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TEST.

[1. Meeting Called to Order by Chair Anderson]

[00:00:10]

>> THANK YOU, EVERYONE.

ALL RIGHT.

ARE WE ALL PRESENT AND ACCOUNTED FOR?

>> I DON'T SEE CHRIS SUAREZ >> I'M HERE.

>> MEGAN ALDERSON, YOU'RE HERE? YEAH.

EVERYONE SHOULD BE HERE.

SO, KEVIN, PLEASE START THE LIVE STREAM.

UNPAUSE THE RECORDING.

YOU'RE GOOD TO GO, CINDY.

>> THANKS.

WELCOME EVERYONE.

THIS IS THE VIRTUAL SCHOOL BOARD MEETING FOR AUGUST 14TH, 2020.

[2. Observe a Moment of Silence]

WE'RE STARTING AT 12:03.

I'M GOING TO CALL EVERYBODY'S NAME FOR ROLL CALL.

I'M CINDY ANDERSON.

I'M HERE.

>> HERE AND PRESENT.

>> MEGAN ALDERSON? DO YOU SEE MEGAN?

>> HER MIC IS MUTED.

>> OKAY.

MEGAN?

>> PRESENT.

>> OKAY.

JOSENTA GREEN?

>> HERE.

>> MARGRET LORBER.

>> HERE.

>> CHRISTOPHER SUAREZ?

>> HERE.

>> WE WILL START WITH OUR MOMENT OF SILENCE.

OKAY.

COULD I PLEASE GET A MOTION TO ADOPT THE AGENDA FOR TODAY?

[3. Adopt the Agenda for the August 14, 2020 Virtual Special Called School Board Meeting]

>> MADAM CHAIR, I MOVE WE ADOPT THE AGENDA FOR TODAY.

>> OKAY.

MISS GREEN SECONDS MISS LORBER'S MOTION.

TO ADOPT THE AGENDA.

AS I SAID, WE HAD A COUPLE OF ADDITIONS.

ONE A PERSONNEL THING, WHICH NORMALLY PERSONNEL FOR JUNE, JULY AND AUGUST, SINCE WE DON'T MEET THAT TIME JUST GOES INTO SEPTEMBER, BUT SINCE WE'RE MEETING, WE WANTED TO ADD THIS ONE.

DO YOU HAVE THE MOTION FOR ADDING THE AGENDA ITEM?

>> I DO.

CHAIR ANDERSON, I MOVE TO ADD SUPPLEMENTAL PERSON ACTIONS TO THE CONSENT CALENDAR AND ADD ENHANCED CONTINUITY OF LEARNING PLAN 4.1 REIMAGINING SCHOOLS TO OLD BUSINESS.

>> SECOND.

>> MISS GENTRY SECONDS THE MOTION.

I AM GOING TO CALL FOR THE VOTE ON AMENDING THE AGENDA FIRST.

CINDY ANDERSON, YES.

VERONICA NOLAN.

>> YES >> MEGAN ALDERTON >> YES >> MISS LORBER.

>> YES.

>> CHRISTOPHER SUAREZ?

>> YES.

>> THAT'S 9-0 FOR THE AGENDA.

CINDY ANDERSON YES.

VERONICA NOLAN? YES.

MEAGAN ALTERSON.

>> YES.

>> MARGRET LORBER?

>> YES >> CHRISTOPHER SUAREZ?

>> YES >> THAT'S 9-0 APPROVE THE AGENDA.

WE MOVE TO THE PUBLIC COMMENTS.

[4. Public Comments]

TODAY IS THE LAST DAY UNTIL SEPTEMBER.

COMMENTS, LOOK FOR INFORMATION ABOUT COMMENTS CLOSER TO WHEN WE START IN SEPTEMBER BECAUSE THEY WILL LIKELY GO BACK TO HAVING THEM IN PERSON IN SOME WAYS.

SO WE WILL BE GETTING MORE INFORMATION OUT, NOT IN PERSON, BUT VIRTUALLY, BUT LIVE NEXT MONTH.

NOW WE HAVE, NEXT WE HAVE THE CONSENT CALENDAR.

[Consent Calendar]

IF I COULD GET A MOTION.

>> MADAM CHAIR, I MOVE WE APPROVE THE CONSENT CALENDAR.

>> SECOND.

>> MISS ALTERSON SECONDS MISS LORBER'S MOTION.

I WILL ASK FOR A ROLL CALL VOTE.

CINDY ANDERSON YES.

VERONICA NOLAN?

>> YES.

>> MEAGAN ALTERSON?

>> YES.

>> MARGRET LORBER?

>> YES.

>> CHRISTOPHER SUAREZ?

[00:05:02]

>> YES.

>> MISS NEILSON?

>> YES.

>> NOW WE ARE ON FOR OLD BUSINESS.

THIS WAS ADDED FOR TODAY.

[Additional Item]

BECAUSE IT WAS, HAD A LOT MORE INFORMATION THAN USUAL SUPERINTENDENT'S REPORT, THE CLERKS THOUGHT IT WAS BETTER AND MORE APPROPRIATE TO PUT IT UNDER OLD BUSINESS.

I'M GOING TO TURN IT OVER TO DR. HUTCHINGS NOW.

>> SORRY.

HAD TO UNMUTE MYSELF.

THANK YOU, MADAM CHAIR.

FIRST OFF, I JUST WANT TO THANK YOU FOR ALLOWING US TO ADD THIS AS AN AGENDA ITEM BECAUSE WE'VE GOTTEN SOME E-MAILS AND QUESTIONS RECENTLY.

I THOUGHT IT WAS IMPORTANT FOR US TO BE ABLE TO SHARE WITH THE BOARD JUST TO CLARIFY SOME OF THE SCHEDULING THAT IS OCCURRING THAT WAS RELEASED ON WEDNESDAY, AND ALL TALK A LITTLE BIT ABOUT FACILITIES ACCESS AND SOME OF THE SURVEY INFORMATION FROM THE SURVEY THAT WE GOTTED.

WE'RE GOING TO BE SENDING A BRIEF OUT THIS AFTERNOON BUT I THOUGHT IT WAS IMPORTANT FOR TOWS HAVE SOME DIALOGUE ABOUT IT, TOO.

SO IT WILL BE PUBLIC THIS AFTERNOON AS WELL.

WE'RE ALSO GOING TO BE SENDING OUT A SPECIAL EDITION OF OUR ACPS EXPRESS THIS AFTERNOON.

SO EVERYTHING THAT'S ON HERE TODAY THAT WE ARE RECORDING WILL BE PART OF THAT SO THE COMMUNITY WILL STILL HAVE AN OPTION TO SEE ALL OF THIS INFORMATION AS WELL.

WE WILL HAVE A LINK TO THIS RECORDED MEETING SO THAT PEOPLE CAN CHIME IN IF THEY WERE NOT ABLE TO TUNE IN TODAY.

I WANTED TO START WITH THAT.

THEN I WANTED TO SAY THAT I DID BRING A LITTLE CREW WITH US TO GIVE AN OVERVIEW TO THE BOARD.

I WAS IN A MOOD, FEELING LIKE I WAS AT THE ESSENCE FESTIVAL TODAY, SO I HAD TO PUT ON MY LINEN.

I SAID I AM NOT GOING TO PUT ON MY TYPICAL BOW TIE TODAY BECAUSE IT IS SUMMER AND I WISH THAT I WAS OUT OF TOWN DOING SOMETHING FUN LIKE THE ESSENCE MUSIC FESTIVAL, EVEN THOUGH THAT'S NORMALLY IN JULY.

I SAID LET ME PRETEND TODAY.

THAT'S MY WHOLE SELF CARE PIECE.

BUT I WANT TO START OFF BY INTRODUCING TO YOU ALL SOME OF OUR WONDERFUL PRINCIPALS.

WE DO HAVE THEM ON BOARD TODAY TO GIVE SOME INSIGHT AROUND OUR SCHEDULES.

THIS WEEK, THIS WASN'T THE FULL DAY IN THE LIFE OF A STUDENT THIS WEEK.

WE'RE GOING TO BE SHARING SOME MORE INFORMATION OUT NEXT WEEK LIKE WHAT DOES A TYPICAL FULL DAY LOOK LIKE.

THIS WEEK WAS REALLY ABOUT SHARING THE TIME ALLOTMENTS WITH OUR COMMUNITY AND WITH OUR FAMILIES SO THEY CAN KNOW THE TYPE OF TIME THAT HAS BEEN ALLOTTED FOR DIFFERENT PORTIONS OF THE DAY.

I HOPE TODAY OUR PRINCIPALS CAN CLARIFY WHAT HAPPENS DURING THOSE PARTICULAR TIMES.

TO GET US STARTED I'M GOING TO ASK FOR MR. SAMPSON, EXECUTIVE DIRECTOR OF STUDENT SUPPORT TEAMS TO GIVE A QUICK OVERVIEW OF HOW WE DEVELOPED OUR STUDENTS SCHEDULES AND HOW WE STARTED WORKING THROUGH THE MASTER SCHEDULING PIECE, WHAT TYPE OF INPUT WENT INTO THAT AND WHAT WERE THE MARCHING ORDERS TO GET TO WHERE WE ARE TODAY.

SO, MR. SAMPSON, GOING TO TURN THINGS OVER TO YOU.

>> GREAT.

THANK YOU VERY MUCH, DR. HUTCHINGS.

GREAT TO BE WITH YOU ALL AGAIN THIS WEEK.

SO AS WE TALKED A LITTLE BIT ABOUT LAST WEEK AS PART OF THE CROSS FUNCTIONAL PLANNING TEAM PROCESS, ONE OF THE AREAS THAT WE DOVE INTO, PARTICULARLY IN THE SUBGROUP WAS THINKING ABOUT STUDENTS SCHEDULES AND THA WOULD LOOK LIKE, BOTH POTENTIALLY IN HYBRID AND ALSO IN THE VIRTUAL ENVIRONMENT, WHICH IS WHERE WE'RE HEADED THIS FALL.

SO WE DID WORK WITH A SMALLER GROUP OF PRINCIPALS TO DEVELOP THE HYBRID SCHEDULES AND THEN WE KNEW THAT AS WE LOOKED AT THE VIRTUAL MODELS, THAT WE NEEDED TO REALLY INVOLVE ALL OF OUR PRINCIPALS.

THEY'RE THE ONES THAT HAVE THE NEEDS OF THEIR COMMUNITIES, THEIR STAFF NEEDS AND THE NEEDS OF THEIR STUDENTS AT THE FOREFRONT, SO WE HAD THEM

[00:10:05]

ALL BE PART OF THE PLANNING PROCESS.

IT WAS HIGHLY COLLABORATIVE, AND I DO JUST WANT TO SAY HERE VERY BRIEFLY THAT THEY'RE JUST A GREAT GROUP OF PEOPLE AND PROFESSIONALS WITH WHOM TO WORK.

I REALLY APPRECIATE ALL OF THE TIME AND EFFORT THEY'VE SPENT ON THIS.

AS PART OF THAT PROCESS, THEY ALSO WENT BACK AND WORKED WITH SOME OF THEIR STAFF AND BROUGHT THAT BACK TO THE GROUP AS WE STARTED TO BUILD OUT, WHAT DO WE WANT TO HAVE ACROSS ACPS AS THE SCHEDULE FOR OUR STUDENTS VIRTUALLY? SO WE DID WORK WITHIN SOME GUIDELINES.

ONE OF THE THINGS WE REALLY WANTED TO EMPHASIZE WAS THIS NEED FOR SOCIAL AND EMOTIONAL ACADEMIC LEARNING TO BE PRESENT IN EVERY DAY THAT OUR STUDENTS WERE TOUCHING BASE WITH TEACHERS.

WE KNOW THE STUDENTS ARE GOING TO HAVE NEEDS BASED UPON THE LENGTHY SCHOOL CLOSURE, AS WELL AS THE KIDS SHOULD HAVE ISSUE WITH SYSTEMIC RACISM.

SO WE WANTED TO MAKE SURE THAT WAS AT THE FOREFRONT.

WE ALSO KNEW, WE HEARD LOUD AND CLEAR FROM OUR PARENTS IN THE SPRING AT ALL LEVELS THAT WE NEEDED TO ENSURE THAT THERE WAS TIME FOR MOVEMENT, TIME FOR BREAKS, AS PART OF THE SCHOOL DAY SO THAT THERE WERE NOT STUDENTS SITTING IN FRONT OF A SCENE FROM 8 IN THE MORNING UNTIL 3:10 IN THE AFTERNOON, BUT THAT THERE WERE OPPORTUNITIES, BOTH FOR INDEPENDENT WORK AS WELL AS TO GET UP AND MOVE A LITTLE BIT, ESPECIALLY DEVELOPMENTALLY FOR OUR YOUNGER STUDENTS.

ANOTHER BIG THING THAT WE THOUGHT ABOUT WAS MAKING SURE THAT WE HAD GREATER CONSISTENCY ACROSS OUR SCHOOLS AS TO THE TIMES THAT OUR STUDENTS WOULD BE WORKING MORE FACE TO FACE IN A VIRTUAL MODEL AND THEN WHEN THEY MIGHT BE DOING SOME MORE INDEPENDENT SYNCHRONOUS TYPES OF WORK.

SO WE WANTED TO ASK FOR CONSISTENCY OF SCHOOLS BY LEVEL.

WE ALL WANTED TO ENSURE THAT WE HAD THAT SYNCHRONOUS TIME WHERE STUDENTS WERE ENGAGING WITH THEIR TEACHER AND THEIR CLASSMATES IN REAL-TIME.

WE WANTED TO MAKE SURE THAT WE HAD QUALITY ASYNCHRONOUS WITH OUR KIDS WHERE THEY HAD VOICE AND CHOICE IN WHAT THEY WERE DOING, EVEN IF THEY WEREN'T DIRECTLY ENGAGED WITH A TEACHER AT THAT TIME.

WE ALL WANTED TO THINK ABOUT TRANSLATING THE SMALL GROUP WORK THAT A TEACHER MIGHT DO WITH CERTAIN GROUPS OF KIDS IN THE CLASSROOM AS PART OF, SAY, A READING LESSON, WANTED TO MAKE SURE THERE WERE OPPORTUNITIES FOR THAT, TOO, USING SOME OF THE BREAKOUT ROOM FEATURES THAT WE HAVE IN ZOOM.

WE ALSO WANTED THE SECONDARY SCHOOLS, BASED ON FEEDBACK, TO EXPLORE OPPORTUNITIES TO SUPPORT STUDENTS SO THAT THEY COULD JUGGLE FEWER CLASSES OR FEWER ASSIGNMENTS AT A TIME, KNOWING SOMETIMES IT COULD BE OVERWHELMING.

WE WANTED THEM TO LOOK FROM A SCHEDULING PERSPECTIVE, BUT ALL FROM A CLASSROOM PERSPECTIVE AS TO HOW THEY COULD TRY TO STREAMLINE THE AMOUNT OF WORK AND THE TYPE OF WORK THAT STUDENTS WERE DOING.

IN ORDER TO ACCOMPLISH ALL OF THIS WITH OUR TEACHERS MOVING TO A FULLY VIRTUAL MODEL, WE KNEW WE WANTED TO SET ASIDE MONDAYS AS TIME FOR TEACHERS TO BE WORKING ON PROFESSIONAL DEVELOPMENT, HAVING TIME WITH TEAMS TO COLLABORATIVELY PLAN FOR GRADE LEVELS OR CROSS CONTENT AREAS, AND THAT THE STUDENTS WOULD BE ABLE TO WORK ON SOME OF THOSE HIGH QUALITY ASYNCHRONOUS ON MONDAYS.

THAT IS THE SAME TIME OUR TEACHERS WILL BE WORKING TO PLAN FOR THAT UPCOMING WEEK, AS WELL AS DEEPEN THEIR OWN LEARNING ABOUT VIRTUAL ENVIRONMENTS.

SO OVERALL, WE ARE REALLY WORKING, THE NEXT STEP FOR US IS TO WORK ON THAT TIMELINE OF WHEN WE ARE GOING TO BE ABLE TO RELEASE THINGS LIKE SCHOOL SCHEDULES, GRADE LEVEL SCHEDULES AND STUDENT SCHEDULES CERTAINLY BEFORE LABOR DAY, BUT EVEN, IF POSSIBLE, WHAT CAN WE GET TO FAMILIES EVEN WITHIN THIS MONTH OF AUGUST, PRIOR TO THE START OF SEPTEMBER? SO I WILL TURN THIS ON OVER TO HEIDI IN THE EARLY CHILDHOOD.

>> THANK YOU FOR THAT OVERVIEW, DARRELL.

GOOD AFTERNOON, EVERYONE.

A TYPICAL DAY FOR A STUDENT WILL BEGIN WITH 75 MINUTES OF ASYNCHRONOUS CHOICE TIME.

THIS MEANS THE STUDENT WILL NOT BE ON ZOOM LIVE WITH THE TEACHER, BUT MAY CHOOSE TO DO AN ACTIVITY FROM A CHOICE BOARD OR USE THE CLEVER PLATFORM AND CHOOSE A WIDE VARIETY OF ACTIVITIES INCLUDING ONLINE LEARNING WATCHING A VIDEO THAT A LESSON A TEACHER MADE IN ADVANCE.

THIS WILL BE FOLLOWED BY ABOUT 75 MINUTES OF SYNCHRONOUS LEARNING, MEANING THE STUDENT WILL BE ON ZOOM WITH THEIR CLASS IN LARGE GROUPS WORKING ON BUILDING THE CLASSROOM COMMUNITY, SOCIAL EMOTIONAL LEARNING AND SELF-REGULATION.

THEY WILL DO FUN AND ENGAGING ACTIVITIES, SUCH AS GREETING EACH OTHER, PLAYING COOPERATIVE GAME, PRACTICING CALM BY DEEP BREATHING, DISCUSSING STUDY TOPICS SUCH AS, WHAT DO WE WANT TO LEARN ABOUT TREES, AND SHARED WRITING, AS THE TEACHER WRITES SOME RESPONSES ON THE SCREEN.

THEY WILL HAVE A TEN-MINUTE MOVEMENT BREAK, WHICH IS SO IMPORTANT FOR OUR YOUNGEST LEARNERS, AS DARRELL MENTIONED.

BEFORE THEY HAD 30 MINUTES OF SMALL GROUP INSTRUCTION SUCH AS COUNTING OBJECTS OR DEVELOPING LITERACY BY SORTING PICTURES OF TOYS THAT BEGIN WITH THE SAME SOUND SUCH AS BALL, BOOK AND BUBBLE.

NEXT FEW ACTIVITIES ALL INVOLVE ASYNCHRONOUS LEARNING USING THEIR TABLET, CHOICE BOARD OR FREE PLAY OUTSIDE.

STUDENTS WILL BE ABLE TO CHOOSE TO WATCH A TEACHER READ ALOUD FOR 15 MINUTES FROM A VARIETY OF BOOKS, ALL AVAILABLE WITH THE OTHER TABLETS.

THERE IS A 30 MINUTE TABLET FOR OUTDOOR PLAY.

TEACHERS WILL SUPPLY IDEAS FOR PARENTS TO TRY OUTSIDE AND FOR SAFE PHYSICAL

[00:15:04]

MOVEMENT AND FOR PLAY INSIDE.

THERE IS A 20 MINUTE PERIOD FOR CHOICE TIME WHICH INCLUDES STUDENTS ABOUT SESING STRUCTURED ONLINE PROGRAMMING ACTIVITIES USING THEIR TABLET.

AFTER 30 MINUTES OF LUNCH ON THEIR OWN, STUDENTS WILL HAVE ENCORE CLASSES, WHICH WILL BE BOTH LIVE ON ZOOM ON SOME DAYS AND RECORDED LESSONS THAT CAN BE WATCHED ON THE TABLET ON OTHERS.

THE AFTERNOON BLOCK IS SYNCHRONOUS LIVE ZOOM INSTRUCTION INCLUDING A 30 MINUTE COMMUNITY BUILDING CLOSING MEETING TO GREET OUR FRIENDS AGAIN, REVIEW THE DAY AND OUR LEARNING AND TO HEAR A SECOND READ ALOUD.

AFTER ANOTHER MOVEMENT BREAK, STUDENTS WILL TRANSITION TO A SECOND 30 MINUTE PERIOD OF SMALL GROUP INSTRUCTION.

AT THE END OF THE DAY, THERE'S A 60 MINUTE REST PERIOD FOR STUDENTS.

TEACHERS WILL USE THIS TIME TO CONNECT ONE ON ONE WITH FAMILIES AND TO PROVIDE COACHING ON HOW TO SUPPORT THEIR CHILD'S DEVELOPMENT AND LEARNING AT HOME.

WE'VE ALSO POSTED SCHEDULES FOR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMS. WHILE THESE PROGRAMS DIFFER IN THE LENGTH OF THEIR DAY, THEY DO SHARE THE SAME CURRICULUM AND OFFER SPECIALIZED INSTRUCTION AS NOTED IN STUDENTS INDIVIDUAL EDUCATION PLANS.

THANK YOU.

I'D LIKE TO INTRODUCE PRINCIPAL PASCHAL TO INTRODUCE THE ELEMENTARY SCHEDULE.

>> THE TEMPLATE HAS INSTRUCTIONAL TIME FRAMES THAT WILL BE COMMON ACROSS ALL SCHOOLS.

ALTHOUGH WE ARE ALL LIKELY BEGINNING OUR DAY WITH SEAL, IT IS NOT MEANT TO APPLY THAT EVERY SCHOOL WILL MOVE FROM SEAL TO ENCORE.

EVERYONE CAN'T HAVE PE AT THE SAME TIME, RIGHT? I ALL WANT TO NOTE THAT 30 MINUTES OF RECESS IS NOT LISTED ON WHAT'S BEFORE YOU.

BEYOND THE FIRST BLOCK OF TIME IN THE MORNING, THE ORDER OF SUBJECTS WILL VARY FROM SCHOOL TO SCHOOL AND FROM GRADE LEVEL TO GRADE LEVEL WITHIN SCHOOLS.

WE CAN'T PERFECTLY DUPLICATE A CLASSROOM LESSON IN A VIRTUAL ENVIRONMENT, BUT VIRTUAL PLUS WILL MORE CLOSELY APPROXIMATE WHAT A BRICK AND MORTAR LESSON MIGHT LOOK LIKE.

THE FLOW BETWEEN LIVE INSTRUCTION AND INDEPENDENT WORK WILL BE FAMILIAR TO STUDENTS AS THEY ARE CUSTOM TO LEARNING THROUGH THE WORKSHOP AND STATION ROTATION MODELS.

THIS SHOULD ALSO SET PARENTS' MINDS AT EASE THAT LIVE INSTRUCTION IS NOT SIMPLY A CONTINUOUS SCREEN TIME EXPERIENCE.

SO LET'S TALK SPECIFICS.

ACROSS ALL SUBJECTS, ELEMENTARY LESSONS TYPICALLY BEGIN WITH A LIVE INSTRUCTION, WITH LIVE INSTRUCTION FROM THE TEACHER, WITH STUDENTS GATHERED AS A GROUP.

IT MIGHT SOUND LIKE THIS.

WRITERS, TODAY WE'RE GOING TO LEARN HOW TO COMBINE TWO WORDS INTO ONE, KNOWN AS CONTRACTIONS, SO THAT OUR WRITING CAN MATCH THE WAY WE TALK.

TEACHER PRESENTS, MODELS FOR SCALE AND SLOWLY RELEASES PRACTICE OPPORTUNITIES TO THE STUDENTS WHILE THEY'RE STILL TOGETHER TO BEGIN TO APPLY THE SKILL.

ONCE THE TEACHER IS CONFIDENT STUDENTS ARE READY TO WORK INDEPENDENTLY, IT'S, OFF YOU GO, WRITERS, I'M EAGER TO SEE YOU NARRATE YOUR PERSONAL CONTRACTIONS.

STUDENTS THEN WORK EUPBDINDEPENDENTLY 20 TO 40 MINUTE OF TIME.

