Oct 15, 2020 School Board Meeting

>> THANK YOU, MISS SANCHEZ VIAFARA, AND MISS JOHNSON FOR THE REPORT.

WE LOOK FORWARD TO HEARING FROM YOU.

NEXT I WILL NEED A MOTION FOR THE CONSENT CALENDAR.

[Consent Calendar]

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

>> SECOND.

>> I THINK I HEARD MISS ALDERTON TO SAY, APPROVE THE CONSENT CALENDAR.

IF THERE'S SOMETHING TO BE PULLED.

IF THERE'S NOTHING TO BE PULLED, I WILL ASK FOR A VOTE.

CINDY ALDERSON.

>> YES.? AMY GENTRY.

>> YES, JACINTA GREENE.

>> YES, MARGARET, LORBER.

>> THE CONSENT CALENDAR IS APPROVED NINE-ZERO.

CHRISTOPHER GREEN, YES.

WE GO ON TO THE HIGHLIGHT OF THE MEETING AND THAT IS ENHANCED OF LEARNING PLAN

[14. Areas of Focus: Enhanced Continuity of Learning Plan 5.0--90 mins. (Documents uploaded on 10/12/2020) Info/Action]

5.0.

DR. HUTCHINGS.

>> SO THANK YOU, MADAM CHAIR, AND THANK YOU TO THE BOARD REPRESENTATIVES FOR SPEAKING THE TRUTH.

I KNOW THAT SOME PEOPLE MAY NOT KNOW SPECIFICALLY, NATIONALLY DID NOT SPECIFICALLY MENTION WHAT HAPPENED.

SOMEONE DID CALL HER ON THE CHAT -- WE DON'T KNOW, THEY REFERRED TO HER, SHE WAS TALKING WHEN THE CHAT CAME UP, THEY USED THE N WORD, THEY CALLED HER A NIGER.

I WANT TO ADDRESS THE WORDS SO PEOPLE CAN UNDERSTAND AND HOW DISRESPECTFUL AND INAPPROPRIATE THAT WAS FOR SOMEBODY TO SAY THAT.

IN 2020 I HAD SOME EXCHANGE THROUGH TEXT MESSAGES, THE OTHER DAY WITH ASHLEY AND WHAT I WAS TELLING HER IS WE STAND ON THE SHOULDERS OF MANY PEOPLE WHO HAVE BEEN CALLED THAT WORD SO MANY TIMES AND THEY CONTINUE TO FIGHT SO WE CAN HAVE THE SEATS THAT HE WITH HAVE TODAY.

WE HAVE TO STAND TALL, AND WE HAVE TO STAND PAST THAT.

AND THERE'S PEOPLE OUT THERE WHO ARE JUST IGNORANT.

THAT IS THE ONLY WORD THAT COMES TO MIND WHEN I HEAR PEOPLE USE THOSE WORDS.

I'M SORRY THAT HAPPENED.

I'M SORRY THAT IT HAPPENED IN THE PUBLIC LIGHT.

IT'S EYE OPENING, AND AS ASHLEY MENTIONED EARLIER, THIS IS THE REASON WHY THIS RACIAL EQUITY WORK IS SO IMPORTANT.

THANK YOU FOR SPEAKING THE TRUTH.

AS I TOLD YOU EARLIER, YOU WILL ALWAYS BE SUPPORTED IN THE ALEXANDRIA SCHOOL BOARD AND WE'RE HERE TO HELP YOU THROUGHOUT THIS PROCESS.

I WANT TO GET TO THE MAIN TOPIC OF TODAY.

THIS IS LIKE I HAVE BEEN TELLING OUR THEME TEAM ALL DAY TODAY.

IT'S GAME TIME.

IT'S TIME FOR US TO ABOUT HOW WE GOT TO THIS RECOMMENDATION.

BEFORE I DO THAT, I WANT TO ACKNOWLEDGE VERY IMPORTANT PEOPLE ALONG THE WAY, FROM THE MOMENT WE CLOSED OUR DOORS ON MARCH 13.

OUR CUSTODIANS, OUR SCHOOL NUTRITION TEAM, OUR TECHNOLOGY TEAM, OUR TRANSPORTATION DEPARTMENT, OUR HUMAN RESOURCE DEPARTMENT, THEY KEPT US AFLOAT TO GET EVEN TO THIS POINT.

SOMETIMES THAT IS THE MISSING LINK AND A LOT OF PEOPLE ARE NOT TALKING ABOUT THE HARD WORK THAT HAS HAPPENED BEHIND THE SCENES WITH ALL OF OUR ESSENTIAL PERSONNEL.

THEY NEVER HAVE BEEN HOME.

THEY HAVE ALWAYS BEEN IN OUR BUILDINGS AND WORKING DAY-TO-DAY TO ENSURE THAT WE'RE ABLE TO OPERATE AND PROVIDE EVEN THE VIRTUAL LEARNING FOR OUR STAFF.

AND ALSO OUR FINANCE FOR ALLOWING US TO PAY OUR EMPLOYEES DURING THIS PARTICULAR TIME AND GOING INTO THE BUILDINGS TO MAKE THAT HAPPEN.

I WANT TO START BY SAYING THANK YOU TO ALL OF THEM THAT NEVER GOT THE BREAK.

THEY HAVE BEEN A PART OF THIS, SINCE -- I'M SORRY, I'M MOVING.

-- THE LIGHT, SORRY ABOUT THAT.

BUT THEY HAVE BEEN A PART OF THIS FROM THE BEGINNING, AND WE JUST WANT TO ACKNOWLEDGE THEM.

I ALSO JUST WANT TO TALK ABOUT THE FACT THAT THE WORK THAT WE'RE GOING TO BE SHARING WITH YOU ALL TODAY, IT IS NOT THE WORK OF DR. HUTCHINGS, RIGHT? THERE'S WHO ARE WORKING TIRELESSLY TO MAKE THIS POSSIBLE AND WE HAVE TO ACKNOWLEDGE THE STAFF MEMBERS WHO OVER THE PAST SEVEN WEEKS HAVE BEEN MEETING AND WORKING THROUGH OUR ANALYSIS, LOOKING AT OUR CONSTRAINTS, TALKING THROUGH OUR CHALLENGES, OBSTACLES AND OUR CELEBRATIONS, LIFTING EACH OTHER, AND

[00:25:04]

PICKING EACH OTHER OFF OF THE GROUND, WHEN WE FELT DEFEATED SEVERAL TIMES THROUGHOUT THIS PROCESS.

IT'S IMPORTANT FOR US TO ACKNOWLEDGE THE STAFF THAT IS DOING THAT.

THAT IS TEACHERS, THESE ARE PEER PROFESSIONALS, THESE ARE ADMINISTRATORS, SCHOOL BOARD MEMBERS, STUDENT REPRESENTATIVES, PTE REPRESENTATIVES, AND OUR DIRECTOR OF THE ALEXANDRIA HEALTH DEPARTMENT AND SOME OF OUR COMMUNITY MEMBERS AS WELL HAVE BEEN A PART OF THIS PROCESS, AND I JUS WANT TO TELL YOU THAT THEIR INSIGHT INVALUABLE AND WE TRULY APPRECIATE THE TIRELESSLY WORK THEY HAVE GIVEN US DURING THIS PERIOD OF TIME.

I ALSO WANT TO SAY AS A TEACHER AND I THINK ABOUT, YOU KNOW, THE JOY OF BEING AN EDUCATOR IN THIS WORLD.

ONE OF THE THINGS THAT I LOVE MOST ABOUT BEING THE TEACHER WAS THE FACT THAT OUR KIDS WERE GOING TO COME IN AND GET EXCITED AND WE WERE GOING TO SEE THEM AND PLAY OUR INTRO DUGS NAMES AND LEARN ALL OF THEIR NAMES AND GO OVERALL OF THEIR ROUTINES, AND HAVE THE JOY OF OUR BUILDINGS OPENING.

IT WAS THE BEST TIME OF THE YEAR AND I KNOW A LOT OF OUR STAFF MEMBERS MISS THAT MOMENT.

I HEAR OUR FAMILIES OUT THERE WHO ARE JUST REALLY FRUSTRATED, AND THEY REALLY ARE UPSET ABOUT THE FACT THAT WE ARE STILL IN THIS GLOBAL PANDEMIC AND IT IS NOW OCTOBER.

AND I JUST WANT YOU ALL TO KNOW THAT THIS IS A VERY DIFFICULT TIME FOR ALL OF US.

AND WHAT WE ARE TRYING TO DO TODAY IS TO PROVIDE WHAT WE BELIEVE IS THE BEST FEASIBLE OPTION FOR US, NOT NECESSARILY THE BEST THING IN THE WORLD.

WE KNOW THE BEST PRACTICE I NOT WORKING IN A VIRTUAL LEARNING ENVIRONMENT.

WE KNOW THAT, THAT IS NOT THE BEST PRACTICE.

HOWEVER, WE ARE TRYING TO MAKE SURE THAT WE'RE KEEPING THE SAFETY OF OUR STUDENTS, AND OUR STAFF AT A TOP PRIORITY.

WE ARE TRYING TO MAKE SURE WE'RE HAVING THE LEAST AMOUNT OF DISRUPTIONS IN OUR CHILDREN'S LIVES AS WELL AS IN OUR STAFF MEMBER'S LIVES, AND WE'RE TRYING TO MAKE SURE THAT THE MOST FEASIBLE, OR THE BEST FEASIBLE OPTION THAT WE'RE GOING TO BE PRESENTING TO YOU TODAY, THAT WE CAN ACTUALLY FOLLOW THROUGH AND THAT IT CAN COME TO FRUITION WITH THE RESOURCES THAT WE HAVE WITHIN THE A ALEXANDRIA PUBLIC SCHOOLS.

IF YOU WANT TO GO TO THE NEXT SLIDE.

I WANT TO GO OVER A QUICK OVERVIEW GOING TO BE DISCUSSING AND A FEW TAKE-AWAYS FOR OUR PRESENTATION TODAY.

ONE IS TO SHARE WITH THE BOARD AS WELL AS WITH OUR COMMUNITY HOW WE HAVE ENGAGED OUR STAFF AND OUR STUDENTS, AS WELL AS THE COMMUNITY THROUGHOUT THIS VIRTUAL PLUS PROCESS.

WE NEED TO BE ABLE TO REFLECT, YOU KNOW, THUS FAR THOUSAND WE HAVE BEEN ABLE TO MEET THE NEEDS OF OUR STUDENTS IN THIS VERY UNPRECEDENTED TIME AND TO TALK ABOUT SOME OF THE CHALLENGES THAT WE HAVE BEEN FACED WITH.

WE HEARD FROM OUR FAMILIES, ESPECIALLY PRE-K THROUGH SECOND GRADE FAMILIES, AND THIS TIME ISSUES AND THINGS OF THAT NATURE.

WE WANT TO BE ABLE TO TALK THROUGH SOME OF THOSE CHALLENGES TODAY WITH THE BOARD AS WELL AS WITH THE COMMUNITY.

AND WE ALSO WANT TO BE ABLE TO PREPARE OUR STAFF AND OUR STUDENTS FOR SAFE RETURN AND TALK ABOUT ALL THE WORK THAT HAS BEEN GOING ON SINCE MARCH 13 TO PREPARE FOR THE MOMENT WHEN WE'RE ABLE TO HAVE OUR YOUNG PEOPLE IN OUR SCHOOLS AND IN OUR BUILDINGS ONCE AGAIN.

FINALLY, WE WANT TO SHARE SOME UPDATES AROUND HOW WE ARE PLANNING TO HAVE THIS IN PERSON WORK.

WE SHARED WITH THE BOARD BACK IN AUGUST SOME OF OUR PLANNING.

THIS IS NOT THE FIRST TIME TALKING ABOUT HOW WA IT'S GOING TO LOOK LIKE IN OUR CLASSROOMS. TODAY WE WANT TO SHARE OF WHAT IT WILL LOOK LIKE WITH THE SECOND NINE WEEKS.

WE MET IN AUGUST, AND WE SAID THAT EVERY SEVEN WEEKS WE WOULD BE DOING AN ANALYSIS AND PROVIDING A RECOMMENDATION FOR THE NEXT NINE WEEKS, AND OUR JOB TODAY IS TO SHARE WHAT OUR RESULTS AND WHAT OU RECOMMENDATIONS FROM THE ANALYSIS THAT HE WITH HAD.

THESE ARE RECOMMENDATIONS THAT ARE FOR THE SECOND NINE WEEKS.

WE WANT TO GIVE A GLIMPSE OF WHAT THE THIRD NINE WEEKS COULD BEGIN TO LOOK LIKE, AND WE WILL BE SHARING MORE ABOUT THAT AS WE GET FURTHE INTO OUR PRESENTATION.

SO WITH THAT SAID, I DO WANT TO, REMIND EVERYONE ABOUT THE GUIDING PRINCIPLES THAT WE DO HAVE WITHIN THIS WORK ALTOGETHER.

WE WANT TO MAKE SURE THAT EQUITY IS AT THE HEART OF OUR WORK.

WE ARE INCREASING EQUITABLE ACCESS, AND TALKING ABOUT THE TRANSITION AND THE MORE VULNERABLE STUDENTS AND WE WILL HEAR MORE FROM OUR TEAM AS WE FET THROUGH THIS PRESENTATION.

WE WANT TO BUILD THE TRUST WITH OUR COMMUNITY.

ONE THING WE ARE TRYING TO BE IS TRANSPARENTMENT WE ARE TRYING TO MAKE SURE THAT WE

[00:30:06]

ARE BEING A HONEST AND GIVING AS MUCH INFORMATION AS WE CAN.

AND THE INFORMATION WE DO HAVE EVER CHANGING.

IT'S CONSTANT KNOWLEDGE THAT WE ARE RECEIVING ON A DAILY BASIS, HONESTLY WITH Y'ALL, BUT WE'RE TRYING TO MAKE SURE THAT WE'RE BUILDING THAT TRUST AND BEING TRANSPARENT.

WE'RE TRYING TO MAKE SURE THAT THERE ARE VOICES AROUND THE TABLE.

I RECEIVED SEVERAL EMAILS THIS PAST WEEK.

AND I HAVE SAY, PEOPLE DON'T BELIEVE THAT I READ ALL OF MY EMAILS, AND I READ EACH AND EVERYONE OF THEM.

SOMETIMES THERE'S GENERIC EMAILS THAT GO OUT, AND I HAVE TO DO THE ONE WINDED EMAIL, AND CUT AND PASTE IT.

WHEN YOU EMAIL, I WILL RESPOND TO YOU INDIVIDUALLY FAMILIES.

WE WANT TO EMBRACE THE FLEXIBILITY, WHILE WE'RE FACING THESE UNPRECEDENTED TIMES.

EVERYTHING THAT WE PRESENT TODAY, THERE COULD BE CHANGES THAT HAPPEN A MONTH FROM NOW, TWO MONTHS FROM NOW, NOT JUST HERE IN A ALEXANDRIA CITY PUBLIC SCHOOLS BUT WITHIN THE CITY OF ALEXANDRIA, WITHIN THE REGION AND ACROSS THE NATION.

WE HAVE TO BE PREPARED TO BE ABLE TO PIVOT WHEN NEEDED AND TO BE FLEXIBLE THROUGHOUT THIS PROCESS.

WE WANT TO LEARN FROM ALL THE LESSONS THAT WE HAVE HAD SINCE MARCH 13.

I CAN GO BACK AND LOOK AT SURVEY RESULTS FROM THE FIRST TIME WE ADMINISTERED TO OUR MOST RECENT, AND WE STILL HAVE BUMPS IN THE ROAD BUT WE'RE NOT WHERE WE WERE BACK IN MARCH.

WE ARE CONTINUOUSLY GROWING, AND TRYING TO LEARN FROM OUR, YOU KNOW, MISTAKES AS WELL AS TO LEARN FROM THE THINGS THAT WE AREN'T DOING WELL AND TO BUILD ON THOSE CELEBRATIONS.

THEN HE WANT TO MAKE SURE WE ARE PROVIDING CLEAR, CONSISTENT AND FREQUENT COMMUNICATION.

I THINK SOMETIMES WE TRY TO BE SO FREQUENT OR TRY TO GET OUR COMMUNICATION OUT SO QUICKLY TO MEET OUR DEADLINES THAT WE MOVE TOO FAST ON OUR END AND WE HAVE TO MAKE CHANGES AND RESUBMIT INFORMATION, BECAUSE WE'R TRYING TO KEEP UP WITH THE REQUESTS THAT WE GET FROM OUR COMMUNITY, BUT WE ARE DEFINITELY TRYING TO BE CLEAR AND CONSISTENT AND FREQUENT WITH OUR MESSAGES.

AND THE FINAL TWO GUIDED PRINCIPLES DEALS WITH VALUING COMMUNITY COORDINATION, AND COLLABORATION WHICH IS SO KEY.

IN ORDER FOR US TO BE ABLE TO MAKE IT THIS FAR, IT REQUIRES EVERY DEPARTMENT IN ACTION ANDREA CITY PUBLIC SCHOOLS TO WORK HAND IN HAND.

IT REQUIRES EVERY DEPARTMENT IF ALEXANDRIA CITY PUBLIC SCHOOLS TO WORK WITH OUR CITY HAND IN HAND AND TO WORK WITH OUR FAMILIES, OUR STAFF AND OUR STUDENTS.

THIS IS AN ALL-HANDS DECK APPROACH: THAT IS THE ONLY WAY WE ARE GOING TO BE ABLE TO PROVIDE THE BEST FEASIBLE OPTION FOR YOU ON COMMUNITY.

WE CANNOT TAKE OTHER PLANS FROM OTHER SCHOOL DIVISIONS AND REPLICATE THEM HERE IN A A ALEXANDRIA CITY PUBLIC SCHOOLS.

WE MAY SOMETIMES MEET EYE TO EYE WITH DIVISIONS BUT OUR INTENTION IT TO DO WHAT WE BELIEVE IS FEASIBLE FOR THE CITY O ALEXANDRIA, FOR THE A ALEXANDRIA CITY PUBLIC SCHOOLS AND TO DO WHAT WE BELIEVE IS MOST FEASIBLE FOR OUR STAFF AND STUDDENCE.

FINALLY WE WANT -- STUDENTS, FINALLY WE WANT TO MAKE SURE THAT ALL OF OUR STUDENTS HAVE ACCESS TO THE TECHNOLOGY, THAT IS HOW THEY ARE COMMUNICATING AND LEARNING AND THAT IS HOW WE'RE ABLE TO KEEP IN CONTACT WITH OUR FAMILIES.

I WANTED TO SET THE STAGE WITH THAT AND I'M GOING TO TURN THINGS OVER TO OUR DIRECTOR AT THE ALEXANDRIA, DR. STEPHEN HERRING.

BECAUSE IT'S IMPORTANT FOR US TO BEGIN WITH THE HEALTH MITIGATIONS WITH WHERE WE ARE WITH REGARDS TO OUR CITY AS WELL AS THE CDC AND THE VIRGINIA DEPARTMENT OF HEALTH.

DR. HERRING I WANT TO THANK YOU FOR THE COLLABORATION YOU HAVE PROVIDED US.

DR. HERRING, SAYS YOU MAKE SURE YOU NEED TO CALL ME, BEFORE YOU MAKE ANY DECISIONS OR CAN'T SUPPORT YOU 100% BECAUSE YOU DIDN'T ASK.

I AM MAKING SURE WE ARE CALLING ON DR. HERRING BEFORE WE MAKE ANY DECISIONS.

WE DO NOT WANT TO BE IN THE SITUATION WHERE OUR DECISION HAVE CONTRIBUTED TO ANY UPTICK OR ANY ISSUES WITHIN THE CITY OF A ALEXANDRIA, AND WE WANT TO MAKE SURE THAT WE ARE FOLLOWING THE CDC GUIDELINES, BECAUSE THAT IS WHAT WE'RE TRYING TO USE AS OUR GUIDANCE.

DR. HERRING, I WILL TURN THINGS OVER TO YOU.

>> THANK YOU VERY MUCH.

YOU CAN HEARY OKAY?

>> OKAY: SO THANKS, DR. HUTCHINGS, AND THANKS TO YOUR TEAM.

I APPRECIATE TO BE ABLE TO WORK WITH YOU ALL.

I SHOULD CLARIFY TO EVERYBODY THAT THE HEALTH DEPARTMENT DOES NOT MAKE A DECISION.

BUT, HEY IT'S GOOD TO OPEN, OR NOT GOOD TO OPEN.

[00:35:03]

WHAT WE DO, WHAT OUR ROLE IS TO MORE TO PROVIDE INFORMATION, PROVIDE GUIDANCE, AND PROVIDE ASSISTANCE.

ONE OF THOSE WAYS HAS BEEN TO WORK WITH VIRGINIA DEPARTMENT OF HEALTH THROUGH THE VIRGINIA OF DEPARTMENT OF HEALTH THE CENTER FOR DISEASE CONTROL AND TO GATHER ALL THE GUIDANCE THAT IS COMING THROUGH, BECAUSE THERE'S LOTS OF GUIDANCE, AS WELL AS INFORMATION.

THE INFORMATION COMES BYWAY, MOST RECENTLY OF THIS DYNAMIC SCHOOL DECISION-MAKING TOOL.

NOW WE HAVE BEEN USING VARIOUS PANDEMIC METRICS, SINCE JUNE AND HAVE BEEN SHARING THEM WITH THE SUPERINTENDENT AND THE CHIEF ADMINISTRATOR OFFICE, THE CITY MANAGER FOR SOME TIME SINCE JULY AND AUGUST.

MOST RECENTLY.

THE CDC CAME UP WITH THE SCHOOL DECISION MAKING TOOL WHICH INVOLVES THREE CORD INDICATORS AS WELL AS THERE'S FIVE SECONDARY INDICATORS.

THESE THREE CORE INDICATORS, THE FIRST ONE IS THE NUMBER OF CASES PER 100,000 POPULATION IN THE LAST 14 DAYS.

AND AS YOU CAN SEE, GOING ACROSS THE THERE'S THE LOWEST RISK, THE MODERATE RISK, HIGH RISK AS WELL AS HIGHEST RISK FOR EACH OF THE VARIOUS INDICATORS.

CDC HAS DECIDED WHAT THOSE LEVELS ARE FOR EACH OF THE INDICATORS.

THE SECOND INDICATOR BEING THE PERCENTAGE OF THE PCR TEST THAT HAVE BEEN POSITIVE DURING THE PAST 14 DAYS.

NOW, THOSE TWO INDICATORS AS WELL AS THE SECONDARY INDICATORS AND I SHOULD TELL YOU THERE'S FIVE SECONDARY INDICATORS, AND THREE OF THE FIVE SECONDARY INDICATORS, ACTUALLY HAVE TO DO WITH HOSPITAL METRICS, HOW MANY HOSPITAL BEDS ARE THERE, AND I BELIEVE IT'S THE PERCENTAGE OF HOSPITAL BED THAT ARE OCCUPIED BY COVID-19 PATIENTS.

BUT THAT AS IT MAY, I'M SEEING ALL OF THAT BECAUSE THE IMPORTANT ASPECT IS TO RECOGNIZE THAT THE THIRD CORE INDICATOR ACTUALLY HAS FIVE DIFFERENT DO MAINS TO IT.

AND THOSE FIVE DOMAINS ARE THINGS THAT ACTUALLY A SCHOOL OR A SCHOOL SYSTEM HAS CONTROL OVER.

IT'S DOMAINS THAT THE FAMILY, AN INDIVIDUAL HAS CONTROL OVER.

THOSE DOMAINS INCLUDE THE CONSISTENT AND CORRECT USE OF FACE MASKS, SOCIAL DISTANCING TO THE LARGEST EXTENT POSSIBLE.

HAND HYGIENE, AND RESPIRATORY ETIQUETTE, THE CLEANING AND DISINFECTION, AS WELL AS CONTACT TRACING IN COLLABORATION WITH THE LOCAL HEALTH DEPARTMENT.

SO, THESE ARE THE DECISION MAKING METRICS.

THEY'RE TO INFORM DECISIONS THAT ARE MADE ABOUT RESTARTING SCHOOL OR CAUSING OR DECREASING IN PERSON LEARNING.

