE WHO WANT TO MAYBE PAR PISS PATE BUT NOT COME -- PARTICIPATE OR MAYBE NOT COME TO THE MEETING.

OR THEY CAN WATCH IT ELECTRONICALLY, YOU KNOW, ONLINE OR -- WELL, ACTUALLY ONCE YOU'RE IN PERSON WE WON'T BE DOING ONLINE MEETINGS AGAIN SO THAT'S ANOTHER FACTION.

SO IT GOES BACK TO SORT OF THE OLD NORMAL.

>> TO ECHO THAT, WE'VE TALKED ABOUT THIS A LOT AND WE ACTUALLY FOR A COUPLE OF YEARS DID MEETINGS DURING THE DAY AND HAD A COMPLETELY DIFFERENT GROUP OF PEOPLE.

THERE'S A WHOLE GROUP OF PEOPLE THAT CAN COME DURING THE DAY AND THERE'S A WHOLE GROUP THAT CAN COME AT NIGHT AND VERY, VERY RARELY DO THE TWO MIX.

OR OVERLAP.

SO IT'S A TOUGH CALL.

BUT WE HAD -- WE ROUTINELY HAD JANET, LIKE EIGHT OR TEN PEOPLE AT -- A GOOD NUMBER OF PEOPLE AT THE MEETINGS WHEN WE WERE AT SAFEWAY.

BUT IT WAS PEOPLE WHOSE KIDS WERE IN SCHOOL DURING THE DAY AND HAD, YOU KNOW, SOME FLEXIBILITY BUT THEN YOU DON'T GET THE PEOPLE WHO CAN WORK WHO HAVE TO WORK AND SO IT JUST WAS -- IT'S A TOUGH -- TOUGH THING TO NAVIGATE.

>> SO AT ONE POINT THERE WAS ALSO GROUPS OF ORGANIZATIONS REGARDING SPECIAL EDUCATION AT SPECIFIC SCHOOLS.

WHICH I DON'T KNOW IF THAT 2350EDS BACK INTO THE COMMITTEE AT ALL.

BUT MAYBE THAT'S SOMETHING TO LOOK INTO AS WELL.

CHEESE .

>> SUSAN, I'M WONDERING IF, YOU NO NO, WE COULD SORT OF TAKE THESE KIND OF NOTES AND TAKE THEM BACK TO THE AD HOC COMMITTEE BECAUSE I THINK IT'S PROBABLY SOMETHING THAT CAN GO ACROSS.

YOU KNOW, ALL THE COMMITTEES AND FIGURING OUT, LIKE -- YEAH.

BETTER INCLUDE AND DIVERSIFY PEOPLE.

>> RIGHT.

>> EVEN LOOKING AT DIFFERENT WAYS THAT WE CAN HAVE SOME WAMPOLE ELECTRONIC PARTICIPATION.

I THINK THAT COMMITTEE -- >> WELL, IF ZOOM STAYS AROUND THAT'S THE PERFECT PLATFORM BECAUSE NO ONE HAS TO -- WE DON'T HAVE TO PULL IN SOMEONE WITH A CAMERA OR, YOU KNOW, I DON'T KNOW.

I'M SURE THERE IS SOME WAY TO HAVE AN ELECTRONIC MEETING THE.

>> THANK YOU FOR PUTTING THAT THERE.

>> WE HAVE ANOTHER QUESTION FROM JANET.

>> IT'S REALLY MORE A COMMENT I GUESS FOR MEGAN.

AND I THINK YOU KNOW YOU'VE NAILED IT.

TO ME THIS IS A DENI ISSUE REALLY LOOKING AT DIVERSITY INCLUSION AND MAYBE THIS IS SOMETHING THAT THE SCHOOL BOARD REALLY TAKES TO THE GENERAL ASSEMBLY AND SAYS LET'S REALLY TALK ABOUT THIS BECAUSE IT'S BEEN AN ISSUE FOR DECADES TO TRY TO GET REPRESENTATION ON THE COMMITTEES.

AND NOT JUST OUR COMMITTEE, ALL OF THEM.

AND IT'S EVEN TRUE IN THE PTAS.

MAYBE THE SCHOOL BOARD COULD TAKE THAT UP BECAUSE YOU ALL WOULD HAVE A LOT MORE CLOUT.

>> THAT'S A GOOD POINT.

ACTUALLY, IF DELEGATE THAT I WORK WITH ON LAST YEAR ON LEGISLATION I THINK HE'D BE KEEN TO THIS ACTUALLY BECAUSE HE RECENTLY GOT LEGISLATION PASSED THAT ALLOWED ALL OF THE COMMITTEES IN THE VIRGINIA GENERAL ASSEMBLY TO BE FRARNTS TO THE POINT OF, LIKE, VIDEO SO THAT ALL THOSE THINGS CAN NOW BE -- ARE NOW STREAMED SO HE ACTUALLY MIGHT BE WILLING TO TAKE THAT ON.