THIS GENEROUS CHUNK OF TIME PROVIDES THE TEACHER WITH OPPORTUNITY FOR SMALL GROUP WORK, OFTEN WITH THE HELP OF ADDITIONAL INSTRUCTIONAL STAFF.

ZOOM HAS THIS WONDERFUL FEATURE CALLED BREAKOUT ROOMS THAT, WITH THE CLICK OF A BUTTON, SIMULATES WHAT WOULD HAPPEN WHEN A READING SPECIALIST OR PARA PROFESSIONAL WOULD INVITE THREE TO FIVE STUDENTS OVER TO THE CORNER OF A ROOM FOR TARGETED INSTRUCTION.

STUDENTS MAY ALSO ROTATE THROUGH A SERIES OF STATIONS OR CENTERS DURING THIS TIME.

THE NEED FOR STUDENTS WITH DISABILITIES WILL BE MADE IN ACCORDANCE WITH THEIR IEP REQUIREMENTS AND THE NEEDS OF ENGLISH LANGUAGE LEARNERS IN A VIRTUAL SETTING WILL BE MET THROUGH DIRECT SERVICES FROM ELA TEACHERS THROUGH THE GENERAL EDUCATION CLASSROOM AND/OR A BLOCK OF TIME SET ASIDE FOR ELD AND INTERVENTION SERVICES.

MOST IMPORTANTLY I WANT TO DISSPELL THE MYTH THAT STUDENTS WILL BE SITTING IN FRONT OF A COMPUTER SCREEN FROM 8 TO 2:30.

IN ADDITION TO THE TIME WHEN STUDENTS WILL BE READING INDEPENDENTLY OR COMPLETING WRITTEN ASSIGNMENTS, MOVEMENT BREAKS WILL BE EMBEDDED THROUGHOUT THE DAY.

IN ADDITION TO 30 MINUTES OF RECESS, STUDENTS WILL HAVE A 30 MINUTE LUNCH, AS WELL AS TWO TEN-MINUTE BREAKS OR THE EQUIVALENT OF AN ADDITIONAL 20-MINUTE BREAK WHEN THEY CAN COMPLETELY BACK AWAY FROM THE COMPUTER.

EVEN BEYOND THAT, REST ASSURED THAT TEACHERS WILL INSERT MULTIPLE STRETCH, DANCE AND GET THE OXYGEN BACK TO YOUR BRAIN BREAKS OFTEN THROUGHOUT THE DAY.

IF YOU HAVE EVER BEEN IN AN ELEMENTARY CLASSROOM, YOU WILL KNOW THAT A PARTY COULD BREAK OUT AT ANY TIME.

ON MONDAYS, YOUR CHILD WILL HAVE ACCESS THROUGH A VARIETY OF ACTIVITIES, INSTRUCTIONAL RESOURCES TO ENGAGE IN INDEPENDENTLY, SUCH AS PROJECTS, RECORDED INSTRUCTIONAL VIDEOS AND ONLINE ASSIGNMENTS.

[00:20:04]

NOW, MISS BINNETTE WILL TALK ABOUT THE K-8 SCHEDULE.

>> THANK YOU.

WE WANTED TO ENSURE THAT WE ALIGN TO THE CORE TENANTS OF ELEMENTARY AND MIDDLE SCHOOLS WHILE ALIGNING BOTH OF OUR SCHOOLS THROUGHOUT THE PROGRAM.

WITH OUR ELEMENTARY SCHEDULE, SCHOOL STARTS EACH INSTRUCTIONAL DAY WITH A 30 MINUTE SEAL BLOCK OF TIME.

THAT IS TO FULFILL THE EMOTIONAL NEEDS OF OUR STUDENTS.

EACH OF OUR SCHOOLS HAVE 50 MINUTES OF MATH, 20 MINUTES OF MOVEMENT BREAKS THAT ARE EMBEDDED THROUGHOUT THE DAY, 30 MINUTES OF RECESS COUPLED WITH A BREAK FOR THE TEACHER AS WELL AND FOR OFFICE HOURS, 45 MINUTES OF ENCORE, 75 MINUTES OF CORE-ELA, AT LEAST 30 MINUTES OF OFFICE HOURS FOR TEACHERS AND A 30 MINUTE LUNCH AND A MINIMUM OF 45 MINUTES FOR INTERVENTION AN ENRICHMENT BLOCKS.

IT PROVIDES SCHOOLS TO HAVE TALENTED AND GIFTED SERVICES, LANGUAGE SERVICES, SPECIAL INSTRUCTIONAL STAFF WORKING FOR OUR STUDENTS.

WE WORK CLOSELY WITH OUR STUDENTS TO PROVIDE THEM INSTRUCTION TO ADDRESS ALL OF THE INSTRUCTIONAL NEEDS THEY HAVE.

EACH BLOCK STARTS WITH INTERACTIVE TEACHER MODELLING FOLLOWED BY ADDRESSING MISCONCEPTIONS FROM THE STUDENT.

THIS IS ABOUT 15 TO 20 MINUTES AT THE BEGINNING OF THE LESSON.

THE REMAINDER OF THE BLOCK WILL BE AN OPPORTUNITY FOR TEACHERS TO WORK IN SMALL GROUPS AS THEY DID WITHIN THE CLASSROOM.

FOR OUR KIDDING SCHOOL K-8 SCHEDULE, WE WORK VERY CLOSELY WITH THE PRINCIPALS AND TEAMS TO ALIGN OUR SCHEDULE.

LIKE OUR ELEMENTARY STUDENTS, OUR MIDDLE SCHOOL STARTS WILL START THE DAY WITH A 30 MINUTE SEAL LESSON TO ADDRESS THEIR SOCIAL AND EMOTIONAL NEEDS.

CLASSES ARE DIVIDED BY TEN MINUTE PERIODS.

THEY WILL ALSO HAVE AN ELECTIVE EACH DAY.

STAFF HAVE OFFICE HOURS TWICE A DAY AND 50 MINUTE LUNCH BREAK.

WE ARE EXCITED TO OFFER A PERIOD FOR ENRICHMENT PRODUCTS.

THE TEACHERS WILL START THEIR DAY AND END THEIR DAY AND HAVE TIME FOR THE MIDDLE OF THE DAY FOR MOVEMENT BREAKS, AN OPPORTUNITY TO ADDRESS ANY CONCERNS OF THE STUDENTS OR PARENTS.

THANK YOU.

>> THANK YOU.

GOOD AFTERNOON.

THE MIDDLE SCHOOL VIRTUAL SCHEDULE WAS COLLABORATIVELY DEVELOPED BY OUR MIDDLE SCHOOL PRINCIPALS, MYSELF, AND MR. MAZUR, AND OUR DIRECTORS OF COUNSELING.

AS SHARED BY MY PRE-K ELEMENTARY AND K-8 COLLEAGUES THE MIDDLE SCHOOL SCHEDULE ALL THINKS OF ASYNCHRONOUS AND SYNCHRONOUS MODELS.

THE MIDDLE SCHOOL SCHEDULE WILL BE CONSISTENT WITH A LEARNING MODEL THAT ALLOWS TIME TO LEARN NOW CONCEPTS, RECEIVE INTERVENTION AND OPPORTUNITIES TO BUILD COMMUNITY WITH THEIR TEACHERS AND PEERS.

EACH MONDAY IS AN ASYNCHRONOUS PLANNING DAY FOR STAFF AND LEARNING DAY FOR STUDENTS.

ON STAFF PLANNING DAYS, ADMINISTRATORS AND STAFF WILL SPEND THE DAY IN SCHOOL WIDE MEETINGS, PROFESSIONAL LEARNING TO CONTINUE ON GOING TRAINING IN OUR VIRTUAL PLATFORM, CONSTANT PROFESSIONAL LEARNING COMMUNITIES GRADE LEVEL TEAM MEETINGS TO ENSURE CROSS COLLABORATION AMONG TEACHERS AND INDIVIDUAL PLANNING FOR WEEKLY INSTRUCTION.

IT IS IMPORTANT TO NOTE THAT THERE IS PLANNED ON GOING PROFESSIONAL LEARNING FOR TEACHERS IN THE USE OF CAMPUS AND ALL ACTIVITIES.

UNDER THE DIRECTION OF THE SEPB INDUSTRIAL SPECIALIST AND INSTRUCTIONAL COACHES WILL BE SUPPORTING OUR TEACHERS IN THE IMPLEMENTATION OF THE CURRICULUM IN OUR VIRTUAL ENVIRONMENT.

ON MONDAY THEY WILL ENGAGE IN THEIR ASYNCHRONOUS LEARNING.

ON ASYNCHRONOUS LEARNING DAYS, STUDENTS HAVE FLEXIBLE OPPORTUNITIES TO COMPLETE THEIR LEARNING THROUGHOUT THE SCHOOL DAY.

ALL ASYNCHRONOUS LEARNING ACTIVITIES WILL BE AVAILABLE IN CANVAS WITH THE LEARNING DAY BEGINNING WITH A PSEUDO DIRECTED ACTIVITY ON SOCIAL AND EMOTIONAL LEARNING.

[00:25:03]

STUDENTS CAN LEARN USE THE TIME FOR COMPLETION OF THEIR ASYNCHRONOUS LEARNING ACTIVITIES THROUGH CANVAS, ALONG WITH THEIR SCHEDULED MOVEMENT BREAKS AND LUNCH.

TUESDAY THROUGH FRIDAY ARE SYNCHRONOUS LEARNING DAYS.

MIDDLE SCHOOL STUDENTS WILL FOLLOW AN A DAY B DAY BLOCK SCHEDULE.

ON TUESDAY AND THURSDAY, WHICH ARE CONSIDERED A DAYS, STUDENTS WILL FOLLOW BLOCKS ONE, THREE, FIVE AND SEVEN.

WEDNESDAY AND FRIDAYS ARE B DAYS IN WHICH STUDENTS WILL ATTEND BLOCKS TWO, FOUR, SIX AND EIGHT.

THE INSTRUCTIONAL DAY BEGINS AT 8:30 A.M.

IN THE MORNING, WITH A MORNING MEETING THAT FOCUSES ON SOCIAL AND EMOTIONAL APPROACHES TO LEARNING THAT ALLOW STUDENTS TO BUILD AND MAINTAIN POSITIVE RELATIONSHIPS AND MOST IMPORTANTLY CREATE AND MAINTAIN A POSITIVE SCHOOL CLIMATE.

AFTER THE MORNING MEETING, STUDENTS WILL THEN TRANSITION TO BLOCK ONE ON A DAY AND BLOCK TWO ON A B DAY AFTER A TEN-MINUTE MOVEMENT BREAK.

EACH BLOCK IS 60 MINUTES UTILIZING ITS STATION ROTATION MODEL.

DURING EACH BLOCK, THE INSTRUCTIONAL MODELS ARE 60 MINUTE, CONSIST OF 20 MINUTES OF SYNCHRONOUS LIVE INSTRUCTION WITH THEIR TEACHER.

AFTER WHOLE GROUP INSTRUCTION, STUDENTS TRANSITION INTO 30 MINUTES OF STATION LOCATION WHICH INCLUDES ASYNCHRONOUS INDEPENDENT WORK, ASYNCHRONOUS CHOICE BOARD ACTIVITIES, WHICH PROVIDE TEACHERS OPPORTUNITIES FOR DIFFERENT CHOICES AS WELL AS CHOICE AND ASSESSMENT AND SYNCHRONOUS TARGETED SMALL GROUP INSTRUCTION.

THE TARGETED SMALL GROUP INSTRUCTION WILL ALLOW OUR SPECIAL EDUCATION TEACHERS TIME TO PROVIDE EAL AND SPECIAL EDUCATION SERVICES IN THE VIRTUAL CLASSROOM ENVIRONMENT.

THE TARGETED SMALL GROUP INSTRUCTION WILL ALSO SUPPORT OUR HONORED CLASSES AS WELL.

THE 60 MINUTE BLOCK ENDS WITH TEN MINUTES OF REGROUPS AND AN ASYNCHRONOUS EXIT TICKET.

BETWEEN EACH BLOCK IS A TEN MINUTE BREAK TO ALLOW FOR MOVEMENT AND TIME AWAY FROM THE COMPUTER SCREEN.

ON A DAYS, STUDENTS WILL TAKE FOUR CLASSES AND B, STUDENTS TAKE THREE CONSTANT CLASSES ALONG WITH THEIR A BLOCK.

STUDENTS ALSO HAVE 50 MINUTES FOR A BREAK AND LUNCH WITHIN THEIR SCHOOL DAY.

BLOCK EIGHT IS AN ADDITIONAL ONLINE SUPPORT FOR STUDENTS.

DURING BLOCK EIGHT, STUDENTS WILL PARTICIPATE IN SCHEDULED STUDENT ADVISORY, SCHOOL COUNSELOR LED WELLNESS AND FITNESS ACTIVITIES WHICH SUPPORT SOCIAL AND EMOTIONAL LEARNING, VIRTUAL LIBRARY SERVICES, VIRTUAL TALENTED AND GIFTED SUPPORT AND A VIRTUAL TEACHER-LED TUTORING CENTER TO INCLUDE LANGUAGE ARTS AND WRITING, A MATH CENTER, A SCIENCE CENTER, SOCIAL STUDIES CENTER AND ELECTIVE CENTER.

THE INSTRUCTIONAL DAY ENDS WITH 40 MINUTES OF ASYNCHRONOUS AND SYNCHRONOUS SUPPORT IN WHICH TEACHERS CAN PULL ADDITIONAL SMALL GROUPS FOR TARGETED SUPPORT AS WELL AS ASSIST STUDENTS WITH THEIR ASYNCHRONOUS ACTIVITY.

IN CONCLUSION, THE MIDDLE SCHOOL PRINCIPALS ARE EXCITED NOT ONLY ABOUT THE STRUCTURE OF THE SCHEDULE, BUT THE TEACHING AND LEARNING THAT WILL BE MAINTAINED IN OUR VIRTUAL ENVIRONMENT.

NOW WE HAVE THE HIGH SCHOOL VIRTUAL SCHEDULE BY MR. BALAS.

>> THANK YOU, MISS PETERS.

THIS WAS DEVELOPED WITH PART OF OUR WORK WITH THE CROSS FUNCTIONAL TEAMS AND REIMAGINING HOW WE TEACH AND LEARN AT THE HIGH SCHOOL LEVEL.

THE SCHEDULE INCORPORATES BUILDING ON STRENGTHS AND ADDRESSING CONCERNS FROM OUR SPRING VIRTUAL DELIVERY OF INSTRUCTION DUE TO COVID-19 SCHOOL RELATED CLOSURES.

THE SCHEDULE CONSISTS OF COURSES THAT RUN ALL YEAR LONG, AS WELL AS COURSES THAT RUN SEMESTER LONG.

OUR GOAL WAS TO DEVELOP A SCHEDULE THAT WOULD ADEQUATELY ADDRESS THE VIRTUAL HOMEWORK LOAD FOR OUR STUDENTS AND OUR STAFF.

I WILL WALK YOU THROUGH WHAT A DAY WILL BE LIKE FOR STUDENTS WHILE ALSO EXPLAINING HOW STUDENTS WILL BE EARNING GRADUATION BEARING CREDITS AND BEING ABLE TO BE SUCCESSFUL ON ASSESSMENTS RELATED TO THOSE COURSES.

OUR SCHEDULE INCORPORATES ASYNCHRONOUS AND SYNCHRONOUS BLOCKS OF TIME THAT WILL ENHANCE THE STUDENT LEARNING EXPERIENCE WHILE ALSO PROVIDING TARGETED TIME FOR SUPPORT.

FINALLY, YOU WILL HEAR MANY SIMILAR THEMES WITH THE MIDDLE AND ELEMENTARY SCHOOLS SHOWING OUR SYSTEMIC ALIGNMENT PRE-K THROUGH 12.

AS YOU PREVIOUSLY HEARD, MONDAYS WILL BE ASYNCHRONOUS LEARNING DAYS FOR STUDENTS AND PROFESSIONAL PLANNING, LEARNING AND COLLABORATION TIME FOR STAFF.

STUDENTS WILL HAVE LEARNING ASSIGNMENTS FROM THEIR TEACHERS POSTED ON CAMPUS.

TUESDAY THROUGH FRIDAY, THE VIRTUAL LEARNING -- THE TITAN VIRTUAL PLUS SCHEDULE RUNS FROM 8:10 A.M.

[00:30:01]

AND ENDS AT 3:10 P.M.

WE WILL BEGIN EACH DAY WITH A BLOCK OF SYNCHRONOUS LEARNING FROM -- SORRY, 8:30 TO 10.

SO I'M GOING TO GO BACK ONE LINE, IF YOU DON'T MIND.

TUESDAY THROUGH FRIDAY THE VIRTUAL TITAN PLUS SCHEDULE RUNS FROM 8:30 AND ENDS AT 3:10.

WE WILL BEGIN EACH DAY WITH A BLOCK OF ASYNCHRONOUS LEARNING FROM 8:30 TO 10.

DURING THIS TIME, STUDENTS WILL BE WORKING ON ASSIGNMENTS POSTED IN CAMPUS, WORKING IN SMALL GROUPS AND PARTICIPATING IN TARGETED INTERVENTIONS AND SUPPORT.

THIS WILL ALSO BE TIME TO CHECK IN WITH STUDENTS WHO RECEIVE SPECIALIZED CONSTRUCTION.

OUR FIRST SYNCHRONOUS BLOCK OF TIME WILL BEGIN AT 10 A.M.

STUDENTS WILL BE IN A SESSION FOR 60 MINUTES.

THIS WILL BE EVERY TITAN'S HOME BASE, WHERE THEY WILL RECEIVE CONTENT LEARNING IN A YEAR LONG COURSE, AS WELL AS SOCIAL, EMOTIONAL ACADEMIC LEARNING LESSONS WHICH ARE VITAL TO SUPPORTING OUR STUDENTS DURING THIS TIME.

AGAIN, THIS FIRST SYNCHRONOUS BLOCK WILL RUN ALL YEAR LONG.

STUDENTS AND STAFF WILL THEN HAVE A BREAK AFTER THIS BLOCK FOR LUNCH.

BEGINNING AT 12:00 NOON, STUDENTS WILL THEN HAVE THREE MORE SYNCHRONOUS LEARNING BLOCKS THAT WILL MEET EACH DAY, TUESDAY THROUGH FRIDAY.

THESE BLOCKS WILL LAST FOR 50 MINUTES EACH, WITH 20-MINUTE BREAKS IN BETWEEN.

DURING THESE BLOCKS, STUDENTS WILL PARTICIPATE IN SEMESTER LONG CLASSES AND RECEIVE DIRECT INSTRUCTION FROM TEACHERS, BUT ALSO HAVE OPPORTUNITIES FOR HIGH LEVELS OF ENGAGEMENT AND DISCOURSE.

THIS IS NOT MEANT TO BE HOURS OF SCREEN TIME WITH STUDENTS PASSIVELY LISTENING TO ADULTS SPEAK.

OUR STAFF WILL BE WORKING WITH TECHNOLOGICAL SCHOOLS TO KEEP STUDENTS ENGAGED AND CHALLENGED.

THESE THREE CLASSES ARE MEANT TO LAST ONE SEMESTER, THUS COMPLETING THESE THREE COURSES AT THE END OF QUARTER TWO.

DURING SEMESTER TWO, STUDENTS WILL CONTINUE WITH THE ASYNCHRONOUS LEARNING BLOCK FROM 8:30 TO 10 AND THEIR FIRST BLOCK YEAR LONG SYNCHRONOUS CLASS FOR 60 MINUTES EACH DAY.

THIS IS NO CHANGE FROM SEMESTER ONE, BUT NOW STUDENTS WILL HAVE THREE NEW SYNCHRONOUS CLASSES FOR SEMESTER TWO.

AT THE CONCLUSION OF THE SECOND SEMESTER, STUDENTS WILL HAVE COMPLETED CLASSES IN THEIR FIRST SYNCHRONOUS BLOCK IN ADDITION TO THE THREE SYNCHRONOUS BLOCKS FOR SEMESTER TWO, SO BY THE END OF THE SCHOOL YEAR STUDENTS WILL BE ABLE TO COMPLETE SEVEN COURSES, JUST AS THEY WOULD IN A TRADITIONAL SCHOOL YEAR.

OUR SEMESTER BASED SCHEDULE WILL ALLOW STUDENTS AND STAFF TO DELVE INTO CONTENT DEEPLY, WHILE ALL ALLOWING FOR TIME TO ADDRESS CREDIT RECOVERY.

IT'S ALSO IMPORTANT TO NOTE THAT THIS IS NOT MORE WORK FOR STUDENTS BUT IT WILL MEAN FEWER CLASSES TO JUGGLE AT ONE TIME.

IN ADDITION, TEACHERS WILL HAVE FEWER STUDENTS AT ONE TIME IN A SEMESTER BASED MODEL, ALLOWING THEM TIME TO GET TO KNOW THEIR STUDENTS, AS WELL AS DIG INTO THE CONTENT.

STUDENTS WILL ALSO BE ABLE TO USE THE 8:30 TO 10 BLOCK OF TIME IN SEMESTER TWO TO PREPARE FOR TESTS IN AP, ADVANCED PLACEMENT, DUAL ENROLLMENT OR ANY OTHER END OF COURSE ASSESSMENTS.

SOME COURSES, HOWEVER, WILL NEED TO RUN THROUGHOUT THE ENTIRE SCHOOL YEAR.

COURSES THAT WILL REQUIRE THIS INCLUDE CERTAIN CAREER AND TECHNICAL EDUCATION COURSES, ADVANCED PLACEMENT COURSES AND SPECIFIC COURSES DESIGNED FOR STUDENTS RECEIVING EAL SERVICES OR SPECIALIZED STRUCK.

I WOULD LIKE TO SPECIFICALLY REFERENCE OUR AP COURSES.

WE ARE CURRENTLY WORKING WITH TEACHERS TO DETERMINE WHICH AP COURSES WILL BE YEAR LONG AND SEMESTER BASED.

WE ARE TAKING GREAT CARE IN MAKING THESE DECISIONS.

FOR THOSE AP COURSES THAT WILL RUN SEMESTER ONE, WE ARE AWARE THE AP EXAMS ARE NOT TAKEN UNTIL EARLY MAY.

TO CONTINUE SUPPORTING THESE STUDENT TO ENSURE THE STUDENTS ARE PREPARED FOR THE EXAMS. COLLEGE BOARD ALSO DEVELOPED ROBUST MATERIALS THAT TEACHERS AND STUDENTS CAN USE DURING THESE MONTHS TO KEEP THE CONTENT FRESH PRIOR TO THE EXAMS. IN EARLY SEPTEMBER, STUDENTS AND FAMILIES WILL RECEIVE THEIR SCHEDULES WITH SPECIFIC INFORMATION REGARDING WHICH COURSES WILL BE YEAR LONG AND WHICH ONES WILL BE SEMESTER BASED.

OUR STAFF IS CURRENTLY WORKING DILIGENTLY TO ENSURE THAT WE MAKE THE MOST OF OUR CURRENT SITUATION BY MAXIMIZING OPPORTUNITIES, LEARNING AND EQUITY FOR OUR TITANS.

OUR SATELLITE CAMPUS WILL CONTINUE OPERATING ON A TRIMESTER SYSTEM WITH STUDENTS TAKING TWO COURSES FROM SEPTEMBER TO DECEMBER, TWO MORE FROM DECEMBER TO MARCH AND THE FINAL TWO FROM MARCH TO JUNE.

STUDENTS WILL BE ENROLLED IN THESE IN CONJUNCTION WITH ANY COURSES THEY MAY BE TAKING.

ONLINE AP COURSES AT SATELLITE WILL CONTINUE TO RUN FOR THE FULL YEAR.

[00:35:07]

SATELLITE WILL BE EMBEDDING SEAL LESSONS INTO THE ADVISORY STRUCTURE AND COMMUNITY CIRCLE GROUPS.