THEY'RE NOT -- EVEN THOUGH YOU SEE GREEN AND YELLOW, ORANGE AND RED ON HERE, THEY DON'T GIVE YOU, HEY, IT'S OKAY TO OPEN.

IT'S NOT OKAY TO OPEN.

IT'S TOO INFORM THE DECISION MAKE -- IT'S TO INFORM THE DECISION MAKING PROCESS.

WITH THAT INTRODUCTION, IF YOU WILL GO TO THE NEXT SLIDE, PLEASE.

THIS SHOWS WHERE THE SLIDE TWO, SHOWS WHERE ALEXANDRIA IS ON THOSE, ON THE LEFT SIDE, THE FIRST INDICATOR, WE'RE IN ORANGE.

IT'S THE TOTAL NUMBER OF CASES PER 100,000.

AGAIN, WE'RE BETWEEN 50 AND 200, SO THAT PUTS US IN ORANGE, AND THE SECOND INDICATOR IS THE PERCENTAGE OF PCR TESTS THAT ARE POSITIVE.

I SHOULD TELL YOU THAT THIS SLIDE IS ACTUALLY TAKEN FROM YESTERDAY AND IT'S AVAILABLE, IF YOU CAN SEE IN THE SMALL PRINT DOWN BELOW UPDATED DAILY.

IT'S AVAILABLE ON THE VIRGINIA DEPARTMENT OF HEALTH WEBSITE.

THE SECONDARY INDICATORS ARE LISTED THREE OF THE SECONDARY INDICATORS ARE LISTED.

YOU CAN SEE ONE OF THOSE IS IN RED.

THAT THE PERCENTAGE OF NEW CASES PER 100,000.

IN THE PAST SEVEN DAYS COMPARED TO THE PRIOR SEVEN DAYS.

WE'RE ACTUALLY AT A PRETTY HIGH-LEVEL 24%, AND THE DAY BEFORE, I THINK WE WERE EVEN HIGHER.

BECAUSE AGAIN THESE THINGS WILL CHANGE FROM DAY TO AT A.

YOU CAN SEE THAT THE NEXT -- TO DAY.

YOU CAN SEE THAT THE NEXT TWO HOSPITAL INDICATORS ARE IN THE GREEN.

AGAIN, I'M COMING BACK T THE CORE INDICATORS THAT ARE NOT MARKED ON THE VIRGINIA DEPARTMENT OF HEALTH WEBSITE.

THIS IS SOMETHING THAT EACH COMMUNITY HAS TO ASSURE THAT IT'S BEING DONE OF THE ABILITY TO ADHERE TO THE MITIGATION AND THE CORRECT AND CONSISTENT USE OF MASKS, THE PHYSICAL DISTANCING, HAND HYGIENE, CLEANING, DISINFECTING AND THE COLLABORATION WITH THE LOCAL HEALTH DEPARTMENT.

ALL OF THIS BEING SAID, THE HEALTH DEPARTMENT, AGAIN DOESN'T MAKE A DECISION

[00:40:03]

WHETHER IT'S OKAY OR NOT OKAY TO OPEN.

THAT IS -- IT'S VERY MUCH LIKE PRACTICING MEDICINE, EVERYBODY HAS DIFFERENT TOLERANCES OF RISK, AND.

SO, THE COMMUNITY HAS TO MAKE THE DECISION.

EACH FAMILY NEEDS TO MAKE THE DECISION ABOUT WHETHER OR NOT THEY'RE WANTING TO RETURN OR STAY VIRTUAL OR SOME COMBINATION THEREOF.

MY FINAL COMMENT WILL BE THAT ONE OF THE THINGS THAT WE AS HUMANS DO NOT LIKE IS UNCERTAINTY.

AND THERE IS THE PHRASE DETERMINISTIC VERSUS AS TO SPASTIC.

WE HAVE THE PERIMETERS, WE CAN DETERMINE TO HAPPEN BASED ON WHAT WE HAVE RIGHT NOW.

BUT AS TO KASS TICK IS WHAT WE'RE DEALING WITH.

AS WE ARE LEARNING MORE AND MORE ABOUT THIS VIRUS, WE ARE RECOGNIZING THAT WE CANNOT PREDICT WITH CERTAINTY WHAT THE NUMBERS ARE GOING TO LOOK LIKE.

WE DO KNOW A LOT ABOUT THE VIRUS IN TERMS OF HOW IT'S TRANSMITTED BUT WE CAN REDUCE OUR RISK OF TRANSMISSION.

IT HAS TO DO WITH THE CORE INDICATORS.

WITH THAT, THAT IS PRETTY MUCH MY PRESENTATION TO LAYOUT TO EVERYBODY.

IF THERE'S ANY QUESTIONS, I'M CERTAINLY AVAILABLE.

LET ME LOOK AND SEE ABOUT THE QUESTIONS.

>> WE'RE GOING ON HOLE THE QUESTIONS -- HOLD THE QUESTIONS UNTIL THE END.

>> WE WILL HOLD THE QUESTIONS, HOPEFULLY THEY WILL STAY AROUND AND STICK WITH US HERE.

>> VERY GOOD.

GOOD EVENING EVERYONE, IT'S GOOD TO SEE YOU AGAIN.

YOU WILL RECALL WHEN THE WORK WAS DONE WORKING WEED INDICATION ELEMENTS AND THEY'RE STILL WORKING AND SUPPORTING ACPS IN THIS WORK.

THEY INTRODUCED THE CONCEPT OF SPRINTS AND WE WANT IT HIGHLIGHT THAT WE ARE CONTINUING TO UTILIZE THAT APPROACH AS WE WORK TOWARD, REALLY IMPROVING THE FIDELITY OF VIRTUAL PLUS.

WE WILL GIVE YOU MORE EXAMPLES OF THAT.

THAT HAS BEEN A COMMITMENT OF HOW WE IMPROVE THE IMPLEMENTATION OF VIRTUAL PLUS.

ALSO WE HAVE BEEN WORKING TOWARD MILESTONES THAT RELATE TO IN PERSON LEARNING, AND YOU WILL SEE ON THIS TIME LINE THAT THE WORK, AS DR. HUTCHINGS MENTIONED EARLIER, STARTED AROUND SEPTEMBER THE TWIST.

THIS SLIDE INDICATES THAT THE WORK ENDS ON IT TOMORROW, BUT TO BE HONEST WITH YOU, THE WORK CONTINUES.

WE WANTED TO LAYOUT SOME OF THE BIG MILESTONES WITH DEPEND, VIRTUAL PLUS AND IN PERSON LEARNING.

ON THE NEXT SLIDE, I LOVE THE WAY MISS JOHNSON LORRAINE, DISCUSSED AND USED THIS CON SETTLEMENT THE SEAT AT THE TABLE.

I THOUGHT I WOULD REWORK MY NOTES JUST A LITTLE.

AT ALEXANDRIA, THERE'S BEEN THIS COMMITMENT, AT 4.0, THERE WERE THE CROSS FUNCTIONAL TEAMS, OF MORE THAN 200 INDIVIDUALS, AND THEN 5.0 IS THE SAME CONCEPT OF THE SEAT AT THE TABLE IDENTIFYING DIFFERENT INDIVIDUALS WITH DIFFERENT ROLES AND PERSPECTIVES THOUGH INFORM THE DECISION SO WE ARE NOT OPERATING AND DR. HUTCHINGS IDENTIFIES SOME OF THOSE STAKEHOLDERS, PRINCIPALS, PARENTS AND THE EDUCATORS ASSOCIATION, AND PTAK AND SCHOOL BOAR REPRESENTATIVES AND DIVISION STAFF, AND THOUGHT PARTNERS.

WE CONTINUE THAT PROCESS.

WHAT WE DID IN WORKING WITH THE TEAMS AND EDUCATION AND ELEMENTS, WE ACTUALLY DECIDED THIS TIME TO ORGANIZE THE WORK AROUND FOUR DISTINCT TEAMS. IT'S INTERNAL AND EXTERNAL, BUT FOUR DISTINCTER TEAMS WITH THE LARGER LEARNING ADVISORY TEAM THAT COMPROMISES THE FOUR TEAMS. IN THE TOM LEFT YOU WILL LEARN THE COMPRISING, LEARNING, AND IN THE LEFT, THE TEAMS, TEACHERS, FIRST KINDER GARTER, FIRST GRADE, SECOND GRADE.

THIRD GRADE.

IT INVOLVES, CHAIRS OR CONTENT REPRESENTATIVES FROM THE DIFFERENT ELECTED AREAS.

THE VIRTUAL PLUS INSTRUCTION IS A GROUP, A VERY LARGE GROUP THAT IS HELPING US THINK ABOUT AND RESPOND TO AREAS AROUND, PARTICULARLY INSTRUCTION IN TEACHING AND LEARNING.

THAT GROUP MEETS ON MONDAYS.

THEY GO BACK AND SHARE OUT.

SO, THEY KIND OF IDENTIFY WHAT SOME OF THE BUTTS, THE THORNS, WHAT IS WORKING WELL, AND THEY TAKE THAT INFORMATION BACK TO THE SCHOOLS, AND BRING BACK THE INFORMATION TO THE LARGER GROUPS.

YOU WILL HEAR MORE ABOUT THE VIRTUAL PLUS PARTNER.

AND THAT IS A POSITIVE EFFORT UNDERWAY TO PROVIDE SUPPORT FOR MANY OF OUR

[00:45:03]

FAMILIES.

WE DO KNOW THAT THERE'S A LOT OF FAMILIES THAT HAVE THESE NEEDS BUT YOU WILL HEAR MORE FROM MR. HOFFLAND LATER THIS AFTERNOON.

WE HAVE THE TRANSITION TEAM THAT MEETS ON WEDNESDAY, AND PRINCIPALS AND ASSISTANT PRINCIPALS AND OTHER LEADERS.

THEY MEET ON WEDNESDAYS.

WHAT HAPPENS IS THE INFORMATION THAT IS FOLDED INTO THE SCHOOL TRANSITION TEAM AND THEY GIVE FEEDBACK TO HELPING ALSO INFORM THE DECISIONS.

AND THEN WE HAVE ON THURSDAYS LIKE SHE SAID TODAY, WE HAVE THE DIVISION TRANSITION TEAM AND PROJECT LEADS, SO IN THE CENTER, YOU HAVE THIS DIAGRAM THAT REALLY JUST SHOWS THE FEEDBACK FROM THESE VARIOUS GROUPS.

WE USE THIS -- WE UTILIZE THE FEEDBACK BECAUSE IT'S CRITICAL.

IT'S CRITICAL FOR INFORMING THE WORK.

WE WANTED TO REALLY HIGHLIGHT THAT FOUR, BECAUSE THE COMPLEXITY OF THE PERSPECTIVES, THE ISSUES, IT'S JUST A LOT OF FEEDBACK, BACK AND FORTH, AND REDESIGN.

I WANTED TO YOU TO BE AWARE OF HOW WE HAVE ORGANIZED THIS PROCESS.

WE HAVE ABOUT 260-SOME TEACHERS, BUT BEYOND THAT WE HAVE MORE INDIVIDUALS THAT INVOLVED IN THIS KIND OF COLLECTIVE PROCESS.

THIS SLIDE IS KUDOS, IN MANY WAYS, QUICKLY TO HIGHLIGHT SOME OF THE WORK THAT HAS CONTINUED TO FOCUS ON VIRTUAL PLUS.

WE DID NOT WANT TO SHY AWAY FROM THE IMPLEMENTATION OF VIRTUAL PLUS.

WE WANT TO MAKE SURE THAT EVERYONE IS WORKING TO IMPROVE THAT PROGRESS.

ACCESS HAS TO DO WITH THE WORK LED BY DR. HOOVER AND HER TEAM.

AND MAKING SURE THAT IN PARTICULAR TO US, AND THE INSTRUCTION THEY HAVE ACCESS TO THE CURRICULUM, THE TECHNOLOGY, THE CHIL CARES IS THE PARTNER OF TRYING TO MAKE SURE, A LOT OF ESSENTIAL EMPLOYEES OR ESSENTIAL WORKERS HAVE ACCESS TO PROGRAMS FOR THEIR CHILDREN AS STUDDENCE.

THE HELP LINE HAS BEEN -- STUDENTS, AND THE HELP LINE AS ENORMOUSLY EFFICIENT, BECAUSE IT ALLOWS THE VOICES THAT ARE NOT TYPICALLY HEARD, TO RAISE THEIR CONCERNS AND ISSUES AND THEY HAVE DONE A GREAT JOB IN THAT AREA.

VIRTUAL PLUS LEARNING IS THE TEACHERS AND ADMINISTRATORS.

YOU WILL LEARN LATER ABOUT ADJUSTMENTS TO THE SCHEDULE.

I WANT TO SAY STARS, THE VIRTUAL PLUS FOOD ACCESS, THEY REALLY GET GOLD STARS FOR THE WORK THAT THEY HAVE DONE, BECAUSE OUR BASIC NEEDS ARE MAKING SURE THAT OUR FAMILIES AND OTHERS HAVE ACCESS TO FOOD AND THOSE TYPES OF RESOURCES.

SO, THIS IS JUST KUDOS TO THE WORK THAT IS OCCURRING, BUT WE ALSO ARE LEARNING HOW TO CONTINUE TO IMPROVE THE PROCESS, PARTICULARLY WIT ALL OF THOSE THAT HAVE A SEAT AT THE TABLE.

NOW WE'RE GOING TO TURN IT OVER TO MR. CLINTON PAIGE TO TALK ABOUT SOME OF THE DATA AND SOME OF THE RESULTS.

>> THANK YOU SO MUCH DOCTOR, AND GOOD EVENING THE BOARD AND THOSE VIEWING, PLEASURE TO BE WITH YOU TONIGHT.

WE WILL TALK ABOUT A SURVEY THAT CLOSED A WEEK AND A HALF AGO.

STARTING WITH THE SLIDE AROUND PARTICIPATION AND THE KEY MESSAGE HERE IS WE'RE CONTINUING TO SEE AS WE HAVE THROUGHOUT THE PANDEMIC PERIOD A STRONG PARTICIPATION IN OUR SURVEY ACROSS STAKEHOLDER GROUP.

A LITTLE UNDER SURVEY, RESPONSES UNDER 6,000 STUD SURVEY RESPONSES AND OVER 2000 STAFF SURVEY RESPONSES.

AS IT RELATES TO A COUPLE O HIGHLIGHTS WITHIN GROUPS.

PERCENT FAMILY SURVEY RESPONSES WE CONTINUE TO SEE A REDUCTION IN UNDER REPRESENTATION, ACROSS RACE ETHNICITY GROUPS, COMPARED TO WHERE WE HAVE BEEN HISTORICALLY, WHILE WORK REMAINS TO ELIMINATE THE DISPARITIES.

YOU CAN THE STATISTICS THERE.

WE DID SEE ONE IN FIVE OF THE OUR FAMILY SURVEY RESPONSES BEING COMPLETED IN SPANISH, WHICH IS A TESTAMENT OF THE OUT REACH BEING DONE AT THE SCHOOL LEVEL AS WELL AS BY MR. HOFFMAN AND HIS TEAM IN ENGAGING FAMILIES.

THAT IS POSITIVE AND FANTASTIC TO SEE.

AMONG STAFF RESPONSES WE WERE AT 77% OF ALL STAFF HAVING RESPONDED, AND CERTAINLY YOU CAN SEE THERE SOME OF THE SUBSEQUENT BULLETS ARE WORKING THROUGH TARGETED OUT REACH TO ENSURE WE'RE HEARING FROM ALL STAFF AND POTENTIALLY SPECIFIC YEARS WHERE WE DIDN'T HEAR RESPONSE RATES AS WE HA HOPED.

WITH SURVEYS WE NEED TO DISCUSS LIMITATIONS.

ONE OF THE THINGS WE TALKED ABOUT THROUGHOUT THE PANDEMIC PERIOD IS THAT SURVEYS REALLY ARE A SNAPSHOT IN TIME OF WHAT PEOPLE'S PERCEPTIONS ARE WITHIN THEY'RE FILLING OUT THAT SURVEY AND THOS PERCEPTIONS CAN CHANGE OVER TIME IN RESPONSE TO CHANGING CONTEXT WITHIN THE IMMEDIATELY FAMILY UNIT OR

[00:50:04]

STAFF PERSPECTIVE AS WELL AS CHANGING CONTEXT EITHER LOCALLY OR NATIONALLY IN TERMS OF WHERE WE ARE WITH THE PANDEMIC.

SO, VIEWING THIS AS A SNAPSHOT IN TIME, AND ALSO THAT THE SURVEY DATA AS WE WALK THROUGH IT IS BUT ONE DATA POINT, AND SHOULD BE USED IN A TRIANGULATED METHOD TO CORROBORATE OR LOOK AT AND UNPACK ALL OF THE OTHER DATA SOURCES AND INFORMATION THAT WE HAVE COMING IN AS IT RELATES T MAKING AN INFORMED DECISION, AND DECISIONS AS WE MOVE FORWARD.

SO JUST WANTED TO START WITH A VERY HIGH-LEVEL IN TERMS OF WHERE WE ARE AS IT RELATES TO VIRTUAL PLUS.

AND THE OVERALL FEEDBACK THAT WE ARE HEARING ACROSS STAKEHOLDER GROUPS.

FROM AN OVERALL PERSPECTIVE WE HAD APPROXIMATELY FOUR OUT OF FIVE SAYING -- CITING SATISFACTION WITH ACADEMIC SUPPORT AND INSTRUCTIONA RESOURCES SO YOU CAN SEE THE NUMBERS THERE AT THE VERY TOP, AND THEN THREE OUT OF FOUR GENERALLY REPORTING SATISFACTION WITH SOCIAL, EMOTIONAL SUPPORTS WITHIN VIRTUAL PLUS.

CERTAINLY, AS WE BEGIN TO DESEGREGATE THAT DATA WE BEGIN TO SEE DIFFERING TRENDS AND WITHIN DIFFERENT THINGS, WE BEGIN TO SEE THAT FAMILIES OF OLDER STUDENTS REPORTING HIGHER RATES OF SATISFACTION COMPARED T FAMILIES OF YOUNGER STUDENTS.

I KNOW THAT IS SOMETHING THAT BALANCES WITH SOME OF THE FEEDBACK WE HAVE GOTTEN THROUGH OTHER MEDIUMS AS IT RELATES TO THE SOME OF THE YOUNGER LEARNERS WITHIN VIRTUAL PLUS.

WE SAW SOME OF THE LARGER DIFFERENCES WITHIN GROUPS, WHICH YOU CAN SEE HERE IN THE FIGURE, PARTICULARLY FOR OUR SPECIAL EDUCATION FAMILIES, AS WELL AS FOR OUR FAMILIES WHO ARE CITING STILL HAVING A NEED TOR CHILD CARE REPORTING LOWER LEVELS OF SATISFACTION WITH THE ACADEMIC SUPPORT AND SEEING THE LOWEST LEVELS AGAIN WITHIN SPECIAL EDUCATION, FOR EXAMPLE, WITHIN OUR YOUNGEST LEARNERS.

SO, THAT IS JUST A HIGH-LEVEL OVERVIEW OF SOME OF THE OVERALL SATISFACTION MEASURES.

DEN DELVING INTO ADDITIONAL AREAS THAT WE WANTED TO MAKE SURE TO QUESTION.

THINK IS SOMETHING I THINK IT'S TRULY A FANTASTIC FINDING KNOWING THAT IS SOMETHING THAT DIVISIONS AND DISTRICTS ACROSS THE NATION ARE STRUGGLING WITH AS IT RELATES TO TECHNOLOGY RESOURCES.

WE HAD 93% OF FAMILIES AND 95% OF STUDENTS CITING ADEQUATE TECHNOLOGY RESOURCES WITHIN VIRTUAL PLUS.

THAT IS A FANTASTIC FINDING AND A TESTAMENT TO THE WORK DONE BY OUR TECHNOLOGY SERVICES TEAM AS WELL AS THE SCHOOLS IN GETTING THOSE RESOURCES IN THE HANDS OF OUR FAMILIES.

THEN WE ALSO WANTED TO BE SURE WE'RE CHECKING IN ON THE MASSAGING AS IT RELATES TO THE VIRTUE PLUS MODEL.

WE SAW 90% OF STAFF AND 93% OF FAMILIES CITING THAT THERE IS REGULAR AND TIMELY MASSAGING AROUND VIRTUAL PLUS.

SO, THAT IS A POSITIVE THERE.

WE ALSO KNOW THAT CHILD CARE HAS BEEN A CHALLENGE, AND A TOPIC OF CONVERSATION SINCE THE OPENING OF SCHOOLS.

WE WANTED TO HAVE A QUESTION AROUND THAT.

ULTIMATELY WITHIN SURVEY WE SAW A REDUCTION OF 45% IN FAMILIES THAT WERE REPORTING A NEED OF CHILD CARE IN THE BEGINNING OF SCHOOL YEAR COMPARED TO WHERE OUR FAMILIES ARE NOW.

THAT SAY TESTAMENT TO THE PARTNERSHIPS AND OFFERINGS THAT HAVE BEEN ABLE TO BE CREATED THROUGHOUT THE CITY AS WELL AS OUR FAMILIES LEVERAGING RESOURCES AND MAKING DECISIONS FOR THEIR FAMILIES SPECIFICALLY.

WE ALSO WANTED TO TOUCH ON AS FAMILIES AROUND THE BIGGEST CHALLENGES THAT THEY'RE CURRENTLY EXPERIENCING WITHIN THE VIRTUAL PLUS.

WE ASKED FAMILIES AS WELL AS ALL STAKEHOLDERS TO IDENTIFY THAT THE THREE BIGGEST CHALLENGES THAT THEY'RE EXPERIENCING WITHIN VIRTUAL PLUS.

I THINK THE THAT CLEARLY JUMPS OUT AT US WHEN WE LOOK AT DATA IS THE AMOUNT OF SCREEN TIME.

IT EMERGES AS THE BIGGEST CHALLENGE AS REPORTED BY THE STUDENTS, STAFF AND STUDENTS.

WE SAW OTHER AREAS OF CHALLENGE COME OUT AROUND DISTRACTIONS DURING THE DAY AS WELL AS STAYING ON TRACK DURING CLASS.

I THINK SCREEN TIME YOU CAN SEE THERE, TRULY HAS THE GREATEST RATES AS IT RELATES TO BEING ONE OF THE LARGEST CHALLENGES.

WE ALSO SEE THAT THAT TREND IS HEIGHTENED WHEN WE LOOK AT OUR YOUNGEST LEARNERS IN TERMS OF TOO MUCH SYNCHRONOUS INSTRUCTION, AND WE'RE SEEING INCREASED REPORTS OF TOO MUCH SYNCHRONOUS INSTRUCTION BOTH FROM FAMILIES AND STAFF OF OUR YOUNGEST LEARNERS K-FIVE WHICH IS THE FIGURE YOU SE AT THE BOTTOM OF THE SLIDE.

>>> AND WITH THAT, I'M GOING TO TURN IT OVER TO DR. MSM ANN.

>> THANK YOU, GOOD EVENING BOARD AND ALL OF THOSE WATCHING, THE PRINCIPALS AND I WILL TAG TEAM THE SLIDE.

[00:55:01]

YOU WILL SEE WE'RE GOING TO COVER FOUR AREAS, THE PRE-K AND SUPPORTING AND ASSESSMENT AND PROGRESS MONITORING AS MR. PAIGE MENTIONED SYNCHRONOUS AND A SYNCHRONOUS INSTRUCTION.

WE ARE GOING TO INTO THE TWO-K SCHEDULE ADJUSTMENTS.

RIGHT NOW THE INSTRUCTIONAL EXPERTS ARE WORKING ON THE PRE-K-FIVE PACKETS.

THEY HAVE BEEN WORKING ROUND THE CLOCK, AND THANK YOU TEAMS AND GETTING FEEDBACK FROM THE STAFF.

AS DR. HUTCHINGS HAS LAID OUT.

WE HAVE BEEN GETTING FEEDBACK FROM THE TEACHERS AND THE TEACHERS LEADS.