I'LL BRING THAT UP >> AND I'VE ALSO TALKED TO THE FOIA COUNCIL ABOUT IT.

MY NEW BEST FRIEND IS THE FOIA GUY.

[01:55:01]

BUT THEY ARE PART OF THIS DECISION MAKING OR HELP TO MAKE THE DECISION OR RECOMMENDATIONS AND I'VE ADVOCATED FOR ADVISORY COMMITTEES BECAUSE THIS HAS BEEN THE BEST YEAR I THINK FOR ADVISORY COMMITTEES AS FAR AS AT TEN DANCE AND INCLUSION -- ATEN DENSE AND INCLUSION -- ATTENDANCE AND THAT WOULD GO AWAY I THINK AS YOU SUGGESTED.

>> SANDRA, DO YOU HAVE A COMMENT OR QUESTION?

>> NO.

JANET PRETTY MUCH COVERED WHAT I WANT TO SAY SEW I'M GOING TO DITTO JANET ON THAT.

>> OKAY.

ANY OTHER QUESTIONS OR COMMENTS?

>> JANET, I WILL GET WITH YOU ABOUT DETAILS ABOUT THAT AND THEN MY LAST THING I'M SORRY I MISSED ADDING AN ITEM ON THE AGENDA BUT I DID WANT TO HAVE A REPORT ALSO FROM OUR TEACHER MEMBER REGARDING THE I BELIEVE SHE'S ATTENDED A TEACHER LEADERSHIP MEETING.

I'M NOT SURE IF I'M CALLING THAT BY THE RIGHT NAME BUT TO ASK HER TO REPORT.

>> YEAH.

THE LEAD TEACHERS ACTUALLY DID NOT HAVE A MEETING THIS MONTH BUT THEY DID HAVE OFFICE HOURS IN WHICH SUMMER SCHOOL OPTIONS WERE DISCUSSED AND TEACHERS WERE BRIEFED ON THE DIFFERENT METHODOLOGY FOR HOW TO MAKE A SELECTION FOR EACH OF THEIR STUDENTS.

>> ARE THERE ANY ANNOUNCEMENTS? JANET.

>> IS ANYBODY GOING TO JOIN ME ON THE NOMINATING COMMITTEE, PLEASE?

>> MY APOLOGIES FOR NOT INTERESTING THAT >> OKAY.

GOOD QUESTION.

>> DO WE HAVE ANY VOLUNTEERS?

>> I SEE SANDRA.

IS THAT VOLUNTEERING?

>> I'LL VOLUME TEEN WITH JANET.

>> ANYBODY ELSE? KEYS PROBABLY NEED A THIRD PERSON.

>> YOU HAVE A LOT OF PEOPLE NOT HERE TONIGHT SO MAYBE -- >> YES -- REACH OUT TO THEM.

>> WE CAN'T FIND SOMEBODY ELSE, I'LL HELP, ALL RIGHT.

>> LET'S SEE IF WE CAN REACH OUT AND GET SOMEBODY THAT WASN'T HERE TONIGHT TO OFFER TO DO THAT.

OKAY.

ANY OTHER ANNOUNCEMENTS? DO I HEAR A MOTION TO ADJOURN?

>> WAIT A SECOND THOUGH.

DID WE COVER NEW BUSINESS BECAUSE I HAD A NEW BUSINESS ITEM.

>> OKAY.

>> THAT FIT IN WITH YOUR COMMENTS PROBABLY BUT GO AHEAD.

>> OKAY.

WELL, OKAY.

IT'S A QUESTION REALLY MORE FOR TERRY AND POSSIBLY FOR MEGAN.

DID COULD YOU TALK A LITTLE BIT ABOUT THE VDOE POLICY ON THE TERMINATION OF COVID RECOVERY SERVICES?

>> SO I WILL TELL YOU THAT WE HAD A STATE DIRECTOR'S MEETING AND THEY -- WE HAD IT LAST WEEK AND THEY SAID THAT GUIDANCE IS COMING.

>> OKAY.

BECAUSE THE POLICY HAS BEEN OUT FOR A COUPLE OF WEEKS.

IN FACT, I WAS SENT A COPY OF IT AND I CALLED DOWN TO THE VDOE TO SEE IF THIS WAS SORT OF REAL BECAUSE IEP TEAMS ARE SUPPOSED TO BE TALKING ABOUT THAT IN THE MEETINGS AND THAT IT'S COMPLETELY SEPARATE FROM ESY SERVICES.

>> I'M WELL AWARE AND I UNDERSTAND AND I KNEW THAT THAT'S EXACTLY WHAT YOU WERE GOING TO ASK WHEN YOU SAID YOU WANTED TO BRING IT UP.

I KNOW.

I WILL TELL YOU THAT WE HAD A MEETING WITH THE STATE DIRECTOR OF SPECIAL ED AND ALL OF THE DIRECTORS FROM EVERY JURISDICTION IN THE STATE WERE IN THIS MEETING AND THEY SAID GUIDANCE IS COMING.

>> OKAY.