ACADEMIC ADVISERS WILL CONTINUE TO MEET WITH STUDENTS DAILY, AND SATELLITE WILL CONTINUE TO OFFER A.M.

AND P.M.

SESSIONS FOR STUDENTS TO ENSURE MAXIMUM FLEXIBILITY FOR OUR STUDENTS ESPECIALLY THOSE WITH HYBRID SCHEDULES.

THANK YOU.

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

>> THANK YOU TO ALL OF OUR PRINCIPALS WHO WERE HERE TODAY.

THEY ARE GOING TO STAY ON BECAUSE I KNOW BOARD MEMBERS MAY HAVE SOME QUESTIONS.

I WANTED TO TRANSITION INTO OUR FACILITY USAGE AND ACCESS BECAUSE PART OF US NOW GOING INTO THAT VIRTUAL PLUS WORLD THIS FALL, IT'S GOING TO BE IMPORTANT FOR US TO ALSO UNDERSTAND HOW ARE WE GOING TO HAVE ACCESS INTO OUR SCHOOLS? JUST BECAUSE OUR STUDENTS AREN'T COMING INTO OUR BUILDINGS EVERY DAY, THERE IS SOME ACTIVITY THAT'S HAPPENING AND WILL BE HAPPENING IN OUR SCHOOL BUILDINGS.

SO I'M GOING TO TURN THINGS OVER TO DR. HART, WHO IS OUR ACTING DIRECTOR OF FACILITIES AND OPERATION, TO PROVIDE US AN OVERVIEW OF OUR FACILITY USAGE AND ACCESS.

DR. HART?

>> THANK YOU, DR. HUTCHINGS.

GOOD AFTERNOON, EVERYONE.

AS DR. HUTCHINGS INTRODUCED, WE DO HAVE A FEW ACTIVITIES THAT ARE ON GOING WITHIN OUR SITES.

THIS FIRST SLIDE REALLY JUST ILLUSTRATES, WHAT ARE THE CATEGORIES FOR THESE ACTIVITIES? SO WE DO HAVE SOME ATHLETIC CONDITIONING PROGRAMS THAT ARE ON GOING, AS WELL AS ON SITE REGISTRATION.

WE ARE WORKING WITH OUR COMMUNITY PARTNERS FOR SUMMER PROGRAMS, SUCH AS CAMPAGNE.

WE ALL HAVE INSTANCES WHERE THERE ARE SCHOOL TESTS THAT NEED TO BE ON SITE BECAUSE THEY REQUIRE A PROCTOR.

WE CONTINUE TO WORK WITH THE CITY REGARDING COORDINATED EVENTS SUCH AS ELECTIONS.

WE HAVE OUR ON GOING MEAL DISTRIBUTION AT A FEW SITES AND WE ALSO HAVE A FEW BUSINESS, IT AND FACILITY OPERATIONS OCCURRING ON SITE.

ONE THING THAT I REALLY WANT TO FOCUS ON TODAY IS OUR EMPLOYEE ACCESS TO THE SITES IN LIGHT OF COVID-19.

SO WHAT ARE THE ITEMS THAT WE ARE CURRENTLY SAYING YES TO? WE ARE SAYING YES TO ACCESS OR REQUESTS THAT DIRECTLY SUPPORT THE FACILITATION AND COORDINATION OF INSTRUCTION, ANY REQUESTS THAT REQUIRE STAFF TO GO INTO BUILDINGS TO RETRIEVE FUNDAMENTAL SUPPLIES IN ORDER TO TELEWORK.

WE UNDERSTAND AND WE ALL HAVE SOME EMPLOYEES AND STUDENTS WHO MAY BE DEPARTING FROM ACPS AND NEED ACCESS TO THE FACILITY TO GATHER ITEMS. WE ALREADY SPOKE EARLIER ABOUT SOME APPROVED CITY COORDINATED EVENTS.

THEN ANY TASK THAT HAS TO BE COMPLETED ON SITE AND IS A PRIMARY COMPONENT OF THAT INDIVIDUAL'S WORK PROGRAM.

WE DO IN ADDITION HAVE A FEW ACTIVITIES THAT ARE OCCURRING AT CENTRAL OFFICE TO INCLUDE OUR NEW EMPLOYEE ON BOARDING, SO FINGERPRINTING, RECEIVING BADGES, SO ON, SO FORTH, MAY BE RETRIEVAL OF FINANCIAL ITEMS SUCH AS A PAYCHECK AND, AGAIN, ANY TASKS THAT OUR STAFF HAS TO GO INTO CENTRAL OFFICE TO COMPLETE AND IS A PRIMARY COMPONENT OF THEIR WORK PROGRAM.

WITH THAT SAID, THERE ARE ACTIVITIES THAT WE ARE RIGHT NOW SAYING NO TO, AND THOSE INCLUDE ANY REQUEST THAT'S NOT DIRECTLY TO SUPPORT THE FACILITATION AND COORDINATION OF INSTRUCTION, REQUESTS THAT CAN BE COMPLETED VIRTUALLY, REQUESTS THAT ARE NOT AN ESSENTIAL FUNCTION OF THE WORK PROGRAM AND TODAY WE GIVE AN EXAMPLE OF RETRIEVAL OF CLOTHES, FOR EXAMPLE.

THEN REQUESTS THAT ARE UNABLE TO ACHIEVE SOCIAL DISTANCING REQUIREMENTS.

ONE THING THAT WE ARE KEEPING IN MIND IS THAT WE WANT TO MINIMIZE AND MANAGE BUILDING ACCESS IN AN EFFORT TO KEEP EVERYONE SAFE AT THIS TIME.

SO TO TIE INTO THE PREVIOUS SLIDE, WE'VE CREATED A DECISION TREE, AND THIS DECISION TREE WILL BE USED BY OUR PRINCIPALS TO REALLY HELP GUIDE THE ACCESS PROCESS.

WE ARE STARTING OFF WITH THE QUESTION OF, DOES THE REQUEST MEET THE CRITERIA THAT WAS MENTIONED BEFORE? IF NO, THAT REQUEST COULD NOT BE APPROVED, AND IF IT DOES, THE NEXT QUESTION WE WILL NEED TO ASK OURSELVES IS DOES IT ADHERE TO SOCIAL DISTANCING REQUIREMENTS? IF YES, IT WILL MOVE ON TO THE PRINCIPAL TO BE APPROVED.

IF NOT, WE WILL NOT APPROVE IT.

IF THE PRINCIPAL APPROVES THE REQUEST, THEN THOSE NAMES OF THE INDIVIDUALS WHO NEED ACCESS WOULD BE SUBMITTED TO OUR MAINTENANCE AND CUSTODIAN SERVICES OFFICE AT LEAST 48 HOURS IN ADVANCE.

THIS WILL ALLOW US TIME TO COORDINATE WITH OUR INTERNAL STAFF, SUCH AS CUSTODIANS, OUR BUILDING ENGINEERS, OUR MAINTENANCE STAFF, SO THEY ARE AWARE OF WHO WILL BE IN THE BUILDING, AS WELL AS MAKING SURE SCREENING LOGISTICS GOES OFF WITHOUT A HITCH.

IF THE PRINCIPAL DOES NOT APPROVE, THEN THAT REQUEST IS NOT APPROVED AND THOSE INDIVIDUALS WILL NOT HAVE ACCESS TO THE BUILDING.

[00:40:04]

SO WE WANT TO CONTINUE TO ENCOURAGE AND SPEAK ON WHAT ARE THE HEALTH AN SAFETY NECESSITY FORCE ACCESSING OUR SITE? THAT INCLUDES MAKING SURE THAT ACCESS IS BEING DEEMED ESSENTIAL.

WE'RE ENCOURAGING, OF COURSE, FOR INDIVIDUALS TO BRING AND WEAR PPE.

IF THEY DO NOT HAVE A FACE COVERING, WE WILL PROVIDE THAT.

WE WANT TO MAKE SURE THAT WE ARE STEADFAST WITH OUR SOCIAL DISTANCING COMPLIANCE, THAT WE ARE ADHERING TO OUR SCREENING MEASURES AND THAT WE ARE ALL MANAGING THE HOURS OF ACCESS.

TO THAT END, WE ARE CREATING A PHASING PLAN FOR ACCESS.

THE FIRST PART OF THAT PHASE IS OUR PREVIRTUAL PLUS PLAN.

WE HAVE TITLED IT SUCH, BECAUSE WE UNDERSTAND THERE ARE CERTAIN ACTIVITIES THAT PRINCIPALS, ADMINISTRATIVE STAFF AND MAYBE EVEN SOME INSTRUCTIONAL STAFF NEED TO ACCESS THE BUILDING FOR IN ORDER TO PREPARE FOR OUR VIRTUAL PLUS LAUNCH.

THOSE DATES WOULD BE AUGUST 24 THROUGH SEPTEMBER 4.

THE HOURS OF ACCESS WOULD BE 8 A.M.

TO 4 P.M.

MONDAY THROUGH FRIDAY.

THOSE LIMITED HOURS ARE DUE TO A FEW THINGS.

WE DO STILL HAVE ON GOING SUMMER CLEANING ACTIVITIES, SUCH AS STRIPPING AND WAXING OUR FLOORS.

WE HAVE CONTINUED PREVENTIVE MAINTENANCE AND REPAIRS ON GOING.

WE STILL HAVE CONSTRUCTION ACTIVITIES THAT ARE ON GOING.

BECAUSE WE HAVE A MYRIAD OF ACTIVITIES THAT ARE CURRENTLY TAKING PLACE, WE DO WANT TO MAKE SURE THAT WE ARE LIMITING ACCESS, LIMITING INTERACTION AS MUCH AS POSSIBLE, AGAIN, TO KEEP EVERYONE SAFE.

THEN THE SECOND PHASE OF THIS PLAN WOULD BEGIN FROM THE START OF SCHOOL BEING SEPTEMBER 8TH THROUGH THE END OF THE FIRST QUARTER.

WHO THAT WOULD PARTICULARLY IMPACT WOULD BE OUR SCHOOL LEADERSHIP, INSTRUCTIONAL STAFF, ADMINISTRATIVE STAFF AND OUR VIRTUAL PLUS PARTNER PROGRAMS AND THEN ANY IN PERSON SUPPORTS DEEMED NECESSARY TO OCCUR DURING THOSE TIME FRAMES.

WE ARE EXPANDING HOURS OF ACCESS TO BE 6:30 A.M.

TO 7:30 P.M.

IN TWO CERTAIN CATEGORIES.

MONDAY THROUGH FRIDAY ACCESS FOR SCHOOL LEADERSHIP AND ADMINISTRATION AND THEN TUESDAY THROUGH FRIDAY ACCESS FOR ANY ESSENTIAL NEEDS THAT TEACHERS MAY HAVE IN THE CASE THAT FOR WHATEVER REASON THEY WOULD NEED TO COME ON SITE TO FACILITATE THEIR CLASSROOM INSTRUCTION FOR THAT DAY.

WE DO ANTICIPATE FOR SUMMER ACT TEUFRTIES TO BE COMPLETED, AS WELL AS MAJOR CONSTRUCTION TO BE COMPLETED IN THIS TIME FRAME.

NEXT SLIDE.

AND SO WHAT ARE OUR NEXT STEPS, OR OUR FIRST STEPS? WE PRESENTED THIS PLAN TO THE PRINCIPAL THIS PAST WEDNESDAY.

WE ARE ALSO HAVING MEETINGS WITH PRINCIPALS NEXT WEEK AS WELL AS WITH OUR VIRTUAL PLUS PROGRAM PARTNERS TO START BUILDING OUT AND MAPPING OUT WHAT THE ACCESS LOOKS LIKE AT EACH SITE.

THEN THE GOAL IS TO DEVELOP OUR SITE SPECIFIC SCHEDULES FOR EACH SITE THAT CAN BE SHARED, THAT EVERYONE CAN UNDERSTAND, AND THAT ALL MAKES SURE THAT WE ARE KEEPING IN MIND WHAT IS THE ALLOWABLE SOCIAL DISTANCIN CAPACITY FOR EACH SITE WITH ALL OF THE ACTIVITIES THAT WOULD BE ON GOING? WE LOOK TO FINALIZE THIS OVERALL MATRIX BY NEXT THURSDAY, THE 20TH.

WE WANT TO HAVE A DAY OR SO TO INTRODUCE THIS PLAN TO OUR INTERNAL STAFF, SO THEY ARE WELL AWARE OF THE CHANGES OF ACCESS.

THEN WE PLAN TO GO LIVE WITH OUR FIRST PHASE MONDAY THE 24TH.

SO THAT CONCLUDES THE PRESENT EIGHT -- PRESENTATION REGARDING FACILITY ACCESS.

I WILL PASS IT ON TO MR. PAGE >> GOOD AFTERNOON, HAPPY FRIDAY.

DIFFERENT YEAR CERTAINLY FOR ALL OF US.

WANT TO DO A HIGH LEVEL OVERVIEW OF THE VIRTUAL PLUS SUPPORT POLL RESULTS WHICH CLOSED THIS PAST SUNDAY.

TO JUST AS A REMINDER, THE INTENT OF THIS POLL WAS TO GAUGE THE SCALE OF NEED IN THE CRITICAL AREAS IN THE SUPPORT AND ALSO HEAR VOICE FROM STAKE HOLDERS TO THE SPECIFIC NEEDS THAT THEY'RE CITING AND HELPING REFINE OUR VIRTUAL PLUS SUPPORT PLANNING PROCESS.

IN TERMS OF PARTICIPATION, WE HAD OVER 5300 FAMILIES RESPOND TO THE POLL, OVER 1500 STAFF RESPOND TO THE ROLL AND APPROXIMATELY 500 STUDENTS.

WE SAW REPRESENTATION CONSISTENT WITH OUR RECENT SURVEY EFFORTS, BOTH AT THE END OF JULY AND EARLY JULY.

CERTAINLY, KNOWING AS AN ORGANIZATION THAT WE CONTINUE TO VALUE STAKE HOLDER INPUT AND WILL CONTINUE OUTREACH AND ENGAGEMENT EFFORTS AS WE GO INTO IMPLEMENTATION AROUND THE VIRTUAL PLUS MODEL.

IN TERMS OF THE HIGH LEVEL RESULTS, WHAT YOU SEE HERE IN THE VISUAL IN FRONT OF YOU IS THE PERCENTAGE OF RESPONDENTS CITING NEED BY CRITICAL AREA, IN TERMS OF SUPPORTS.

WHAT WE SEE WHEN WE LOOK ACROSS THE DIFFERENT STAKE HOLDER GROUPS REPRESENTED IS WE SEE INSTRUCTION AND TECHNOLOGY HAVING THE GREATEST NEED OF ADDITIONAL SUPPORTS ACROSS FAMILIES, STUDENTS AND STAFF.

WE ALL KNOW CHILD CARE IS A CRITICAL AREA OF FOCUS FOR OUR FAMILIES AND OUR STAFF.

WE SAW 36% OF FAMILIES RESPONDING THAT THEY WOULD REQUIRE ADDITIONAL SUPPORT

[00:45:05]

AS IT RELATES TO CHILD CARE.

WHEN WE FURTHER BROKE OUT THOSE RESULTS, WE SAW IN PARTICULAR ELEVATED NEED FOR SUPPORT FOR OUR YOUNGEST LEARNERS.

PRE-K TO 2 REQUESTING ADDITIONAL SUPPORT AND GRADES 3-5 AT 41%.

WE ALL KNOW WHEN LOOKING AT THESE CRITICAL AREAS AND WHILE WE HAVE THEM KIND OF ARTIFICIALLY BROKEN OUT HERE IN TERMS OF INSTRUCTION, CHILD CARE, ETC, THAT IS NOT HOW FAMILIES EXPERIENCE THESE NEEDS.

WE KNOW THESE NEEDS, FOR MANY REASONS CUT ACROSS A MULTITUDE OF THESE AREAS.

WHAT WE SAW IN FURTHER DIVING INTO THE DATA WERE THEMES THAT EMERGED ACROSS MULTIPLE SUPPORT AREAS WITH FAMILIES OF EL, STUDENTS WITH DISABILITIES, HISPANIC/LATINO AND BLACK OR AFRICAN-AMERICAN STUDENTS REPORTING HIGHER RATES OF NEEDING ADDITIONAL SUPPORTS.

AS DR. HUTCHINGS ELUDED TO EARLIER, THERE WILL BE A DETAILED ATTACHMENT WITH FURTHER SURVEY RESULTS INCLUDED IN THE BOARD BRIEF GOING OUT TODAY, AND WE WILL CONTINUE TO WORK WITH BOTH OUR PLANNING TEAMS, AS WELL AS OTHERS IN TERMS OF ENGAGING IN THE QUALITATIVE DATA AND USING THAT TO INFORM OUR PLANNING MOVING FORWARD.

WITH THAT, I AM GOING TO TURN IT OVER TO MR. HUFFMAN.

>> THANK YOU TO SOON TO BE DR. PAGE.

GOOD AFTERNOON.

I APPRECIATE THE OPPORTUNITY TO PROVIDE SOME UPDATES REGARDING OUR CROSS DEPARTMENTAL AND COMMUNITY PROVIDER CHILDCARE WORK AS IT WAS IDENTIFIED AS A PLUS AREA FOR EXCITING VIRTUAL PLUS MODEL FOR OUR MOST VULNERABLE FAMILIES.

AS YOU CAN PROBABLY ASSUME, THINGS ARE EVOLVING EACH DAY AND MOVING QUICKLY.

JUST LIKE THE OTHER PRESENTERS HAVE SAID, IT REALLY TAKES A COLLECTIVE COLLABORATIVE EFFORT TO PUT THESE THINGS INTO PLACE AND TO ENSURE SUCCESS.

AS I MENTIONED LAST WEEK, WE'VE BEEN MEETING WITH MULTIPLE PROVIDERS EACH TUESDAY AND SPONGING UP AS MUCH INFORMATION AS WE CAN FROM OUR POTENTIAL COMMUNITY CHILDCARE PROVIDERS.

THIS INFORMATION CONTINUES TO BE CAPTURED, AND IF WE THINK ABOUT A SPONGE, WE'RE JUST KIND OF WRINGING IT OUT AND LAYING IT ON THE TABLE SO ALL OF THE LOGISTICAL PUZZLE PIECES CAN BE PUT TOGETHER SO WE HAVE A CLEAR PATH FORWARD ON THE CONTENT OF EACH OF THOSE PIECES AND, LIKE I SAID, PUTTING THEM ALTOGETHER.

SINCE THE LAST TIME I SPOKE TO THE BOARD, WE DO HAVE SOME UPDATES.

I SPOKE JUST LAST FRIDAY, SO QUICK TURN AROUND, BUT WE DO HAVE SOME UPDATES.

ONE AREA IS REGARDING OUR WORK TO CLARIFY THE SUPPORTS THAT OUR PROVIDERS ARE REQUESTING FROM ACPS AND HOW WE MAY HELP WITH THOSE REQUESTS.

ONE OF THE TOP REQUESTS WE'RE HEARING FROM OUR PROVIDERS IS TECHNOLOGY SUPPORT.

OUR WONDERFUL CHIEF OF TECHNOLOGY, DR. HOOVER, TALKED TO THE GROUP LAST WEEK ABOUT THE OPPORTUNITIES TO POTENTIAL HAVE A TECHNOLOGY LIAISON THAT WOULD TECH WITH THE PROVIDER'S POINT OF CONTACT TO DISCUSS ANY QUESTIONS OR CONCERNS THAT ARISE AT THEIR SITE DURING THEIR PROGRAMMING.

SHE ALL ELUDED TO SOME TECH VIDEOS AND THINGS THAT THEY'RE DOING ON OUR END THAT THEY COULD ALSO UTILIZE AT THEIR SITE.

ANOTHER INVOLVED OUR FACILITY USAGE.

YOU HEARD DR. HART SAY MISS CORDOVA IS REACHING OUT TO THOSE PROVIDERS, I BELIEVE SHE'S ALREADY STARTED, WHO HAVE REQUESTED ACPS SPACE AND WORKING THROUGH THOSE NEEDS IN DETAILS THIS WEEK AND EARLY NEXT WEEK ON AN INDIVIDUAL BASIS.

WE KNOW THAT SOME OF THE CONSIDERATIONS WILL BE IN TERMS OF SITES, GEOGRAPHIC LOCATIONS AND COMMUNITY NEED AND PROVIDER CAPACITY AND EVEN WHERE WE HAVE CURRENTLY 21ST CENTURY SITES, WE NEED TO ALIGN THAT WORK WITH THE SITES SO THEY CAN ALSO SUPPORT IT.

SO THAT'S GOING ON AS WELL.

WE ALSO, DR. CRAWFORD AND DR. MANN SPOKE AT LAST DISCUSSION AND TALKED ABOUT THE DAILY SCHEDULES AND HAD INITIAL DISCUSSION ON HOW ACPS CAN SUPPORT OUR PROVIDERS IN THE AREA OF SOCIAL AND EMOTIONAL NEEDS.

IN REGARDS TO THE PARTNER CONNECTION OF ENGAGEMENT PIECE, YOU KNOW, WE HAVE -- I HAVE SAID IT BEFORE, WE'RE SO LUCKY, WE HAVE THIS INABLE -- INCREDIBLE UMBRELLA OF PEOPLE.

THERE ARE MANY THINGS IN THESE VIRTUAL PARTNERS, THOSE THAT CAN PROVIDE CHILDCARE, SUPPLEMENTAL PARTNERS WITH DIFFERENT SPECIFIC SUPPORT SUCH AS STEM AND DANCE AND MENTORING AND ALL THOSE DIFFERENT SUPPORTS.

THEY ALL HAVE ONE COMMON GOAL, AND THAT IS TO SUPPORT THE STUDENTS AND FAMILIES IN THERE VIRTUAL PLUS MODEL.

IN ADDITION TO CONNECTING OUR OFFICIAL VIRTUAL PLUS PARTNERS TO SCHOOL AND DEPARTMENT LEADERSHIP, I HAVE ALSO BEEN WORKING TO CREATE A NETWORK FOR THOSE

[00:50:03]

PARTNERS THAT TRULY SUPPORTS THEM CONNECTING WITH EACH OTHER.

I HAVE BEEN MEETING WITH THEM ON AN INDIVIDUAL BASIS TO WORK THROUGH THEIR VISION OF SUPPORT, EXPECTATIONS, AND THEN HOW THEY CAN CONNECT WITH EACH OTHER IN THIS UMBRELLA TO PROVIDE A COLLECTIVE COLLABORATIVE EFFORT.

WHAT HAS HELPED IS WE HAVE THESE STRONG RELATIONSHIPS WITH MANY PARTNERS ALREADY.

I'M SO PROUD TO SAY THAT OUR PARTNERS IMMEDIATELY ARE PIVOTING THEIR PROGRAMMING AND THEIR VISION TO SUPPORT AND CONTINUE TO CONNECT WITH STUDENTS AND STAFF IN THIS NEW MODEL OF EDUCATIONAL INSTRUCTION.

SO THE MESSAGE HERE ON THE KEY UPDATES IS THAT WE CONTINUE TO MOVE FORWARD WITH MULTIPLE MEETINGS AND INDIVIDUAL DISCUSSIONS WITH PROVIDERS, CITY REPRESENTATIVES, INCLUDING EVEN THE OPPORTUNITY SERVICES.

WE JUST MET WITH THEM.

ORGANIZATIONS AND FOUNDATIONS AND ORDERS TO STRATEGICALLY WORK TOGETHER TO SERVE OUR MOST VULNERABLE STUDENTS AND FAMILIES.

FOR THESE NEXT STEPS THAT WE WORK TOWARDS INTO AUGUST, WE'VE GOT SOME NEXT STEPS.

SO YOU SEE THE REFLECTION, BUT REALLY, NOW THAT WE'VE RECEIVED THE RESULTS, WE'RE GONNA REALLY LOOK INTO ANALYZING THEM.

THERE'S SOME ANALYZING THAT NEEDS TO BE DONE, BUT THIS IS JUST ONE DATA POINT.