SO IN THE UPDATED SCHEDULE WHEN ALL OF THIS GOES PUBLIC, WHEN THEY MAKE ALL THE FINAL ADJUSTMENT, WE WILL DEFINE HOW MANY BREAKS WILL BE IN THE LANGUAGE ARTS BLOCK AND HOW MUCH, AND OUR INSTRUCTIONAL SPECIALIST FOR PHYSICAL EDUCATION DEVELOPED A MOVEMENT BREAK TEMPLATE TO FAMILIES CAN USE THAT WITH OUR STUDENTS, AND DEFINING OUR PREAK OUT ROOMS AND MAKING SURE WE'RE USING TH PRE-K-12TH GRADE AS WE KNOW THAT THE BREAK OUT ROOMS ARE PIVOTAL BUT ALSO FOR SPECIAL EDUCATION STUDENTS AND ESL STUDENTS TO RECEIVE THE SERVICES THEY NEED AND REFINING THE MANY LESSONS AS WE PRESENTED TO THE BOARD IN AUGUST, AND WE DEFINE THOSE.

WE ARE DEFINING, REFINING AND MAKING THOSE ADJUSTMENTS AND AS DR. HUTCHINGS MENTIONED WE'RE CONSTANTLY TAKING THE FEED BACKS.

THANK YOU TO ORGANIZING ALL THE SIX DIFFERENT GROUPS THAT ARE MEETING A THIS POINT I'M GOING TO TURN IT OVER TO MISS BUYNUM.

>> WE HAVE BEEN WORKING WITH OUR STAFF TO MAKE SURE THAT OUR STAFF IS TAKING CARE OF THEMSELVES, WE ARE LEARNING IN A PANDEMIC.

VIRTUAL LEARNING IS NEW TO ALL WAS YOU.

WE ARE ENCOURAGING OUR STAFF TO TAKE TIME FOR THEMSELVES.

WE ARE MAKING SURE THAT AS SCHOOL LEADERS WE ARE FINDFUL THE DEMANDS WE ARE PLACING ON OUR STAFF.

AS THE STUDENTS NEED A BREAK, SO DO OUR TEACHERS.

HE WITH ARE ENSURING THAT THEY ARE BEING TOLD THAT THEY ARE DOING A GREAT JOB.

BECAUSE THEY ARE, THEY ARE WORKING HARD, AND WE WANT THEM TO KNOW.

IN ORDER TO SUSTAIN THE AMOUNT OF WORK WE ARE DOING, THEY HAVE TO TAKE CARE OF THEMSELVES, DISCONNECTING WITH TECHNOLOGY, AND GOIN OUT AND TAKING A WALK AND TAKING CARE OF THEMSELVES.

THEY'RE WORKING INCREDIBLY HARD ALL WEEK LONG, ESPECIALLY ON MONDAY.

MONDAY IS THE DAY THAT OUR STAFF PARTICIPANTS IN PROFESSIONAL COMMUNITY LEARNING MEETINGS.

WE HAVE STAFF MEETINGS SEVERAL TIMES DURING THE MONTH.

WE HAVE SCHOOL-BASED PROFESSIONAL DEVELOP MANY.

WE ARE PLANNING IN COMMUNITIES WITH OUR TEACHER TEAMS AND ACROSS DEPARTMENTS.

WE ALSO HAVE IEP MEETINGS, THAT IS THE INDIVIDUALIZED PLANNED MEETINGS WITH OUR CHILDREN WHO RECEIVED SPECIALIZED INSTRUCTION.

WE HAVE 504 MEETINGS, THERE'S A TON OF MEETINGS, SO WE ARE WORKING VERY HARD AND WE ARE PROVIDING OUR STUDENTS WITH ASYNCHRONOUS LEARN SO WE CAN DO THE PROFESSIONAL DEVELOPMENT AND MEET TO PLAN MEANING.

INSTRUCTION FOR OUR STUDENTS.

>> BUT WE RECEIVED IN OC, A FULL DEVELOPMENT PROFESSIONAL DAY FOR OUR STAFF AND SUPPORT SO WE'RE ABLE TO BE ABLE TO PRESENT TECHNOLOGY WITH THE STUDENTS AND CONTINUE THE LEARNING WITH WITHIN THE LEARNING AND ELECTIVES, AND MATHEMATIC, READING, SOCIAL STUDIES AND SCIENCE, WITHIN ALL OF THE CORE INSTRUCTIONAL AREA.

THAT IS THE STAFF, THE PSYCHOLOGIST, THE SOCIAL WORKERS, GUIDANCE COUNSELORS, ALSO HAD TRAINING, OUR SUPPORT AN SUPPORT STAFF HAD TRAINING AS WELL.

>> THANK YOU MISS BUYNUM.

AND I WILL PICK UP WITH ASSESSMENT AND PROGRESS MONITORING.

OCTOBER MARKED THE OPENING OF OUR TESTING WINDOW.

FROM OCTOBER 6 THROUGH NOVEMBER 13.

AND THE FALL TESTING PERIOD WILL PROVIDE DATA FOR OUR TEACHERS AND ADMINISTRATORS TO INFORM INSTRUCTIONAL PRACTICE BUT ALSO INTERVENTION FOR OUR STUDDENCE.

SPECIFICALLY AT THE ELEMENTARY LEVEL, THE STUDENTS ARE TAKING THE PAL, AND PAST TESTING IS ADMINISTERED FOR STUDENT K-TWO AND SPECIFIC GROUPS

[01:00:04]

K-THREE OUR NEW STUDENTS.

IS IT PROVIDES DATA ON STUDENTS WHO MEET THE COMPETENCY AND LITERACY SKILLS.

NOW THE MATH SCREENER TEST IS ADMINISTERED FOR STUDENTS IN GRADES TWO-12.

AND IT'S AN ADAPTIVE TEST THAT WILL BE IN LANGUAGE ARTS AND MATH IT'S THE SHORTER VERSION OF THE MATH GROWTH ASSESS MANY.

STUDENTS TAKING THIS TEST WILL RECEIVE ROUGHLY 19-20 QUESTIONS.

AND THE SCREENER TEST PROVIDES INSTRUCTIONAL GOAL DATA IN MATH AS WELL AS ELECTIVE SCORE FOR READING.

AND SO THE LEXILE SCORE PROVIDES THE DATA ABOUT THE STUDENT'S READING ABILITY AS WELL AS THE DIFFICULTY OF TEXT.

AND HEADPHONES FOR ESL STUDENTS ARE CURRENTLY BEING ADMINISTERED AT THE SCHOOL LEVEL.

SO, HEADPHONES HAVE BEEN PURCHASED FOR ALL ESL STUDENTS, ON THE ADMINISTRATION PROCESS OF ESL STUDENTS IS TAKING PLACE AT THE SCHOOL LEVEL THROUGHOUT THE MONTH OF OCTOBER.

AND PARENTS WILL BE NOTIFIED THROUGH THE SCHOOL NEWSLETTER AS WELL AS ROBOCALLS.

>> THANK YOU, MISS PETERS.

LASTLY BEFORE WE TURN IT OVER TO MR. PASCO.

WE HEARD IN OUR PARTNERS AND TEACHERS IN THE FEEDBACK SESSION AND THANK YOU TO MR. HUFFMAN AND DR. HUFF FOR LEADING THE WEEKLY MEETINGS WITH OUR PARTNERS FROM THE CITY, AND GETTING FEEDBACK FROM THEM.

WHEN WE TALKED ABOUT THE ASYNCHRONOUS, WE NEED TO ASSURE THE FAMILIES WHERE THEY CAN FIND ALL THE ASYNCHRONOUS INSTRUCTION, AND AS I HAVE STATED WE WILL CONTINUE TO REFINE AND TWEAK OUR GUIDANCE, FOR OUR TEACHERS AND FAMILIES SO WE ARE CLEAR ON THE EXPECTATIONS AND HOW WE CONTINUE TO GER FEEDBACK.

AT THIS -- GATHER FEEDBACK.

AT THIS POINT WE WILL TURN IT OVER TO MR. PASCALL TO SHOW US THE K-TWO ENHANCEMENTS.

>> I'M GOING TO ADDRESS THE HOW, AND THE WHY ENHANCEMENTS.

BEFORE I DIVE IN NOTE THAT THE THREE SCHEDULES ARE SAMPLES INTENDED TO DEMONSTRATE HOW STUDENTS MAY SEQUENCE THE CORE SUBJECTS IN A VARIETY OF WAYS.

SO, WHAT IS NEW? THE MODEL REFLECTS A REDUCTION OF AT LEAST ONE HOUR OF SCREEN TIME IN GRADES KONE AND TWO.

REDUCTION OF SYNCHRONOUS, GIVES US THE ABILITY TO CREATE NOR ASYNCHRONOUS.

SO, THE HOW.

HOW DID WE GET THIS TIME? THE HOUR OF REDUCED SCREEN TIME IS MADE POSSIBLE BY TWO KEY MODIFICATIONS.

FIRST THE INTEGRATION OF TWO CHUNKS OF CORE CONTENT, SCIENCE WITH MATH, AND SOCIAL STUDIES WITH ENGLISH LANGUAGE ARTS.

THIS ALLOWS US TO SHIFT 45 MINUTES TO ASYNCHRONOUS LEARNING AND DECREASE SCREEN TIME.

THE SECONDS MODIFICATION IS TO REDUCE ON CORE FROM 45 MINUTES TO 30 MINUTES KEEPING IT LIVE INSTRUCTION, BUT CREATING AN ADDITIONAL REDUCTION OF SCREEN TIME BY 15 MINUTES.

WHY ARE WE DOING THIS? WELL THE DEVELOPMENT CONCERNS OF SCREEN TIME AND SCREEN FATIGUE HAS SURFACED AMONG THE MOST STAKEHOLDERS.

THE RECENT CONFIRMED THE NEED FOR ATTENTION TO SCREEN TIME, ESPECIALLY FOR OUR YOUNGEST STUDENTS.

WE ARE OFFERING THESE FOR THE IMPACT OF LEARNING ON FIVE, SIX, AND SEVEN YEARS OLD.

WE ARE PROPOSING CHANGES THAT ALLOW US TO CONTINUE CONSISTENCY WITH THEIR CURRENT SCHEDULE BY PROVIDING SIGNIFICANT RELIE FROM ZOOM AND EXPOSURE TO THE SCREEN.

JUST AS IMPORTANT IS WHAT HAS CHANGED IS WHAT HAS STAYED THE SAME.

WE ARE COMMITTED TO APPLYING THE PRINCIPLES OF CONTINUOUS LEARNING TO OUR VIRTUAL PLUS MODEL AND THAT MEANS AS OTHERS HAVE SAID, WE WILL CONTINUE MAKING CHANGES IN ORDER TO MAKE VIRTUAL LEARNING THE BEST EXPERIENCE IT CAN BE FOR OUR STUDENTS.

SCHOOL LEADERS AND TEACHERS WILL CONTINUE TO LISTEN AND TO WORK WITH FAMILIES TO ADDRESS INDIVIDUAL CONCERNS.

ONE MORE TIME, WHAT IS DIFFERENT? REDUCTION OF ONE HOUR OF SCREEN TIME, INTEGRATION OF CORE CONTENT, INSTRUCTIONAL BLOCKS, ENCORE MOVES TO 30 MINUTES, AND THERE'S A CREATION OF ASYNCHRONOUS BLOCK TO SUPPORT A CREATION OF GROUP ON BOARD.

THEY WILL BE WORKING TO CREATE AND COMMUNICATE DETAILS OF SCHOOL SPECIFIC

[01:05:02]

SCHEDULES WITH THEIR COMMUNITIES BY THE END OF THE MONTH.

>> HI, GOOD AFTERNOON, OR EARLY EVENING.

MY NAME IS CURT HUFFMAN.

IT'S MY PLEASURE TO PROVIDE AN UPDATE AND YOU ON WE ARE ASSISTING THE WAIT LIST FOR CHILD CARE, AND SCHOOL DAYCARE THAT WE HAVE.

AS I HAVE CONTINUED TO REPORT, WE HAVE SUCH IMPORTANT TO HAVE A SET OF PARTNERS WHO HAVE ADJUSTED THEIR STRATEGIC PLANS TO SUPPORT OUR STUDENTS AND FAMILY AT THIS TIME.

AS AN EXAMPLE, IN A TRUE COLLABORATIVE EFFORT WITH TRUE PLUS PARTNERS, WE HAVE PUT IN PLACE A SYSTEM OF FULL CARE, AND CHILD CARE, THAT IS SERVING 260 OF THE MOST VULNERABLE STUDENTS THROUGHOUT ALEXANDRIA, AS YOU CAN SEE ON THE SLIDE.

WE ALSO -- WE HAVE ALSO ADDITIONAL PLUS PARTNERS AND COMMUNITY PARTNERS WHO ARE PROVIDING SCHOOL DAY AND CHILD CARE FOR HUNDREDS OF ADDITIONAL STUDENTS OF ALL AGES TO A SLIDING SCALE.

SCHOLARSHIP, INCOME BASED PROGRAMMING, BOTH OF THESE ARE ON A ROLLING INCREASING ENROLLMENT.

IN ADDITION, LET'S NOT FORGET WE HAVE 250 STUDENTS IN OUR AFTER SCHOOL PROGRAMMING THROUGH WHAT IS CALLED THE LINK CLUB.

SHANNON SAMPSON MANAGES THAT ALONG WITH HER TEAM.

THERE'S 250 STUDENTS WHO HAVE AFTER SCHOOL THROUGH THE HE 31ST CENTURY GRANTS.

THIS IS TRULY REMARKABLE WHAT HAS BEEN ACCOMPLISHED THROUGH THIS TIME WITH ALL OF OUR VIRTUAL PLUS PARTNERS.

WE KNOW WE NEED TO CONTINUE OUR TO SUPPORT AS MANY FAMILIES AS POSSIBLE.

SO EACH WEEK THANKS TO DR. HART AND OTHER DEPARTMENT LEADS, WE ME AND HER KIND OF FACILITATING, WE MEET WITH THE VIRTUAL PLUS DAYCARE PARTNERS EACH WEEK.

WE DISCUSS WITH THESE PARTNERS ENROLLMENT INCREASES.

WE DISCUSS CHALLENGES.

WE SHARE SUCCESSES WITH EACH OTHER.

WE TALK IN DETAIL ABOUT ALL THE COMPONENTS OF THIS SCHOOL-DAYCARE.

AND I WILL BE HONEST WITH YOU, THOSE MEETINGS HAVE REALLY STRENGTHENED THE RELATIONSHIP BETWEEN OUR PARTNERS AND ACPS, BUT ALS OUR PARTNERS TO EACH OTHER.

I HAVE NEVER WITNESS IT HAD BEFORE, BUT YOU CAN SEE WE ARE UNIFIED IN THE FACT THAT WE'RE ALL DOING EVERYTHING WE CAN TO SUPPORT OUR STUDENTS AND FAMILIES.

AND THAT IS HAS COME OUT IN THE TUESDAY MEETINGS IN A LARGE WAY.

IN ADDITION TO THOSE WEEKLY MEETINGS, I WANT TO KNOW THAT OUR TEAM RESPONDS AND SO DO OUR PARTNERS, INDIVIDUALLY OF CHILD CARE.

LET'S SAY FAMILY NEEDS CHILD CARE.

I GOT EMAIL FROM A FAMILY THAT NEEDED CHILD CARE.

MY JOB IS TO CONNECT THEM TO POTENTIAL PROVIDERS THAT MIGHT BE A GOOD FIT FOR THEM.

IN THIS CASE THEY WENT TO A PROVIDER THAT I THOUGHT WOULD BE A GOOD PROVIDE E AND THAT PROVIDER SAID, I THINK THERE'S ANOTHER PROVIDER WHO WOULD BE A BETTER FIT BECAUSE OF LOCATION.

THAT IS VERY COOL.

WE HAVE THE HELP LINE LEADING TO POTENTIAL PLACES OF CHILD CARE.

WE HAVE THE FACE TEAM, WE HAVE A WEBSITE THAT PROVIDES -- THAT LISTS ALL OF THE PROVIDERS.

WE ARE TRYING TO GIVE MULTIPLE METHODS SO ANYBODY WHO NEEDS CHILD CARE CAN FIND THE RIGHT FIT FOR THEM.

AND MORE GOOD NEWS ON THE CHILD CARE AND SCHOOL DAYCARE, THE ALEXANDRIA EMERGENCY CHILD CARE COLLABORATIVE AND THE CITY OF ALEXANDRIA AS SEEN ON THE SLIDE HAS RECEIVED CARES ACT FUNDING AND THEY'RE USING THAT FUNDING TO FIND AN ADDITIONAL POTENTIAL UP TO 150 THAT ARE ON WAIT LIST CURRENTLY TO GET THEM INTO CHILD CARE OR SCHOOL DAYCARE.

THAT IS FROM BIRTH TO 13 YEARS OLD.

SO, I HAVE SOME COOL DATA REALLY QUICKLY.

SO, FAR, FOR FREE, FOR THE FREE CHILD CARE SLIDES THAT STUDENTS AND FAMILIES HAVE BEEN IDENTIFIED FOR WE HAVE ACCEPTED 260 CHILDREN, BUT WE OFFERED IT TO 530 STUDENTS.

OR VARIOUS REASONS, TRANSPORTATION OR MAYBE THEY FOUND ANOTHER CHILD CARE WHILE ON THE WAIT LIST, OUT THOSE 530, 260 ACCEPTED AND ARE ON THERE.

IF YOU THINK ABOUT IT, WE HAVE A 260 LEFT ON THIS WAIT LIST FOR FREE CHILD CARE

[01:10:01]

THAT HAVE BEEN IDENTIFIED.

IF YOU TAKE OFF THE 100 AND POTENTIALLY 150 FROM THE CITY THAT I JUST TALKED ABOUT THAT PROGRAM, WE'RE DOWN TO ABOUT 100 STUDENTS POTENTIALLY THAT ARE STILL ON THAT WAIT LIST FOR FREE CHILD CARE.

IN ADDITION, BEFORE, WE HAVE THESE FEED BASED PROGRAMS, PARTNERS THAT ARE ALSO ON AN ONGOING ENROLLMENT AND HAVE SLOTS AVAILABLE.

SO, WE'RE TRYING TO FILL THEM, FILL THEIR SLOTS.

SO, TALK ABOUT A COLLECTIVE COLLABORATIVE OF TRYING TO GET AS MANY STUDENTS IN THE PLACE THAT WE CAN.

WE ARE USING THE PTA TO GET THIS OUT REACH TO THEM.

I THINK THAT IS PRETTY COOL DATA.

AND IT'S IMPRESSIVE STUFF.

IT'S ONLY BECAUSE WE'RE ALL WORKING TOGETHER.

FINALLY DON'T FORGET THAT WE HAVE, ABOUT 30 PARTNERS ADDITIONAL PARTNERS, VIRTUAL PLUS PARTNERS WHO ARE WORKING DURING THE SCHOOL DAY ON ZOOM WITH STUDENTS.

THEY ARE DOING SUPPLEMENTAL ACADEMIC INSTRUCTION WITH THESE CHILDREN.

THAT INCLUDES STEM, MENTORING, LITERACY, ARTS, DANCE, HEALTH AND WELLNESS.

AND MORE, YOU KNOW, WE GOT THE GREAT PARTNERSHIPS WORKING WITH WITHIN THE SCHOOL, THEY PIVOTED TO ZOOM AND THAT IS AMAZING TO ME.

WE HAVE NEW PARTNERSHIPS LIKE AMAZON AND THE LATEST ANNOUNCEMENT AND PARTNERSHIPS LIKE DASH THAT IS STILL VERY IMPORTANT FOR THE STUDENTS AND FAMILIES.

AGAIN, THIS DOESN'T HAPPEN UNLESS YOU HAVE STRONG RELATIONSHIPS IN A COLLECTIVE COLLABORATIVE.

AS WE SAID BEFORE, A GUIDING PRINCIPLE OF IF 5.0, IS VALUING COMMUNITY, COORDINATION AND COLLABORATION.

I WILL TELL YOU, THIS IS ONE OF THOSE AREAS THAT IT HAS BEEN EVIDENT.

I KNOW WHATEVER MODEL OF INSTRUCTION IS, IRER OUR VIRTUAL PARTNERS AND COMMUNITY WILL CONTINUE TO COLLABORATE.

WE WILL MEET THE NEEDS OF OUR STUDENTS AND FAMILIES AS MUCH AS WE CAN, THANK YOU.

>> THANK YOU, MR. HOFFMAN.

>> SO I WANT TO -- SO EARLIER WE WALKED THROUGH SOME DATA FROM THE SURVEY AS IT RELATES TO THE VIRTUAL PLUS MODEL AND FEEDBACK WE HEARD FROM STAKEHOLDERS.

NOW I'M GOING TO WALK THROUGH THE NEXT COUPLE OF SLIDES, DATA AS IT RELATES TO THE LIKELIHOOD TO RETURN A PLANNING FACTOR AS WE DISCUSS 5.0.

AND TRANSITION PLANNING.

SO, THE FIRST SLIDE, JUST AT A VERY HIGH-LEVEL, WE'RE SEEING THAT 64% OF FAMILIES REPORTED BEING EITHER VERY OR SOMEWHAT LIKELY, COMPARED TO 56% OF STAFF REPORTING SOMEWHAT LIKELY.

AN IMPORTANCE VARIANCE THAT DATA IS WHEN YOU BEGIN TO UNPACK, THE VERY OR SOMEWHAT LIKELY CATEGORY.

YOU SEE RATIOS OF FAMILY FALLING AT 43 COMPARED TO THE 23% OF OUR STAFF FALLING IN THE CATEGORY.

WE WANTEDDED TO LOOK AT THE POTENTIAL DIFFERENCES WITHIN A GROUP WITHIN FAMILIES.

WHAT WE SEE IN THE FIGURE IN THE UPPER LEFT IS WE DID SEE VARIABILITY IN TERMS. LIKELIHOOD TO RETURN, FAMILIES STILL NEED FOR CHILD CARE REPORTING THE GREATEST LIKEHOOD TO RETURN IN PERSON, WHEN COMPARED TO THE TALLENTED AND GIFTED PROGRAMS. AND WITH ETHNICITY.

THE FAMILIES REPORTING HIGHEST LIKELIHOOD TO RETURN AND THE AFRICAN-AMERICAN FAMILIES THE LESS LIKELIHOOD TO RETURN AND THOSE REPRESENTED WITHIN THE FIGURE.

WE KNOW FROM A PLANNING FACTOR NEEDING TO LOOK AT THESE LIKE SHE HOOD BY SCHOOL SITE.

SO, WHAT IT SCHOOL ON THE RIGHT SHOWS IS THE HIGH LEVELS OF VARIANCE, SPECIFICALLY WITHIN SOME OF OUR SCHOOLS AS IT RELATES TO FAMILIES, LIKELIHOOD TO HURRICANE WHEN COMPARED TO STAFF AND HOW AS AN ORGANIZATION BEST WORK THROUGH THAT TO MEET THE NEEDS OF OUR STAKEHOLDERS.

THEN WE TOOK AN INDEPTH LOOK AT SPECIAL EDUCATION.

SO, WHAT WE SEE HERE ARE STUDENTS WITH DISABILITY BY GRADE BAND.

THEIR LIKELIHOOD TO RETURN COMPARED TO OUR STAFF, SO WHAT YOU WILL SEE AGAIN IS INCREASED LIKELIHOOD TO RETURN FOR OUR YOUNGEST LEARNERS, AND THEN YOU CAN ALSO SEE THE VARIABILITY IN TERMS OF IN PARTICULAR THE VERY LIKELY TO RETURN

[01:15:01]

CATEGORY WITH JUST AS AN EXAMPLE, 53% OF OUR SPECIAL EDUCATION FAMILIES, PRE-K TO TWO, SAYING VERY LIKELY COMPARED TO 22% OF OUR STAFF.

LIKEWISE WE SEE THE TRENDS WITHIN OUR L CATEGORY AS WELL AND YOU CAN SEE THAT ON THE RIGHT HAND FIGURE.