>> SO AS SOON AS GUIDANCE COMES, I WILL BE MORE THAN HAPPY TO SHARE.

>> OKAY.

AND SO THAT'S GOING TO SUPERSEDE WHAT THEY ALREADY PUT OUT THEN?

>> WELL, THE POLICY -- THERE'S POLICY BUT THEY WERE VERY CLEAR AND SAID GUIDANCE IS COMING.

SO GIVE ME A LITTLE BIT OF TIME TO GET SOME ADDITIONAL INFORMATION AND I WILL COME BACK TO YOU.

>> OKAY.

YEAH.

YEAH.

THEY TALK ABOUT HOW YOU'RE SUPPOSED TO TALK ABOUT AN IEP MEETINGS.

>> I KNOW.

>> I KNOW.

BECAUSE THEY WERE VERY UNCLEAR BECAUSE THEY SAID THAT A LOT OF STUFF AT THIS POINT IN TIME PRIOR TO YOUR MEETING WAS A LOT OF IT'D WAS GOING TO BE LEFT UP TO LOCAL LEAS MEANING SCHOOL BOARDS.

>> I'M INTERESTED TO SEE WHAT THE GUIDANCE IS.

>> THEY SAID THAT THERE WAS GOING TO BE GUIDANCE AROUND IT AND LET ME -- I JUST DON'T WANT TO COMMENT UNTIL I GET ADDITIONAL INFORMATION.

>> BUT I WILL.

>> IT HAS BEEN OUT FOR A WHILE APPARENTLY.

I GUESS THEY HAVEN'T BEEN FORTHCOMING WITH YOU GUYS.

I WISH THEY HAD BEEN MORE FORTHCOMING.

THIS IS IEP SEASON AND SO IF THIS IS SUPPOSED TO BE MENTIONED INCORPORATING INTO IEPS IT'S GOING TO PUT A LOT OF THEM SORT OF BEHIND THE EIGHT BALL IF PEOPLE ARE GOING TO BE LOOKING FOR COVID RECOVERY SERVICES WHICH ARE SUPPOSED TO BE SEPARATE FROM ESY SERVICES SO IT'S TOO BAD THE BVDOE CAN BE A LITTLE BUILT FASTER ON THE BALL TO HELP THE LOCAL LEAS.

I'LL BE LOOKING FORWARD TO SEE WHAT THE NEW GUIDANCE IS ON IT.

>> SANDRA, I'LL FOLLOW UP AND BE BACK IN TOUCH WITH YOU AND REPORT BACK.

>> CINDY -- >> QUICK FOLLOW UP.

IS IT POSSIBLE THAT SOME OF THAT WOULD BE INCORPORATED INTO NEXT SCHOOL YEAR, THE COVID RECOVERY SERVICES?

>> THAT'S WHY I'M WAITING AND THAT'S WHY I WANT TO COMMENT BECAUSE I'VE BEEN IN MULTIPLE MEETINGS WHERE MULTIPLE THINGS HAVE BEEN DISCUSSED AND THE REALITY IS THAT MOST OF WHAT WE'VE TALKED ABOUT IN TERMS OF COVID RECOVERY IS WAITING UNTIL YOU GET KIDS BACK IN SCHOOL TO GET DATA TO SEE WHERE THE DISCREPANCIES ARE AND THEN YOU PROVIDE THOSE RECOVERY SERVICES.

SO TALKING ABOUT COVID RECOVERY PRE-ESY MANY OF US HAVEN'T HAD THE OPPORTUNITY TO HAVE KIDS BACK IN SCHOOL REALLY TO GET SUBSTANTIAL INFORMATION.

SO THERE'S ALSO INFORMATION ABOUT COMING OUT THAT THEY SAID WE'RE GOING TO GET DELETION GUIDANCE ON THE STUDENTS WHO AGE OUT THIS YEAR.

I DON'T WANTED TO MISSPEAK.

YOU KNOW THAT I'M VERY CAREFUL ABOUT ONLY TELLING YOU WHAT I KNOW AND NOT SPECULATING.

SO IF YOU GIVE ME THE CHUBS TO FOLLOW UP, I WILL ANDLY BE BACK IN TOUCH.

>> OKAY.

I'LL SEND YOU A COPY OF WHAT WAS OUT, WHAT THEY POSTED ON THE VDOE WEBSITE.

SO IT'S .

>> OKAY.

ANY OTHER COMMENTS OR IS ANNOUNCEMENTS?

>> NOT HEARING ANY, DO I HEAR A MOTION TO ADJOURN?

>> I WOULD LIKE TO MAKE A MOTION TO ADJOURN.

>> OKAY.

IT DOES NOT NEED A SECOND.

ALL IN FAVOR -- ANYBODY OPPOSED?

>> NO.

>> ANYBODY GOING TO ABSTAIN?

>> THEN UNANIMOUS CONSENT THAT WE ARE ADJOURNED.

THANK YOU ALL.



* This transcript was compiled from uncorrected Closed Captioning.