WE KNOW WE HAVE AN AFTER SCHOOL WORK GROUP THAT DID A SURVEY THAT TALKED ABOUT AFTER SCHOOL CARE AND WE CAN USE THAT DATA ALSO TO HELP US WITH OUR PROVIDERS.

THE PROVIDERS HAVE DATA THAT THEY'VE RECEIVED ABOUT CHILD CARE NEEDS.

WE'RE REALLY GOING TO ANALYZE THAT DATA.

WE'RE ALL IN THE PROCESS OF CREATION OF A CHILDCARE PROVIDER ACPS PROPOSAL THAT WOULD BE PRESENTED TO ALIGN STAKE HOLDERS AND ACPS LEADERSHIP.

THIS OUTLINE WILL BE BASED ON THE INFORMATION GATHERED AND CLEARLY PROVIDE DETAILS OF THE ACPS SUPPORT, ELIGIBILITY, WHICH INCLUDES THIS QUALIFICATION RUBRICK THAT WE'RE PUTTING TOGETHER BASED ON MULTIPLE CATEGORIES AND USING THE EXAMPLE OF THE TITLE WORK THAT WE DO WITH STUDENTS.

THERE'S A CRITERIA THERE, AN ELIGIBILITY, THAT WE CAN USE AS AN EXAMPLE.

WE'LL LOOK AT FACILITY.

THIS PROPOSAL WILL HAVE FACILITY USAGE, SITES, BUDGET NEEDS, CAPACITY, ALL THOSE OTHER LOGISTICAL PUZZLE PIECES.

THE PROPOSAL WILL CERTAINLY BE UNIFIED EFFORT WITH THE HOPE THAT PROVIDING THIS CLARITY AND THIS PROPOSAL WILL SUPPORT QUICK MOVEMENT TO IMPLEMENTATION PHASE.

AND THEN LAST, OBVIOUSLY IF YOU'VE GOT THIS PROPOSAL AND YOU'VE GOT EVERYTHING LOOKING GOOD AND IN PLACE, YOU'RE GOING TO MAKE SURE YOU GET IT OUT TO YOUR STAKE HOLDERS AND FAMILIES.

THERE WILL HAVE TO BE A MARKETING OUTREACH PLAN THAT WILL SUCCESSFULLY DISSEMINATE CHILD CARE INFORMATION AND GUIDANCE IN ALL THOSE AREAS TO OUR MOST VULNERABLE STUDENTS AND FAMILIES.

IN CONCLUSION, I KNOW THERE'S STILL QUESTIONS TO BE ANSWERED AND REMAIN.

AGAIN, WE'RE WORKING FORWARD AT A SMART PACE WITH MANY PIECES STARTING TO BE PUT INTO PLACE, BUT THERE'S ALSO MORE WE'RE WORKING ON.

WE KNOW HAVING INFORMATION TO FAMILIES SOON IS IMPORTANT AND I TRULY KNOW BECAUSE WE'RE SO FORTUNATE TO HAVE SUCH A COMMITTED GROUP OF INTERNAL LEADERSHIP AND PROVIDERS, ALONG WITH OTHER COMMUNITY PARTNERS, THAT WE WILL BE ABLE TO MOVE AS QUICKLY AS POSSIBLE SO THAT OUR FAMILIES HAVE SUFFICIENT TIME TO MAKE THE DECISIONS NEEDED.

SO ALL STRESSING SAFETY FIRST BECAUSE THAT'S AN OVERALL VIEW WE HAVE TO HAVE, ALL.

THANK YOU.

>> ALL RIGHT.

THANK YOU, ALL.

I KNOW THAT WAS A LOT OF INFORMATION THAT WE WANTED TO SHARE WITH THE BOARD.

THAT'S WHY IT'S GREAT TO HAVE A WONDERFUL TEAM, SO I DIDN'T HAVE TO DO THAT ALL BY MYSELF.

I WANT TO TURN THINGS BACK OVER TO MADAM CHAIR.

I'M SURE YOU WOULD LIKE TO OPEN THE FLOOR FOR ANY QUESTIONS.

WE ARE HERE TO ANSWER ANY THAT THE BOARD HAS.

>> YES.

I HAVE MISS GENTRY WITH QUESTIONS.

>> HELLO.

I'LL ASK TWO QUESTIONS AT ONCE SO THAT SHOULD TAKE CARE OF ME TODAY.

MY FIRST QUESTION, THANK YOU FOR HELPING US WALK THROUGH THE DAY.

I THINK WE'RE STARTING TO GET MORE AND MORE OF A PICTURE.

OF COURSE, WE'LL WAIT UNTIL -- EVEN MORE STUFF WILL BECOME CLEAR AS WE GO THROUGH.

BUT I FOUND MYSELF TODAY THINKING ABOUT THE QUESTION, TWO QUESTIONS RELATED TO THE SCHEDULE.

ONE IS MORE STUDENT FOCUSED WHICH IS THE QUESTION OF LUNCH.

LUNCH IS LIKE, MOST OF US REMEMBER THAT AS, LIKE, A KEY SOCIALIZING MOMENT AND I'M WONDERING IF THERE'S BEEN ANY THOUGHT ABOUT, IS THERE A WAY THAT LUNCH ISN'T JUST, TAKE OFF YOUR HEADSET AND GO AWAY, BUT IS THERE SOME KIND OF WAY THAT ACPS CAN STILL HELP STUDENTS SOCIALIZE IN WHAT WOULD HAVE TRADITIONALLY BEEN THE MOMENTS OF SOCIALIZATION? AND THEN MY NEXT SCHEDULING QUESTION IS AROUND OUR STAFF THAT'S GONNA BE

[00:55:04]

PUTTING ALL OF THIS TOGETHER.

THESE ARE REALLY ROBUST SCHEDULES THAT ARE REALLY FULL DAYS BUT, OF COURSE, WE KNOW THAT OUR STAFF, WE HAVE AT LEAST THE INFORMATION THAT WE HAVE 11% NUMBER OF STAFF MAYBE HAVE SOME CHILDCARE CHALLENGES.

IF THEY ARE HAVING TO JUGGLE KIDS THAT ARE HOME, BECAUSE WE KNOW KIDS WILL BE AT HOME, WHETHER THEY LIVE IN ALEXANDRIA OR A NEIGHBORING JURISDICTION, THEY ARE ALL GOING TO START VIRTUAL.

HOW CAN THE STAFF WORK WITH THEIR SCHOOL LEADERSHIPS TO CRAFT SOME SCHEDULES? ONE THING THAT I JUST THOUGHT ABOUT THAT, I KNOW A LOT OF THE OTHER DIVISIONS ARE DOING SOMETHING SIMILAR WITH THIS IDEA OF A PLANNING ASYNCHRONOUS DAY AND JUST OFF THE TOP OF MY HEAD, I WONDERED IF THERE HAD BEEN ANY THINKING OR VALUE IN LIKE, IF WE HAVE OUR ASYNCHRONOUS PLANNING DAY BE DIFFERENT FROM ONE OF THE OTHER DIVISION DAYS, THAT MIGHT BE ONE WAY THAT WE CAN OFFER A LITTLE BIT OF RELIEF FOR FLEXIBILITY.

ANY IDEAS LIKE THAT OR OTHER THOUGHTS, I WOULD APPRECIATE HEARING IT.

IT'S A STRESSOR FOR PARENTS EVERYWHERE, AND I'M SURE THAT INCLUDES SOME OF OUR TEACHING STAFF AS WELL.

THANK YOU.

>> THANK YOU FOR THE QUESTIONS, MISS GENTRY.

I'LL HAVE ONE OF OUR PRINCIPALS RESPOND TO THAT.

I WOULD LIKE TO SAY, ONE THING WE ARE ALL GOING TO HAVE TO DO, AND THAT'S EVERYBODY, REGARDLESS OF YOUR SITUATION, THERE REALL IS A HUGE PARADIGM SHIFT THAT IS HAPPENING THAT WE'VE SOMEWHAT ADJUSTED TO IN SOME WAYS.

SOME OF US HAVE BEEN FORCED TO ADJUST FASTER THAN OTHERS, LIKE MYSELF.

I HAD NO CHOICE BUT TO ADJUST OR I WOULDN'T BE ABLE TO OPERATE OR FUNCTION AS SUPERINTENDENT.

BUT I THINK THAT WE ARE GOING TO HAVE TO HELP OUR STUDENTS AND OUR FAMILIES WITH THIS ADJUSTMENT.

IF WE CAN'T REPLICATE CERTAIN THINGS, WE MIGHT BEGIN TO DISCOVER SOME NEW WAYS OF HAVING SOCIALIZATION OR INTERACTIONS THAT ARE DIFFERENT FROM HOW THEY USED TO BE.

BUT I WOULD LIKE TO HEAR IF ANY OF OUR PRINCIPALS, I KNOW THAT YOU ALL WERE WORKING AS A TEAM AND A GROUP.

WE SHOWCASED A COUPLE PRINCIPALS TODAY, BUT IT WAS ALL PRINCIPALS THAT WERE INVOLVED IN THE WORK.

WOULD ANYONE LIKE TO CHIME IN OR SHARE SOME OF THE DISCUSSIONS YOU MAY HAVE HAD ON THIS TOPIC ALREADY?

>> I'LL GIVE IT A SHOT, DR. HUTCHINGS.

FIRST OF ALL, THANK YOU FOR THE QUESTION.

IT PRESENTS A DOUBLE-EDGED SWORD, AS MANY PARENTS HAVE SAID TO ME THEY WANT THEIR KIDS TO KIND OF BACK AWAY FROM THE COMPUTER COMPLETELY FOR A PERIOD OF TIME.

ONE THING THAT HAD SURFACED IS THE POSSIBILITY, AND I HONESTLY CAN'T CONFIRM THAT IT'S FEASIBLE, COULD THE TEACHER LEAVE THE ZOOM ROOM OPEN DURING LUNCH AND THE TEACHER BACK OUT AND ANY STUDENTS THAT WANT TO BACK OUT DO SO.

THE OTHERS ENJOY LUNCH WITH THEIR CLASSMATES IN THE ROOM.

THAT HAS SURFACED AS ONE POSSIBLE WAY.

THE OTHER, I THINK FAMILIES ARE WORKING BEHIND THE SCENES TO CREATE SOME OF THOSE STRUCTURES INFORMALLY.

WE'LL LEARN MORE ABOUT THAT AND WAYS WE CAN SUPPORT THEM DOWN THE ROAD.

DOES THAT HELP?

>> DR. HUTCHINGS, IF I MAY ADD TO THE CONVERSATION, PARTICULARLY REGARDING LUNCH IS IN THE MIDDLE OF THE INSTRUCTIONAL DAY SO WE DID THINK IT WAS IMPORTANT FOR STUDENTS TO BACK AWAY FROM SCREEN TIME.

THE IMPORTANCE OF THE EIGHTH BLOCK WAS FOR THAT SOCIALIZATION.

WE WILL HAVE A VARIETY OF ACTIVITIES THAT WILL TAKE PLACE FROM WELLNESS WEDNESDAY AND FITNESS FRIDAY, COMMUNITY CIRCLE, OPPORTUNITIES FOR KIDS TO ENGAGE WITH THEIR FRIENDS AND PEERS THROUGH OUR VIRTUAL LIBRARY SERVICES.

SO WE WILL HAVE STRUCTURED TIME FOR THEM TO HAVE TIME WITH YOUR PEERS, BUT THE LUNCHTIME IN PARTICULAR BECAUSE IT'S IN THE MIDDLE OF THE INSTRUCTIONAL DAY, JUST TO GIVE THEIR EYES A BREAK FROM THE GROUP.

>> WOULD ANY PRINCIPALS BE ABLE TO SPEAK TO THE TEACHER QUESTION? I THINK YOU HAD A SECOND QUESTION IN REGARDS TO OUR STAFF AND THE FACT THAT THEY ARE HOME WITH, SOME OF THEM, 11% ACCORDING TO OUR DATA, ARE SPEAKING TO SOME OF THE CHALLENGES THEY ARE HAVING WITH CHILDCARE AND CAN YOU TALK TO THAT? I KNOW ONE SPECIFIC THING THAT I HEARD PRINCIPALS TALK ABOUT IS TEACHERS ARE NOT EXPECTED TO BE ON FOR SEVEN HOURS STRAIGHT.

THEY ALSO CAN HAVE SOME OPPORTUNITIES TO, YOU KNOW, NOT BE ON THE SCREEN.

[01:00:05]

IF ANY OF OUR PRINCIPALS CAN SHARE, THAT WOULD BE GREAT.

>> I COULD SPEAK TO THAT BRIEFLY.

ONE OF THE REASONS WE SET UP THE PRESCHOOL FULL DAY SCHEDULE THE WAY WE DID, YOU'LL NOTICE THE DAY STARTS WITH ASYNCHRONOUS LEARNING AND THEN THERE'S A CHUNK OF ASYNCHRONOUS LEARNING IN THE MIDDLE OF THE DAY AS WELL.

THAT'S TO SUPPORT ALL FAMILIES, THE FAMILIES OF OUR CHILDREN AND OUR TEACHERS' FAMILIES.

WE KNOW GETTING STARTED IN THE MORNING, PEOPLE MAY HAVE TO GET MULTIPLE CHILDREN STARTED ON ZOOM AND WE JUST WANT TO BE RESPECTFUL FOR THE FACT THAT FOR THE FAMILIES THAT WE SERVE AND FOR THE TEACHERS THEY SERVE A LITTLE FLEXIBILITY AT THE BEGINNING OF THE DAY CAN BE HELPFUL.

WE ALL TRIED TO BUILD IN THAT MIDDLE OF THE DAY CHUNK SO FAMILIES CAN WORK WITH THEIR CHILDREN AND SEE THEIR NEEDS, AS WELL AS BE ABLE TO ENGAGE WHETHER THEIR CHILD NEEDS TO GO OUT AND PLAY FOR, FOR EXAMPLE.

SO I THINK THAT'S ONE THING.

I ALSO THINK WE HAVE TO BE RESPECTFUL AND SUPPORTIVE OF OUR STAFF AND AS WE START THIS PROCESS, LISTEN TO THEM AND TRY TO CONTINUE BUILDING THE STRONG RELATIONSHIPS WE HAVE WITH THEM SO WE CAN HELP THEM SOMETHING THAT PRESSURE AND ANXIETY THAT THEY WILL BE FACING.

>> I WOULD ECHO WHAT MISS HAGGARTY SAID.

OUR SCHEDULE WAS SET UP WITH A LOT OF FEEDBACK THAT WE GOT FROM STAFF ON WHAT WE KNOW VIRTUAL HOME LIFE TEAM TEACHING TO BE.

WE ALL START WITH ASYNCHRONOUS TIME, AS MISS HAGGARTY SAID.

ALSO AS PART OF THE REASON WE WENT TO OUR SEMESTER BASED HYBRID TYPE OF SCHEDULE THAT WOULD ALLOW STUDENTS TO JUGGLE FEWER CLASSES AT ONE TIME.

STILL COMPLETING THE SAME AMOUNT OF COURSES THEY WOULD IN A TRADITIONAL YEAR, BUT FEWER TO JUGGLE AT ONE TIME.

>> IF I COULD JUST CHIME IN FROM THE MIDDLE SCHOOL PERSPECTIVE, ON MONDAYS, THERE ARE THREE STRUCTURED MEETINGS AND THEN THE REMAINDER OF THE TIME WOULD BE INDIVIDUALIZED PLANNING FOR TEACHERS, JUST KEEPING IN MIND THAT THEY ARE JUGGLING HOME AND SCHOOL LIFE.

THEN DURING INSTRUCTIONAL DAYS, WHILE THEY HAVE THEIR SCHEDULED TIME WITH STUDENTS, THEY DO STILL HAVE THEIR SCHEDULED PLANNING PERIODS THROUGHOUT THE DAY, THEIR LUNCHTIME, AS WELL AS THEIR OFFICE HOURS, WHICH WOULD NOT NECESSARILY MEAN THAT THEY'RE ON WITH STUDENTS AT THAT TIME.

SO THERE ARE SCHEDULED BREAKS THROUGHOUT THE SCHOOL DAY.

THEY ARE NOT ON THE COMPUTER FOR THE WHOLE SEVEN HOUR SCHOOL DAY.

>> ABSOLUTELY.

WE DEFINITELY SEE THE BREAKS AND WILL BE FLEXIBLE FOR THE TEACHERS TO ALLOW THAT TIME TO USE AS THEY NEED TO USE IT SO THEY ARE NOT STRESSED.

WE'LL KEEP IN TOUCH WITH THEM REGULARLY.

AND WE WILL DO SO.

>> OKAY.

THANK YOU VERY MUCH.

NEXT UP I HAVE DR. REIF.

>> I JUST WANT TO THANK EVERYONE FOR THEIR PRESENTATION.

IT WAS INFORMATIVE.

I REALLY ENJOYED HEARING ABOUT ALL OF THE ASPECTS.

YOU HAVE BEEN WORKING VERY HARD ON WHAT IS A CHALLENGING SITUATION.

THIS BUILDS OFF MISS GENTRY'S QUESTION.

DR. HUTCHINGS IN THE AVP EXPRESS THAT WENT OUT, I DID APPRECIATE THAT THERE WAS A STATEMENT IN THERE FROM YOU THAT A VIRTUAL LEARNING ENVIRONMENT IS NOT BEST EDUCATIONAL PRACTICES.

I WOULD AGREE WITH THAT.

I APPRECIATE YOU PUTTING THAT OUT THERE.

I REALIZE THIS IS KIND OF A SITUATION WHERE THERE ARE REALLY NO PERFECT SOLUTIONS.

SOMETIMES WHEN YOU TRY TO SOLVE ONE PROBLEM, YOU CAN CREATE OTHERS IN DOING THAT.

WITH REGARDS TO THE SCHEDULE, WHEN I FIRST LOOKED AT THE ELEMENTARY SCHEDULE AND I'M THINKING ABOUT SOME OF OUR YOUNGEST LEARNERS IN PARTICULAR BECAUSE WE HAVE HEARD A LOT OF FEEDBACK FROM PARENTS WHO ARE CONCERNED ABOUT THE AMOUNT OF SCREEN TIME.

I'LL JUST DISCUSS IT AS THE PARENT OF A SECOND GRADER AND FOURTH GRADE R MYSELF, I CERTAINLY SHARE THAT.

WHEN I FIRST LOOKED AT THE SCHEDULE, I SAW THAT THE SYMBOL FOR THE INDEPENDENT WORK AND THE ASYNCHRONOUS WORK.

IN MY MIND, I WAS THINKING THAT THIS WAS OFFLINE TIME.

THEN LISTENING TO MR. PASCHAL TALKING, I REALIZED SOME OF THIS IS GOING TO BE ONLINE WORK AS WELL.

LIKE, FOR EXAMPLE, I KNOW IF MY SECOND GRADE SON HAD A CHOICE AND HAD AN OPPORTUNITY TO GO PLAY WHAT I CALL A VIDEO GAME, THAT'S WHAT HE WOULD BE DOING DURING HIS CHOICE TIME.

[01:05:01]

I GUESS WHAT I WAS WONDERING IS, SINCE THE CHROME BOOK AND THE TABLETS ARE LIKE THIS REALLY IMPORTANT TOOL FOR US TO CONNECT TO OUR STUDENTS AND I FEEL LIKE WE'RE KIND OF FRAMING OUR DAY WITH THAT DEVICE IN MIND.

I'M JUST WONDERING IF THERE'S BEEN SOME THOUGHT GIVEN TO WHAT ARE THE BEST PRACTICES AROUND LEARNING OFFLINE EVEN IF WE CAN'T LEARN IN PERSON.

PROJECT BASED LEARNING.

I UNDERSTAND OUR STUDENTS HAVE VERY DIFFERENT LEVELS OF SUPPORT AT HOME AND THAT CAN BE A BIG FACTOR.

JUST THINKING ABOUT WAYS THAT WE CAN GET THEM OFF LINE DOING MEANINGFUL WORK THROUGHOUT THE DAY.

THEN COUPLED WITH THAT, MY SECOND QUESTION IS KIND OF RELATED TO THAT.

ANOTHER CONCERN THAT I HAVE HEARD FROM A PARENT OF YOUNGER CHILDREN IS THIS ISSUE OF THE TRANSITION.

TO GO ONLINE AND LOG IN AND THEN TO BREAK AND THEN COME BACK IN AND BREAK.

FOR SOME CHILDREN, ESPECIALLY THE YOUNGER KIDS, THOSE TRANSITIONS CAN BE REALLY DIFFICULT AND PARENTS CAN HAVE SERIOUS POWER STRUGGLES AROUND THOSE TIMES.

I'M JUST CURIOUS ABOUT HOW THE ATTENDANCE IS GOING TO WORK AND WHAT KIND OF FLEXIBILITY YOU ARE GOING TO ALLOW FOR FOR FAMILIES WHO MAY BE HAVING THESE POWER STRUGGLES PARENTS KEEPING THEIR STUDENTS ENGAGED THROUGH THE WHOLE DAY.

>> I'M GOING TO START OFF AND THEN I'LL LET ANYONE CHIME IN.

FIRST AND FOREMOST, I THINK THIS ADJUSTMENT FOR EVERYBODY IS VERY DIFFICULT AND I DO STILL STAND BEHIND, AND I'M GLAD YOU MENTIONED IT, DR. RIEF, VIRTUAL LEARNING IS NOT THE BEST PRACTICE FOR EVERY STUDENT.

FOR SOME STUDENTS, IT WORKS REALLY WELL, BUT IT IS NOT 100% OF OUR KIDS WILL BE ENGAGED IN THIS TYPE OF LEARNING.

WE HAVE TO ACKNOWLEDGE THAT.

WE ALSO HAVE TO ADD A CAVEAT TO, BECAUSE WE'RE IN THIS PARTICULAR SITUATION RIGHT NOW AND WE HAVE TO ADJUST, WE'RE GOING TO HAVE TO FIGURE OUT HOW DO WE HELP PEOPLE, WHETHER IT'S OUR STUDENTS OR FAMILIES OR STAFF ALONG THE WAY.

BECAUSE IT IS KIND OF OUR NEW NORMAL FOR TODAY.

HOPEFULLY, THIS WON'T BE FOREVER, RIGHT, BUT IT IS OUR NEW NORMAL FOR TODAY.

IT'S MORE LIKE, HOW ARE WE GOING TO NOW SUPPORT OUR FAMILIES AND SUPPORT OUR STUDENTS AND SUPPORT OUR STAFF MEMBERS SO THAT THEY CAN MAKE THIS TRANSITION AND HOPEFULLY IT'S ONLY ON A TEMPORARY BASIS, KNOWING THAT THERE STILL MAY BE SOME ADDITIONAL SUPPORTS FOR SOME OF OUR FAMILIES? ONE THING THAT IS IMPORTANT TO YOUR SECOND QUESTION IS AROUND FAMILIES WHO MIGHT BE EXPERIENCING SOME STUDENTS WHO JUST ARE NOT AS ENGAGED AND HAVE DIFFICULTY LOGGING ON AND THOSE TYPES OF THINGS THAT OUR STUDENT SUPPORT TEAMS ARE REALLY HERE TO ASSIST WITH THAT, TOO.

ONE THING KIDS ARE, ESPECIALLY OUR YOUNGER STUDENTS, THEY ARE RESILIENT AND IMPRESSIONABLE.

SO WHEN YOU BEGIN TO DEVELOP ROUTINES, ESPECIALLY FOR EARLY LEARNERS, REGARDLESS OF WHAT THE ROUTINE IS, EVEN THINKING -- THAT'S WHY WE HAD TO COME UP WITH ROUTINES IN OUR HOUSE HOLD.

DIDN'T WORK SO MUCH FOR OUR OLDER DAUGHTER, BUT LITTLE BETTER, NOT THE BEST, WITH GREGORY.