LAST BUT NOT LEAST STEPPING OUT OF THE LIKE SHE HOOD TO RETURN, QUESTION AND INTO QUESTIONS THAT RELATE TO WE KNOW IN A RETURN TO IN PERSON, WE ARE GOING TO HAVE TO COLLABORATE AND PARTNER WITH FAMILIES TO ENSURE WE ARE MEETING CDC AND OTHER REQUIRED GUIDELINES AS IT REFERS TO A SAFE RETURN TO IN PERSON LEARNING.

WE WANTED TO ASK FAMILIES AROUND SPECIFIC AREAS, WHERE THEY MAY NEED ADDITIONAL DIVISION SUPPORT AS IT RELATES TO SAFETY MEASURES.

WHAT WE SEE HERE IS WE SEE 39% OF FAMILIES SAYING THEY WOULD NEED ADDITIONAL SUPPORT IN SUPPLYING THEIR LEARNERS WITH A CLEAN FACE MASK ON A DAILY BASIS.

THIRTY-FIVE PERCENT SAYING THEY WOULD NEED SUPPORT IN TAKING THEIR CHILDREN'S TEMPERATURE BEFORE SENDING THEM TO SCHOOL.

AND 32% PERCENT WOULD NEED SUPPORT IN ENSURING SOCIAL DISTANCING IN THE COMING AND GOING TO AND FROM SCHOOL.

FOR INSTANCE AT THE BUS STOP OR FOR OUR WALKERS WHAT THAT MIGHT LOOK LIKE.

WE ALSO KNOW TRANSPORTATION IS A CONSTRICTION AS IT RELATES TO THE SOCIAL DISTANCING GUIDELINES.

WE WANTED TO SEE WHERE OUR FAMILIES WERE AS IT RELATED TO THAT.

WE ARE SEEING THAT 31% OF FAMILIES ARE FEELING AS THOUGH ACPS TRANSPORTATION WOULD BE THEIR OPTION OF CHOICE IN THE RETURN TO IN PERSON AND WE SAW HIGHER RATES OF PREFERENCE FROM ACPS WITHIN OUR L AND OUR SWD FAMILIES.

AND WITH THAT, I AM GOING TO TURN IT BACK OVER TO DR. HUTCHINGS.

>> I'M GOING TO HAVE US STOP RIGHT HERE.

I WANT US, MADAM CHAIR, IF IT'S OKAY WITH THIS.

I WANT TO ALLOW THE BOARD TO ASK FOR THE HEALTH MITIGATION, AND THE VIRTUAL COMPONENTS WITH THE ADJUSTMENTS BEFORE WE PIVOT INTO THE ASSESSMENT THE FEASIBILITY PLAN.

I THINK IS A GOOD STOP FOR US TO TAKE SOME QUESTIONS FOR FIRST HALF AND THEN WE WILL GO RIGHT INTO THE SECOND HALF IF IT'S OKAY WITH THE MADAM CHAIR.

>> YES, YES, THAT IS GREAT.

I HAVE MISS GENTRY UP FIRST.

ONE QUESTION THAT I HAVE WITH REGARDS TO THE SURVEY DATA, JUST AS A HEADS UP, THIS IS SORT OF PREVIEWING QUESTIONS THAT I WILL PROBABLY BE ASKING LATER.

I DO THINK IT'S HELPFUL FOR US TO HAVE A SENSE OF WHAT KIND OF INFORMATION GATHERING WE HAVE BEEN DOING VERSUS WHAT KIND OF INFORMATION GATHERING HAS BEEN HAPPENING ELSEWHERE.

I THINK MR. PAIGE ASKED SOME -- GAVE EXAMPLES OF SPECIFIC QUESTIONS, LIKE WOULD YOU NEED HELP WITH TEMPERATURE CHECKS? WOULD YOU NEED HELP WITH MASKS? THOSE KINDS OF THINGS.

MY QUESTION FOR YOU ALL IS DO YOU HAVE A SENSE OF, HAS THAT LEVEL OF SPECIFICITY IN TERMS OF REACHING OUT AND SURVEYING POPULATION HAPPENED IN OUR NEIGHBORING JURISDICTIONS.

>>> SO FIRST AND FORE MOST, I WANT TO SAY THAT EVERY SCHOOL DIVISION IS APPROACHING THE GATHERING OF DATA IN A LOT OF DIFFERENT WAYS, BECAUSE WE SERVE DIFFERENT COMMUNITIES.

FORTUNATELY WE DO KEEP IN CONTACT WITH OUR NEIGHBORING DISTRICTS THROUGH OUR NORTHERN VIRGINIA COLLABORATION, AND THIS WAS A TEAM THAT HAS BEEN DEVELOPED SINCE COVID-19 WHERE WE ARE ABLE TO BRING OUR GROUPS TOGETHER, AND THESE ARE SUPERINTENDENTS, ARE CHIEFS, ANYBODY WHO IS DEALING WITH THE ACADEMIC SIDE, AS WELL AS THE HR SIDE AND ACCOUNTABILITY SIDE AS WELL.

WE ALSO BRING OUR HEALTH DIRECTORS FROM THE DIFFERENT JURISDICTIONS TO COME TOGETHER PERIODICALLY AND OUR CITY MANAGERS AS WELL.

WE LEARNED THAT THERE'S A COUPLE OF SCHOOL DIVISIONS IN THIS AREA THAT HAS GATHERED DATA SIMILARLY TO HOW WE HAVE GATHERED OUR DATA.

SPECIFICALLY YOU KNOW, POLLING FAMILIES TO DETERMINE WHO IS MORE LIKELY TO RETURN BACK TO SCHOOL TO GET INFORMATION IN REGARDS TO HOW THE VIRTUAL LEARNING COMPONENT IS GOING THUS FAR.

SO, THAT THEY CAN HAVE A GENERAL IDEA OF WHO SHOULD THEY TRANSITION FIRST.

[01:20:05]

SO, THERE ARE A COUPLE DIVISIONS IN THIS AREA BUT NOT ALL WHO ARE CONDUCTING THAT TYPE OF SURVEY.

MR. PAIGE MAY BE ABLE TO PROVIDE SOME MORE INSIGHT FROM THE ACCOUNTABILITY RESEARCH SIDE BECAUSE HE WORKS WITH MANY OF OUR COLLEAGUES AS WELL.

>> THANKS DR. HUTCHINGS.

ONE THING I CAN SAY IS WE HAVE BEEN LEADERS IN THIS WORK AS IT RELATES TO ALLOWING FOR TIMELY, AND PERIODICALLY FEEDBACK.

I THINK SOME THINGS WE HAVE BEEN ABLE TO SHARE OUT WITH OUR NEIGHBORING JURISDICTION AS WELL AS NATIONALLY ALL THE WAY TO SEATTLE IN TERMS OF -- WE'RE ALL GRAPPLING WITH THE SAME THING SO WE'RE TRYING TO LEARN FROM ONE ANOTHER.

THE BREVITY OF THE SURVEY IS SOMETHING THAT WE'RE ASKING THE THINGS THAT ARE MOST CRITICAL AND MUST KNOWS, AND NOT NICE TO KNOWS, A LOT OF TIMES WE CAN GET THE SURVEY THAT ARE THE 75 ITEM MARCH THROUGH, 30 MINUTES T COMPLETE.

SO, I THINK WE HAVE DONE A GREAT JOB IN PRIORITIZING THE TOPICS THAT WE'RE ASKING OUR FAMILIES.

SO, AND I THINK THAT IS SOMETHING THAT WE'VE LED THE WORK IN THAT WAY.

I DO KNOW WE HAVE A GROUP OF LOCAL EDUCATIONAL RESEARCH AND EVALUATION NETWORK CALLED AARON, WHICH HAS ALL THE LOCATION DEPARTMENTS AND OTHERS ARE DOING LIKE WORK, BUT OFTENTIMES NOT AS FORMATIVE AS WE'RE DOING, BUT ALSO NOT AS TARGETED.

> APPRECIATE YOU ASKING IT.

I KNOW THAT WE HAVE EDUCATION ELEMENTS THAT WE HAVE ON THE STUDENT AS WELL.

THEY HAVE BEEN WORKING COLLABORATIVE WITH US AND THEY WORK WITH SCHOOL DIVISIONS ACROSS THE COUNTRY.

I AM WONDERING IF NATALIE WOOD OR NATALIE PAUL WERE ABLE TO SPEAK TO, NOT SPEAKING IN REGARDS TO OTHER SCHOOL DIVISIONS BY NAME BUT JUST TALKING ABOUT SOME OF THE WORK THAT WE'RE DOING HERE IN COMPARISON TO SOME OF THE OTHER SCHOOL DIVISION AS CROSS THE COUNTRY?

>>> I CAN CHIME IN HERE, D HUTCHINGS, I WILL REITERATE AND CLINT SHARED.

IN THE GATHERING THE DATA THE EVERYTHING IS SPEAKING WHAT IS MOST IMPORTANT DATA TO THEM AND WHAT IS MOST IMPORTANT TO HELP YOU GATHER INFORMATION FROM YOUR FAMILIES AND HELP INFORM YOUR PLANS.

SO, THERE'S NOT ONE RIGHT WAY TO GATHER DATA AND ONE WAY TO GET QUESTIONS AND PUT TOGETHER.

JUST LISTENING TO ALL THE CONVERSATIONS THAT THE PLANNING TEAMS ARE HAVING GOING BACK TO WHAT THE STUDENT LORRAINE WAS SHARING, YOU KNOW WE'RE REALLY WORKING ON THESE TEAMS TO BRING LOTS OF PEOPLE TOGETHER TO MAKE SURE THAT THE QUESTIONS THAT WE'RE ASKING ARE HELPING US GET THE RIGHT ANSWERS.

> ALDERTON.

>> THANK YOU, MADAM CHAIR.

MY QUESTION IS RELATED T THE ELEMENTARY SCHEDULES, BECAUSE I'M HAVING A HARD TIME GRASPING IT.

TO ME, THE SCREEN TIME IS REDUCED BY ONE HOUR.

HOW MUCH TIME IN TOTAL IS SYNCHRONOUS NOW, AND THEN DURING THE ASYNCHRONOUS TIME, WHAT ARE THE ACTIVITIES THAT THE STUDENT MIGHT BE DOING.

>> LET ME ANSWER THE SECOND QUESTION FIRST.

AND THE WORK DURING THE ASYNCHRONOUS TIME WILL BE SUPPORTED BY THE LEARNING PACKETS AND TEACHERS ALSO HAVE BEEN WORKING WITH ASYNCHRONOUS TIME FRAMES FOR SOME TIME AND THEY HAVE THINGS THAT THEY'RE DOING DURING THAT TIME.

THE CREATION OF THE NEW ASYNCHRONOUS TIME IS THE RESULT OF BASICALLY COLLAPSING THE SYNCHRONOUS, THE ASYNCHRONOUS TIME OUT OF THE SCIENCE AND SOCIAL STUDIES BLOCK.

SO THE READING AND WRITING BLOCK WHICH IS 90 MINUTES, I'M CERTAIN THAT IN EVERY

[01:25:05]

K-ONE CLASSROOM, THERE'S A PORTION OF THAT TIME WHERE THE KIDS ARE EITHER BY THEMSELVES IN A BREAK OUT ROOM OR PERHAPS THEY EVEN CLOSE THEIR SCREEN COMPLETELY AND THEY ARE READING INDEPENDENTLY FROM TEN TO 20, TO 30 MINUTES AS THEY COULD BE IN SECOND GRADE.

THE SCHEDULE WE PROVIDED DOES NOT BREAK THAT DOWN THE WAY IT DID WHEN WE FIRST LOOKED AT SCHEDULES AT BEGINNING.

WHEN TEACHERS COMMUNICATE THROUGH THEIR PARENTS, THEY WILL CLEARLY COMMUNICATE AS DR. MANN SAYS WHAT THE BREAK TIMES ARE.

DOES THAT HELP?

>> YEAH.

SO, MY FOLLOW-UP WOULD BE, DURING THE ASYNCHRONOUS TIME, THE KIDS DO NOT HAVE TO BE AT THE SCREEN?

>> NOT AT ALL.

>> THE LARGEST PART OF EVERY CORE CONTENT BLOCK SHOULD BE ASYNCHRONOUS TIME.

>> THAT'S CORRECT.

THAT I DO, THE PORTION WHICH IS THE TEACHER GUIDED PART THE LESSON FOR THE KINDERGARTEN, FIRST SECOND GRADE, THEN THEY'RE WORKING ON STORIES, PROJECTS, WORKING ON CREATING SENTENCES.

THEY COULD HAVE TIME TO DO INDEPENDENT READING, AND THEN THE TEACHERS IS WORKING WITH INDIVIDUAL OR SMALL GROUPS OF STUDENTS.

WE'RE HEAVILY ENCOURAGING CHILDREN TO MOVE AWAY FROM THE SCREEN.

THEY CAN MOVE AND WORK ANYWHERE THEY LIKE TO, AS LONG AS THEY CAN HEAR THE TEACHER PERIODICALLY CHECK IN TO SAY, DOES ANYONE HAVE ANY QUESTIONS.

THE TEACHER STAYS ON THE SCREEN BUT THE CHILD CAN COME BACK AND ASK QUESTIONS.

WE WANT TO MAKE SURE THAT ANY CHILD WHO GETS STUCK CAN GET UNSTUCK WITH THE ASSISTANCE OF THE TEACHER.

>> THE PACKETS WERE DIRECT REQUEST TO HELP WITH ASYNCHRONOUS, AS MR. PASCO AND MISS BUYNUM INDICATED.

WE WILL TURN TO PAGE TEN IN OUR PACKET.

EVERYONE CAN GO THERE.

WE ARE TRYING TO FIGURE OUT EVERY WAY THAT WE CAN HAVE OUR YOUNGER STUDENTS HAVE LESS SCREEN TIME.

FOR ALL OF US WE KNOW AT THIS AGE, WE TALKED ABOUT THE PRIORITIES OF K-TWO LITERACY THAT THEY'RE TRYING TO LEARN TO READ.

THEY ARE LEARNING THE SCREEN TIME, WHERE THEY ARE TRYING TO LEARN TO READ, AND WHETHER HAS THE OTHERS GRADES ALREADY HAVE THOSE SKILLS.

THE TEACHERS AND EVERYBODY IS ACROSS THE COUNTRY, BALANCING THE ASYNCHRONOUS AND THE SYNCHRONOUS TIME.

THE PACKETS CAN THE COMBINATION AS WE ALL STATED JUST HELPING EVERYONE UNDERSTAND THAT WE'RE -- THE EXPECTATIONS AND HOW WE'RE GOING TO CHECK AND IF WE NEED TO CONTINUE TO REFINE THE SCHEDULE, WE WILL CONTINUE TO WORK ON THAT.

THE PRINCIPALS AREN'T DONE YET AND WE'RE NOT DONE AS AN INSTRUCTIONAL SUPPORT TEAM, BUT WE DO NEED TO BALANCE THAT THE CHILDREN LEARN T READ AND WE PROVIDE THE ACTIVITIES TO DO WITH THE PACKETS AND DEFINING.

AND WHAT WE CAN DO DURING A ASYNCHRONOUS TIME.

>> THIS IS SOMETHING THAT THEY HAD TO LEARN TO DO.

THE TEACHERS DIDN'T KNOW HOW TO BACK FROM THE SCREEN, AND THE STUDENTS DIDN'T KNOW THEY HAD PERMISSION TO DO SO.

WE HAVE TO TEACH THE KIDS, PUSH IT BUTTON.

STILL RING ME, I'M GOING TO RING A BELL SO YOU KNOW WHEN TO COME BACK.

ALL OF THAT HAD TO BE TAUGHT.

IN THE BEGINNING, I THINK EVERYBODY WAS TRYING TO STAY ON THE SCREEN FOR 90 MINUTES IN LANGUAGE ARTS.

WE JUST, SOME OF IT ISN'T THAT WE EXPECTED ASYNCHRONOUS TO BE ON THE SCREEN.

WE HAD TO TEACH THEM WHAT -- HOW TO DO WORK ASYNCHRONOUSLY AS WELL.

>> AND SOME CHILDREN DON'T WANT TO LEAVE THE SCREEN.

>> RIGHT.

>> I LITERALLY WAS IN A CLASSROOM DOING A WALK THROUGH OF A THIRD GRADE CLASS AND THE TEACHER DISMISSED THE STUDENTS TO GO OFF TO ENCORE, AND THERE WERE THREE OF THE BABIES SITTING THERE.

I'M LIKE, GUYS GO AWAY.

YOU HAVE TO LEAVE THE SCREEN.

SO, YES.

>> THAT'S GOOD.

IT MAKES A LOT OF SENSE.

>> YOU'RE WELCOME.

>> WELL, THANK YOU FOR THE PRESENTATION, I HAVE A LOT BUNCH OF QUESTIONS, BUT I WANT TO PIGGY BACK ON MISS ALDERTON WAS SAYING.

NEXT WE HAVE DR. RIEF.

I DO HAVE A SECOND GRADER.

[01:30:03]

HE LIKES TO BACK A AWAY FROM THE SCREEN ALL THE TIME.

THAT IS MY CHALLENGE AND I HAD A REACTION TO THIS PLAN, LIKE I THINK A LOT OF PARENTS.

I NEED TO GET MY KID BACK IN THE CLASSROOM.

WITH MY SCHOOL BOARD HAT ON, I UNDERSTAND THE CONSTRAINTS WE'RE DEALING WITH.

YOU KNOW WHEN MR. HUFFMAN WAS TALKING, I WANTED TO ASK A QUESTION ABOUT THE COMMUNITY PARTNERS PIECE.

THIS IS A QUESTION I'VE GOTTEN FROM A LOT OF PARENTS.

I HOPE I'M NOT JUMPING AHEAD WITH YOUR PRESENTATION, WHY IF REC CAN COME BACK ON PERSON AND ALEXANDRIA SCHOOL ASSOCIATION COME BACK IN PERSON, WHY CAN'T ACPS EXAMINE BACK IN PERSON.

>> AND THE PARENTS HEARING THE EXCITEMENT ABOUT WORKING WITH THE PARTNERS, THE WAY I'M UNDERSTANDING IS IT ONE OUR BIGGEST CONSTRAINT IS STAFFING.

THIS COMMUNITY PARTNERSHIP, IF YOUR CHILD IS GOING TO COME BACK IN THE CLASSROOM UNDER SOCIAL DISTANCING GUIDELINES, ONLY HALF OF THE STUDENTS IN THE CLASS CAN COME WITH THE TEACHER AT THE TIME.

SOMEONE ELSE, OR SOMEONE HAS GOT TO BE TEACHING THEM WHILE THEY'RE AT HOME SO THE PARTNERS ARE A BIT OF AN EXTENSION OF OUR STAFFING CAPACITY, BUT IF YOU COULD JUST ANSWER THAT QUESTION, WHY ARE WE ALLOWING LIK HAVING THE PARTNERS BRING KIDS BACK AND ACPS IS NOT DOING THAT?

>> MR. HUFFMAN ARE YOU THERE.

MR. HUTCHINGS MAY BE ABLE TO PROVIDE MORE INFORMATION, BUT WHEN WE DECIDED THIS VIRTUAL PLUS WAS GOING TO FIND SOMEWAY TO IDENTIFY THOSE MOST NEEDY FAMILIES IN TERMS OF ESSENTIAL WORKERS, THAT WE KNEW THERE WOULD BE A SMALL PERCENTAGE.

YES, I'M VERY PLEASED WITH WHAT HAS BEEN ABLE TO BE DONE IN THE SHORT TIME PERIOD.

WE STILL HAVE TO REMEMBER IT'S A LIMITED AMOUNT OF CHILDREN BASED ON SOCIAL DISTANCING AND ALSO ANY PROVIDER OR PARTNER WIL TELL YOU.

THEY AREN'T TEACHERS THERE.

THEY'RE JUST SUPERVISING.

SO, IT IS A DIFFERENT SITUATION IN TERMS OF HOW THEY CAN HANDLE THESE STUDENTS IN SMALL GROUPS.

THEY DON'T HAVE THE SAME REQUIREMENT.

THE TEN STUDENTS IN ONE AREA, BUT THERE'S DIFFERENT GRADE LEVELS.

IT'S NOT THE SAME AS HAVING SCHOOL, QUOTE UNQUOTE SCHOOL TO BE VERY HONEST.

IT IS A WONDERFUL THING THAT THESE PROVIDERS HAVE SHIFTED TO ALL DAYCARE, BUT EVEN IN THAT, WE HAVE TO REMEMBER THAT THIS IS DIFFERENT.

THEY ARE SUPERVISING CHILDREN WHO ARE ON ZOOM WITH TEACHERS.

SO, THE ONLY THING I CAN SAY IS, YES, I'M PROUD THE WAY OUR PARTNERS HAVE JUMPED IN, AND CAN HELP.

THIS ISN'T SCENARIO FOR OUR STUDDENCE.

IF DR. HUTCHINGS SAID WE COULD EVERYBODY BACK.

WE'RE NOT IN THAT POSITION RIGHT NOW.

SO, WE HAVE TO DO WHAT WE CAN FOR THOSE THAT ARE IN MOST VULNERABLE IN TERMS OF DOING THAT SCHOOL DAYCARE.

THAT IS WHAT WE HAVE DONE SO FAR IN A LIMITED NUMBER.

I DO GET EXCITED, BUT IT'S SUCH A SMALL PERCENTAGE OF STUDENTS CAN DO THROUGH THESE PROGRAMS. I HOPE THAT HELPS.

>> YEAH, THANK YOU MR. HUFFMAN.

JUST TO ADD TO THAT T ANSWER THE SECOND PART OF ADDITION OF DR. RIEF QUESTION.

AND EXPLICITLY WHY WE CAN CAN'T HAVE SCHOOL, BUT WE CAN HAVE DAY CARE.

WHEN WE'RE HAVING SCHOOL, EVERYBODY IS NOT BACK.

IF EVERYBODY WAS BACK IN SCHOOL, IT WOULD BE PRIOR TO MARCH 13.

BUT WE ARE STILL GOING TO HAVE SOME OF OUR STUDENTS WOULD ARE NOT GOING TO RETURN TO BACK IN PERSON.

AND STAFF MEMBERS WOULD ARE NOT GOING TO BE RETURN IN PERSON.

WE WILL NEED TO BE ABLE TO PROVIDE THE EDUCATIONAL EXPERIENCE FOR BOTH, THE VIRTUAL AND IN PERSON.

WHEN WE'RE IN PERSON, RIGHT NOW WE'RE SERVICING OUR KIDS AT A LIMITED NUMBER THROUGH OUR CHILD CARE PROVIDERS.

WHEN WE'RE BRINGING KIDS BACK IN THE BUILDING -- I'M SORRY, IT'S MY OWN KID MAKING THE NOISE.

[01:35:02]

SORRY, HE GOT ME OFF TRACK.

WHEN WE'RE BACK IN THE SCHOOL, WE HAVE TO KEEP THE CDC REQUIREMENTS INTACT.

NOW WE'RE TALKING ABOUT A LARGER PERCENTAGE OR A LARGER NUMBER OF KIDS BUT STILL HAVING TO FOLLOW THE 6 FEET DISTANCING, AND ALL OF THOSE CDC GUIDELINES, WHICH ADDS AN ADDITIONAL COMPLICATION TO THE SCENARIO.

IT'S NOT THAT IT'S IMPOSSIBLE AND EVEN AS WE GO THROUGH ALL OF OUR SCENARIO, IT'S THAT WE CAN'T DO THIS, IT'S NOT FEASIBLE TO DO IT AND DO IT RIGHT.

WE DON'T WANT TO SAY, YES, LET'S BRING EVERYBODY BACK BUT THEN WE CAN'T SERVE YOUR KIDS.

NOW WE'RE OPERATING SIMILARLY TO HOW IT IS WITH CHILD CARE PROVIDERS.

IF WE'RE GOING TO BRING KIDS BACK IN THE BUILDINGS, WE WANT TO MAKE SURE WE'RE DOING THE IN PERSON TEACHING OF LEARNING, NOT JUST ANOTHER VIRTUAL WORLD.

THEY'RE IN SCHOOL DOING A VIRTUAL WORLD.