BUT WHEN YOU PUT OUR STUDENTS INTO AN ENVIRONMENT WHERE YOU HAVE CONSISTENCY AND ROUTINES, AND THAT YOU ARE REINFORCING THAT CONTINUOUSLY, OVER TIME YOU WILL SEE STUDENTS WILL JUST BEGIN TO ADJUST.

THERE ARE SIMILAR STRATEGIES AND TACTICS THAT WE USE WHEN WE'RE IN PERSON.

NOW THIS IS VIRTUAL, SO IT WILL BE A LITTLE DIFFERENT, BUT I THINK THAT NO ONE HAS HAD THAT EXPERIENCE YET BECAUSE IN THE SPRING IT WAS SO FLEXIBLE THAT -- AND IT WASN'T AS STRUCTURED OR WASN'T AS REQUIRED TO BE STRUCTURED, SO IT WAS HIT OR MISS DEPENDING ON WHO YOUR TEACHER MIGHT HAVE BEEN DURING THAT PARTICULAR TIME.

WHERE AS THIS IS A LOT MORE STRUCTURED, WHICH WE HAVE TO BE BECAUSE, ONE, WE DON'T HAVE WAIVERS LIKE WE DID IN THE SPRING.

BEFORE, WE WERE WAIVED FROM ATTENDANCE, ASSESSMENT.

WE WERE WAIVED FROM EVERYTHING.

THAT'S NOT THE CASE THIS GO AROUND.

AS A LOCAL DIVISION, WE ARE MAKING THE CHOICE TO BE VIRTUAL.

NOT THAT THE GOVERNOR HAS MANDATED ALL SCHOOLS TO NOT BE IN PERSON.

SO I WANTED TO START WITH THAT, BUT IF THERE ARE ANY PRINCIPALS THAT WANT TO ELABORATE, BECAUSE I KNOW YOU ALL HAVE FIRST-HAND EXPERIENCE THAT YOU CAN SHARE, PLEASE FEEL FREE.

I SEE RANDY MOVING.

>> I APPLAUD YOUR NOTION OF BRINGING UP THE IDEA OF PROBLEM BASED LEARNING.

[01:10:04]

I WAS ON THE PHONE EARLIER THIS WEEK, OR IN COMMUNICATION WITH A FIFTH GRADE TEACHER WHO WAS GUNG HO ABOUT INSERTING SOME SCIENCE SPECIFIC PROBLEM BASED UNITS OF STUDY THAT SHE CAN INTRODUCE, AND THAT WOULD ALLOW FOR SOME OF THE FLOW BETWEEN THE ASYNCHRONOUS TIME TO BE COMPLETELY OFFLINE TIME AND NOT JUST ON MONDAY.

IT DOESN'T CORRECT THE ISSUE OF KIDS HAVING TO COME BACK ON AND TRANSITION, BUT IT DOES HELP WITH THAT.

AND I DO WANT TO REITERATE THAT THE ASYNCHRONOUS OPTIONS DON'T ALWAYS HAVE TO INCLUDE A COMPUTER OPTION AT ALL.

THEY COULD BE READING A BOOK, WRITING A LETTER TO A FAMILY MEMBER.

SO WE CERTAINLY WANT TO DIVE IN TO VIRTUAL PLUS, KNOWING THAT THERE ARE MANY NEW INNOVATIVE IDEAS THAT ARE GOING TO SURFACE THAT WE ARE GOING TO WANT TO CAPTURE AND NURTURE SO THAT WE CAN FIND THAT.

>> I HAVE BEEN HEARING THAT I CAN'T BE SEEN.

OH, THERE I AM.

OKAY.

I WANTED TO CHIME IN THAT NOW THAT WE ARE SOLELY HAVING TO RELY ON A VIRTUAL EXPERIENCE, WE ARE GOING TO HAVE TO HAVE A PARADIGM SHIFT IN HOW WE DELIVER INSTRUCTION.

WE ARE GOING TO HAVE TO FOCUS MORE ON ALTERNATIVE ASSESSMENTS.

THE EASIEST ONES TO DO ARE ALWAYS PROJECT BASED LEARNING.

SO TO GIVE CHILDREN AN OPPORTUNITY TO MAKE INTERACT WITH THE OUTDOORS, INTERACT WITH THEIR HOME ENVIRONMENT AND DIFFERENT WAYS OF BEING ABLE TO ASSESS WHAT THEY'RE LEARNING.

I'M VERY EXCITED.

I KNOW WHEN WE HAD SPRING TIME WHEN WE HAD TO TRANSITION INTO VIRTUAL LEARNING, OUR TEACHERS WERE VERY EXCITED THAT WE COULD STOP RELYING SO MUCH ON PAPER AND PENCIL, SO THAT WE COULD DO SOME FUN THINGS WITH THE CHILDREN.

WE WILL BE FOCUSING ON ALTERNATIVE ASSESSMENTS AND ALTERNATIVE WAYS OF CHILDREN BEING ABLE TO DEMONSTRATE WHAT THEY'VE MASTERED THROUGH THE LEARNING.

IN ADDITION TO THAT, THE ASYNCHRONOUS LEARNING CHILDREN WILL BE ABLE TO HAVE AN OPPORTUNITY TO FOCUS ON OTHER WAYS OF DEMONSTRATING WHAT THEY'VE LEARNED.

I JUST WANT TO SAY THAT THROUGH -- OTHER TRADITIONAL WAYS, NOT RELYING UPON SO HEAVILY, INTERVENTION PROGRAMS AS WELL.

WE'LL DO SOME DIGITAL BUT WE WANT TO FOCUS ON ALSO GETTING THEM OFF OF DIGITAL BUT ALL HAVING THE CHOICE.

>> MR. SAMPSON, HE WAS DOING A LOT OF WORK WITH OUR PRINCIPALS.

YOU MAY WANT TO CHIME IN BECAUSE YOU HAD A FULL OVERVIEW OF EVERYBODY'S PERSPECTIVE ABOUT THIS TOPIC.

>> SURE.

THANK YOU.

I WANT TO REITERATE WHAT DR. HUTCHINGS SAID FIRST OF ALL THAT STUDENT SUPPORT TEAM MEMBERS, SO YOUR SCHOOL COUNSELORS, SOCIAL WORKERS ARE AVAILABLE IN THE INDIVIDUAL SCHOOLS, PARTICULARLY IF A STUDENT IS STRUGGLING WITH OVERALL TRANSITIONS OR SOMETIMES TRANSITIONS BETWEEN CERTAI SUBJECT AREAS OR CERTAIN CLASSES IN THE UPPER GRADES, WE'RE ABLE TO WORK AND PROBLEM SOLVE WITH FAMILIES TO SORT OF SEE WHAT THE ROOT CAUSE MIGHT BE AND TO TRY TO COME UP WITH A PLAN OF ATTACK.

I DO KNOW AND I BELIEVE THIS IS THROUGH BASE, WE'RE WORKING ON SOME SEMINARS AND SOME WORKSHOPS THAT OUR TEAM CAN ALL SUPPORT TO ASSIST PARENTS, LIKE, HOW DO YOU START TO DEVELOP A STRATEGY OR SCHEDULE IN THIS NEWLY VIRTUAL ENVIRONMENT? HOW DO YOU HELP MANAGE SOME SOFT EMOTIONAL OR BEHAVIORAL STRUGGLES THAT SOME STUDENTS MIGHT BE HAVING AS WELL? I KNOW WE ARE ALL GOING TO TRY TO BE PRO-ACTIVE AND GET THE MESSAGE OUT THERE FOR FAMILIES ON SOME OF THESE ISSUES.

>> I CAN ALSO BRIEFLY SPEAK TO SOME OF THE QUESTIONS YOU RAISED.

WE REALLY THOUGHT ABOUT THESE THINGS WITH PRESCHOOL TRANSITION AND JUST MY FIRST CONCEPT ON THE SCHEDULE WAS TO REALLY BREAK THINGS UP FROM A DEVELOPMENTALLY APPROPRIATE PRACTICE.

NOT HAVE KIDS ON THE SCREEN FOR MORE THAN 20 MINUTES AT A TIME.

BUT WE LEARNED FROM SUMMER SCHOOL -- WE LEARNED A LOT FROM SUMMER SCHOOL.

WE GOT GREAT FEEDBACK ON IT.

THE CONVERSATIONS WAS, VERY DIFFICULT FOR FAMILIES TO GET THEIR KIDS TRANSITIONS OFF AND ON.

AND SO IF YOU LOOK AT OUR SCHEDULE, YOU WILL SEE THAT'S WHY WE CHUNKED SORT OF AN A.M.

PERIOD OF SYNCHRONOUS LEARNING AND P.M.

PERIOD OF SYNCHRONOUS LEARNING.

[01:15:02]

MY VIEW OF THIS IS, WE'RE GONNA TRY THIS.

IF A CHILD FEELS LIKE AFTER 20 MINUTES THEY NEED TO GET UP AND MOVE AROUND, THAT'S GONNA BE OKAY, RIGHT? WE'RE GONNA START WHERE WE ARE, HAVE THE KIDS THAT HAVE POSITIVE INTRODUCTIONS TO SCHOOL, AND IF WE HAVE TO ADAPT, WE WILL.

WE DID TRY TO INCLUDE SMOOTH TRANSITIONS FOR THE FAMILIES AT HOME.

>> DID ANYONE ANSWER HOW YOU'RE TAKING ATTENDANCE? IS IT PER CLASS? ESPECIALLY SECONDARY, I'M REALLY INTERESTED TO HEAR ABOUT THAT.

>> SECONDARY WOULD BE THROUGH POWER SCHOOL BY CLASS FOR ALL CLASS PERIODS.

>> DR. HUTCHINGS MENTIONED, THE STATE HAS NOT WAIVED ATTENDANCE REQUIREMENTS, SO WE ARE GOING TO HAVE TO BE AS CLOSE TO WHAT WE WOULD DO IN A TRADITIONAL SCHOOL YEAR, UNDERSTANDING THAT WE'LL HAVE DIFFERENT AVENUES TO NOT REPORT ATTENDANCE, BECAUSE THAT WILL BE THROUGH POWER SCHOOL, BUT JUST DIFFERENT WAYS LIKE ON OUR ASYNCHRONOUS DAY, WE WILL LOOK FOR MEANINGFUL CONTACT AS OPPOSED TO SEAT TIME OR TIME ON ZOOM.

>> AND WE WILL BE ABLE, WHICH WE WEREN'T ABLE TO DO IN THE SPRING, BECAUSE WE'RE TAKING ATTENDANCE, WE CAN FOLLOW UP ON STUDENTS WHO ARE NOT COMING IN, TO FINE OUT WHAT'S GOING ON.

SAME THING THAT WE WOULD DO IF THEY WERE IN PERSON.

THERE MAY BE SOME SUPPORT THAT FAMILIES NEED SO THAT THEIR KIDS ARE PRESENT.

IT IS MATTER OF US FOLLOWING UP SAYING, HEY, WHAT'S GOING ON? WHAT IS IT THAT WE CAN DO TO SUPPORT YOU DURING THIS TIME SO WE ARE GIVING FAMILIES WHAT THEY NEED TO FAMILIES CAN BE ENGAGED.

>> GREAT.

THANK YOU.

THAT WAS A LOT OF INFORMATION.

NEXT I HAVE MISS LORBER.

>> THANK YOU.

CAN EVERYBODY HEAR ME? CAN YOU HEAR ME? OKAY.

GOOD.

TPEURT OFF, GREAT TO SEE EVERYBODY AND REALLY FUN TO HAVE THE PRINCIPALS HERE SHARING YOUR EXPERIENCES AND GIVING US A SEPB OF REALITY ABOUT WHAT'S GOING -- A SENSE OF REALITY OF WHAT'S GOING ON IN THE SCHOOLS.

YOU JUST MENTIONED WE ARE GOING TO FOLLOW UP WITH STUDENTS WHO AREN'T ATTENDING.

DO WE HAVE ANYTHING SCHEMATIC IN PLACE? ARE WE BUILDING ANYTHING IN A WAY OF REALLY FIGURING OUT WHO'S PARTICIPATING, WHO ISN'T AND WHAT WE DO TO ASSIST, WHETHER IT'S ONE ON ONE PHONE CALLS, WHAT IS OUR PLAN AROUND NOT JUST ATTENDANCE, BUT PARTICIPATION? I WANT TO LINK THAT, MY SECOND QUESTION IS, WHERE ARE WE ON INTERNET? OBVIOUSLY, THAT'S ALSO KEY TO KIDS PERFORMING.

I GUESS I WANTED AN UPDATE ON INTERNET AND FAMILY ACCESS, AND THEN JUST A SENSE OF IF WE ARE LOOKING AT THIS SYSTEMATICALLY PARTICIPATION, HOW WE FOLLOW UP WITH THESE THINGS, WITH KIDS.

>> I'M GOING -- THANK YOU MISS LORBER.

I'M GOING TO HAVE MISS CRAWFORD ANSWER THAT, THE PROTOCOLS WE HAVE IN PLACE WITH STUDENTS AND NOT BEING ENGAGED, THEN DR. HOOVER WILL ANSWER THE QUESTION ABOUT INTERNET ACCESS IN OUR TECHNOLOGY UPDATE.

>> THANK YOU, DR. HUTCHINGS.

THANK YOU MISS LORBER.

EXCELLENT QUESTION.

WE KNOW THIS IS A CRITICAL AREA FOR US.

THAT IS ONE OF THE BENEFITS OF TAKING ATTENDANCE AND OF THE GRADING ASPECT, THAT WE WILL BE ABLE TO MONITOR STUDENTS' PARTICIPATION SO MUCH MORE CLOSELY.

I'LL BRING YOU BACK TO LAST WEEK, KNOWING SEAL IS A FOCUS OF OURS.

WE WILL BE DOING SOME INFORMAL AND FORMAL ASSESSMENTS THROUGH OUR SCREENERS.

WE ARE GOING TO BE ABLE TO IDENTIFY STUDENTS' NEEDS MORE SPECIFICALLY SO IF WE ARE ABLE TO TAKE A LOOK AT WHO WILL BE THE MOST IN NEED AND CLASSROOM TEACHERS CLOSELY MONITORING PARTICIPATION AND WORKING WITH SPECIFICALLY SOCIAL WORKERS, THAT WE KNOW WE ARE GOING TO BE ABLE TO BE A LITTLE MORE EFFECTIVE WITH OUR OUTREACH THIS YEAR BECAUSE WE HAVE SOME ACCOUNTABILITY MEASURES.

I'LL JUST PAUSE TO MAKE SURE, MR. SAMPSON, DID I COVER THE TEAM'S WORK?

>> SURE.

AND WE DID DO THIS WORK BACK IN THE SPRING WITH STUDENTS THAT WEREN'T ENGAGING.

ATTENDANCE WILL BE HELPFUL THIS YEAR.

I'LL TRANSITION THIS OVER TO DR. HOOVER.

ONE OF THE THINGS WE WILL BE LOOKING AT, AS WE SEE STUDENTS THAT AREN'T PARTICIPATING, IS ONE OF THOSE BARRIERS A LACK OF ACCESS TO INTERNET? SO THEN WE WILL BE ABLE TO FOLLOW UP AND CONNECT THEM, THE STUDENT AND THE FAMILY THEN TO THE RESOURCES THAT ARE AVAILABLE TO GET THAT ACCESS.

[01:20:05]

>> CAN I JUST ASK, MR. SAMPSON AND, JULIE, JUST IN RESPONSE TO THE RESPONSE, ANOTHER QUESTION? IT'S GOING IN AND OUT OF MY HEAD.

OH, YES.

DO WE HAVE SUFFICIENT -- DO YOU HAVE SUFFICIENT SUPPORT TEAM STAFFED? I'M WONDERING, CONSIDERING HOW MANY STUDENTS THERE ARE IN THE SYSTEM AND HOW MANY STUDENTS THERE ARE IN THE SCHOOLS, EACH OF OUR SCHOOLS HAS ONE SOCIAL WORKER, ONE -- ARE WE COMFORTABLE THAT WE HAVE ENOUGH STAFF TO DO THE FOLLOW-UP? I'M THINKING EVEN POSSIBLY NURSES.

WE COULD BE EXPANDING AND REALLY MAKING -- I GUESS IF YOU TELL ME ABOUT THE THOUGHT THAT'S GONE INTO USING THE SST'S AND FEELING THAT WE HAVE ADEQUATE COVERAGE FOR THE NUMBERS OF STUDENTS WHO MAY NEED FOLLOW-UP.

>> WELL, WE KNOW AS WE COME INTO FALL, THERE'S LOTS OF RESEARCH AND ARTICLES ABOUT THIS, THE SOCIAL AND EMOTIONAL NEEDS OF STUDENTS ARE AT AN ALL TIME HIGH, THAT WE'VE GOT TRAUMA LEVELS.

THAT'S WHERE WE ARE REALLY LOOKING TO HAVE A COLLABORATION.

THINKING OF OUR PYRAMID, DOESN'T ALL START WITH THE SOCIAL WORKER OR THE PSYCHOLOGIST.

WE NEED THAT COLLABORATION AND COMMUNICATION WITH ALL OF THE OTHER STAFF MEMBERS OF THE SCHOOL SYSTEM.

SO WE KNOW, I DON'T TO KEEP GOING BACK TO THE SCREENER, BUT THAT WILL HELP US.

WHEN WE TALK ABOUT THE NEEDS OF THE FALL AND THE NUMBERS OF STUDENTS, THAT'S WHAT OUR STAFF DEALS WITH ON A TYPICAL YEAR.

I CAN ASSURE YOU THAT IF A STAFF MEMBER FEELS HE HAS A HIGHER NUMBER OF STUDENTS OR POPULATION OF STUDENTS THAT NEED ADDITIONAL SUPPORT, THEY DO REACH OUT TO US AND TALK ABOUT IF THEY HAVE A LOT ON THEIR PLATE AND THEY ARE CONCERNED ABOUT X AND THEY NEED ADDITIONAL SUPPORT, THEY WORK DIRECTLY WITH THEIR DIRECTORS OF THEIR STUDENT SUPPORT TEAM AREAS.

I KNOW WE HAVE PRINCIPALS ON THE CALL, SO THEY CAN CHIME IN.

BUT IT'S A SCHOOL EFFORT AT A SCHOOL SYSTEM.

IF YOU HAVE SOMEONE WHO KNOWS A FAMILY WELL, IT MAY NOT BE AN SST MEMBER WHO REACHES OUT.

I DO FEEL LIKE WE ARE IN A GOOD PLACE.

WE MONITOR THAT EVERY YEAR.

EVERYBODY KNOWS THEIR ROLE WILL BE ATYPICAL IN HOW WE PROVIDE THAT SUPPORT TO FAMILIES.

REALLY APPRECIATE THE QUESTION, BECAUSE WE DO MONITOR OUR RATIOS AND NUMBERS EVERY YEAR.

WE'RE GOING INTO A TIME WE NEVER HAVE BEFORE.

EXCELLENT QUESTION AND, LIKE EVERYTHING, WE ARE FLEXIBLE AND WE ARE A TEAM AND WE WILL DO WHAT WE NEED TO TO SUPPORT OUR STUDENTS AND OUR FAMILIES.

>> MISS BYNUM, YOU TALKED ABOUT RELATIONSHIPS EARLIER.

IF YOU CAN TALK TO THAT FIRST, AND THEN WE'LL GO TO DR. HOOVER TO ANSWER THE TECHNOLOGY PIECE.

>> SURE.

BACK IN THE SPRING WHEN QUARANTINE FIRST CAME, WE HADN'T SEEN THIS UNTIL THIS YEAR, SO WE RELIED HEAVILY TO TALK TO STAFF MEMBER, WHO HAD THE BEST RELATIONSHIP WITH THE INDIVIDUAL STUDENTS? WE HAD THOSE STAFF MEMBERS REACH OUT.

BE IT HOME VISITS, EVEN THOUGH IT WAS DURING THE QUARANTINE, WE THOUGHT OUR STUDENTS WERE MORE IMPORTANT TO US.

WE REALLY NEEDED TO GET TOGETHER AND DECIDE WHO WAS GOING TO GO VISIT.

WHO WAS GOING TO CALL? WE E-MAILED, WE SENT TEXT MESSAGES.

SO WE DO PLAN TO DO THAT THIS UPCOMING FALL AS WELL, JUST TO MAKE SURE THAT WE ARE ABLE TO MAKE SURE THAT THE CHILDREN ARE DOING THEIR BEST.

THERE CAN BE A MYRIAD OF REASONS STUDENTS AREN'T ENGAGING, BUT IT IS CRITICAL.

EVEN WITH OUR NEW STUDENTS, WE DO PLAN TO ZOOM WITH THEM TO START TO BUILD RELATIONSHIPS WITH THEM AS WELL, SO WE CAN BRING THEM INTO THE FOLD OF HAVING THAT CONNECTION WITH OUR STAFF MEMBERS SO THAT THEY WILL WANT TO SHOW UP AND BE PART OF THE SCHOOL DAY THANK YOU.

DR. HOOVER, IF YOU WANT TO ANSWER THE QUESTION REGARDING THE TECHNOLOGY ACCESS OR INTERNET ACCESS?

>> SURE.

I BELIEVE INTERNET ACCESS WILL CONTINUE TO BE A CHALLENGE AND A FLUID CHALLENGE FOR MANY FAMILIES.

ONE THING WE WILL BE DOING DIFFERENTLY STARTING THIS MONTH IS, WE'RE FORMALIZING OUR RELATIONSHIP WITH SOCIAL WORKERS AND HAVING THEM HELP US BRIDGE THAT GAP TO OUR SCHOOLS AND ADDING A MORE PERSONALIZED TOUCH WITH FAMILIES THAT NEED THE INTERNET ACCESS.

I THINK THAT WILL HELP US TREMENDOUSLY.

THEN IN ADDITION, WE TALKED ABOUT INTERNET ESSENTIALS LAST YEAR.

MANY OF OUR FAMILIES HAD LOTS OF CHALLENGES.

[01:25:01]

HOWEVER, ONE OF THE BARRIERS HAS BEEN CHANGED, AS FAR AS SPONSORSHIP OF THEM.

WE'RE WORKING TO CREATE A SPONSORSHIP THAT WILL ALLOW US TO PREPAY FOR THE FAMILIES FOR THE YEAR FOR THEIR INTERNET ACCESS.

THEY DO STILL, HOWEVER, HAVE TO QUALIFY.

THAT IS A CHALLENGE FOR OUR FAMILIES.

THERE ARE SOME BARRIERS, BUT WE DO BELIEVE WITH THE HELP OF THE SOCIAL WORKERS, THEY WILL BE ABLE TO STEER MORE FAMILIES TO THE INTERNET ESSENTIAL SOLUTIONS AND THEN WE'LL CON OUR CRITIQUE PROGRAM AS WELL.

WE HAVE ABOUT 450 ADDITIONAL TEACHERS THAT WILL BE ABLE TO EXPAND THEIR USE.

PART OF THE WORK IS REACHING OUT TO FAMILIES WHO HAVE THEM, MAKING SURE THEY STILL NEED THEM AND CHECKING IN TO SEE WHAT WE CAN DO.

NEXT WEEK WE'LL START, FAMILIES CAN, THEY ARE IDENTIFYING THEMSELVES THROUGH OUR FORUM AND GO BUY TC WILLIAMS TO GET CHROME BOOK HELP AND TECH AND INTERNET ACCESS SUPPORT.

>> THANKS A LOT.

THANK YOU VERY MUCH.

>> GREAT.

THANK YOU.

NEXT UP, WE HAVE MISS NOLAN WITH A QUESTION.

>> THANK YOU VERY MUCH, CHAIR ANDERSON.

THANK YOU VERY MUCH FOR ALL YOUR HARD WORK.

IT'S AMAZING.

IT CLEARLY WAS, GIVEN HOW MANY FOLKS ARE THERE, A HERCULAN EFFORT.

WE ARE GRATEFUL.

I HAVE SOME QUESTIONS I'M RECEIVING FROM FAMILIES ABOUT THE HIGH SCHOOL.

IF YOU DON'T MIND, IF I COULD ASK MR. BALAS, I THOUGHT YOU DID SUCH A GREAT JOB WITH YOUR PRESENTATION, IF YOU COULD TAKE IT A LITTLE FURTHER.

MAJORITY OF QUESTIONS IS THE UNDERSTANDING OF THE FOUR BY FOUR BLOCK SCHEDULE.

SOME COMMON QUESTIONS I'M GETTING, WHAT MADE THIS THE RECOMMENDATION? CONCERNS ABOUT LEARNING LOSS, PARTICULARLY IN CLASSES THAT ARE MUSIC OR THE ARTS ORIENTED, MATH AND FOREIGN LANGUAGE? THEY ARE CONCERNED ABOUT LEARNING LOSS.

ALSO, ARE THERE GOING TO BE ANY UNINTENDED CONSEQUENCES IN TERMS OF AAP PREPARATION.

I WOULD LOVE THE OPPORTUNITY FOR PARENTS OR STUDENTS CONCERNED ABOUT THOSE AREAS OF FOCUS, IF YOU DON'T MIND SHARING A LITTLE BIT MORE INFORMATION, THAT WOULD BE HELPFUL.

>> ABSOLUTELY.

THANKS, MISS NOLAN.

THE HIGH SCHOOL SCHEDULE IS ONE THAT WAS CREATED, WE'LL START WITH THE WHY.

AS I SAID DURING MY PRESENTATION, WE DID TAKE A LOT OF FEEDBACK FROM OUR STAFF AND OUR STUDENTS AROUND WHAT THE SPRING WAS LIKE FOR THEM DURING THE SCHOOL CLOSURES.

THERE WERE FEELINGS ON BOTH ENDS ABOUT FEELING OVERWHELMED AND ALSO HOW MUCH OF YOUR VIRTUAL HOME LEARNING AND TEACHING EXPERIENCE THAT YOU CAN HANDLE AT ANY GIVEN TIME.

DURING OUR WORK WITH THE CROSS FUNCTIONAL PLANNING TEAMS, WE LOOKED AT ALL DIFFERENT POSSIBILITIES OF OPENING AND RETURNING TO SCHOOL OR NOT RETURNING -- RATHER RETURN VIRTUALLY.

WE LOOKED AT DOING EIGHT PERIODS A DAY ALL DAY EVERY DAY.

WE LOOKED AT DOING AN A/B SCHEDULE.

IT'S NOT A FOUR BY FOUR SCHEDULE.

I JUST WANT TO MAKE SURE PEOPLE UNDERSTAND IT IS A SEMESTER BASED HYBRID SCHEDULE THAT DOES INCLUDE BLOCKS OF YEAR-LONG CLASSES.

FOR EXAMPLE, A STUDENT WILL TAKE SEVEN CLASSES AS THEY TRADITIONALLY WOULD HAVE DONE ANY PRIOR YEAR.

THIS YEAR COMING UP, THEY WILL ALL TAKE SEVEN CLASSES.

THE FIRST BLOCK IS THE EMBEDDED YEAR-LONG CLASS, LITTLE BIT LONGER THAN THE OTHERS, WHERE THAT'S THEIR HOME BASE AND THEIR SEAL LESSONS AS WELL AS A CONTENT CLASS THAT WILL TAKE PLACE ALL YEAR LONG.

WE ARE WORKING RIGHT NOW AND CONTINUE TO WORK, THE ADMINISTRATORS, TEACHERS, COLLABORATIVELY WITH OUR DIRECTOR OF GUIDANCE AND WORKING WITH MR. SAMPSON LOOKING AT WHICH COURSES ARE ALSO GOING TO HAVE TO BE YEAR LONG AS YOU REFERENCED ADVANCED PLACEMENT, I BELIEVE.

IS THERE GOING TO BE A LOSS THERE? WE'RE LOOKING AT WHICH ONES CAN BE YEAR LONG.

IF A STUDENT WAS TO GO IN BEYOND THEIR FIRST PERIOD BLOCK HAVING TO TAKE ONE YEAR LONG CLASS, IT WOULD JUMP INTO, LET'S SAY, THEY'D HAVE TWO MORE AP CLASSES.

THEY WOULD JUMP INTO AN A DAY/B DAY SCHEDULE.

IT WILL BE A HIGHLY CUSTOMIZED AND TAILORED MASTER SCHEDULE TO EACH KID.

IT'S A LOT OF WORK THAT WE'RE DOING.

BACK TO THE WHY OF THE DECISION, IT WAS ONE THAT WE REALLY LOOKED AT HOW TO MAKE WORK LIFE AND LEARNING LIFE MANAGEABLE FOR OUR STUDENTS AND FOR OUR TEACHERS.

HEARING THAT A STUDENT WILL HAVE FEWER CLASSES TO HANDLE AS WELL AS FOR TEACHERS TO

[01:30:04]

HAVE FEWER STUDENTS TO TEACH AND MONITOR AND GIVE FEEDBACK TO AT A GIVEN TIME DURING A SEMESTER WAS A BIG BONUS.

WE DID COLLABORATE WITH OTHER PEOPLE IN THE CROSS FUNCTIONAL PLANNING TEAMS, BUT WE ALSO WORKED WITH OUR SCHOOL LEADERSHIP TEAM TO IDENTIFY WHAT ARE ANY OF THE POTENTIAL PITFALLS, WHAT WERE THEIR REACTIONS TO IT, AND START ACTION PLANNING RIGHT AWAY, SPECIFICALLY AROUND WHICH CLASSES WOULD NEED TO BE YEAR LONG.

NOW, I'D ALSO POINT TO SATELLITE CAMPUS AS KIND OF ALMOST A MODEL FOR THIS IF YOU TAKE A LOOK AT HOW THEY TAILOR THEIR LEARNING AND ALSO HAVE FEWER CLASSES AT A TIME BUT JUST SPREAD OUT.

NOW ONLINE LEARNING AND VIRTUAL LEARNING ARE TWO DIFFERENT THINGS.

HOWEVER, IF YOU LOOK AT THAT MODEL, THAT'S SOMETHING AN EXAMPLE WE COULD LOOK AT TO THAT STAFF, WHO'VE BEEN KIND OF PREPARING FOR THIS TYPE OF LEARNING FOR AS LONG AS THEY'VE ALL BEEN THERE.

THEY WERE ALL A GOOD MODEL FOR US TO LOOK AT.

ANYBODY WHO TAKES AN AP CLASS, IF THERE IS A SEMESTER ONE AP CLASS, IF THAT ENDS IN JANUARY, HOW DO YOU KEEP OR PREVENT LEARNING LOSS OR KEEP SOMEONE PREPARED FOR THEIR END OF COURSE ASSESSMENT? YOU WOULD HAVE THE -- WE HAVE THE 8:30 TO 10 A.M.

TIME FRAME IN THE MORNINGS EVERY DAY, SO THAT WILL BE AN OPPORTUNITY FOR STUDENTS TO PREPARE FOR TESTS.

I KNOW OUR TEACHERS ARE UP FOR THE TASK.

I KNOW CERTAIN DAYS WHEN THROUGHOUT THE SCHOOL YEAR WE HAVE OUR ENGLISH TEACHERS COMING IN, INVITING AS MANY STUDENTS AS WE CAN TO DO THIS TYPE OF PREPARATION FOR A TEST OR THAT TYPE OF PREPARATION FOR A TEST, AND THEY MAKE IT HAPPEN.

SO I HAVE NO DOUBT OUR STAFF WILL COME TO THE PLATE READY TO DELIVER.

I AM TRYING TO SEE IF I ANSWERED EVERYTHING IT IS THAT YOU ASKED HERE.

>> I BELIEVE SO.

MAYBE JUST A LITTLE BIT MORE ABOUT, IS THERE ANY CONCERN OF LEARNING LOSS? ON ONE HAND, I WILL SHARE WITH YOU THAT I HAD TAUGHT THIS SCHEDULE BEFORE AND IT'S DONE WELSH ALL HELPED PREPARE KIDS FOR COLLEGE BUT I KNOW SOME FOLKS WHERE IT'S NEW TO THEM, THEY'RE WORRIED ABOUT A LEARNING LOSS SAY IN A SPANISH CLASS OR MATH CLASS.

IF YOU COULD END WITH THAT.

OR IF THERE'S ANY CONCERNS ABOUT THE COLLEGE APPLICATION PROCESS.

IS THERE ANY UNINTENDED CONSEQUENCES FOR THAT? I THINK THOSE ARE THE ONLY TWO REMAINING.

>> IF YOU ARE IN SEMESTER ONE TAKING A COURSE THAT WILL RUN FROM SEPTEMBER TO THE END OF JANUARY, YOU WILL BE TAKING THAT COURSE EVERY DAY, TUESDAY WEDNESDAY, THURSDAY, FRIDAY AND YOU HAVE YOUR ASYNCHRONOUS MONDAY LEARNING DAYS.

THAT COURSE DOES END FOR THAT STUDENT AT THE END OF JANUARY AND THEY START A NEW COURSE IN FEBRUARY MUCH LIKE WE ALL DID SEMESTERS IN COLLEGE.

SO, FOR THIS, FOR LEARNING LOSS, AGAIN, WE'RE GOING TO TAKE FOR THE SECOND SEMESTER ADVANTAGE OF THAT 8:30 TO 10 A.M.

TIME TIME FRAME.

ALL THE SCHEDULE IS FLEXIBLE TO ADAPT AND RETURN TO PHYSICAL PLAN OR WHATEVER HAPPENS.

SO THE SCHEDULE ALL ALLOWS MAXIMUM FLEXIBILITY FOR US, WHATEVER THE DECISIONS ARE AS WE MOVE FORWARD.

SO LEARNING LOSS, WE WILL BE ADDRESSING DURING THAT 8:30 TO 10 A.M.

TIME FRAME.

IN TERMS OF COLLEGE, WHETHER OR NOT IT WILL AFFECT THAT, STUDENTS WILL STILL HAVE SEVEN COURSES LISTED OR HOWEVER MANY THEY'RE REGISTERED FOR, FOR THE WHOLE YEAR.

OUR SCHOOL PROFILE THAT COLLEGES GET AND LOOK AT WILL EXPLAIN OUR SCHEDULE AND HOW IT'S LISTED.

IF COLLEGES ARE GETTING, LOOKING AT MID YEAR POINT GRADES OR QUARTER ONE AND THEY SEE FOUR CLASSES HAVE GRADES, THREE DO NOT, THERE WILL BE AN EXPLANATION ALONG WITH THAT.

SO, NO, IT SHOULD NOT IMPACT.

THERE ARE SCHOOLS ACROSS THE COUNTRY THAT DO, AS YOU REFERENCED, THE FOUR BY FOUR, EVEN THOUGH THIS IS NOT A FOUR BY FOUR, THAT DO DO THAT KIND OF MODEL THAT DO STILL SUCCESSFULLY NAVIGATE THE COLLEGE APPLICATION PROCESS.

OUR STAFF IS HERE TO HELP >> >> GOT IT.

I THINK WE ARE SO FORTUNATE TO HAVE YOUR LEADERSHIP DURING SUCH A TUMULTUOUS TIME INCLUDING THE OTHER PRINCIPAL, SOME WHO ARE ON ZOOM AND SOME WHO ARE NOT.

THANK YOU FOR TAKING THE TIME TO ANSWER THE QUESTION.

>> ONE THING AS YOU'RE GOING TO YOUR NEXT QUESTION, MADAM CHAIR, WE WILL BE ABLE TO SHARE OUT IN OUR NEWS LETTER TO THE HIGH SCHOOL, JUST SO WE CAN PROVIDE SOME

[01:35:02]

CLARITY FOR OUR STUDENTS AND OUR PARENTS, OF WHAT MR. BALAS HAS JUST MENTION.

THE BIGGEST TAKE AWAY FROM THIS IS THAT THERE IS A SAFETY NET THAT WE ARE CREATING FOR STUDENTS WHO ARE DOING A FOUR BY FOUR SCHEDULE OR SEMESTER COURSE WHERE WE ARE ABLE TO PROVIDE THOSE ACADEMIC SUPPORTS BETWEEN, YOU KNOW, THE FEBRUARY AND JUNE TIMEFRAME AND THAT THIS ISN'T SOMETHING THAT WAS JUST CREATED TODAY.

I THINK IT'S IMPORTANT FOR US TO KNOW, THESE ARE MODELS USED AT HIGH SCHOOLS ACROSS THE COUNTRY EVEN WHEN WE'RE NOT IN A PANDEMIC.

SO IT IS NOT A NEW WAY OF LEARNING.

IT IS NEW FOR TC, BUT IT'S NOT NEW TO THE COUNTRY.

IT WASN'T SOMETHING WE MADE UP.

>> OKAY, GREAT.

NEXT UP, I HAVE MISS GREENE WITH A QUESTION.

>> I HAVE TWO QUESTIONS.

THAT'S OKAY, RIGHT?

>> THAT'S FINE.

QUESTIONS.

>> NO PROBLEM.

HELLO, EVERYONE.

I ECHO EVERYONE'S SENTIMENTS.

THANK YOU VERY MUCH TO OUR PRINCIPALS FOR THE DETAILED INFORMATION.

AS MISS LORBER SAID, IT'S ALWAYS GREAT TO HAVE YOU ON OUR CALLS.

MY FIRST QUESTION IS PERTAINING TO A TAG PROGRAM AND HOW THAT WOULD BE IMPLEMENTED THROUGH THE VIRTUAL MODEL.

AND THE SECOND QUESTION IS, FOR KINDERGARTENERS STARTING THIS YEAR, IN OUR UNDER SERVED COMMUNITIES, MANY OF WHICH HAVE NEVER ATTENDED SCHOOL BEFORE, WILL WE BE PROVIDING ANY EXTRA RESOURCES FOR THEM? I KNOW THERE WAS A KINDERGARTEN ORIENTATION BUT I JUST FEEL THEY WILL NEED SOME ADDITIONAL SUPPORT COMING IN NEVER BEING IN A SCHOOL ENVIRONMENT BEFORE.

>> GOOD AFTERNOON.

JUST TO SPEAK ON BEHALF OF THE ELEMENTARY ROOM FOR KINDERGARTEN STUDENTS, INSTEAD OF K QUESTIONS THIS YEAR, WE DECIDED TO DO KINDERGARTEN KICKOFF.

ALL OF OUR KINDERGARTEN TEACHERS WHO DO THE SAME, WE ARE GOING TO BE MAKING PHONE CALLS AND HAVING ZOOM MEETINGS WITH FAMILIES WHO HAVE ALREADY REGISTERED.

WE HAVE QUESTIONS WE'RE GOING TO ASK THEM.

QUESTIONS SUCH AS, DOES YOUR CHILD KNOW THEIR COLORS? HAVE THEY EVER HAD A HEARING/VISION SCREENING? THINGS LIKE THAT, SO WE'LL HAVE THE OPPORTUNITY TO PLAN A LITTLE BIT FOR THEM.

WE'RE GOING TO ENTER THOSE RESPONSES ON A GOOGLE DOC SO IF TEACHERS ARE ASSIGNED TO THEM, THEY'LL HAVE A LITTLE BIT OF INFORMATION ON THEM PRIOR TO SEEING THEM ON ZOOM.

WE ARE ALL GOING TO HAVE TEACHERS, ONCE THEY ARE ASSIGNED THEIR CLASS LIST, CALL EACH INDIVIDUAL FAMILY TO WELCOME THEM.

WE'RE HOPING THAT WE ARE ABLE TO WORK THIS OUT.

OF COURSE OUR KINDERGARTEN TEACHERS WILL BE AVAILABLE TO PARENTS DURING OFFICE HOURS.

TO ANSWER THE QUESTION ABOUT THE -- SERVICES DURING THE NAP BLOCK.

WE HAVE OUR INTERVENTION AND ENRICHMENT BLOCK AS WELL, SO STUDENTS WILL RECEIVE INSTRUCTION DURING THAT BLOCK THAT IS TAILORED TO THE TALENTED AND GIFTED STUDENTS.

>> IF I COULD ADD FOR THE MIDDLE SCHOOL, BOTH HAVE A TAG COORDINATOR.

OUR TAG COORDINATORS WORK CLOSELY WITH ALL OF OUR TEACHERS TO PROVIDE SUPPORT AND LESSON PLANNING IN OUR PLC, WHICH WILL NOW TAKE PLACE MONDAY.

IN ADDITION, ALL OF OUR MIDDLE SCHOOL STUDENTS HAVE AN IEP THROUGH THEIR CLASSES IN THE AREA IN WHICH THEY ARE IDENTIFIED FOR TAG.

OUR TAG COORDINATORS WILL HAVE A VIRTUAL SUPPORT SESSION DURING THE EIGHTH BLOCK SO THAT OUR TAG STUDENTS ARE ABLE TO ZOOM WITH THEM TO GET SUPPORT FROM THEM IN ADDITION TO THEIR NORMAL TEACHERS -- FROM THEIR NORMAL CONTENT TEACHERS.

SO OUR TAG SERVICES AT THE MIDDLE SCHOOL LEVEL WILL CONTINUE AS NORMAL BUT JUST

[01:40:01]

IN A VIRTUAL ENVIRONMENT.

>> THANK YOU.

>> GREAT.

THANKS.

NEXT UP, I HAVE MR. SUAREZ.

>> THANK YOU, CHAIR ANDERSON.

THANKS, EVERYONE, FOR THE PRESENTATION.

THIS HAS BEEN VERY ROBUST.

I REALLY APPRECIATE ALL THE EFFORT THAT'S GONE INTO IT.

I WANT TO START MY QUESTIONS JUST SORT OF LIKE WITH RESENTERING ON THE STATEMENT I THINK I HAD SAID AT THE LAST MEETING WHICH, TO ME, I WANT TO ECHO WHAT'S BEEN SAID ABOUT THIS BEING A PARADIGM SHIFT.

I ALSO THINK IT'S A FUNDAMENTAL SHIFT IN SORT OF OUR MORAL OBLIGATION AS A SCHOOL DIVISION IN THAT WE ARE TAKING ATTENDANCE AND WE ARE GRADING AND BECAUSE OF THAT, I THINK WE CANNOT, YOU KNOW, LET UP IN ANY RESPECT IN MAKING SURE THAT ALL OF OUR KIDS ARE ABLE TO BE IN SCHOOL THE FIRST DAY, FROM THE FIRST DAY, AND THAT ALL OF OUR KIDS ARE ABLE TO BE ENGAGED IN SCHOOL TO THE EXTENT POSSIBLE, UNDER THESE, YOU KNOW, VERY DIFFICULT, AND I WANT TO ACKNOWLEDGE THAT, VERY DIFFICULT CIRCUMSTANCES.

SO MY QUESTION SORT OF CENTERS ON TECHNOLOGY AND COMMUNICATION.

SO FIRST, WITH REGARD TO TECHNOLOGY, AND I WANT TO REITERATE, YOU KNOW, MY PRAISE FOR DR. HOOVER AND THE TEAM FOR THE ROLLOUT THAT HAPPENED IN THE SPRING.

IT WAS EXCELLENT UNDER THE CIRCUMSTANCES.

WE WEREN'T CAUGHT FLAT FOOTED LIKE SOME OTHER DIVISIONS.

I THINK WE DID AN EXCELLENT JOB UNDER THE CIRCUMSTANCES.

BUT NOW THAT WE HAVE SORT OF THIS RUNWAY BEFORE THE START OF THE SCHOOL YEAR, I WANT TO UNDERSTAND BETTER WHAT WE'RE DOING TO GET OUR DUCKS IN A ROW TO KNOW EXACTLY WHICH KIDS DO HAVE A TABLET AND INTERNET AND WHO DO NOT HAVE TABLET AND INTERNET.

MY HOPE IS WE'RE GOING TO BE IN A POSITION TO HAVE THAT DATA AT LEAST A WEEK OR TWO IN ADVANCE BEFORE THE START OF THE SCHOOL YEAR SO SOME OF THE AFOREMENTIONED FOLLOW-UP AN ENGAGEMENT CAN HAPPEN ON THE FRONT END SO THAT WE DON'T HAVE STUDENTS WHO AREN'T SHOWING UP FOR THE FIRST TWO WEEKS AND WE HAVE TO FOLLOW-UP AND THERE'S NOW TRUANCY IMPLICATION AND INEQUITY IMPLICATIONS IN ALL OF THAT.

I ALL HEARD IN DR. HOOVER'S REMARKS THAT THERE ARE SOME BARRIERS.

I WANT TO STATE VERY DIRECTLY, IF THOSE BARRIERS ARE OF A POLITICAL TYPE OF NATURE, IF THEY'RE OF A NATURE RELATING TO STRUCTURAL RACISM OR ISSUES THAT AFFECT SOME OF OUR FAMILIES, I WANT TO UNDERSTAND THAT BECAUSE I DON'T WANT US TO OPEN UP IN THE FALL AND HAVE, YOU KNOW, A SUBSTANTIAL PORTION OF OUR FAMILIES WHO CAN'T GET INTERNET FOR SOME POLITICAL REASON OR SOME OTHER REASON THAT'S MORALLY WRONG, RIGHT? AND SO I GUESS, YOU KNOW, IT'S PARTLY A PLEA AND PARTLY A QUESTION LIKE, YOU KNOW, INSOFAR AS THERE ARE REAL CHALLENGES FOR OUR KIDS GETTING A DEVICE OR GETTING INTERNET, I THINK THE BOARD NEEDS TO KNOW ABOUT THOSE CHALLENGES.

WE NEED TO HAVE SOME DATA ABOUT WHO IS AFFECTED BY THAT.

WE NEED TO BE PRO-ACTIVE AS POSSIBLE TO MAKE SURE THAT WE CAN GET 100% OF OUR KIDS WITH THE RELEVANT TECHNOLOGY AND THINGS THAT THEY NEED GOING INTO THE SCHOOL YEAR.

I THINK IT'S GOING TO BE CRITICALLY IMPORTANT.

I KNOW I BEAT A DEAD HORSE WITH THIS, THAT WE HAVE ROBUST DATA THROUGH THE WHOLE VISION, AT THE SCHOOL LEVEL THAT SHOWS US HOW WE'RE DOING WITH REGARD TO PEOPLE HAVING THE TECHNOLOGY AND WITH REGARD TO BEING ABLE TO ACCESS THE INTERNET.

PERFECTION MIGHT BE IMPOSSIBLE, BUT THE MORE DATA WE HAVE AND THE MORE WE'RE ON TOP OF THESE ISSUES THE BETTER.

I KNOW WE'RE WORKING AS HARD AS WE CAN, BUT I SAY THAT IN THE SPIRIT OF IF THERE ARE SERIOUS BARRIERS, THAT THE BOARD CAN BE HELPFUL WITH, I JUST WANT TO KNOW WHAT THOSE THINGS ARE.

>> THANK YOU, MR. SUAREZ.

DR. HOOVER, SHE CAN ADD ON TO WHAT I'M GOING TO START US OFF WITH HERE.

FIRST, GREAT QUESTION THAT YOU'RE PUTTING OUT.

I DO WANT TO JUST SAY THIS INITIALLY IS THAT IN THE SPRING, WE WERE NOT TAKING ATTENDANCE.

WE WERE NOT ENSURING EVERYBODY WAS.

SO WE'RE IN A VERY DIFFERENT SITUATION THIS FALL.

WE'RE GONNA KNOW INSTANTLY THAT SOMEBODY'S NOT GETTING ON BECAUSE WE'RE NOW TAKING THE ROLL.

THEN WE'RE ABLE TO FOLLOW UP WITH FAMILIES AND FIND OUT, IS IT BECAUSE YOU DON'T HAVE INTERNET SERVICE OR WHAT IS IT? SAME AS IF THEY DIDN'T SHOW UP AT SCHOOL.

I THINK WE'RE GOING TO HAVE BETTER DATA IN THE FALL.

THERE'S NOTHING NEW TODAY THAT WE CAN GIVE THE BOARD THAT WE HAVEN'T ALREADY GIVEN YOU.

I JUST WANT TO MAKE THAT CLEAR.