IF WE ARE BRINGING THEM, WE'RE ACTUALLY DOING SCHOOL.

>> THANK YOU, SHARE ANDERSON, HAVE -- CHAIR ANDERSON? I HAVE A COMMENT AND QUESTION.

I HAVE MISS NOLAN.

THANK YOU FOR COMMENTS ON THE SCREEN TIME.

GIVEN THAT WAS SUCH A SIGNIFICANT PERCENTAGE OF CONCERN AMONG THE PARENTS AND FAMILIES THAT WE WILL CONTINUE TO MONITOR AS ONE THE RIGHT MIXTURE.

FOR SOME FAMILIES AND TEACHERS IT'S GOING REALLY WELL, THERE'S A MORE OF A CONCERN THAT THEY DON'T WANT LESS TIME BECAUSE IT'S BARRIERS FOR PARENTS TO KEEP THEIR CHILDREN OCCUPIED.

ON THE FLIP THERE'S AN SCREEN TIME AREA OF CONCERN.

WE ARE LOOK TO MONITOR, THE ONE HOUR MAKING A DIFFERENCE.

THAT'S A COMMENT, AND THANK YOU FOR ALL OF YOUR HARD WORK DURING THIS TIME.

AND THE PRESENTATION, IS HOW TO UNPACK WITHOUT TALKING POINTS.

ONE OF THE QUESTION IS WHERE IS THE SIXTH THROUGH 12 GRADE INFORMATION ON THIS PRESENTATION WHERE IS THE PLAN.

IF SOMEONE CAN UNPLAN FOR US, BOARD AND COMMUNITY WHAT IS GOING ON WITH THOSE GRADES BE BECAUSE I DIDN'T NOTICE THEM IN THE PRESENTATION.

>> YES, AND WE'RE GOING TO BE TALKING ABOUT SIX THROUGH 12 AS WE PIVOT INTO THE ASSESSING THE FEASIBILITY COMPONENT.

THAT IS GOING TO BE THE NEXT PART OF THIS PRESENTATION.

AS OF RIGHT NOW.

>> ARE WE GOING TO WAIT ON THOSE? I DIDN'T KNOW IF WE WANTED TO DO THE FIST HALF OR NO.

DID WE WANT TO ABC THAT,.

>> ILL WILL BE HONEST WHEN I LOOKED THROUGH THE SECOND HALF OF THE PRESENTATION, IT WASN'T CLEAR TO ME THAT IS WHEN WE WERE GOING TO DISCUSS SIX THROUGH 12.

>> I WAS GOING TO MENTION THAT DURING THAT TIME WE ARE GOING TO BE ABLE TO TALK ABOUT THE FEASIBILITY AND THE SECOND NINE WEEKS AND A PART OF THAT DISCUSSION IS GOING TO TALK THROUGH WHY WE HAVEN'T BEEN DISCUSSING SIX-12 FOR THE SECOND NINE WEEKS.

WHY WE ARE FIRST STARTING WITH THE ELEMENTARY STUDENTS.

THAT WILL COME OUT -- STUDENTS AND THAT WILL COME OUT OF OUR DISCUSSION AND WE WILL ANSWER IF HE WITH DON'T ANSWER WHAT WE'RE TRYING TO GET TO MISS NOLAN, BUT IT'S NOT EXPLICITLY ON THE PRESENTATION.

YOU WON'T SEE IT IN PRINT ON THE POWERPOINT PRESENTATIONS.

AS WE ARE TALKING THROUGH HOW WE GOT TO DISCUSSING PRE-K THROUGH FIVE.

THAT IS GOING TO HELP ANSWER SOME OF YOUR QUESTIONS.

IF I MAY HAVE A FOLLOW-UP SINCE WE'RE GOING TO GET TO THAT PART.

I KNOW AGAIN, THERE'S SO MUCH TO BE DISCUSSED VERBALLY DURING THIS MEETING.

WHILE I SIGNIFICANTLY APPRECIATE THE AMOUNT OF COMMUNITY MEMBERS WHO ARE PAYING ATTENTION AND WATCHING THIS MEETING, THERE'S SIGNIFICANTLY MORE WHO ARE NOT.

I'M CURIOUS WILL AFTER THIS MEETING THERE BE ANOTHER DOCUMENT OR ACPS NOTIFICATION THAT IS GOING TO OUTLINE WHAT HAPPENED.

JUST BECAUSE I'M NERVOUS OF THE COMMUNITY HAVING TO WATCH A SCHOOL BOARD MEETING IN ORDER TO LEARN THIS INFORMATION.

IT WOULD BE GREAT, FOR EXAMPLE, SIX NOT MENTIONED ON THE POWERPOINT BUT THEY'RE GOING TO BE MENTIONED VERBALLY.

IF WE COULD AT SOME POINT TOUCH ON WHAT IS THE COMMUNICATION PLAN TO ALLOW THE COMMUNITY TO KNOW WHAT IS GOING ON WOULD BE SUPER HELPFUL.

>> YES, SO YES, WE'RE GOING TO TOUCH ON THAT IN THE SECOND HALF.

I CAN TELL YOU THAT I'M GOING TO ASK MISS VERG OSTO GO OUT.

WE ARE PROVIDING' COMMUNICATION THAT GOES OUT TOMORROW TO OUR COMMUNITY.

WE HAVE A COMMUNICATION STRATEGY TO MAKE SURE THAT WE'RE LEADING OUR OF OUR

[01:40:05]

FAMILIES.

AND EVEN RIGHT NOW WE HAVE 265 PEOPLE ON THE ZOOM.

WE SERVE 17,000, OVER 17,000 STUDENTS.

WE WANT TO MAKE SURE THAT WE ARE UTILIZING.

THE DAY AFTER THE BOARD PRESENTATION WE WENT INTO THE COMMUNICATION STRATEGY WITH A SPECIAL REPORT OR A SPECIAL EDITION OF OUR ACPS EXPRESS, AND EMAILS AND INFORMATION THAT WENT OUT THROUGH THE SCHOOLS.

NOW THAT HE WITH HAVE KIDS WHO ARE HERE WITH US.

WE ARE MAKING SURE THAT WE ARE RELAYING THE INFORMATION TO OUR FAMILIES.

IF I MISSED ANYTHING, BECAUSE I CAN'T SEE EVERYONE.

>> I THINK YOU OUTLINED IT WELL.

THE INFORMATION WE WILL BE RELEASING TOMORROW AFTER THE SCHOOL BOARD MEETING.

WE PREPARED A DOCUMENT BASED ON THE QUESTIONS WE HAVE RECEIVED THIS WEEK AFTER WE POSTED THE POWERPOINT ONLINE.

THAT WILL ALSO ACCOMPANY THAT EXPRESS INSIDERS SO IT ANSWER AS A LOT OF QUESTIONS THAT ARE MORE DETAILED AS PART OF THE PRESENTATION.

YOU SHOULD BE SEEING THAT AFTER WE FINISH UP WITH THE BOARD MEETING AFTER TOMORROW.

SOME TIME AFTER NOON TOMORROW.

>> IT SORT OF POINTS PEOPLE IN THE DIRECTION, AND SO IF THEY DON'T WANT TO WATCH THE MEETING FOR WHATEVER REASON AND WE AT LEAST HAVE SORT OF THE NUTS AND BOLTS OF WHAT WE DISCUSSED THIS EVENING.

>> YES, I HATE TO PREAK IT TO YOU, BUT I -- BREAK IT T YOU, BUT I THINK WE LOT OF VIEWER SHIP.

TO MR. NOLAN'S POINT, WE DO NEED SOMETHING ELSE.

I HAVE MISS GREEN WITH THE NEXT QUESTION.

>> THANK YOU, CHAIR ANDERSON.

THE QUESTION IS THE CHANGE ABOUT THE ELEMENTARY SCHEDULE.

I WAS WONDERING WHAT IS THE REASON BLIND CUTTING ON CORE BY 15 MINUTES.

I TOO, HAVE A SECOND GRADER WITH ME, ALL DAY EVERY DAY, AND ON CORE IS QUITE FRANKLY HER MOST FAVORITE PART OF THE DAY.

IT TAKES A GOOD 15 MINUTES TO EVERYBODY TO GET READY WITH THE TEACHER THERE WAITING PATIENTLY.

SO, THAT CUTS ANOTHER 15 MINUTES OFF OF YOUR ENCORE SCHEDULE WHICH IS YOU KNOW, A VITAL PART OF THE DAY WITH IN PERSON SCHOOLING, RIGHT NOW IN A VIRTUAL ENVIRONMENT BECAUSE IT BREAKS UP THE MONOTONY AND GIVES THEI TEACHER A BREAK.

>> SO ORIGINALLY IN THE SCHEDULE, THE ENCORE -- THE AMOUNT THEY CAN DO IS GO THROUGH FIVE MORE JUMPING JACKS AND DRAW A PICTURE OF THAT.

THAT 15 MINUTES, AND WHAT THE KIDS ENJOYED AND ARE DOING MOST IS THAT 15 MINUTES OF LIVE INSTRUCTION.

SO, THE 15 MINUTES WAS NOT TAKEN AWAY FROM WHAT THE KIDS DO ENJOY WHICH IS THE LIVE INSTRUCTION.

THE ISSUE OF GETTING STARTED ON TIME AND DOING ALL OF THAT IS ONE THAT I THINK YOU BROUGHT UP.

IT DIDN'T COME UP IN AT MY SCHOOL BUT I CAN SEE IT BEING AN ISSUE.

I THINK THAT IS SOMETHING THAT WE NEED TO TAKE BACK TO THE SCHOOLS INDIVIDUALLY TO HAVE TEACHERS AND EVERYBODY TO GET THIS STARTED QUICK, BECAUSE WE DO KNOW HOW THE KIDS VALUE IT SO THAT THEY CAN HAVE THE TRUE 30 MINUTES OF SYNCHRONOUS, WHICH HAS BEEN IN THE PLAN.

THE LAST 15 HAS ALWAYS BEEN OFFSCREEN AND FOR K-TWO.

IT'S BEEN REALLY MINIMAL, DO THINGS ON YOUR OWN THAT KIDS WOULD PROBABLY DO ANYWAY.

[01:45:01]

>> GREAT, THANK YOU.

I'M GOING TO INSERT MYSELF HERE.

I'M GOING TO TAKE ADVANTAGE OF HAVING DR. HERRING IN THE CALL BECAUSE I'M INTERESTED IN TESTING.

THAT WOULD BE IN TERMS O COMING BACK.

IN THE PRIVATE COMPANY, AND KNOWING IT'S JUST AVAILABILITY OF TESTS, HAS THERE BEEN ANY PROTOCOL IN THE QUARANTINING, I'M GUESSING I'M LOOKING A LITTLE SUMMARY OF THE KIND OF THINGS, COCK TRACING AND THE CITY THAT THE HEALTH DEPARTMENT HAVE BEEN INVOLVED WITH, MAY BE VERY USEFUL FOR US TO KNOW.

>> SURE.

I WILL TAKE A STAB TO THAT AND PART OF THIS WILL ALSO BE ANSWERED BY ACPS.

ONE.

THINGS THAT WE DID BACK IN JUNE AND FINALIZED IN JULY AS WE DEVELOPED A HANDBOOK OF COVID-19 HANDBOOK THAT WE HAVE GIVEN TO ALL THE PRIVATE SCHOOLS.

WE HAVE GIVEN TO DAY CARES, OF COURSE, ACPS.

IN THAT HANDBOOK, IT OUTLINES A LOT OF GUIDANCE.

IT HAS A WHOLE LOT OF APPENDIXES.

AND THEY INCLUDE EVERYTHING HOW TO CLEAN UP AFTERWARDS, AND HOW TO NOTIFY THE PARENTS, YOU HO NOTIFY STAFF, AND THE ACTUAL HAND CARE ITSELF, IS APPENDIXES AND FOR EACH SCHOOL TO HAVE A COVID-19 TEAM AND TO HAVE A DESIGNATED LIAISON, BETWEEN THAT SCHOOL AND THE SCHOOL SYSTEM.

THAT WAY WE HAVE A COORDINATED RESPONSE WHEN THERE'S A CASE IN THE SCHOOL.

I EMPHASIZE WHEN, I DON'T EMPHASIZE WITH.

WITH THOSE STRATEGIES IN PLACE, OUR HOPE IS THAT THERE'S A REDUCTION OF THE RISK OF THE TRANSMISSION WITHIN THE SCHOOL ENVIRONMENT.

SO, THAT BEING SAID, WITH REGARDS TO TESTING, THERE ARE, THE HEALTH DEPARTMENT ALONG WITH THE CITY HAS HOSTED A LOT OF PLACES AN RESOURCES WHERE PEOPLE CAN GET TESTED.

WE ARE PARTNERING WITH NEIGHBORHOOD HELP AND HELPING THEM TO CONDUCT A COMMUNITY TEST ONCE A WEEK.

TESTING TO ACTUALLY RETURN TO SCHOOL IF YOU'RE NOT SYMPTOMATIC DOES NOT HAVE A ROLE.

AT THIS JUNCTION THERE COULD BE ROLES FOR TESTING GOING FORWARD IF THERE WAS AN OUTBREAK AT A SCHOOL TO DETERMINE WHO IN A GIVE SITUATION MAY HAVE BEEN EXPOSED AND BECAME ILL, AND OR ACTUALLY BECAME INFECTED BUT WERE ASYMPTOMATIC.

WE DON'T -- I DON'T SEE THAT AS A ROUTINE ROLE IN TERMS OF LIKE POPULATION LEVEL TESTING.

THAT WOULD BE MORE INDIVIDUAL BASED, WE HAVE A LOT OF GUIDANCE, THAT WE ALSO HAVE DEVELOPED AND PROVIDED REGARDING WHEN DOES A FAMILY RETURN A SICK CHILD TO SCHOOL.

WHAT ARE THE PERIMETERS TO ACTUALLY CONSIDER IF YOUR CHILD HAS A SORE THROAT.

A RUNNING NOSE OR A FEVER, THAT IS ONE OF THE THINGS THAT WE WILL BE DOING WITH TABLETOP EXERCISES WITH THE SCHOOLS, AND IDEALLY WE DO A TOWN HALL WITH PARENTS SO THEY UNDERSTAND WHAT SHOULD BE DOING, AND WHAT THE SCHOOL SHOULD BE DOING AND WHAT HEALTH DEPARTMENT WILL BE DOING.

DID I QUESTIONS.

>> I THINK EXCEPT FOR THE TURN AROUND TIME.

IN PRIVATE INDUSTRY THE ISSUE IS FOR INSTANCE, THE OFFICE BEING SHUTDOWN TWICE IN LIKE THE LAST COUPLE OF MONTHS REALLY, WHAT ENDED UP BEING A NEGATIVE, HOWEVER, BECAUSE OF YOU KNOW, THE SITUATION, THEN THE TESTS, HOW LONG DOES IT TAKE, BECAUSE I'M WORRIED ABOUT THE PING-PONGING BACK AND FORTH, EVEN IF THEY'RE NOT REALLY.

AS YOU SAID, IT'S A MATTER OF WHEN, NOT IF.

YOU ALSO HAVE THE NEAR MISSES KIND OF THING, WHERE YOU HAVE SOMEONE WHO MIGHT BE IN THE HOUSEHOLD, AND THAT KIND OF THING.

SO, WHAT IS OUR TURN AROUND TIME IN ALEXANDRIA.

>> YEAH, THE TURN AROUND VARIES BECAUSE IT DEPENDS ON THE MEDICAL PRACTICE AND WHAT LABORATORY THEY USE.

THERE WAS A PERIOD OF TIME WHERE TURN AROUND WAS SEVEN-TEN DAYS.

THOSE WERE VIRTUALLY USELESS, THOSE HAVE BEEN REDUCED TO THREE DAYS WHICH IS MUCH, MUCH MORE HELP.

THERE ARE A COUPLE OF DIFFERENT TESTS, BECAUSE YOU MIGHT HEAR, WAIT A MINUTE, ISN'T THERE A MUCH MORE RAPID TEST THAT YOU CAN ACTUALLY GET RIGHT AT POINT

[01:50:06]

OF CARE.

WHAT I'M TALKING ABOUT I THE PCR TEST.

IT'S A MOLECULAR TEST, AND IT'S THE GOLD STANDARD TO DETERMINE DOES A PERSON HAVE OR NOT HAVE THE VIRUS THAT CAUSES COVID.

THE OTHER THAT IS NOT A PCR IT IS AN ANT -- RAPID AN TI JEN TEST, SOME MEDICAL PRACTICES, BUT THEY'RE NOT USING IT APPROPRIATELY.

THIS HAVE A HIGH FALSE-NEGATIVE RATE.

THAT IS NOT USE.

WHAT WE WANT TO KNOW IS DOES THE STAFF MEMBER OR STUDENTS HAVE COVID, WE WANT TO KNOW THAT A TEST IS A TRUE NEGATIVE.

>> I THINK I'M GETTING AHEAD, THE TRUE TABLE TOPS IS THE LAST PART OF THIS PRESENTATION.

BEING INVOLVED IN A PRIVATE BUSINESS THAT THIS HAS BEEN A CRITICAL ISSUE AND IT'S NOT SO MUCH SUCH A PROBLEM WHEN YOU HAVE A BUNCH OF ADULTS WHO CAN PRIVATE TO HOME, BUT IT'S MUCH MORE DISRUPTIVE WHEN YOU HAVE STUDENTS WHO PIVOT HOME.

WE MAY HAVE TO DO IT, PUT IT MAY BE A NEGATIVE.

THERE'S BEEN AN INTERSECTION WITH THE COMMUNITY, YOU KNOW, THE CLASSROOM.

THANK YOU VERY MUCH.

>> THAT IS WHERE THE CHALLENGE HAS BEEN.

AS WE HAVE BEEN CONSULTING WITH THE CPS ADVISING THEM.

A SINGLE CASE IN A SCHOOL, MEAN EVEN TWO CASES IF THEY'RE UNRELATED AT THE SAME TIME IN SCHOOL DOESN'T MEAN THAT WE NEED TO CLOSE THAT CLASSROOM OR THAT WING OR THAT SCHOOL.

BUT IN -- SO IT WOULD BE MORE OUR DOING AN INVESTIGATION OF WHO IS A CLOSE CONTACT AND HOW MANY POTENTIAL CLOSE CONTACTS THERE ARE THAT WOULD BE THE DRIVER FOR THAT.

AND THAT IS WHY THOSE, THAT ISSUE OF THE SIX-FOOT DISTANCING IS ABSOLUTELY CRITICAL.

I KNOW THAT IS PUTS A BIND ON THE NUMBER OF PEOPLE THAT CAN BE IN A CLASSROOM.

BUT THAT IS THE REALITY OF WHAT WE'RE DEALING WITH RIGHT NOW.

>> OKAY, THANK YOU SO MUCH.

I HAVE A QUESTION FROM MISS LORBER WHO YOU MAY NOT SEE HER HAND RAISED.

HER HAND IS RAISED, I'M PUTTING HER IN NOW, BECAUSE SHE HAS ASKED A QUESTION.

MISS LORBER.

>> I THOUGHT I HAD PLENTY OF JUICE ON MY LAPTOP, BUT WHAT DO YOU KNOW? I WOULD LIKE TO THANK EVERYONE WHO IS WORKING ON THE MONUMENTAL EFFORT.

IT CONCERNS ME SOMETIMES WHEN I GET MAIL BEING CRITICAL OF WE'RE NOT MOVING FAST ENOUGH IN THE NEXT STAGE, WHEN IN FACT THE WORK THAT IS GOING ON TO BRING US ON THE POINT THAT WE ARE HAS BEEN SO INCREDIBLE AND THE IDEA OF WHAT DO WE THINK WE'RE HOME TWIDDLING OUR THUMBS DOING NOTHING.

IN FACT, WE HAVE BEEN PUTTING THIS VIRTUAL PROGRAM THAT IS QUITE OUTSTANDING.

I'M PUTTING BACK, THOUGH SOME OF THE FOLKS ARE CHOMPING IT AT THE BITS.

AS MUCH CONCRETE INFORMATION AS WE CAN GET OUT AFTER TODAY'S MEETING THAT CLARIFIES THE POWERPOINT.

I DO NOT BLAME PEOPLE FOR FEELING CONFUSED AFTER SEEING THE POWERPOINT.

AND THE NICE SUCCINCT SUMMARY OF THIS ONE, TWO, THREE, FOUR, FIVE, THIS IS WHAT IT MEANS, THE MORE WE CAN DO THAT THE BETTER.

NOW TO MY QUESTION, WHICH IS SOMETHING I'M ALWAYS HARPING ON.

THIS DOESN'T PERTAIN TO THE NEXT STAGE.

IT PERTAINS TO THE BEGINNING.

FROM THE START ONE OF MY BIGGEST CONCERNS IS HOW DO WE REACH THESE FAMILIES WHO DON'T SPEAK ENGLISH AS A FIRST LANGUAGE.

I MAKE RANDOM PHONE CALS I HAPPEN TO KNOW AND I HAVE BEEN FAIRLY PLEASED AT THE FEEDBACK I GET.

IT'S VERY ANECDOTAL.

AND LAST NIGHT WE WERE AT A TOWN HALL, GEORGE MASON SCHOOL PUT ON A TOWN HALL.

THEY PRESENTED US, THEY HAVE A COMMUNITY OUT REACH COMMUNITY THAT HAS BEEN SURVEYING FAMILIES IN THE FAMILIES THAT ATTEND GEORGE MASON AND UNFORTUNATELY FINDING A LOT OF UNHAPPY INFORMATION ABOUT PROBLEMS WITH -- WITH INTERNET, PROBLEMS WITH COMMUNICATION WITH THE SCHOOL SYSTEM.

[01:55:01]

EVERY DAY I READ THE NEWSLETTERS THAT COME ONLINE WITH ALL OF OUR DIFFERENT SCHOOLS.

I WOULD THINK TO MYSELF, ARE THESE NEWSLETTERS REACHING EVERYBODY.

WHAT DO FAMILIES WHO AREN'T ONLINE, HOW ARE THEY FINDING OUT ABOUT, THEY'RE FANTASTIC, SCHOOLS ARE PUTTING INCREDIBL NEWSLETTERS, BUT IF YOU CAN'T ACCESS THEM.

I'VE BEEN WONDERING HOW DO PEOPLE FIND OUT? I'M ALSO, HARD ON THIS, BUT I DO FEEL AS I SAY ANY NUMBER OF TIMES THAT AS OF GOOD OF A JOB, IN TRYING TO PROVIDE INFORMATION, I THINK WE NEED TO BE AWARE THAT THERE'S MANY FAMILIES WHO WITH ARE NOT GETTING NEWSLETTERS AND ARE NOT CONNECTED.

I THINK OUR IT PEOPLE KNOW THAT.

I WAS PLEASED TO SEE THAT THE FAMILIES HAD DONE THIS RESEARCH.

I THINK THEY HAVE SENT THIS TO US.

THEY GAVE IT TO US, BUT I THINK IT'S BEING SUBMITTED TO THE BOARD AS A WHOLE.

I THINK I'M TAKING ANOTHER LOOK THAT THE SURVEY, THAT REVEALED THAT THE GROUPS LEAST PARTICIPATED ARE THE PARENTS WHO DON'T SPEAK ENGLISH.

IT'S A HUGE CHALLENGE.

I'M NOT UNDERSTATING THE CHALLENGE.

I WANT TO REMIND US THAT IT'S SOMETHING WE NEED TO CONTINUE ON WORK TO.

IT MAY MEAN HIRING MORE STAFF IN WHO SPEAK A VARIETY OF LANGUAGE AND PARTICULARLY SPANISH.

I DON'T KNOW MY QUESTION.

>> I THINK I GOT YOUR QUESTION, I HAVE TWO PEOPLE TO RESPOND, HOW WE ARE REACHING OUT TO THE UNDER REPRESENTED FAMILIES, AND IF I COULD HAVE DR. HOOVER SPEAK TO THE ACCESS AND TECHNOLOGY DEVICES WITHI THE COMMUNITY.

LET'S START WITH MISS BURG OS.

>> THIS IS REALLY TIMELY BECAUSE DR. HUTCHINGS IS HOST AGO I BOARD MEETING THAT HAS A LOT OF DATA AND HOW WE HAVE BEEN REACHING OUR MULTI LINGUAL FAMILIES.

OF COURSE, WE TRANSLATE EVERYTHING INTO THREE LANGUAGES.

OUR TEAM HAS BEEN REACHING OUT TO FAMILIES AND THAT REPORT MAKING TREMENDOUS AMOUNT OF PHONE CALLS, USING WHATSAPP, AND THE ADDITIONAL OF OUR HELP LINE WHICH WE KNEW WAS GOING TO BE CRITICAL TO HELP FAMILIES NAVIGATE.

YOU WILL SEE THAT, BUT W HAVE HAD OVER 10,000 CALLS TO THAT LINE.

AS OF OCTOBER 6TH AND WE STARTED IN AUGUST.

SO, THAT HAS BEEN A GREAT SERVICE TO OUR FAMILIES AND WE ARE GOING TO CONTINUE TO HAVE THAT LINE OPEN FOR REST OF THE MONTH AND WE'RE TALKING ABOUT HOW WE CAN CONTAIN THAT EFFORT WORKING FORWARD.

WE REALIZED AND HEARD FROM FAMILIES THAT IT HAS BEEN WONDERFUL FOR THEM TO BE ABLE TO TALK TO A PERSON IN THEIR LANGUAGE TO RESOLVE THE ISSUES AND DEAL WITH WHAT THEY'RE DEALING WITH.

AND WE WORK WITH HER OVER THE SUMMER TO MAKE SURE THAT WE HAD ALL OF THOSE COMMUNICATIONS ABOUT TECHNOLOGY AND SO ON AND SO FORTH IN THE VARIOUS LANGUAGES.

WE WORKED WITH THE WEB NARES AND DID THOSE IN VARIOUS LANGUAGESES AND HOW TO FIGURE OUT HOW TO GET ON THE LAPTOP AND THERE'S BEEN A LOT OF WORK TO REACH THE HARD TO REACH FAMILIES.

I AGREE WITH YOU.

IT WOULD BE GREAT TO HAVE MORE STAFF PEOPLE IN THE VARIOUS LANGUAGES TO BE ABLE TO REACH OUT TO THOSE FAMILIES.

WE HAVE BEEN USING OUR RESOURCES.

OUR FACE TEAM HAS BEEN POUNDING THE PAVEMENT TO MAKE SURE.

THE OTHER THING WITH THE SURVEY WE HAD INCREASED RESULTS BECAUSE WE HAVE BEEN WORKING WITH CLINT AND HIS TEAM WHEN WE KNOW THA SERVICE IS COMING OUT.

TO HAVE A PLAN.

OUR TEAM IS READY TO GO.

WE SIT WITH THEM ON THE PHONE, REACH OUT AND TEXT TO THEM IN ALL DIFFERENT LANGUAGES, WE HAVE BEEN USING EVERY POSSIBLE COMMUNICATION CHANNEL WE HAVE TO REACH THE FAMILIES, AND WE ALSO HAVE OU LANGUAGE LINE FOR THE STAFF THAT DOESN'T SPEAK THOSE LANGUAGES THEY HAVE THE USE OF THE LANGUAGE LINE.

WE HAVE ADDED ENHANCEMENT AND REINFORCEMENT IN THOSE AREAS TO MAKE SURE THAT THE

[02:00:04]

FAMILIES ARE WELL TAKEN CARE OF.

TODAY WE MET WITH DR. ZING OWE AND SOME OF HER TEAM AND OUR FACE TEAM SO THEY CAN LEARN MORE FROM THE FACE TEAM WHAT ARE THE SPECIFIC CHALLENGES THAT OUR FAMILIES ARE DEALING WITH SO WE CAN COME UP WITH SOLUTIONS AND NOT WAIT FOR MONTHS FROM NOW.

THEY HAVE BEEN GREAT TO HELP US THINK THROUGH SOME OF THOSE THINGS, WE HAVE BEEN PAYING ATTENTION TO THIS AND MAKING SURE THAT OUR FAMILIES ARE THE HARDEST TO REACH THAT WE MAKE SURE WE CONNECT WITH THEM IN EVERY POSSIBLE WAY.

>> I AM GOING TO SAY, I AM NOT CRITICAL.

I BELIEVE THAT OUR FAMILY ENGAGEMENT TEAM INCLUDING YOUR INVOLVEMENT HAS BEEN OUTSTANDING.

IT'S SUCH A HUGE PROBLEM.

I WAS SLIGHTLY SURPRISED BY THIS NEW REPORT FROM THE TWO PARENT PTA MEMBERS, THIS OUT REACH COMMITTEE THAT HAD APPARENTLY RECENTLY BEE INTERVIEWING A NUMBER OF FOLKS.

IT'S FANTASTIC.

AS HARD AS WE ARE WORKING, WE MAY NEED TO WORK EVEN HARDER.

I APPRECIATE WHAT WE'RE DOING.

>> DR. HOOVER WAS GOING TO ANSWER YOUR QUESTION REGARDING TECHNOLOGY.

>> YES, THANK YOU FOR BRINGING THIS UP.

WE ACTUALLY HAVE SEVERAL SPANISH SPEAKING TECHNICIANSES AND WE KNOW HOW MANY FAMILIES WE HAVE.

WE WORK VERY HARD WITH THEM AND WE USE THE PHONE LINE.

I'M SORRY THAT INFORMATION NOT ACCURATE.

HOWEVER, WE CAN ALWAYS DO MORE.

IN THE SPRING WE HAD CHALLENGES, BECAUSE WE COULDN'T DO A FACE TO FACE STUDENT-HELP DESK.

WE DID NOT HAVE EVERYTHING TRANSLATED.

ALL OF OUR TECH TUTORIALS IN THE FAMILY HELP DESK IS TRANSLATED IN THE ADDITIONAL LANGUAGE.

AND I HAVE TO SAY THE WORK OF FACE HAS BEEN PHENOMENAL.

WE PROBLEM SOLVE TOGETHER, WE ARE ALWAYS GIVING HELP LINE INFORMATION SO THEY CAN ANSWER THE FAMILIES.

THAT HAS BEEN A HIGHLIGHT, I THINK OF THIS EXPERIENCE.

WE'RE ALWAYS LOOKING FOR SOMETHING TO APPRECIATE, BUT I THINK OVERALL, THAT'S BEEN A REAL AREA THAT WE NEED TO GROW.

I DO KNOW WE ARE FULLY AWARE THAT THERE'S SITE AREAS IN THE CITY THAT ARE CHALLENGING TO GET INTERNET ACCESS.

WE DID MANY THINGS TRYING TO PUT MOBILE DEVICES, MOBILE ACCESS DEVICE IN SOME OF THE NEIGHBORHOODS AND IT'S HARD TO GET THROUGH THE BUILDINGS THROUGH SOME OF THE CONSTRUCTION.

THE INTERNET ESSENTIAL AND THE ARE NOT ALWAYS THE PANACEA TO ALL PROBLEMS, IF THERE'S OTHER IDEAS OUT THERE, WE'RE HAPPY TO HEAR THEM.

IT'S SOMETHING, I PERSONALLY AM VERY PASSIONATE ABOUT.

>> I ALSO WANT TO SAY I HAVE BEEN IN THE AWE OF THE WORK YOU.

IT'S THE KGS THEY'RE NOT WORKING WELL.

IT'S HARD TO BE EVERYWHERE.

I KNOW HOW HARD EVERYONE IS WORKING, AND AGAIN, IT'S JUST -- IT'S TART LING TO GET THIS KIND OF INFORMATION FROM THE GAS ROOTS.

I WANTED TO BRING IT TO, AND ALSO BECAUSE OF THE SURVEY.

I THINK WE ARE DOING -- > ONE THING THAT WE MET WITH HAMMOND STAFF LAST WEEK TO GO THROUGH -- SOMETIMES SPECIFIC CHILDREN WERE SAYING THEY WERE HAVING PROBLEMS WITH INTERNET ACCESS.

WE WERE ABLE TO PROBLEM SOLVE.

SO THE COMMUNITIES HAVE HAVING THESE ISSUES, THEY'RE OUR PARTNERS AS WELL AND WE'RE HAPPY TO PROBLEM SOLVE TOGETHER, SHARE RESOURCES AND TAKE IDEAS.

>> THANK YOU, DR. HOOVER.

I DO KNOW THAT WE'RE TO SHARE.

MISS LORBER, AND THANK YOU FOR SHARING THAT INFORMATION WITH US, AND WE WILL HAVE A RESPONSE, MORE ACCURATE INFORMATION THAT WE USE A WELL TO SHARE.

>>> SOME OF OUR CONSTRUCTION WOULD BE CONSIDERED BUNKER.

NEXT UP I MISS ALDERTON.

>> I'M GOING BACK, ONE MORE QUESTION THAT POPPED UP ABOUT THE ELEMENTARY SCHEDULE.

I'M GOING TO GO BACK TO THE ELEMENTARY PRINCIPALS BECAUSE I LOVE THEM SO GOOD.

NO I LOVE THEM, PETE YOU'RE GOOD.

WHEN I WAS WORKING WITH ONE OF THE -- I DROPPED IN ON ONE MUCH TEACHER WORK GROUPS

[02:05:16]

AND ONE OF THINGS THEY DISCUSSED THAT CAME UP WAS THE POSSIBILITY OF HAVING A COMMON LUNCHTIME AT EVERY SCHOOL PARTICULARLY FOR FAMILIES WHO HAVE, BECAUSE IT COULD BE MUCH EASIER FOR FAMILIES WHO HAD KIDS IN DIFFERENT GRADES, AND I KNOW THAT CAME UP AND WAS SHARED, WHAT WE DID NOT KNOW WAS DISCUSSING THAT WOULD BE A MASTER SCHEDULING NIGHTMARE FOR SOME.

I WANTED TO CHECK IN WITH THAT AND SEE WHAT WAS THAT DETERMINED TO BE A

POSSIBILITY OR NOT AND -- >> THEA'S EXACTLY WHAT I WOULD HAVE SAID.

ONE OF THE THINGS, AS WE EVEN START TO TRY TO THINK ABOUT ADJUSTING THE CURRENT SCHEDULE, WE HAVE TO UNDERSTAND THAT WE HAVE SOME SCHOOLS, LIKE OUR TITLE ONE SCHOOLS HAVE A LOT OF STUDENTS WHO HAVE READIN INTERVENTION.

WE HAVE PLANNED WHERE THAT IS GOING.

WE HAVE STUDENTS WHO HAVE SPECIAL ED.

A SPECIAL ED TEACHER MIGHT BE TEACHING GRADE ONE, AND TWO.

AND THEN THEY HAVE TO REACH ALL THE KIDS.

FOR OUR DOWEL LANGUAGE PROGRAM HAVING SPANISH IN THE MORNING AND ENGLISH IN THE AFTERNOON.

AND HAVING THOSE NUMBERS O THAT, YOU ALMOST DIDN'T HAVE WIGGLE ROOM WHERE TO PUT LANGUAGE AT ALL.

WE STARTED OFF LET'S TRY TO DO THAT, BUT WHEN YOU HAVE SO MANY DIFFERENT NEEDS AND ISSUES, DIFFERENT COMMUNITIES.

EVERY COMMUNITY HAS SOMETHING DIFFERENT.

THE WEST SIDE HAS NO WAY OUT AND THIS SIDE, IT BECAME IMPOSSIBLE.

>> IN ADDITION TO THAT, MISS JOHNSON, ON CORE TIME, WE CAN ONLY HAVE THE TEACHERS AND HAVE ONE PLANNING CLASS ON CORE.

AND AT LARGE SCHOOLS, THE ON CORE TEACHERS ARE WORKING FROM SUNUP TO SUN DOWN.

THERE'S LITTLE WAY TO GET THEM DOWN.

IT WOULD BE A LOGISTICAL NIGHTMARE.

>> SOME OF US HAVE LOGISTICAL ADJUSTMENT, I MENTIONED WITH COLLEAGUES, BASED ON NEW GUIDE LINES THEY LOOK TO CONSIDER THAT.

EVERYBODY HOLDS THAT UP A THE IDEAL.

>> SOME OF US DID PUT OUR LUCH SCHEDULE AND RECESS TIME BACK TO -- LUNCHTIME SCHEDULE RECESS BACK-TO-BACK.

SO, THE CHILDREN MIGHT CROSS FOR 20 MINUTES, SO THERE'S TIME THAT A FAMILY WOULD BE ABLE TO HAVE COMMON LUNCH TIME WITHIN THE SAME HOUSEHOLD.

WE HAVE HEARD FROM PARENTS AND WE DO UNDERSTAND THAT IT IS DIFFICULT WHEN ONE CHILD IS EATING AND THE ONE IS HUNGRY, BUT THEY'RE IN READING CLASS.

SO, WE DO APOLOGIZE.

WE TRY TO MAKE IT AS EASY AS POSSIBLE.

SO, WE HAVE BEEN PUTTING SOME COURSES BACK-TO-BACK SO THERE'S WIGGLE ROOM FOR FAMILIES TO TAKE ADVANTAGE OF.

>> THANK YOU, GUYS.

>> NEXT UP.

I HAVE DR. RIEF.

>> MY QUESTIONS ARE RELATED TO THE ADJUSTMENTS, I LOVE HAVING THE RECESS AND LUNCH TOGETHER.

I THINK THAT IS REALLY HELPFUL, BECAUSE IT REDUCES THE AMOUNT OF TRANSITION AND IT GIVES THE KIDS A LONGER BREAK.

WE HAVE HEARD FROM PARENTS, CAN YOU REDUCE THE DAY? CAN ON CORE BE OPTIONAL.

I WAS WONDERING IF SOMEONE COULD SPEAK TO THE DAYS OR HOURS, AND THE FLEXIBILITY WITH THAT.

THE OTHER IS ABOUT THE LEARNING INSTRUCTIONAL PACKETS.

IF SOMEONE CAN TALK ABOUT BRINGING THOSE BACK.

WE HAD THEM IN THE SPRING AND DIDN'T USE THEM THE FIST QUARTER.

THE HAND TO MIND MAN PEW LATIFFS, AND I AM NOT SURE IF THE TEACHERS WERE TALKING ABOUT THOSE WITH THE KIDS.

I'M WONDERING WHY WE'RE NOT DISTRIBUTING THE TEXT BOOKS.

THEY'RE CONSUMABLE TEXTBOOKS THAT MIGHT BE GOOD RESOURCES FOR OF STUDENTS TO HAVE AND THE TEACHERS.

THAT MIGHT BE AN OPPORTUNITY TO GET THEIR EYES OFF THE SCREEN.

IT MIGHT BE THE BEST BOOK AVAILABLE TO THEM ONLINE, BUT SOME PARENTS HAVE INDICATED THEY WOULD PREFER THE ACTUAL BOOK.

>> I WANT TO GET INVOLVED IN ANSWERING THE INSTRUCTIONAL QUESTIONS, BUT I WANT TO MAKE SURE THAT DR. MANN CAN ANSWER.

HE CAN GIVE YOU THE ENCORE ON THE PACKETS AND WHY, THERE WAS A COMMITMENT TO

[02:10:34]

PROVIDE THOSE AND WHY.

>> THANK YOU DR. RIEF.

SO, THE PACKETS, THE TEAM IS LIKE I SAID WAS WORKING ROUND THE CLOCK.

I KNOW SOME OF THEM AS I'M SPEAKING WORKING ON PACKET MATERIAL.

SO, PART OF THINKING FOR THE PACKETS IS DIRECTLY TO GET STUDENTS OFF THE SCREEN.

SO, THAT A TEACHER CAN SAY EVERYONE WE'RE GOING TO DO X PAGE IN THE PACKET, PLEASE TURN YOUR LAPTOPS, CLOSE YOUR SCREEN, YOU CAN STAND UP.

I THINK MISS BUYNUM WAS SAYING, AND YOU CAN HEAR THE TEACHER IF THEY CALL YOU BACK.

ONE MUCH OF THE THINGS THAT WE ARE DISCUSSING, I HAVE SEVERAL EMAILS, WHAT ARE THE DIRECTIONS TO THE STAFF.

SOME TEACHERS WEREN'T TALKING ABOUT IT AND NOW WE'RE GOING TO GET FEEDBACK FROM THE STAFF.

IS IT A MANDATE THAT YOU HAVE TO USE A PACKET BECAUSE PEOPLE ARE SPENDING A INOR DIN EIGHT AMOUNT OF TIME, AND THE TRAINING ASPECT OF IT, THIS IS HOW WE WANT YOU TO USE IT.

THE PRINCIPALS HIGHLIGHTED THAT PIECE ON HOW WE WANT TO MAKE SURE ALL OF THIS IS HAPPENING.

THE FIST RESPONDERS ARE LEARNING -- THE FIRST RESPONDERS ARE LEARNING ALL OF THIS AS WE HAVE.

ELEMENTARY PRINCIPALS CAN SPEAK TO THIS BETTER THAN I CAN.

THE BALANCE BETWEEN A SECOND GRADER BEING TOTALLY INDEPENDENT AND NOT LOSING A WHOLE YEAR.

DO WE SAY THE DAY IS ONLY THREE HOURS WHEN WE WANT TO MAKE SURE VERY HAVE PLENTY OF TIME FOR READING INSTRUCTION, AND MAT INSTRUCTION.

MISS GREENE YOU'RE RIGHT, AND DON LEE, AND ARTS PEOPLE CONSTANTLY ARE TELLING US, PLEASE AND DON'T CUT ON CORE BECAUSE WE WANT THE KID MOVING AND BRAIN DEVELOPMENT.

IT'S TRYING TO BALANCE IT ALL FOR THE YOUNGEST LEARNING.

I WILL STOP THERE AND LET THE PRINCIPALS SPEAK TO THE SCHEDULE.

THE PACKETS ARE DIRECT CORRELATION TO TRYING TO HAVE LESS SCREEN TIME.

LASTLY PASSING OUT BOOKS AND TEXTBOOKS.

THE SCHOOLS ARE TELLING US CENTRAL OFFICE THAT THEY HAVE SENT HOME.

THEY'RE NOT TRYING TO INUNDATE PARENTS TO COME AND PICK UP A PACKET, AND COME PICK UP A BOOK.

YOU CAN PICK UP A AND I KNOW THEY'RE HAVING BOOK DRIVES.

WE'RE TRYING TO STAGGER IT SO THE PARENTS ARE NOT ALWAYS COMING TO THE SCHOOLS EVERY SINGLE DAY, AND MAKE SURE THAT THE SCHOOL STAFF HAVE TIME TO PLAN FOR IT AND FEEL SAFE FOR THE PICK UP.

>>> , ONE OF THINGS AS FAR AS ADJUSTING THE SCHEDULE, AND SLA TESTING IS STILL HAPPENING.

IT'S THE EXPECTATION THAT WE MASTER THE SKILLS FOR ALL THIRD GRADERS.

WHAT HAPPENED IN MARCH WE WERE LIKE WE'RE ONLY GOING TO DO OUR PRIORITY SKILLS.

TEACHERS WERE FEELING CONCERNED THAT THE KIDS WEREN'T LEARNING WHAT WAS MASTERING THE WHOLE GRADE LEVEL.

WE DON'T HAVE ENOUGH TIME TO MASTER ALL THE SKILLS THAT ARE EXPECTED BY THE STATE IN CERTAIN AREAS SO, I DON'T THINK ANY OF THAT HAS BEEN LAXED.

WE STILL SO FAR EXPECTED THAT THIRD GRADERS MASTER THIRD GRADE SKILLS THAT THAT ABSCESSED VIA.

ASL.

IF WE DON'T HAVE ANY ROOM THAT THE STATE IS NOT GIVING US GUIDANCE WHAT TO TEACH, WE DON'T WANT KIDS TO LEARN MORE AND MORE.

THIS IS THE MINIMAL AMOUNT OF TIME THAT WE CAN TRY TO MAKE SURE THAT WE TEACH ALL THE CONTENT THAT KIDS NEED FOR THEIR GRADE LEVEL TO BE COMPETITIVE.

>> I'M SORRY.

GO AHEAD MR. PASCALL.

>> I WAS GOING TO SPEAK ABOUT THE STATE REGULATIONS FOR ON CORE.

WE ARE REQUIRED TO HAVE PHYSICAL EDUCATION TWICE A WEEK AND GENERAL MUSIC ONCE

[02:15:02]

A WEEK.

THAT IS THREE OF OUR FOUR DAYS THAT HE WITH ARE TO HAVE ON CORE.

AND THE STATE HAS NOT RELENT THOSE REQUIREMENTS.

JUST AS MISS JOHNSON WAS JUST SAYING, WE HAVE NOT HAD A MOVED FICTION OF THE STANDARDS OF -- A MODIFICATION OF THE STANDARDS OF LEARNING NOR THE ASSESSMENT LEARNS THAT WE'RE SUPPOSED TO BE HAVE BY THE END OF THE YEAR WHERE WE'RE TOLD THAT IS THE MINIMUM THE CHILDREN HAVE T LEARN AS OF THE END THE YEAR.

ASLS ARE STILL OCCURRING, IF WE CUT ANY OF OUR FIRST GRADE, WE DON'T KNOW HOW TO MODIFY BY SECOND GRADE AND SO ON AND SO FORTH.

AND SO ON.

>> WITHIN SINK WITH OUR COLLEAGUES, I WOULD HOPE THAT WE WOULD WORK WITH FAMILIES BASED ON THEIR INDIVIDUAL CIRCUMSTANCES.

WE CAN'T SAY TO A FAMILY, YOU DON'T HAVE TO COME TO PE.

BUT I CAN SUPPORT A FAMILY ASK SAY IF YOU CAN'T COME TO PE TOMORROW, WE CAN WORK WITH IT ON A CASE BY CASE BASIS.

WE WANT TO ENGAGE FAMILIES, AND NOT HAVE ANY OF STUFF OF VIRTUAL LEARNING AND PUSH AWAY FAMILIES AWAY FROM WHAT WE HAVE TO OFFER.

THERE'S A TIPPING POINT AND WE AS LEADERS IN OUR BUILDING DO VALUE THE OPPORTUNITY TO BE ABLE TO WORK WITH FAMILIES TO TAK THEIR INDIVIDUALS SITUATIONS INTO CONSIDERATION AND TO KEEP ENGAGE THEM AND WORK WITH THEM IN THE BEST INTEREST OF THEIR CHILDREN.

>> I WANTED TO JUST SAY, I THINK ALSO WE TRY TO BE A JILL TO SOME OF THE -- AGILE TO THE QUESTION OF OUR FAMILIES, WE HAVE HAD A NUMBER OF FAMILIES THAT REQUESTED LEARNING PACKETS, THEY SAW IT A WAY TO ENGAGE STUDENTS.

WE WANTED TO BE RESPONSIVE, AND THAT IS WHY DR. MANN AND HIS TEAM IS CREATING LEARNING PACKETS AND AS SOMEONE SAID EARLIER, W WILL CONTINUE TO KEEP FEED BOOK.

AND SELECT THE OBJECTIVES AND SKILLS AND HONOR SOME OF THE ON CORE THROUGH SEAL.

I'M NOT SAYING THAT IS GOING TO HAPPEN, BUT AS WE CONTINUE TO GET FEEDBACK.

WE HAVE ALL TEACHERS PROVIDING FEEDBACK.

WE WILL CONTINUE TO GET FEEDBACK ON THE SCHEDULE AND TRY TO FIND WAYS TO MODIFY IT.

I WANTED TO ABOUT THE LEARNING PACKETS AND PERSONALLY AND PROFESSIONALLY, WE WANTED TO CREATE MORE ENGAGING WAYS IN WHICH OUR YOUNG CHILDREN COULD LEARN AND BE ENGAGED AS A WAY TO RESPOND TO THE SYNCHRONOUS REQUEST AND DECLINE AND THAT TYPE OF INSTRUCTIONAL MODE.

>> OKAY, GREAT.

I THINK THAT WE ARE PROBABLY READY TO MOVE ON IN THE PRESENTATION FOR THE LAST PART.