WHEN SCHOOL STARTS, THAT'S GOING TO BE OUR BASELINE.

FIRST WEEK OF SCHOOL, THAT'S GOING TO BE BASELINE.

[01:45:02]

FIRST DAY OF SCHOOL REALLY IS WHEN WE'RE GOING TO FIND OUT WHO'S NOT SHOWING UP AND WE HAVE TO CONTACT AND FIND OUT WHY.

WHEN WE TALK ABOUT SOME OF THE BARRIER, THIS IS SOMETHING THAT, YOU KNOW, I DON'T THINK THE BOARD CAN HELP UNLESS WE CHANGE THE PRESIDENT OF THE UNITED STATES STANCE ON NOT WORKING WITH CHINA BECAUSE WE RECEIVE A LOT OF OUR TECHNOLOGY DEVICES FROM CHINA.

THAT'S WHY THEY'RE ON BACK ORDER.

LOT OF THINGS HAVE BEEN BANNED FROM COMING TO THE U.S.

SO THEN WHEN WE'RE TRYING TO IDENTIFY COMPANIES THAT ARE HERE IN THE UNITED STATES, EVERYONE IS ALL TRYING TO IDENTIFY THOSE COMPANIES IN THE UNITED STATES.

THEY'RE BACKLOGGED.

SOME OF THOSE THINGS, EVEN THOUGH YOU GET IN YOUR SHIPMENT SAYING SOMETHING'S GOING TO COME TO YOU, THAT DATE CHANGE.

SAME THING WITH AMAZON.

TOOK TWO MONTHS TO GET MY WEIGHTS.

FINALLY GOT THEM.

EVERY DAY IT WAS A NEW DATE.

THOSE ARE THINGS WE CANNOT PREDICT AND SOMETIMES WE REALLY DON'T HAVE CONTROL OVER.

BUT I WOULD LIKE FOR DR. HOOVER TO JUST PROVIDE YOU SOME MORE DETAILS.

I'M GIVING THE BIG PICTURE FROM WHAT I KNOW, BUT DR. HOOVER, YOU MAY WANT TO GIVE SOME MORE SPECIFICS.

>> CERTAINLY.

THERE'S SOME CHALLENGES.

I'LL TALK ABOUT INTERNET ACCESS CHALLENGES IN A MOMENT, BUT TO FOLLOW UP WHAT DR. HUTCHINGS WERE SAYING.

SCHOOL DIVISIONS ACROSS THE COUNTRY ARE HAVING A DIFFICULT TIME RECEIVING TECHNOLOGY AND THEIR COMPUTERS.

WE ARE IN A GOOD POSITION BECAUSE WE ALREADY HAVE A LOT OF THEM.

WE DO HAVE OUR CHROME BOOKS BACK IN ORDER.

I'M NOT CONCERNED ABOUT THIRD GRADE.

WE ARE WORKING ON SOLUTIONS TO DO OUR BEST EFFORT TO MAKE SURE EVERYONE HAS A DEVICE THAT FIRST DAY.

THERE ARE REAL PROBLEMS AND I BELIEVE YOU WILL SEE MORE AND MORE OF THAT IN THE NEWS.

AS FAR AS INTERNET ACCESS, JUST A COUPLE OF OUR CHALLENGES LAST YEAR.

ONE WAS STAY AT HOME ORDER WHICH MADE IT DIFFICULT BECAUSE WE HAD TO MAIL EVERYTHING.

MY BIGGEST -- ONE OF MY BIGGEST LESSONS I LEARNED IF YOU ARE A FAMILY IN POVERTY OR NEED, YOU DON'T RECEIVE YOUR MAIL.

IT WAS A REAL CHALLENGE TO GET MAILED PACKAGES TO THE FAMILIES.

LOT OF PEOPLE HELPING US, THAT IS NOT SOMETHING WE HAVE TO DEAL WITH NOW.

NOW WE HAVE SAFE PICKUPS.

THAT WAS ONE OF OUR CHALLENGES LAST YEAR.

MOST OF THE CHALLENGES I WAS TALKING ABOUT WITH THE INTERNET ESSENTIALS PROGRAM NUMBER ONE, YOU HAVE TO BE FREE AND REDUCED MEALS.

TWO, THEY REQUIRE THAT YOU PROVIDE IDENTIFICATION.

LOT OF OUR FAMILIES ARE NOT COMFORTABLE WITH THAT.

THEN OUR LANGUAGE BARRIER.

WHEN YOU HAVE TO WAIT ON THE PHONE A LONG TIME, IT WAS JUST NAVIGATING NEW PRACTICES.

SOME OF THOSE WERE OUR CHALLENGES.

BUT WE HAD A LOT OF STAFF HELPING OUR FAMILIES LAST YEAR.

THAT'S WHY INTERNET ESSENTIALS WAS MORE OF A CHALLENGE.

I THINK IT WILL STILL BE A CHALLENGE FOR SOME FAMILIES, WHICH IS WHY WE ALL HAVE OUR TEACHING PROGRAM.

THOSE WERE SOME PROBLEMS THERE.

AS FAR AS THE FIRST DAY, WE'VE DONE SURVEYS BEFORE, BUT AS YOU ALL KNOW, NOT EVERYONE RETURNS SURVEYS, ESPECIALLY THE FAMILIES THAT REALLY MAY NEED THE EXTRA RESOURCES.

SO WE'RE WORKING WITH OUR SCHOOLS AND SOCIAL WORKERS AND SUPPORT SERVICES TO GO THROUGH OUR POPULATION.

WE ALREADY HAVE 1400 HOUSEHOLDS -- ABOUT 1200 HOUSEHOLDS THAT HAVE DEVICES NOW AND FOLLOWING UP WITH THEM TO MAKE SURE THEY DO NEED IT AND IT IS WORKING.

I BELIEVE AN ADVANTAGE OF OUR SIZE OF OUR POPULATION IN ALEXANDRIA, WE CAN DO THAT WITH OUR SCHOOLS.

WE CAN CALL OUR FAMILIES, WE CAN ADDRESS OUR FAMILIES.

WE'VE GOT SOME DATA IN OUR BACK TO SCHOOL FORMS SAYING WHETHER OR NOT YOU NEED INTERNET ACCESS.

I THINK FOR US, THE BEST DATA IS WORKING WITH THE SCHOOLS AND COLLECTING IT THAT WAY.

>> THANKS TO YOU BOTH.

THAT WAS TREMENDOUSLY HELPFUL AND MADE ME THINK A LITTLE MORE ABOUT THE ISSUE.

I HAVE A COMMENT, THEN THAT WILL TRANSITION ME TO MY SECOND QUESTION.

MY COMMENT IS, THAT'S REALLY HELPFUL.

I WOULD PUSH ON, YOU KNOW, INSOFAR AS OUR BASELINE DATA AS THE FIRST DAY OF SCHOOL, A SUGGESTION THAT I WAS GOING TO MAKE, WHY DON'T WE HAVE SOME SORT OF TEST CHECK A WEEK OR SO IN ADVANCE OF THE FIRST DAY O SCHOOL, SO THAT WE HAVE SOME SORT OF DATA POINT IN ADVANCE OF SCHOOL OPENING THAT WE KNOW, A, WHETHER OUR KIDS HAVE A DEVICE AND B, WHETHER THEY CAN ACCESS FROM THAT DEVICE.

AND TO DR. HUTCHINGS POINT REGARDING, YOU KNOW, CHINA AND THE ABILITY TO RECEIVE TECHNOLOGY, I HAVE SEEN COMMUNICATIONS FROM THE COMMUNITY TO THE EFFECT OF,

[01:50:04]

HEY, WE ALREADY HAVE A DEVICE, WE DON'T REALLY NEED ONE.

IF SOMEONE ELSE NEEDS IT, LET THEM HAVE IT.

I WONDER IF THERE'S AN OPPORTUNITY THERE TO UNDERSTAND WHERE THE NEEDS ARE AND INSOFAR AS THERE ARE SHORTAGES TO ENSURE THAT WE CAN MAKE SURE ALL KIDS HAVE SOMETHING AT THE START OF THE SCHOOL YEAR, EVEN IF THERE'S SOME SORT OF POLITICAL ISSUE WITH REGARD TO RECEIVING IT.

SAME GOES FOR THE INTERNET.

IF WE CAN DO A TECH CHECK WITH IT.

IT KIND OF TRANSITIONS ME TO THE QUESTION THAT I HAD ABOUT COMMUNICATION.

I REALLY APPRECIATE A LOT OF THE COMMENTS THAT MISS BYNUM MADE WITH REGARD TO THE FACT THAT THESE HOME VISITS ARE BEING DONE, CORRECTIVE COMMUNICATION WITH K PREP, TEACHERS ARE REACHING OUT BEFORE THE START OF THE SCHOOL YEAR.

I THINK THESE TYPES OF COMMUNICATION WILL BE IMPORTANT.

MY SECOND QUESTION WAS SORT OF ABOUT HOW WE THINK ABOUT COMMUNICATION IN THIS ENVIRONMENT AND HOW WE'RE MORE SYSTEMIC ABOUT IT, IN TERMS OF THE DATA, IN TERMS OF MAKING SURE TEACHERS SEE IT AS PART OF THEIR DUTY BECAUSE, YOU KNOW, NORMALLY YOU MIGHT HAVE A PARENT/TEACHER CONFERENCE AT THE END OF THE QUARTER AND THAT'S IN PERSON AND THERE'S ALL KIND OF EQUITY ISSUES WITH THAT, WHICH I KNOW, AND I KNEW WHEN I TAUGHT 6TH GRADE.

WE HAVE AN OPPORTUNITY TO BE MORE FLUID IN OUR CONVERSATION, MORE PROACTIVE.

TO REALLY SEE INSIDE YOUR CLASSROOM NOW REQUIRES SOMETHING DIFFERENT, BECAUSE THE CLASSROOM IS EVERYONE'S DIFFERENT ENVIRONMENT THAT THEY'RE IN.

ANY THOUGHTS THAT YOU HAVE ON MY FINAL COMMENT ON THE TECHNOLOGY WOULD BE HELPFUL AND I'M WONDERING WHAT OUR THOUGHTS ARE IN TERMS OF BEING MORE SYSTEMIC IN OUR COMMUNICATION, MAKING SURE ALL TEACHERS ARE AWARE OF THE LEARNING ENVIRONMENTS OF THEIR DIFFERENT PUPILS ARE IN AND HOW WE CAN MAKE SURE THAT WE'RE USING THAT DATA SO THAT WE'RE DELIVERING AS EFFECTIVE INSTRUCTION AS WE CAN, UNDERSTANDING THIS IS NOT THE BEST TYPE OF INSTRUCTION, AS HAS BEEN SAID BEFORE.

I'D LOVE TO HEAR THOUGHTS ON THAT.

>> MAY I ANSWER THE TECH READY IDEA? IN THE EXPRESS THIS PAST WEEK WE PUT OUT STARTING ON MONDAY, WE SAID GET TECH READY FOR OUR 4-12 GRADERS BETWEEN 8 AND 4 ON MONDAY THROUGH THURSDAYS.

WE ARE ON THERE.

KIDS CAN SIGN UP.

DOESN'T MATTER IF THEY COME BY TO DROP OFF THEIR CHROME BOOK, IF IT NEEDS TO BE FIXED OR SWAPPED.

WE ARE TRYING TO GET AHEAD OF THE ISSUES WITH OUR STUDENTS THAT CURRENTLY HAVE THE TECHNOLOGY AND PICKING UP INTERNET ACCESS IF THEY NEED IT.

THAT'S ONE THING WE STARTED, IT ACTUALLY KICKED OFF ON MONDAY.

>> OKAY.

I GUESS MY ONE SORT SORT OF -- THAT'S GREAT.

I JUST WOULD SAY THAT TO THE EXTENT WE CAN PUT THE BURDEN ON OURSELVES TO MAKE SURE THAT WE'RE GATHERING THE INFORMATION, I THINK THAT WOULD BE BETTER THAN, YOU KNOW, PLACING THE BURDEN ON THE STUDENTS TO DO THAT.

WITH K-3 I'M NERVOUS ABOUT IT, TOO, WITH THE TABLETS.

THAT'S A NEW INITIATIVE.

WHAT DOES IT LOOK LIKE THERE, IN TERMS OF, YOU KNOW, WHAT PERCENTAGE OF STUDENTS HAVE THE TABLET AND HAVE THE ACCESS.

>> ONCE WE DELIVER THEM, THEY WILL ALL HAVE THEM.

SO THE GOAL IS RIGHT NOW OUR K-2 KIDS DO NOT HAVE ANYTHING.

WE ARE DELIVERING ALL OF THOSE DEVICES TO THEM SO WE'RE GONNA KNOW -- WE DON'T JUST SEND THEM TO ANY HOUSE.

WE'RE GOING TO HAVE AN IDEA OF ALL OF THE DEVICES THAT HAVE BEEN SENT K-2.

WE'LL KNOW WHO GOT THEM AND WHICH ONES HAVE BEEN RETURNED.

SOMETIMES PEOPLE DO CHANGE ADDRESSES AND THAT TYPE OF THING.

WE WILL HAVE ALL OF THAT INFORMATION ONCE WE BEGIN TO MAIL THOSE OUT.

WE ALSO KNOW THAT FROM OUR 3-12, THERE'S SOME PEOPLE WE MAY HAVE MISSED BUT FOR THE MOST PART WE KNOW SOMEBODY HAS A DEVICE.

ALL THIS TIME WE DIDN'T KNOW.

WHAT WE ALSO WANT TO MAKE SURE THAT WE DO, IF PEOPLE HAVE THESE DEVICES THAT ARE NOW BROKEN BECAUSE THEY'VE HAD THEM SINCE MARCH AND DROPPED IT OR WHATEVER MAY HAVE HAPPENED, IT'S NOT FUNCTIONING, THAT WE ARE REPLACING THEM.

THAT'S SOMETHING WHERE WE NEED PEOPLE TO LET US KNOW THAT IT'S BROKEN.

[01:55:02]

IT'S HARD FOR US TO JUST RELEASE A NEW DEVICE TO EVERYONE.

TYPICALLY FAMILIES HAVE BEEN REALLY RESPONSIVE WITH THAT AND THAT'S WHY WE HAVE OUR TECH HELP LINE AND OUR E-MAIL AND ALL OF THAT.

WE'RE VERY RESPONSIVE WHEN WE GET THOSE CALLS.

PARENTS HAVE BEEN RESPONSIVE BECAUSE THEY WANT KIDS TO HAVE ACCESS TO THEIR TECHNOLOGY.

OFTEN THE KIDS WANT THE ACCESS TO THEIR TECHNOLOGY DEVICES.

>> OKAY.

WE HAVE A QUESTION FROM MISS NOLAN.

>> SORRY, I STILL HAD AN OUTSTANDING QUESTION ABOUT THE COMMUNICATION.

I WAS WONDERING WHAT THOUGHTS WERE ON THAT.

TRADITIONALLY, YOU HAVE A REPORT CARD PICKUP ONE TIME CHECK-IN A YEAR.

I THOUGHT MISS BYNUM HAD SOME GREAT THOUGHTS AND IDEAS WITH TEACHERS BEING PROACTIVE AND CHECKING IN VIA HOME VISIT AND POSSIBLY DOING THINGS OF THAT NATURE.

I'M WONDERING WHAT ARE WE THINKING SYSTEMICALLY IN TERM OF HOW WE'RE GOING TO MAKE SURE TEACHERS ARE AWARE OF THE CIRCUMSTANCES OF ALL THEIR STUDENTS SO WE CAN EDUCATE THEM TO THEIR POTENTIAL AND HOW CAN WE COLLECT DATA ON THAT AND BE EFFECTIVE IN THAT REGARD? IT GOES BACK TO THAT PARADIGM SHIFT.

WE HAVE TO THINK DIFFERENTLY NOW.

IT WILL BE MORE IMPORTANT THAN EVER THAT TEACHERS ARE IN TUNED TO ALL OF THEIR STUDENTS CIRCUMSTANCES IN A MANNER THAT THEY NEVER WERE IN A PAST.

THIS IS ALWAYS IMPORTANT EVEN WHEN YOU'RE NOT IN A PANDEMIC AND DOING VIRTUAL INSTRUCTION.

BUT NOW THIS IS THAT MUCH MORE IMPORTANT.

I WANT TO UNDERSTAND WHAT WE'RE DOING, WHAT KIND OF COLLABORATION THERE'S BEEN ACROSS THE PRINCIPALS TO BE SYSTEMIC ABOUT THAT.

THIS IS A HUGE ISSUE.

LIKE I SAID, THERE'S ALREADY INEQUITY PROBLEMS WITH THE NATURE OF REPORT CARD PICKUPS AND CHECK INS WITH TEACHERS.

I FEEL NOW WITH THIS PANDEMIC, WE HAVE AN OPPORTUNITY TO ENHANCE THAT BECAUSE THE COMMUNICATION IS MORE FLUID.

I WANT TO UNDERSTAND WHAT WE'RE THINKING IN THAT REGARD.

>> SORRY, I MISSED RESPONDING TO THAT QUESTION.

SO SPECIFICALLY WE DO HAVE PROFESSIONAL LEARNING THAT IS SET UP TO OUR STAFF.

FIRST AND FOREMOST, I HAVE TO SAY OUR STAFF HAS ALWAYS BEEN IN TUNE TO OUR STUDENTS AND HOME ENVIRONMENTS.

THAT IS SOMETHING THAT EVEN IF WE WERE NOT IN A GLOBAL PANDEMIC, WE KNOW YOUR HOME LIFE HAS AN IMPACT ON OUR ACADEMIC AND SCHOOL LIFE.

THAT WAS THE POINT OF US ALWAYS BEING INVOLVED, HAVING OUR SOCIAL WORKERS AND STUDENT SUPPORT TEAMS TO HELP IN THOSE SPECIFIC AREAS.

AS WE'RE TRANSITIONING TO VIRTUAL, THAT EXPECTATION HAS NOT CHANGED.

THE DIFFERENCE IS THAT NOW YOU MAY HAVE A SESSION THAT'S VIRTUAL VERSUS IN PERSON WITH THE STUDENT.

IT MIGHT BE ON ZOOM OR TELEPHONE CALL.

STARTING AUGUST 24TH, THERE'S STRANDS WE ARE LOOKING AT.

SOCIALLY, EMOTIONAL ACADEMIC LEARNING.

THAT IS LEARNING WHERE OUR KIDS ARE FROM AND WHAT THEY'RE EXPERIENCING IN THEIR HOUSE HOLDS IN REGARD TO THE SOCIAL AND EMOTIONAL HEALTH IS A PRIORITY FOR US.

ON MONDAYS THROUGHOUT THE FIRST QUARTER, AS OF RIGHT NOW, BEING THAT WE WILL BE IN VIRTUAL PLUS, THAT WILL ALL BE OPPORTUNITIES FOR US TO DO PROFESSIONAL LEARNING.

PROFESSIONAL LEARNING IS NOT JUST THE WEEK BEFORE SCHOOL STARTS.

EVERY MONDAY WE HAVE PUT INTO OUR SCHEDULE TO DO PLANNING, TO DO COLLABORATION WITH OUR TEAMS, OUR PROFESSIONAL LEARNING COMMUNITIES, AND ALSO TO BUILD PROFESSIONAL CAPACITY WITH PROFESSIONAL LEARNING ON THOSE SPECIFIC DAYS.

THAT IS HOW ALL OF THAT WILL BE PART OF OUR TEACHERS AND OUR STAFF IN REGARDS TO THEIR PROFESSIONAL GROWTH IN THAT AREA.

>> OKAY.

THANK YOU.

I HAVE MISS NOLAN UP NEXT.

>> THANK YOU VERY MUCH, CHAIR ANDERSON.

AGAIN, THANK YOU VERY MUCH, EVERYONE.

ONE OF THE THINGS THAT'S SO OBVIOUS IS JUST HOW MUCH WORK THERE IS TO BE DONE.

THERE'S STILL WORK THAT'S GOING TO BE DONE, GIVEN THAT IT'S UNPRECEDENTED THAT THIS SECTOR IS HAVING TO CHANGE DRASTICALLY WITH JUST SO FEW RESOURCES.

IF I COULD SUMMARIZE, WITH THE REMAINING LAST DETAILS IN TERMS OF CHILDCARE, HOW PARENTS CAN EXPECT TO BE COMMUNICATING WITH THEIR TEACHERS, WHAT'S THE ASSESSMENT GOING TO LOOK LIKE? WHEN DO YOU FORESEE THOSE LAST TYING UP DETAILS BEING COMPLETED BY SO THAT THE COMMUNITY CAN BE AWARE?

>> I'LL HAVE MR. HUFFMAN SHARE.

WE HAVE TO KEEP IN MIND EVERYTHING WE SHARE, SOMETHING ELSE ENDS UP

[02:00:02]

OCCURRING LATER.

WE HAVE TO BE FLEXIBLE KNOWING INFORMATION WE GIVE OUT COULD ALWAYS CHANGE BASED ON THE SITUATION.

I'M GOING TO USE CHILDCARE AS AN EXAMPLE.

WE OPEN UP CHILDCARE OPTIONS.

WE GET TO SEPTEMBER.

THE PANDEMIC INCREASES AND WE CAN'T BE OPEN ANY MORE.

THEN YOU HAVE NO OPTIONS.

THAT'S A POTENTIAL.

WE ALL ARE GOING TO HAVE TO MAKE SURE OUR FAMILIES HAVE CONTINGENCY PLAN, THE SAME WAY WE HAVE CONTINGENCY PLANS SO WE ARE NOT RELYING ON ONE PARTICULAR SOURCE.

WE MIGHT BE IN A SITUATION WHERE WE JUST CAN'T OFFER IT ANYMORE.

IF MR. HUFFMAN CAN PROVIDE SOME OF THE DATES WE ARE CURRENTLY WORKING WITH, THAT COULD BE HELPFUL TO MISS NOLAN'S QUESTION IN REGARDS TO, WHEN WILL WE HAVE IT SOLIDIFIED, LIKE IN REGARDS TO CHILDCARE? WHAT IS THE GOAL WE HAVE IN MIND TO HAVE THAT INFORMATION?

>> THANK YOU, MISS NOLAN.

AS DR. HUTCHINGS SAID, THINGS CHANGE.

WE HAVE TO BE READY FOR THAT.

WE'RE LOOKING AT HAVING THIS PROPOSAL OUT TO ALL STAKEHOLDERS NEXT WEEK SO THAT THEN WE CAN MAKE A QUICK PIVOT TO THIS ONLINE ENROLLMENT.

BECAUSE REMEMBER, WE'RE SERVING THE MOST VULNERABLE STUDENTS AND THAT CRITERIA AND EVERYTHING WILL BE IN THE PROPOSAL.

IF WE CAN GET A CHECKOFF AND EVERYBODY SAYS, YES, THIS IS THE WAY WE'RE GOING TO PROCEED, THEN WE CAN GET INTO THE IMPLEMENTATION THAT FOLLOWING WEEK.

EVERY HOPE IS THAT OBVIOUSLY WE COULD HAVE IT AS CLOSE, OPEN AND READY TO GO WITH THESE CHILDCARE PROVIDERS WHEN SCHOOL STARTS, BUT THERE'S SO MANY DIFFERENT FACTORS IN PLACE, FROM THE PROVIDER SIDE.

THEY STILL HAVE TO WORK THROUGH SOME THINGS AND STAFFING, AND IF THEY HAVE TO HIRE MORE STAFF.

THERE'S SO MANY LOGISTICS ON THAT END.

WE'RE HOPEFUL, LIKE I SAID, PROPOSAL NEXT WEEK.

WEEK AFTER WE REALLY START TO FIGURE OUT HOW TO GET THE INFORMATION OUT FOR AN ENROLLMENT FORM FOR OUR MOST VULNERABLE FAMILIES, AND THEN WE START TO REALLY PUT THINGS INTO PLACE UPON STARTING UP.