SO, I WILL TURN IT BACK TO DR. HUTCHINGS.

> SO MUCH.

AND WE WERE ON SLIDE 20 AT THIS POIN.

AND THAT GOES ASSESSING THE FEASIBILITY FOR 5.0.

SPECIFICALLY, I THINK IT'S IMPORTANT FOR THE BOARD AND STAFF TO UNDERSTAND THAT WE HAD TO LOOK AT SIX SPECIFIC AREAS AS WE WERE DETERMINING WHAT WAS MOST FEASIBLE OR WHAT WAS THE BEST FEASIBLE ACTION.

FIRST WE HAD TO LOOK AT THE BUILDING CAPACITY COMPONENT.

WE WILL BE SHARING WITH YOU MORE SPECIFICS OF WHAT THE LAYOUT OF CLASSROOMS WILL LOOK LIKE DURING THE GLOBAL PANDEMIC.

A LOT OF OUR FAMILIES AND EVEN SOME OF OUR STAFF, THE ONLY POINT OF REFERENCE THAT WE CURRENTLY HAVE IS WHAT THINGS WERE PRIOR TO MARCH 13.

US OPENING OUR DOORS, IT REQUIRES TO OPERATE VERY DIFFERENTLY, SIGNIFICANTLY DIFFERENTLY.

THE WHOLE IN PERSON LEARNING EXPERIENCE LOOKS VERY DIFFERENT FROM THE FURNITURE TO THE LEARNING SPACES TO THE HALLWAYS, TO HOW WE DO OUR ROUTINES AND TRANSITIONS BETWEEN CLASSES.

WE HAVE TO LOOK AT OUR STUDENTS.

AND WE WANT TO LOOK AT WHAT WERE THE SPECIFIC STUDENT NEED.

WE HAD TO PRIORITIZE THOSE NEEDS AND PRY TIES THE EDUCATIONAL EQUITY FOR STUDENTS AS WELL AS FAMILY AND STAFF PREFERENCES AS WE MOVE FORWARD WITH THIS, BUT WE HAVE TO KEEP OUR STUDENTS IN MIND BASED ON SOME OF THE DATA THAT WE HAVE RECEIVED.

THAT IS ALL WE HAVE RIGHT NOW TO MACH SOME OF THESE INFORMED DECISIONS THAT CAME OUT OF SURVEY.

WE HAD TO SPECIFICALLY CLOCK AT OUR PPE AS WELL AS OURSELF AND SAFETY TRAINING.

I KNOW THAT DR. HEART IS GOING TO BE SHARING WITH YOU MORE DETAILS IN THIS PRESENTATION IN REGARDS TO THE PPE AND SOME OF THE MEASUREMENTS THAT WE HAVE PUT IN PLACE AND PROCURED AS WELL AS OUR CLEANING PROTOCOLS AND OUR ABILITY TO

[02:20:03]

MONITOR OUR STUDENTS HEALTH AS WELL AS THE HEALTH AND MITIGATIONS -- INDICATIONS THAT OUR HEALTH DEPARTMENT IS MONITORING THROUGH THIS PROCESS AS WELL.

THESE ARE ALL OF EXON ANYONES TO DETERMINE WHAT WAS BEST FEASIBLE OPTIONS.

ONE OF THE KEY FACTORS IS STAFFING ABILITY.

WE HAVE TO KEEP IN MIND THAT OUR STAFF, THROUGH ALEXANDRIA CITY SCHOOLS, SOME OF OUR STAFF HAS HEALTH CONDITIONS.

THEY HAVE SITUATIONS THAT DO NOT ALLOW THEM TO RETURN TO IN PERSON.

ALL OF THESE FACTORS HAVE TO BE PUT IN CONSIDERATION TO DETERMINE IF WE ARE ABLE TO FEASIBLY OFFER A IN PERSON SESSION, CAN WE ACCOMMODATE AND WE HAD TO PUT ALL OF THAT INTO CONSIDERATION AS WELL AS OUR INSTRUCTION AND VIRTUAL ROLES.

EVEN WHEN WE PIVOT TO HAVING IN PERSON INSTRUCTION, WE ARE STILL GOING TO HAVE THOSE STUDENTS WHO WILL BE VIRTUAL AND WE NEED TO MAK SURE WE HAVE A STRUCTURE TO SERVE STUDENTS WHETHER IN THE BUILDING OUR OUTSIDE OF THE BUILDING.

THEN WE HAD TO LOOK AT OUR INSTRUCTIONAL MODEL AND WE TOUCHED WITH ADJUSTMENTS WE MADE FOR ELEMENTARY.

AS YOU TRANSITION FOR THE ELEMENTARY VIRTUAL EXPERIENCE.

AS YOU TRANSITION FOR IN PERSON.

IT REQUIRES US TO MAKE ADJUSTMENT WITH THE SCHEDULE.

ONE FACT WE HAVE TO PUT ON THE TABLE THAT EVERY FAMILY HAS TO KNOW NOW IS WHEN WE AGAIN TO TRANSITION SOME OF OUR STUDENTS WE HAVE TO MAK ADJUSTMENTS TO STUDENTS SCHEDULES THAT THE ONLY WAY THAT THIS PROCESS IS GOING TO WORK.

WE ARE GOING FROM AN ONLINE OR VIRTUAL WORLD OR HYBRID MEANING SOME VIRTUAL AND SOME IN PERSON.

WE CANNOT REPLICATE WHAT WE'RE DOING RIGHT NOW WHEN WE OPEN THOSE SCHOOL BUILDING DOORS.

WE ARE GOING TO HAVE TO MAKE SOME SIGNIFICANT ADJUSTMENTS TO OUR SCHEDULINGS.

THAT IS WHY SOME OF THIS TIMING PIECE IS GOING TO BE IMPORTANT TO US AS WELL.

WE ARE NOT CAUSING TOO MANY DISRUPTIONS FOR OUR STUDENTS.

HE ARE DISRUPTIVE WITH BEING VIRTUAL AND THE GOB ALPANDEMIC, AND WE -- GLOBAL PANDEMIC AND WE ARE TRYING TO CONTROL THE DISRUPTIONS.

THE TECHNOLOGY COMPONENT FALLS UNDER THE INDIVIDUAL MODEL.

FOR STUDENT AT HOME THERE WILL BE ADDITIONAL TECHNOLOGY DEVICES HOW TO DETERMINE IF THE STUDENTS AND SOME STUDENTS ARE IN SCHOOL AND CAN BE ENGAGED IN THE SCHOOL.

WHETHER THROUGH LIVE CAMS THESE ARE EXON ANYONES THAT WE NEED TO HAVE IN PLACE TO

[02:25:27]

MAKE SURE THAT THEY ARE HAPPENING EFFICIENTLY FOR STUDENTS.

FINALLY IS THE TRANSPORTATION COMPONENT.

THE ONE THING WE HAVEN'T HAD TO DO WHILE STUDENTS HAVE VIRTUAL IS TRANSPORTATION.

OUR TEAM HAS BEGUN TO MODIFY ROUTES TO DETERMINE HOW WE CAN ACCOMMODATE OUR FAMILIES.

THAT IS WHY WE HAD ONE OF THE QUESTIONS ON THE SURVEY TO ASK THE FAMILIES, WOULD YOU BE ABLE TO DRIVE YOUR STUDENT TO SCHOOL OR WOUL YOUR STUDENT BE ABLE TO WALK IN THAT TYPE OF THING WHO WAS ELIGIBLE FOR THAT TRANSPORTATION COMPONENT.

IT'S IMPACTED BY THE CDC GUIDELINES WHICH WE MUST FOLLOW IN ORDER TO BRING OUR STUDENTS BACK IN PERSON AND THEN OUR BUSES, AND BUS MONITOR IS THE PIECE.

I WANT TO PIVOT TO THE WHO, WHAT IN PERSON.

ONE THING THAT I WANT US TO SHARE IS THE WHO, THE WHO, WHAT FOR IN PERSON IS FOR THE NEXT NINE WEEKS, THE NEXT SECOND QUARTERED.

IT IS NOT FOR THE WHOLE YEAR.

WHAT WE ARE SUPPOSED TO DO AND WHAT WE PLAN TO DO AND SAID WE WERE GOING TO DO BACK IN AUGUST EVERY SEVEN WEEKS WE WERE GOING TO MAKE SURE THAT WE WERE EVALUATING OUR SITUATION.

DOING ANALYSIS, CONDUCT SURVEYS TO OBJECT DANE -- OBTAIN DATA FROM OUR FAMILIES TO MAKE THE STAFFING DECISIONS.

WHEN WE CONDUCTED THAT DATA SOME OF THE INFORMATION WE RECEIVED FROM THAT IS THAT THE STUDENT POPULATIONS THAT APPEARED TO BE THE MOST VULNERABLE WERE THE SPECIAL, STUDENTS WITH SPECIAL NEEDS.

THAT NEXT GROUP WAS OUR EL STUDENTS AND THEN WE BEGAN TO GET WITH OUR EARLY LEARNERS AND K-FIVETH GRADE.

WHAT WE'RE TRYING TO DO IS MAKE SURE THAT WE'RE FOLLOWING OUR DATA THAT WE HAVE RECEIVED.

AND THAT WE ARE MAKING SURE WE ARE USING THESE PRIORITIES TO ALLOW US TO TRANSITION.

THE GOAL IS TO HAVE ALL STUDENTS AT SOME POINT BACK INTO OUR SCHOOL BUILDINGS.

>> I DO THINK IT'S IMPORTANT FOR MR. PAGE TO SHARE THE DATA.

WHEN YOU LOOK THROUGHOUT THE PRESENTATION, WE'RE NOT TALKING ABOUT 612.

WE'VE BEEN FOCUSED ON PREK THROUGH 5, AND WHY IS THAT.

I THINK THIS IS A GOOD OPPORTUNITY FOR US TO TALK ABOUT WHAT THE DATA HAS SHOWN US AND WHY WE START WITH THE PREK 5.

>> THANK YOU SO MUCH, DR. HUTCHINGS.

JUST FROM A HIGH LEVEL.

WHAT WE SAW WITHIN THE ANALYSIS, AND WE CERTAINLY LOOKED AT DATA ACROSS GRADE BANDS.

TO SEE WHAT OUR FAMILIES WERE TELLING US AS WELL AS OUR STUDENTS AND OUR STAFF, AND WHAT WE BEGAN TO SEE ACROSS THE INDICATORS THAT WE COLLECTED SURVEY DATA ON WERE INCREASED NEEDS WITHIN THE ELEMENTARY GRADE BANDS.

IN TERMS OF FINDING IS THE FOCUS ON THOSE KEY FINDINGS.

THAT IS NOT TO SAY THAT WE'RE NOT AREAS FOR IMPROVEMENT AND REFINEMENT WITHIN THE 612 BECAUSE THERE ABSOLUTELY ARE.

YOU KNOW, IT MAY BE THAT WE WERE AT SAY 78% SATISFACTION.

THAT STILL SPEAKS TO THE FACT THAT THERE ABSOLUTELY ARE REFINEMENTS.

AND I KNOW THROUGH SITTING ON ALL THE DIFFERENT GROUPS AND DISCUSSIONS THAT WE HAVE BEEN COLLECTING THAT INFORMATION IN TERMS OF REFINEMENTS NEEDED WITHIN THE 612 GRADE BANDS.

AND I KNOW THAT'S INFORMATION THAT OUR SCHOOLS ARE WORKING WITH AND CONTINUING REFINEMENTS THERE AS WELL.

>> SORRY, I WAS ON MUTE.

ONE KEY POINT, MR. PAGE, AS WE TRANSITION IN TO THE NEXT SLIDE IS THAT IT IS IMPORTANT FOR US TO UNDERSTAND THAT WHEN WE'RE LOOKING AT THE ELEMENTARY SCHOOL DATA, THERE WAS ADDITIONAL CONCERNS THAT CAME OUT OF THAT.

AND SOME OF THAT RELATED TO STUDENTS BEING HOME AND CHILD CARE NEEDS THAT WENT ALONG WITH THE ACADEMIC COMPONENT FOR OUR ELEMENTARY.

WHICH WE DID NOT SEE SOME OF THOSE ADDITIONAL FACTORS WITH OUR SECONDARY.

SO WHAT WE WERE TRYING TO DO IN LIEU OF TRYING TO SOLVE ALL THE PROBLEMS AT ONCE, SAYING WE'RE GOING TO GO PREK12.

WE WERE TRYING TO CHUNK OUR STRATEGY SO WE WOULD LOOK AT ONE, THE MOST VULNERABLE, TWO, LOOKING AT OUR ELEMENTARY LEVEL STUDENTS FIRST, AND THEN PIVOTING AT SOME POINT TO OUR SECONDARY.

BUT TODAY'S PRESENTATION IS GEARED TOWARDS WHAT WE PLAN TO DO FOR THE SECOND NINE WEEKS.

WITHIN THE SECOND NINE WEEKS, WE DO NOT HAVE OUR SECONDARY STUDENTS AS A PART OF THE TRANSITION.

IT DOESN'T MEAN THAT THEY'RE NOT GOING TO TRANSITION AT SOME POINT.

BUT WE ARE TRYING TO BUILD ON THE MOST VULNERABLE AND THEN LOOK AT OUR STUDENTS WHO HAVE SPECIAL NEEDS AND THEN GO IN TO OUR EL AND THEN IN TO OUR EARLY LEARNERS.

SO I WANT TO TRANSITION IN TO OUR STUDENT PRIORITIZATION MATRIX BECAUSE THIS IS SOMETHING THAT'S VERY IMPORTANT, TOO, BEFORE MS. WARNER BEGINS TO SPEAK ON THIS.

THIS STUDENT PRIORITIZATION MATRIX, AND I THINK THIS WAS SOME OF THE CONFUSION THAT WAS OUT IN THE COMMUNITY AND WE WANT TO BE ABLE TO CLEAR UP WHILE WE'RE SPEAKING TO THIS.

THIS IS IN REGARDS TO OUR STUDENTS.

THIS IS NOT REGARDS TO ALL OF OUR K5 STUDENTS AT THIS POINT.

A PART OF THIS STUDENT PRIORITIZATION MAY RIX WAS TO LOOK AT, OKAY, IF WE'RE

[02:30:03]

SAYING THAT OUR CITY WIDE STUDENTS ARE MOST VULNERABLE RIGHT NOW.

THESE ARE STUDENTS WHO TYPICALLY HAVE NURSE ASSISTANCE OR PARAPROFESSIONALS IN 101 IS MULTIPLE TIMES A DAY TO HELP WITH THINGS FROM WALKING TO EATING TO USING THE RRM.

ALL THESE DIFFERENT SUPPORTS THAT ARE NEEDED THAT WE'RE TRYING TO FIND A WAY TO SUPPORT THEM MORE.

AS WELL AS OUR SELFCONTAINED STUDENTS K5 IN LANGUAGE ARTS AND MATH.

IF MS. WARNER CAN GO SPECIFICALLY IN TO THE STUDENT MATRIX THAT IS ABOUT THE CITY WIDE PROGRAM AND NOT ALL OF OUR K5 STUDENTS.

BUT MS. WARNER, CAN YOU GO IN TO THIS SLIDE FOR ME, PLEASE.

>> GOOD EVENING, I APPRECIATE THE OPPORTUNITY TO SHARE WITH YOU THIS EVENING IN REGARDS TO RETURN TO SCHOOL FOR STUDENTS WITH DISABILITIES.

AS DR. HUTCHINGS REFERENCED, WE ARE LOOKING AT OUR MOST VULNERABLE STUDENTS.

MADE IT VERY CLEAR THAT WE RETAIN ALL RESPONSIBILITIES FOR STUDENTS WITH DISABILITIES AND THEY SHOULD BE A PRIORITY WHEN WE'RE LOOKING AT RETURNING TO SCHOOL.

SO AS WE STARTED THIS PROCESS, WE LOOKED AT OUR YOUNGEST AND MOST VULNERABLE STUDENTS WHO ARE THE STUDENTS IN THE CITYWIDE PROGRAMS, PREK THROUGH FIFTH GRADE.

THOSE ARE THE STUDENTS WHO RECEIVE THEIR SPECIAL EDUCATION PROGRAMMING FOR A FULL DAY IN A SPECIAL EDUCATION CLASSROOM WITH A REDUCED STUDENT TEACHER RATIO.

MOST OF THE STUDENTS ARE IN CLASSES WITH ONE TEACHER.

ALL STUDENTS ARE IN CLASSROOMS WITH ONE TEACHER AND TWO PARAPROFESSIONALS.

SOME CLASSES HAVE A MAXIMUM OF SIX STUDENTS.

SOME HAVE A MAXIMUM OF EIGHT.

WE PARTICULARLY FOCUS ON STUDENTS WITH AUTISM, MULTIPLE DISABILITIES AND SOCIAL EMOTIONAL NEEDS.

WHEN WE START TO LOOK AT STUDENTS, WE WORK THEM IN TO PRIORITY GROUPS.

THE FIRST STUDENTS RETURNING ARE THOSE STUDENTS WHO ARE IN KINDERGARTEN THROUGH 2ND GRADE.

WE HAVE THE POTENTIAL OF RETURNING 60 STUDENTS TO SCHOOL.

BUT THERE ARE ALSO CONSTRAINTS REGARD AROUND THAT.

FIRST OF ALL, WHETHER OR NOT PARENTS ARE WILLING TO SEND THE STUDENTS BACK TO SCHOOL.

THAT GROUP IS TARGETED TO RETURN NOVEMBERÂ 5TH.

THE NEXT GROUP OF STUDENTS ARE THOSE SAME STUDENTS WE IDENTIFIED PREVIOUSLY THAT ARE IN GRADES 35.

WE HAVE APPROXIMATELY 5 STUDENTS IN THAT GROUP.

ALL THE PLANNING I'LL TALK ABOUT IN NI NEXT SLIDE WORKS AND THAT WE HAVE TIME TO ADDRESS ANY ISSUES THAT MAY ARISE ABOUT OF WE PHASE UP.

SO THAT NEXT PHASE AND GROUP IS SCHEDULED FOR NOVEMBERÂ 17TH.

THE NEXT GROUP OF STUDENTS WE HAVE ARE THE EARLY CHILDHOOD SPECIAL EDUCATION STUDENTS.

THOSE ARE 24 YEAROLD STUDENTS.

WE HAVE APPROXIMATELY 125 STUDENTS WHO WOULD BE ELIGIBLE TO RETURN IN THIS GROUP.

AND THE LAST GROUP, AND THAT IS SCHEDULED FOR NOVEMBERÂ 30TH.

THE LAST GROUP THAT WE ARE ALSO LOOKING AT ARE THOSE STUDENTS WHO TYPICALLY ACCESS THEIR SERVICES IN A GENERAL EDUCATION SETTING, THAT EITHER GET THEIR DIRECT MATH OR LANGUAGE ART INSTRUCTION IN A SEPARATE SETTING FROM A SPECIAL EDUCATION TEACHER, OR THEY GET A SPECIAL READING OR MATH INTERVENTION.

WE HAVE APPROXIMATELY 175 STUDENTS WHO FALL WITHIN THAT GROUP.

AND WE ARE LOOKING AT RETURNING THOSE STUDENTS TO SCHOOL BECAUSE THEIR DIRECT INSTRUCTION COMES IN SPECIAL ED LIKE THIS DOES IN CITY WIDE PROGRAMS. ALONG WITH PREK STUDENTS EARLY CHILDHOOD NOVEMBERÂ 30TH.

THAT I'D LIKE TO DO IN THE NEXT SLIDE IS TALK ABOUT WHAT IT TOOK.

WE STARTED IN AUGUST.

WE NEEDED TO ENSURE THAT WE COULD PROVIDE ALL THE PPE NECESSARY FOR OUR STAFF.

[02:35:11]

THESE STAFF MEMBERS WILL REQUIRE ENHANCED PPE DUE TO THE NEEDS OF STUDENTS IN THE CLASSROOM AND THE INABILITY IN MANY OF THE CASES TO MAINTAIN SOME OF THAT SOCIAL DISTANCING THAT WE'VE DISCUSSED SO FAR.

MANY OF THE STUDENT NEEDS ARE GOING TO REQUIRE CLOSE PROXIMITY, AND WE NEED TO ENSURE THAT STAFF HAVE ALL OF THE ENHANCED PPE THAT THEY NEED TO DO THAT.

THE NEXT ASPECT THAT WE HAVE TO ADDRESS WAS TRANSPORTATION.

DID WE HAVE THE PROTOCOLS AND THE ABILITY TO PROVIDE TRANSPORTATION? SCOTT MERRIMAN HAS WORKED VERY CLOSELY WITH US WORKING AT BUS ROUTES AND WORKING ON SPECIFIC PROTOCOLS HOW STUDENTS WOULD LOAD AND UNLOAD.

HOW THE BUSES WOULD BE CLEANED.

WE THEN WORKED WITH CINDY HORMEL AND HER OFFICE ABOUT PROVIDING FOOD.

WE HAVE A PLAN FOR BREAKFAST, LUNCH AND SNACKS.

WE THEN REALLY WORKED ALONG SAFETY AND SECURITY WERE PART OF THIS.

MR. CONTRERAS AND HIS TEAM.

MULTIPLE CONSULTATIONS AND WORK ON OUR TEAM WITH STUDENT SERVICES, AND DARRELL SAMPSON TO TALK ABOUT THE STAFF, SOLEMNITIAL STAFF THAT WE WOULD NEED.

AND SUPPLEMENTAL STAFF THAT WE WOULD NEED.

AND I'LL GET TO THAT IN A MOMENT.

WE LOOKED AT AA, BB.

WE LOOKED AT A HALF DAY MORNING OR AFTERNOON.

A GROUP, B GROUP.

AUTHORIZED INSPECTION STAFF BELIEVES THAT THE BEST OPTION WOULD BE A HALF DAY.

SO THE STUDENTS HAD CONSISTENCY.

AND THE OPERATIONS OFFICE THANKFULLY AGREED WITH US ON THAT.

SO WE HAVE A VERY SPECIFIC PROTOCOL ON HOW WE CAN TURN CLASSROOMS OVER.

WE'VE WRITTEN A GRANT.

WE'VE GOT SPECIAL ELECTRO STATIC SPRAYERS.

WE THEN WORKED WITH THE HUMAN RESOURCES OFFICE TO SURVEY THOSE TEACHERS WHO WOULD BE WILLING TO COME BACK TO SCHOOL.

SO WE HAVE A POOL OF TEACHERS AND PARAÂ PROFESSIONALS WHO'VE INDICATED THEIR WILLINGNESS TO RETURN TO SCHOOL.

WE THEN SENT OUT A SURVEY TO PARENTS.

WE TRANSLATED IT IN TO FOUR LANGUAGES.

ASKING WHETHER OR NOT THEY WOULD BE WILLING TO SEND THEIR STUDENTS BACK TO SCHOOL.

WE INCLUDED SOME VERY SPECIFIC INFORMATION ABOUT THE PPES, THE SANITATION PROTOCOLS, TRANSPORTATION, AND FOOD.

WE PUT SOME INFORMATION IN THERE.

SO ONCE THAT SURVEY WAS OUT, WE THEN MET WITH THE ADMINISTRATORS AND THE STAFF.

WE MET WITH ABOUT 70 ADMINISTRATORS AND STAFF THAT WERE POTENTIAL SITES FOR RETURNING STUDENTS TO SCHOOL.

WE HAVE A VERY EXTENSIVE MEETING WITH THOSE STAFF MEMBERS.

WE WENT IN TO BREAKOUT ROOMS, AND WE ASKED FOUR GUIDING QUESTIONS.

WE PRESENTED THE INFORMATION TO THEM ABOUT PPE, AND THEN WE ASKED, WHAT ADDITIONAL INFORMATION DO YOU NEED ABOUT PPE AND SANITATION IN ORDER TO RETURN TO SCHOOL.

WHAT LOGISTICALLY DO WE NEED TO CONSIDER AS WE ARE MOVING STUDENTS THROUGH YOUR BUILDING.

BECAUSE OUR PLAN, AS YOU'VE HEARD FROM DR. HERRING, IS TO REALLY KEEP THE STUDENTS IN A BUBBLE.