HOPEFULLY, WE'RE LOOKING, IF WE PUSH AND GO, SEPTEMBER FOR SURE, BEGINNING OF SEPTEMBER WE WANT TO BE CLOSER TO THAT READY TO GO.

IN ADDITION, I JUST WANT TO MAKE SURE WE REALIZE, WE'RE TALKING ABOUT OUR MOST VULNERABLE FAMILIES AND STUDENTS.

THERE ARE OTHER CHILDCARE PROVIDERS IN THIS COMMUNITY THAT ARE ALREADY UP AND RUNNING.

WE'RE GOING TO LIST THOSE, HAVE THOSE OPTIONS FOR OTHER FAMILIAR LIST.

IF YOU'RE TALK 36% I THINK THAT CAME OUT, THERE COULD BE FAMILIES THAT SAY, I JUST DON'T KNOW WHERE CHILDCARE IS AVAILABLE.

I CAN PAY A FEE, BUT I DON'T KNOW THAT.

SO WE'RE GONNA GET THAT INFORMATION OUT, TOO.

SOME OF THOUGH SITES ARE UP AND RUNNING, EXTERNAL.

PLUS, WE HAVE DIFFERENT SPECIFIC SITES LIKE THE YMCA.

THEY'RE UP AND RUNNING.

THEY'RE TRYING TO FIGURE OUT THEIR MODEL.

I THINK WE COULD REACH OUT TO SOME OF THE EARLY CARE PROVIDERS.

I'M MORE CONCERNED WITH THOSE VULNERABLE FAMILIAR LIST -- FAMILIES AND GETTING THAT UP AND RUNNING.

I HOPE THAT HELPS.

>> THANK YOU VERY MUCH.

I THINK IT IS IMPORTANT, DR. HUTCHINGS, TO RELAY TO THE FAMILIES THAT THERE MIGHT BE NEEDS OF CONTINGENCY PLANS.

I THINK RIGHT NOW BEING THAT IT' IN THE PLUS, THAT'S WHAT PEOPLE ARE BANKING ON.

MY FOLLOW-UP QUESTION, IF YOU DON'T MIND, DR. HUTCHINGS, I IMAGINE THERE WILL ALSO BE BUDGET IMPLICATIONS FOR THAT? WHEN WILL THAT TAKE PLACE?

>> WE'RE HAVING DISCUSSIONS ON THAT.

THIS CHILDCARE ISSUE IS NOT AN ACPS SOLUTION.

HOW DO I PHRASE THIS? WE'RE NOT IN THE BUSINESS OF CHILDCARE, YOU KNOW? WE DON'T HAVE A BUDGET FOR CHILDCARE.

THIS IS A COMMUNITY ISSUE.

THAT'S WHY WE ARE BRINGING OUR COMMUNITY PARTNERS, WORKING WITH THE CITY OF ALEXANDRIA.

IT HAS TO BE AN ALL HANDS ON DECK.

IT CAN'T BE LIKE, ACPS IS GOING TO SOLVE OUR CHILDCARE.

WE DON'T EVEN HAVE THE EXPERTISE IN REGARDS TO CHILDCARE BECAUSE WE'RE AN EDUCATIONAL INSTITUTION.

WE'RE NOT A CHILDCARE INSTITUTION.

WE NEED TO MAKE THAT CLEAR.

THAT'S WHY WE HAVE TO COLLABORATE.

THERE ARE SOME FINANCIAL IMPLICATIONS THAT COME ALONG WITH THIS THAT WE ARE TALKING WITH OUR VIRTUAL PLUS PROVIDERS NOW.

WE'RE TALKING THROUGH THAT.

HOW ARE WE GOING TO BE ABLE TO OFFSET COSTS, FOCUSING ON OUR MOST VULNERABLE FAMILIES? MANY PROVIDERS HAVE SLIDING SCALE POLICIES AND MEMBERSHIP FEES IN PLACE RIGHT NOW.

WE'RE STILL WORKING THROUGH ALL THE FINANCIAL IMPLICATION.

I DON'T HAVE THAT ANSWER FOR YOU TODAY.

[02:05:03]

I DO KNOW WE'RE NOT IN THE SITUATION WHERE WE HAVE, WE CAN BUDGET CHILDCARE.

WE CAN'T USE TAX DOLLARS TO DO THAT.

WE CAN PROVIDE IN KIND SPACE.

WE CAN PROVIDE TECHNOLOGY.

THESE ARE THINGS WE ARE ALREADY DOING.

GIVING KIDS TECHNOLOGY DEVICES.

ALLOWING PEOPLE TO USE OUR SPACES WITHOUT PAYING A FEE.

PROVIDING MEALS FOR STUDENTS.

THOSE ARE THINGS WE CAN DO.

WE CAN'T WRITE A CHECK TO PAY EVERYBODY'S CHILDCARE NEEDS.

THAT IS WHY WE ARE WORKING WITH OUR VIRTUAL PARTNERS SO THAT WE CAN WORK THROUGH SOME OF THESE FINANCIAL IMPLICATIONS.

>> I APPRECIATE THAT.

I DON'T THINK I WAS CLEAR.

I IMAGINE OVERALL THERE WILL BE BUDGET IMPLICATIONS THAT THE DIVISION IS FACING WITH HAVING TO GO VIRTUAL.

THAT'S WHAT I MEANT.

WE, AS A BOARD, IS THERE GOING TO BE A DISCUSSION ABOUT WHAT THE BUDGET IMPLICATIONS THERE ARE? THAT'S ONE AREA WE WILL NEED THE BOARD'S SUPPORT IN.

>> ONE THING WE'VE SHARED WITH THE BOARD THE BUDGET WITH REGARD TO SOME OF THE FUNDING WE HAVE.

WE'VE ALREADY GONE THROUGH OUR BUDGET REDUCTIONS.

WE'VE GONE THROUGH THE CARES ACT FUNDING WE RECEIVED.

SIMILAR TO WHAT WE DO EVERY MONTH, GOING OVER OUR BUDGET AND LOOKING AT OUR FINANCIAL STATEMENTS, WE NEED TO START HAVING THOSE DISCUSSIONS AT OUR MONTHLY BOARD MEETINGS, WHERE WE'RE SHARING ON A CONTINUOUS BASIS AND WE DON'T WAIT TO DO A BIG PRESENTATION.

WE MAY WANT TO HAVE DISCUSSIONS ON HOW WE LOOK AT OUR MONTHLY STATEMENTS AND TALK THROUGH SOME OF THE IMPLICATIONS THAT CAME ABOUT BECAUSE OF VIRTUAL FUNDS.

THAT'S SOMETHING WE COULD TALK THROUGH, THROUGH ONE OF OUR BOARD MEMBERSHIP MEETINGS ON HOW WE DO THAT THIS UPCOMING YEARTHAT MIGHT BE THE BEST WAY TORE TALK THROUGH IT.

SO ON A MONTHLY BASIS WE'RE TALKING ABOUT OUR FINANCES.

THAT'S A GREAT QUESTION, MISS NOLAN, BECAUSE WE STILL HAVE TO KEEP IN MIND THAT THE CITY COULD HAVE MORE REDUCTIONS THROUGHOUT THE YEAR.

OUR ECONOMY IS NOT BACK TO NORMAL.

EVERYTHING IS NOT OPEN.

EVERYONE'S NOT LEAVING THEIR HOMES TO OPERATE AS NORMAL.

WE MAY SEE MORE REDUCTIONS IN THE NEXT COUPLE OF MONTHS FOR THIS FISCAL YEAR, FOR THIS FISCAL YEAR.

NOT FOR THE NEXT ONE.

SO I THINK THAT WE SHOULD BE MONITORING, JUST LIKE WE ARE, ON A MONTHLY BASIS, WE PROBABLY SHOULD BE HAVING DISCUSSIONS DURING OUR FINANCIAL STATEMENTS EACH MONTH WITH THE BOARD.

>> THANK YOU, DR. HUTCHINGS.

>> THANK YOU.

>> I HAVE MISS LORBER UP NEXT.

>> THANKS SO MUCH.

JUST A QUICK QUESTION.

I WANT TO MAKE SURE I'M NOT CONFUSED WITH ONE THING, WITH REGARD TO THE ENGLISH LANGUAGE LEARNERS.

IS IT THE MIDDLE SCHOOL WHERE THEY SPEND 45 MINUTES A DAY THROUGH SPECIAL GROUPS SUCH AS EL? WHAT I WANTED TO ASK IS, IS THERE A DIFFERENCE IN HOW WE ARE GOING TO RESPOND AND EDUCATE THE LEVEL ONE AND TWO, THE VERY BEGINNER EEL STUDENTS THAT CAN PROBABLY BE INTEGRATED IN OTHER CLASSES? HOW THAT'S HAPPENING IN MINUTES PER DAY OR WHATEVER? THANKS.

>> THANK YOU FOR THAT QUESTION, MISS LORBER.

WE WILL HAVE FOR ALL OF OUR LEARNERS, A DEDICATED ENGLISH LANGUAGE DEVELOPMENT BLOCK FOR SERVICES WHERE EL STUDENTS WILL RECEIVE INSTRUCTION FROM EL TEACHERS.

LOT OF SPEAKING, READING, WRITING.

IN ADDITION TO THAT, THEY WILL ALL RECEIVE SERVICES THROUGH THE GENERAL EDUCATION CLASSROOM.

OUR EL TEACHER WILL BE WORKING WITH THE GENERAL EDUCATION TEACHERS.

THEY WILL CONTINUE TO COLLABORATE WITH THE GENERAL EDUCATION TEACHERS AND SHARING THAT THEIR SCAFFOLD IS INCLUDED AND BEING PART OF THE PLC'S.

WHAT'S NICE WITH ZOOM, THERE'S ALL THE CAPABILITY FOR THOSE BREAKOUT ROOMS AND THE SMALL GROUP INSTRUCTION.

THAT'S WHAT YOU WERE REFERRING TO.

SO OUR EL TEACHERS WILL BE ABLE TO WORK THROUGH THOSE SMALL BREAKOUT ROOMS SO THEY CAN MEET THE NEEDS OF THE DIFFERENT STUDENTS.

>> THANK YOU FOR THE CLARIFICATION.

>> I WOULD LIKE TO REITERATE.

I AGREE WITH DR. NICKERSON.

[02:10:02]

THIS IS NOT NEW FOR US.

I DON'T WANT YOU TO THINK THIS IS SOMETHING THAT WE ARE GOING TO IMPLEMENT SOMETHING JUST FOR THE VIRTUAL ENVIRONMENT.

WE DO ADDRESS THE NEEDS OF THE PEOPLE.

I KNOW MY COLLEAGUES SPEND AT LEAST 45 TO ABOUT 70 MINUTES A WAY SO WE ARE ABLE TO MEET THOUGH NEEDS.

>> THANK YOU.

>> THANK YOU FOR THE CLARIFICATION.

MR. SUAREZ.

>> THANK YOU.

YEAH.

I WANTED TO FOLLOW UP BRIEFLY ON THE DISCUSSION REGARDING THE CHILDCARE, BECAUSE I JUST WANT TO REITERATE, BECAUSE OF THE FACT THAT WE ARE HOLDING STUDENTS ACCOUNTABLE FOR ATTENDANCE AND GRADING THEM, IT'S OUR MORAL -- WE ARE NOT' BUSINESS OF CHILDCARE BUT IT IS OUR MORAL OBLIGATION TO ENSURE THAT ALL OF OUR KIDS HAVE A SAFE AND EQUITABLE LEARNING ENVIRONMENT.

I GUESS WHAT I'M SAYING, IT'S MY HOPE THAT, YOU KNOW, WHETHER THE CITY'S RESPONSIBILITY OR SCHOOL BOARD'S RESPONSIBILITY, WE JUST NEED TO BE CLEAR ABOUT THAT AND WE NEED TO MAKE SURE THAT WE ARE COMMUNICATING WHO IS PROVIDING THE RELEVANT SERVICE, YOU KNOW? I THINK THIS REQUIRES OUT OF THE BOX THINKING.

IT REQUIRES A CERTAIN LEVEL OF CREATIVITY.

I APPRECIATE MR. HUFFMAN'S COMMENT THAT THERE ARE WILL BE FAMILIES NEEDIER THAN OTHERS AND THERE WILL BE SOME MAYBE WE CAN ASSIST WITH THEIR ABILITY TO GET CHILDCARE BUT OTHERS WE CAN'T BECAUSE FINANCIALLY WE ARE VERY STRAPPED.

EVERYBODY IS VERY STRAPPED RIGHT NOW.

GIVEN THE AMOUNT OF MAYBE CONFUSION OR JUST INFORMATION THAT STILL NEEDS TO BE CONVEYED ON THIS, I JUST WANT TO COMMEN THAT IT WILL BE CRITICALLY IMPORTANT THAT WE MATCH THE COMMUNITY'S EXPECTATIONS IN TERMS OF WHAT ARE THE DIFFERENT LEVELS OF NEED? WHAT ARE WE PROVIDING OR NOT PROVIDING TO FOLKS, DEPENDING ON THOSE LEVELS OF NEED.

INSOFAR AS THE CITY MIGHT HAVE MORE OF A RESPONSIBILITY FOR CHILDCARE TO SUPPORT THIS EFFORT VIS A VIS THE SCHOOL, WE NEED TO BE CLEAR ABOUT WHAT THAT LOOKS LIKE.

I KNOW MONTGOMERY COUNTY IS ROLLING OUT SOMETHING WHERE THEY'RE USING THE SCHOOLS FOR SOME CHILDCARE BUT CHILDCARE PROVIDERS ARE ADMINISTERING THE CHILDCARE.

IT'S NOT THAT WE'RE DOING THE CHILDCARE, BUT WE'RE PROVIDING THE FACILITY.

IT'S SOMEWHAT OF A COMMENT OR QUESTION OF, IF OUR POSITION -- I THINK WE ARE IN THE BUSINESS OF ENSURING THAT ALL OF OUR KIDS HAVE A SAFE LEARNING ENVIRONMENT.

THAT'S WHY WE'RE DOING THE TECHNOLOGY PROVISIONS, EVEN THOUGH WE AREN'T IN THE BUSINESS OF TECHNOLOGY, IN THIS UNPRECEDENTED TIME.

I HOPE THAT WE'RE COORDINATING WITH THE CITY ON WHAT THIS LOOKS LIKE AND, AGAIN, IF THIS IS A POLITICAL ISSUE, WHERE OUR BOARD NEEDS TO WORK WITH COUNCIL, I JUST WANT TO MAKE SURE THAT I UNDERSTAND THAT BECAUSE IT'S GOING TO BE REALLY IMPORTANT TO MAKE SURE ON DAY ONE, AGAIN, EVERYONE HAS A SAFE LEARNING ENVIRONMENT WHERE THEY CAN LEARN AND ACCESS THE TECHNOLOGY.

>> I JUST WANT TO RESPOND SOMETHING ON THE RECORD THAT I WASN'T SAYING THAT IT' NOT OUR PROBLEM AND THAT IT'S A CITY'S PROBLEM.

I WAS SAYING IT'S A COMMUNITY EFFORT.

IT IS NOT SOLELY THE RESPONSIBILITY OF THE ACPS.

>> UNDERSTOOD.

>> IT IS NOT SOLELY THE RESPONSIBILITY OF THE CITY.

IT IS A COMMUNITY EFFORT.

IT IS GOING TO REQUIRE ALL OF US TO WORK TOGETHER.

THAT'S WHAT BRINGS INNOVATION.

WE HAVEN'T HAD VIRTUAL PLUS PARTNERS AGREEMENT THAT WE SHARED WITH YOU EARLIER TODAY.

THAT'S NEW.

WE ARE DEVELOPING IT.

THAT'S WHY IT'S TAKING LONGER.

WE AREN'T STARTING SOMETHING OR TAKING ON SOMETHING THAT WE ALREADY HAVE.

WE ARE LITERALLY CREATING A BRAND NEW WAY OF DOING BUSINESS IN THE ACPS.

I WANT TO MAKE IT CLEAR TO YOU AND OUR COMMUNITY THAT I'M NOT STATING THAT ACPS IS NOT RESPONSIBLE FOR CHILDCARE.

THAT IS JUST NOT OUR BUSINESS.

WE ARE NOT EXPERTS IN CHILDCARE.

WE HAVE ARE TO RELY ON THE CHILDCARE PROVIDERS.

HOW DOES THAT WORK? WHAT ARE THE TYPES OF LICENSES THAT YOU ARE GOING TO NEED TO DO THINGS? HOW DOES IT WORK WITH THE FUNDING? IS IT SLIDING SCALE? WE DON'T DO SLIDING SCALES.

WHAT DOES A SLIDING SCALE MEAN? THESE ARE ALL OF THE THINGS WE ARE HAVING TO WORK THROUGH.

I JUST WANT TO MAKE THAT VERY CLEAR BECAUSE I DO NOT WANT THE CITY TO BELIEVE THAT I STATED ANYTHING ABOUT THIS IS A CITY PROBLEM.

[02:15:02]

THIS IS A COMMUNITY PROBLEM, AND THE COMMUNITY, MEANING ACPS, WE ARE HERE TO SAY, WITH OPEN ARMS, WE WANT TO WORK WITH YOU BECAUSE WE KNOW FROM 8:30 TO 2:30 OR 8:30 TO 3:00 OR WHATEVER TIME YOUR CHILD IS IN SCHOOL, WE WANT TO BE ABLE TO PROVIDE THE EDUCATIONAL SUPPORT, REGARDLESS OF WHERE THEY ARE, WHETHER THEY'RE IN A HOME, WHETHER THEY'RE IN A BUILDING, WHETHER THEY'RE AT A FACILITY, WHETHER THEY'RE OUT OF TOWN.

WE WANT TO BE ABLE TO EDUCATE THEM, BECAUSE THAT IS THE BUSINESS THAT WE ARE IN, AND WE'RE GOING TO BE COLLABORATING WITH EVERYBODY THAT'S OUT THERE AS OUR VIRTUAL PARTNERS TO MAKE THIS WORK.

I JUST WANTED TO MAKE THAT VERY CLEAR SO I DON'T GET ANY E-MAILS ABOUT ME SAYING THAT THIS IS NOT AN ACPS PROBLEM, IT'S A CITY PROBLEM.

THIS IS A COMMUNITY ISSUE THAT ALL HANDS ON DECK APPROACH IS NEEDED TO MAKE IT WORK.

>> THANK YOU, DR. HUTCHINGS.

I REALLY APPRECIATE THE CLARIFICATION.

I ASSUMED THAT'S WHAT YOU HAD MEANT.

I HAD WRITTEN DOWN ON MY PAD COMMUNITY, LIKE THIS IS A COMMUNITY EFFORT.

THAT'S THE KEY.

I JUST WANT TO MAKE SURE WE'RE NOT IN A SITUATION WHERE THERE'S FINGER POINTING.

WE ALL HAVE TO COME TOGETHER AND WE ALL NEED TO MAKE SURE ALL OF OUR KIDS HAVE ACCESS TO AN EQUITABLE LEARNING ENVIRONMENT.

SO WHATEVER IT TAKES AND WHAT THAT COLLABORATION LOOKS LIKE, I JUST WANT TO SAY WHATEVER THE BOARD CAN DO TO HELP, IF COUNSELING IS INVOLVED, WHAT KIND OF TEAM EFFORT NEEDS TO HAPPEN, JUST KNOW WE ARE A RESOURCE FOR THAT.

>> THANK YOU.

I HAVE JUST REITERATING WHAT I SAID.

I DIDN'T CHANGE MY WORDS.

I AM SAYING THE SAME THING I SAID BEFORE, COMMUNITY EFFORT.

I JUST WANTED TO MAKE IT CLEAR ON THE RECORD.

>> OKAY.

THANK YOU, EVERYONE, FOR ALL OF THAT.

IT IS REALLY GREAT TO SEE THE PRINCIPALS AND HEAR FROM EVERYONE TODAY AND CENTRAL OFFICE STAFF.

I THINK THAT'S IT FOR OUR QUESTIONS, BUT AS ALWAYS, BOARD MEMBERS WILL KNOW DR. HUTCHINGS' E-MAIL ADDRESS, SO WE CAN CERTAINLY KEEP SENDING HIM SOME OTHER QUESTIONS IF THEY COME UP AFTER THINKING ABOUT TODAY'S MEETING.

SO NOW DR. HUTCHINGS, SUPERINTENDENT'S REPORT, WHICH I THINK THIS IS WHAT WE JUST HAD.

>> THAT'S WHAT WE JUST HAD.

I JUST HAD OTHER PEOPLE TALKING TORE ME.

>> IT WAS A REALLY, REALLY -- THAT WAS THE LONGEST ONE ON RECORD PROBABLY.

[9. Report from Cindy M. Anderson]

[10. Closed Meeting Action]

[11. Certification of Closed Meeting]

[02:22:29]

BUT, GREAT.

GREAT ALL THE SAME.

THANK YOU FOR REALIZING THAT IT SHOULD HAVE ITS OWN TITLE.

REPORT FROM ME.

I DON'T HAVE A REPORT BUT JUST TO -- I CAN'T SCHEDULE LAWN SERVICE FOR MY NEIGHBORHOOD SO YOU ARE PROBABLY HEARING A LOT OF NOISE IN MY BACKGROUND.

27TH OF AUGUST IS OUR ANNUAL WORK SESSION TO TALK ABOUT FOCUS AREAS.

ADDITIONALLY, WE WILL TALK ABOUT SOME RENAMING BECAUSE WE HAVE THE RENAMING THAT WILL BE ON THE AGENDA.

PEOPLE HAD A FEW QUESTIONS ABOUT THERE WAS A MEETING ATTACHED THAT DAY, BUT WE DON'T NEED A MEETING.

THE MEETING WAS ONLY ADDED AT THE POLICY DIRECTOR'S REQUEST EARLIER THIS MONTH BECAUSE THERE ARE SOME VIRTUAL RELATED VIRTUAL SCHOOLING RELATED POLICIES THAT WE NEED TO WORK ON BUT THEY'RE NOT READY FOR US SO THERE'S NO NEED FOR THAT.

WE'RE JUST GOING TO HAVE WHAT WE PLANNED IN THE BEGINNING.

THAT'S THE WORK SESSION AND RENAMING.

SO WE NOW ARE GOING TO GO INTO CLOSED SESSION.

IF I COULD GET MISS NOLAN TO READ INTO CLOSED SESSION.

>> MADAM CHAIR I MOTION THAT THE BOARD MOVE INTO CLOSED SESSION FOR THE DISCUSSION AND CONSIDERATION OF EMPLOYMENT, PERFORMANCE AND CONTRACTUAL MATTERS FOR TEN SPECIFIC PUBLIC EMPLOYEES.

>> SECOND?

>> SECOND.

>> SECOND MISS NOLAN'S MOTION.

I AM GOING TO CALL THE ROLL CALL FOR A VOTE.

CINDY ANDERSON, YES, VERONICA NOLAN.

>> YES.

>> MEAGAN ALTERSON?

>> YES.

>> MISS GREENE?

>> YES.

>> MARGRET LORBER, YES.

>> SORRY.

I GUESS I'M NOT ABLE TO HEAR BECAUSE THERE'S TOO MUCH NOISE IN MY BACKGROUND.

CHRISTOPHER SUAREZ?

>> YES.

>> AN HEATHER THORNTON?

>> YES.

>> MICHELLE RIEF, DID I GET YOU ON? YES.

WE ARE ALL ACCOUNTED FOR.

WE ARE GOING TO CLOSED SESSION.

I HAVE A REQUEST FOR BOARD MEMBERS TO HAVE A BREAK IN DOING SO.

HAPPY WEEKEND TO EVERYONE WHO IS NOT GOING INTO THE CLOSED SESSION AND WE'LL TAKE A FIVE TO TEN -- LET'S SAY SEVEN MINUTE BREAK AND WE'LL MEET YOU ON THE OTHER SIDE.

ABOUT 2:30.

>> THANK YOU.

>> BYE.

* This transcript was compiled from uncorrected Closed Captioning.