WE ARE GOING TO HAVE THE STUDENTS COME OFF THE BUS, THEY IMMEDIATELY GO WITH THEIR INSTRUCTIONAL STAFF IN A GROUP.

THEY MOVE STRAIGHT TO THE CLASSROOM AND THEY ARE IN THE CLASSROOM FOR THREE HOURS, FOCUSED ON READING AND MATH AND INSTRUCTION.

AND THEN THEY COME BACK AND GET ON THE BUS AND GO STRAIGHT HOME.

SO WE ARE LOOKING AT BEING VERY CAREFUL ABOUT NOT CROSS CONTAMINATING AND THAT WE DON'T HAVE ADDITIONAL STAFF COMING IN AND OUT OF THOSE CLASSROOMS. SO AS A RESULT, STUDENTS WILL STILL HAVE A HALF DAY OF VIRTUAL INSTRUCTION, WHICH WILL INCLUDE THEIR RELATED SERVICES AND THEIR ON CORE OPTIONS.

SO WE TALKED LOGISTICS WITH THE SCHOOL BASED STAFF.

WHAT OTHER SUPPLEMENTAL STAFF WOULD YOU DEEM NECESSARY TO BE IN THE BUILDING? FOR EXAMPLE, MANY OF OUR PROGRAMS ARE VERY HIGHLY SUPPORTED BY THE SST MEMBERS, THE PSYCHOLOGISTS, SOCIAL WORKERS, AS WELL AS SPECIALISTS FROM THE OFFICE OF SPECIALIZED INSTRUCTION.

SO WE REALLY NEEDED TO ASCERTAIN WHO WOULD BE NECESSARY AND RELEVANT, AS WELL AS SCHOOL NURSES.

THE FOURTH QUESTION WE ASKED WAS WHAT DID WE NOT ASK YOU? WHAT OTHER THINGS SHOULD WE BE CONSIDERING AND WHAT ELSE SHOULD WE BE ASKING?

[02:40:02]

WE HAVE GATHERED ALL OF THAT INFORMATION.

AND THROUGH THE PLANNING THAT WE HAVE RIGHT NOW, WE HAVE ASCERTAINED THAT THE MOST FEASIBLE PROCESS TO BRING STUDENTS BACK TO PHASE THEM IN IS TO DO IT IN A ONE SCHOOL SETTING.

WE HAVE CHOSEN JEFFERSON HOUSTON BECAUSE JEFFERSON HOUSTON WAS SPECIFICALLY BUILT AND DESIGNED TO HANDLE THE K8 STUDENTS WITH MULTIPLE SDAIBLTS.

AND THAT PROGRAM IS NOT PORTABLE.

WE CAN MOVE MATERIALS AND SUPPLIES FOR THE REST OF THE PROGRAMS TO JEFFERSON HOUSTON.

BUT WE COULD NOT MOVE WHAT JEFFERSON HOUSTON HAS TO ANY OTHER SETTING.

SO WE ARE NOW FOCUSED ON RETURNING THE GROUPS OF STUDENTS BEGINNING NOVEMBERÂ 5TH, TO JEFFERSON HOUSTON.

WE OF HAD A MEETING WITH THE JEFFERSON HOUSTON STAFF TO BEGIN DISCUSSIONS ABOUT WHAT THAT WOULD LOOK LIKE.

AND WE HAVE SEVERAL PLANS IN PLACE INCLUDING A SIMULATION RUN.

WE'RE GOING TO DO A DRY RUN ON OCTOBERÂ 27TH.

BRINGING BUSES AND WORKING THE WHOLE PROCESS.

AND WE ARE SCHEDULING TABLE TALKS WITH ALEXANDRIA PUBLIC HEALTH.

AT THIS TIME WE ARE FINALIZING CLASS FORMATIONS AND WORKING ON THE NEXT STEPS OF IMPLEMENTATION.

THANK YOU ALL.

>> GOOD EVENING, BOARD MEMBERS AND VIEWING PUBLIC.

I HAVE AN OPPORTUNITY TONIGHT TO PRESENT WHAT SAFETY LOOKS LIKE IN OUR CLASSROOMS. PRIOR TO GETTING IN TO THIS VISUAL CONVERSATION, I WANTED TO HIGHLIGHT A FEW KEY POINTS TO JUST HELP PROVIDE CONTEXT.

DR. HUTCHING ALLUDED TO EARLIER PPE AND WHAT MY TEAM HAS BEEN DOING TO MAKE SURE WE ARE PREPARED FOR A RETURN TO SCHOOL.

I THINK IT'S IMPORTANT TO NOTE THAT REALLY SINCE MARCH, WE HAVE HAD STAFF IN OUR BUILDINGS TO INCLUDE MY TEAM, OUR CENTRAL STAFF MEMBERS, AND OVER THE LAST FEW MONTHS, WE HAVE HAD OTHER GROUPS BE ABLE TO GO IN TO OUR FACILITIES TO COMPLETE ASSESSMENTS, TO DO ADMINISTRATIVE WORK, SO ON AND SO FORTH.

AND ALL OF THAT TOOK US BEING ABLE TO PROVIDE THE NECESSARY PERSONAL PROTECTIVE EQUIPMENT FOR OUR STAFF MEMBERS.

SO TO THAT END, WE HAVE BEEN ORDERING AND KEEPING AN INVENTORY OF PPE TO INCLUDE DISPOSABLE FACE COVERINGS, GLOVES, FACE SHIELDS FOR CERTAIN EMPLOYEE GROUPS, WIPES, HAND SANITIZER.

SORRY, I LOST THE WORD FOR A SECOND.

HAND SANITIZER.

FOR SOME INSTANCES, WE'VE ACTUALLY BEEN PUTTING TOGETHER PPE KITS FOR PARTICULAR GROUPS THAT HAVE MULTIPLE PPE NEEDS OUTSIDE OF JUST A FACE COVERING.

AND WE WILL CONTINUE TO DO SO AS WE ARE READY TO RETURN TO SCHOOL.

I DO WANT TO GIVE GREAT KUDOS TO THE MAINTENANCE AND CUSTODIAL SERVICES TEAM.

THEY HAVE BEEN INSTRUMENTAL IN NOT ONLY ORDERING THIS PPE, BUT MAKING SURE IT IS DISTRIBUTED TO THE GROUPS THAT NEED IT.

WE ARE CONTINUING TO MEET REGULARLY.

WE ARE WORKING WITH MULTIPLE VENDORS.

WE ARE ALSO WORKING WITH PROCUREMENT.

SOME OF THESE ITEMS BASED ON THE BULK IN WHICH WE PURCHASE IT.

THAT TEAM HAS BEEN GREAT IN ASSISTING US IN THIS PROCESS.

WANTING TO REASSURE EVERYONE THAT PPE IS AVAILABLE AND WE WILL MAKE SURE THAT FOR A RETURN TO SCHOOL, THAT EVERY STUDENT AND STAFF MEMBER THAT NEEDS PPE WILL DEFINITELY HAVE IT.

I ALSO WANTED TO PROVIDE SOME CONTEXT IN REGARDS TO CAPACITY WITHIN OUR SCHOOLS PRIOR TO SPEAKING TO THE VISUALS.

OVER THE PAST SUMMER, WE PRESENTED A CAPACITY ESTIMATE BASED OFF OF TWO DIFFERENT SCENARIOS.

WE HAD A SCENARIO OF MAXIMUM NUMBER OF OCCUPANTS THAT COULD FIT IN TO OUR BUILDINGS BASED ON SOCIAL DISTANCING GUIDELINES.

AND ALSO A SNARE YOI OF HAVING NO MORE THAN 10 INDIVIDUALS IN THE ROOM.

WHEN WE COMPLETED AND SHARED THAT CAPACITY, ONE THING WE MENTIONED AND CONTINUING TO MENTION IS WE WILL HAVE TO UPDATE SOME OF THESE CAPACITY FIGURES REALLY BASED ON THE CONFIGURATIONS OF EACH CLASSROOM.

IN THE EXAMPLES THAT YOU WILL SEE, YOU WILL SEE ITERATION OF THAT WHAT CLASSROOM WOULD LOOK LIKE.

HOW TO MODIFY FOR SOCIAL DISTANCING.

JUST NOTICING SOME OF THOSE NUMBERS MAY CHANGE.

THERE WILL BE SOME CLASSROOMS THAT WILL BE ABLE TO FIT MORE STUDENTS THAN WHAT IT IS THAT WE'LL BE SHOWING TONIGHT.

JUST WANTING EVERYONE TO UNDERSTAND THAT WE ARE NOT SAYING THIS IS THE ONLY AMOUNT THAT WE CAN FIT IN EACH CLASSROOM.

BUT WANTING TO SHARE SOME VISUAL EXAMPLES TO HELP PROVIDE CONTEXT TO THOSE WHO WILL BE WALKING IN TO A ROOM THAT LOOKS MUCH DIFFERENT WHEN WE RETURN BACK TO SCHOOL.

SO WITH THAT SAID, THE FIRST GRADE CLASSROOM AT SAMUEL TUCKER IS THE EXAMPLE WE WILL USE TONIGHT FOR OUR VISUAL PRESENTATION.

[02:45:01]

WHAT YOU SEE BEFORE YOU IS A CLASSROOM IN WHICH WE CAN COMPLETE SOCIAL DISTANCING OF OUR DESK.

YOU WILL SEE TO THE FAR RIGHT CORNER THAT WE HAD TO MOVE ALL OF THE EXCESS FURNITURE OVER AS FAR AS WE CAN IN ORDER TO ACCOMMODATE THE FIVE DESKS THAT YOU SEE HERE.

IF WE WERE ABLE TO REMOVE THAT FURNITURE AND STORE IT ELSEWHERE, WE WOULD HAVE BEEN ABLE TO FIT ONE ADDITIONAL DESK.

I THINK IT'S IMPORTANT TO NOTE THE CONFIGURATION OF THIS PARTICULAR ROOM.

IN THE FAR BACK YOU'LL SEE THERE IS A BUILTIN BOOK CASE WHICH TAKES UP SOME ROOM.

TO THE FAR RIGHT, YOU CAN'T REALLY SEE IT IN THIS PICTURE BECAUSE THE DESK IS COVERING IT.

THERE'S CABINETRY THAT JETS OUT FROM THE WALL THAT TAKES ADDITIONAL SPACE.

TO THE FAR LEFT, THERE IS A SLIGHT AREA THAT WOULD ALLOW FOR SEGMENTED CUBBIES.

SO THESE THREE DIFFERENT ITEMS REALLY DID REMOVE SOME SPACE THAT COULD HAVE BEEN USED FOR STUDENT DESK CONFIGURATION USING THE SOCIAL DISTANCING GUIDELINES.

THIS IS A VIEW OF THE EXACT SAME ROOM BUT FROM THE ENTRY WAY LOOKING IN.

WE WANTED TO PROVIDE TAPED GUIDELINE FOR TEACHER AND INSTRUCTIONAL BENEFIT AS WELL TO GIVE A POINT OF REFERENCE OF WHERE WILL A TEACHER RELATIVELY STAND WITHIN A CLASSROOM WHILE PROVIDING INSTRUCTION IN THIS SET UP.

AS YOU SEE THERE'S AN ARROW POINTING TO A LINE.

AND THAT LINE INTERESTED KAETS SIX FOOT OF DIFFERENCE BETWEEN THAT LINE AND THE FRONT ROW OF STUDENT DESKS.

SO THE STUDENT WOULD HAVE TO MAINTAIN BEHIND THAT LINE AS THEY ARE PROVIDING INSTRUCTION IN THE CLASSROOM.

THIS IS THE SAME ROOM BUT FROM A STUDENT PERSPECTIVE.

THE DESK HAS A SNEEZE GUARD.

RIGHT NOW IT IS COLORED BLUE.

BUT IT'S IMPORTANT TO KNOW THAT IS A PROTECTIVE FILM THAT CAN BE REMOVED AND WILL BE REMOVED.

IT CAN BE AFFIXED TO EACH DESK.

IT IS NOT A PERMANENT FIXTURE.

BUT IT'S ONE TO PREVENT STUDENTS FROM KNOCKING IT OVER OR INTENTIONALLY BEING ABLE TO REMOVE IT, PARTICULARLY AT THE ELEMENTARY SCHOOL LEVEL.

MY TEAM ALSO WANTED TO PROVIDE EXAMPLES OF WHAT SOCIAL DISTANCING MARKERS THROUGHOUT THE SCHOOL COULD LOOK LIKE.

HERE'S JUST AN EXAMPLE OF A STICKER THAT WOULD BE AFFIXED TO THE FLOOR.

THE STICKER JUST SAYS STOP HERE AND MAINTAIN 6 FEET.

ONE THING THAT WE WOULD STRONGLY ADVOCATE FOR IS A COMMUNICATION CAMPAIGN OF COMMON SYMBOLS AND WHAT THOSE SYMBOLS MEAN.

WE UNDERSTAND OUR STUDENTS AND OUR STAFF WILL BE COMING BACK TO A BUILDING THAT LOOKS MUCH DIFFERENT THAN WHAT IT WAS WHEN THEY LEFT.

WE WANT TO MAKE SURE EVERYONE HAS A LEVEL OF COMFORT OF WHAT THESE SYMBOLS AND MARKERS MEAN PRIOR TO COMING BACK TO THE SPACE.

THE TEAM AND I ALSO WANTED TO PROVIDE AN EXAMPLE OF SOCIAL DISTANCING AND DIRECTIONAL SIGNAGE AND MARKERS THROUGHOUT A HALLWAY.

AGAIN, THIS IS STILL SAM YOU'LL TUCKER ELEMENTARY.

THIS WAS A PRIME EXAMPLE OF HOW YOU CAN CREATE A TWODIRECTIONAL HALLWAY WITHIN A FACILITY IF THE HALLWAY IS WIDE ENOUGH.

WE COMPLETED AND HAD DIRECTIONAL ARROWS ON THE GROUND AS WELL AS SIGNAGE.

THERE ARE CONES THAT HELP INDICATE TO HELP STAY WITHIN THOSE BOUNDS AND NOT TO WALK DOWN THE MIDDLE AISLE BECAUSE THE MIDDLE AISLE IS THE SIXFOOT SOCIAL DISTANCING MARKER.

TO CONCLUDE THE VISUAL PRESENTATION, WE ALSO WANTED TO PROVIDE SOME GUIDANCE FOR STAIRS BECAUSE WE UNDERSTAND THIS WILL BE INDIVIDUALIZED BASED OFF OF SCHOOL.

BUT WHAT OUR RECOMMENDATION IS, IS THAT DURING STUDENT ARRIVAL AND STUDENT DISMISSAL THAT OUR STAIRWELLS ARE MAINTAINED AS ONEDIRECTIONAL.

ONE WAY WE CAN HELP INDICATE THE DIRECTION OF OUR STAIRWELLS IS BY USING A TWOCOLOR CONE SYSTEM.

YOU CAN'T SEE IT IN THIS EXAMPLE.

BUT ONE THING WE NOTE IS WE HAVE GREEN CONES AT THE BOTTOM OF THIS STAIRWELL WHICH WOULD INDICATE THE DIRECTION IS UP.

AT THE TOP LANDING WE WOULD PUT RED CONES TO INDICATE NOT TO GO DOWN IN THAT DIRECTION.

WE ALSO SHOW AN EXAMPLE OF HAVING SOCIAL DISTANCING STICKER MARKERS ON THE WALL IN CASE STUDENTS HAD TO STOP ON THE STAIRWELL FOR ANY REASON, THEY CAN STILL HAVE AN INDICATOR OF HOW TO PROPERLY BE SOCIALLY DISTANCED.

AND SO AFTER COMPLETING THIS ONSITE ANALYSIS, MY TEAM AND I HAD SOME TAKEAWAYS THAT WE WANTED TO SHARE.

THE FIRST IS THE EXCESS FURNITURE IN THE CLASSROOMS. ONE THING THAT IS REALLY IMPORTANT TO CONTINUE TO EMPHASIZE IS THAT THERE WILL BE EXCESS FURNITURE IN CLASSROOMS SUCH AS EXCESS DESKS, FILE CAB, ANY OTHER TYPE OF INSTRUCTIONAL MATERIAL THAT IS NOT WOULD NOT BE DEEMED NEEDED IN THIS SCENARIO.

SOME QUESTIONS THAT WE HAD IS WHERE WOULD WE STORE THIS FURNITURE?

[02:50:04]

WE UNDERSTAND EVERY PIECE IN THE FACILITY RIGHT NOW IS PRIME REAL ESTATE.

IF WE DID TAKE THE POSITION TO TRY TO STORE IT ON SITE THAT PROVIDES LESS SPACE TO BE ABLE TO PROGRAM FOR INSTRUCTION AS NEEDED.

THIS IS SOMETHING THE TEAM WILL STILL HAVE TO WORK THROUGH.

STUDENT BELONGINGS IS ANOTHER QUESTION THAT CAME UP AS WE WERE DOING THIS SORT OF SIMULATION.

SPECIFICALLY WE WANT TO MAKE SURE WE'RE MAINTAINING ENOUGH CIRCULATION ROOM AROUND EACH DESK FOR STUDENTS TO COMFORTABLY BE ABLE TO GET IN AND OUT OF THEIR CHAIRS.

TO THAT END, WE HAVE QUESTIONS FOR ROOMS OR FOR SCHOOLS THAT MAY NOT HAVE LOCKERS OR SEPARATED CUBBIES TO WHERE STUDENTS CAN STORE THEIR BELONGINGS.

DOES THAT MEAN THEY KEEP THEIR BELONGINGS WITH THEM THROUGH THE DAY IN ORDER TO AVOID COMINGLING.

OR IS THERE ANOTHER OPTION.

>> SEVEN OTHER KIDS IN HIS CLASS.

>> SORRY, SO THEY DON'T HAVE TO KEEP THOSE ITEMS WITH THEM THROUGHOUT THE DAY.

AND THEN TRANSITIONS.

I KNOW THIS HAS BEEN MENTIONED EARLIER IN THE PRESENTATION.

BUT ONE THING THAT WE HAVE TO HAVE CONTINUED CONVERSATION ABOUT IS WHETHER OR NOT WE ARE GOING TO ALLOW TRANSITIONS THROUGHOUT THE DAY.

OR SHOULD WE MAINTAIN A COHORT IN THE SAME CLASSROOM FOR THE ENTIRETY OF THE DAY.

AS WE TRANSITION IN TO THE NEXT SLIDE, I THINK OUR SIMULATION PROCESS WILL DEFINITELY HELP ANSWER SOME OF THESE QUESTIONS.

AND JUST TO GIVE YOU A PREVIEW OF OUR SIMULATIONS, WE ARE GOING TO DO OUR FIRST SIMULATION OCTOBERÂ 27TH AT JEFFERSON HOUSTON TO PREPARE FOR THE CITY WIDE PROGRAM THAT WILL BE LAUNCHING THERE ON NOVEMBERÂ 5TH.

THIS WILL BE A COLLABORATIVE EFFORT.

IT WILL NOT JUST BE FACILITIES AND OPERATIONS.

TEACHER AND LEADERSHIP, STUDENT SERVICES, AS WELL AS THE ALEXANDRIA HEALTH DEPARTMENT.

THE GOAL IS TO MAKE SURE WE'RE COMPLETING A SIMULATION AT EVERY SCHOOL PRIOR TORE OR BY JANUARYÂ 2021 AS WE CONTINUE TO PREPARE FOR AN EVENTUAL RETURN TO SCHOOL FOR ALL OF OUR STUDENTS.

WITH THAT SAID, I WILL TURN IT BACK OVER TO DR. HUTCHINGS.

>> THANK YOU, DR. HART.

SO WE WANT TO GET TO WHAT THE RECOMMENDATIONS ARE FOR THE BOARD OF WHAT WE'RE RECOMMENDING TO THE BOARD.

SPECIFICALLY I THINK IT'S IMPORTANT TO STRESS THE FACT THAT THE RECOMMENDATION THAT WE ARE MAKING TODAY TO THE BOARD IS THAT WE HAVE A PHASED IN TRANSITION IN TO INPERSON LEARNING.

STARTING WITH OUR MOST VULNERABLE STUDENTS.

WHAT WE'RE DEFINING AS OUR MOST VULNERABLE STUDENTS ARE STUDENTS WITH DISABILITIES AND PART OF OUR CITY WIDE PROGRAM.

WE'RE ALSO RECOMMENDING THAT WITH THIS FIRST COHORT OF STUDENTS WHO WILL BEGIN OUR TRANSITION IN TO INPERSON LEARNING, THAT WE START ON NOVEMBERÂ 5TH WITH OUR CITY WIDE STUDENTS WHO ARE IN GRADES K2.

AND THAT ON NOVEMBERÂ 17TH, WE EXPAND THAT TO GRADES 35 OF OUR CITY WIDE STUDENTS.

AND THEN ON NOVEMBERÂ 30TH, WE EXPAND TO OUR EARLY CHILDHOOD SPECIAL EDUCATION STUDENTS, WHICH WILL BE HOUSED AT OUR ECC, WHICH IS OUR EARLY CHILDHOOD CENTER.

AS WELL AS OUR STUDENTS WHO RECEIVE SELFCONTAIN LANGUAGE ARTS AND MATH INSTRUCTION IN GRADES K5.

WE'RE ALSO RECOMMENDING THAT THIS TRANSITION OF THE FIRST COHORT OF OUR STUDENTS THAT IT BE HOUSED AT JEFFERSON HOUSTON PREK 8, IB WORLD SCHOOL.

JEFFERSON HOUSTON IS ABLE TO ACCOMMODATE THE WIDE RANGE LEVELS, AND CAN ACCOMMODATE SOME OF THESE STUDENTS WITH DISABILITIES.

WE ALSO ARE ASKING TODAY, RECOMMENDING FOR THE BOARD OR ASKING THE BOARD TO ALLOW OUR STAFF TO PROCEED WITH OUR PLAN TO CONTINUE TO PHASE IN SOME OF OUR MOST VULNERABLE EL STUDENTS.

THIS IS A PHASEIN THAT WE ARE HOPING TO BEGIN IN JANUARY FOR OUR MOST VULNERABLE EL.

BEGINNING WITH K5 FOR THIS PARTICULAR SUB GROUP.

AND THAT WE ALSO WANT TO BE ABLE TO DEVELOP A PLAN THAT WILL IDENTIFY ADDITIONAL GROUPS MOVING BEYOND THE K5.

WE'RE ALSO RECOMMENDING TODAY FOR THE BOARD TO PROVIDE SUPPORT TO THE STAFF TO BEGIN TO EXPLORE AND DESIGN A TEACHING AND LEARNING CENTER.

AND I SPECIFICALLY WANT TO TALK TO THIS.

WE DID TOUCH ON THIS EARLIER BECAUSE WE ARE FOCUSED ON OUR SECOND NINE WEEKS.

WE SAID WE WERE GOING TO COME IN SEVEN WEEKS TO SHARE WHAT OUR ANALYSIS, WHAT OUR RECOMMENDATIONS ARE FOR THE SECOND NINE WEEKS.

WHAT I WANT TO BEGIN TO START PREPARING BEYOND OUR SECOND NINE WEEKS.

I WANT TO GIVE AN EXAMPLE, AND I'M GOING TO USE SOME OF THE INFORMATION THAT

[02:55:02]

DR. HART HAS SHARED EARLIER IN REGARDS TO LAYOUTS IN HER CLASSROOMS. LET'S USE GEORGE MASON ELEMENTARY SCHOOL FOR AN EXAMPLE.

WE KNOW THAT BASED ON OUR DATA RIGHT NOW THAT WE SURVEYED OUR GEORGE MASON COMMUNITY.

IN ABOUT 80% OF OUR FAMILIES AT GEORGE MASON, THEY ARE LIKELY OR SOME WHAT LIKELY, VERY LIKELY OR SOMEWHAT LIKELY TO SEND THEIR STUDENT BACK TO SCHOOL TO OUR INPERSON LEARNING ENVIRONMENT.

IN ORDER FOR US TO FOLLOW OUR CDC GUIDELINES, MAKING SURE WE HAVE ONE WAY IN, ONE WAY OUT, MAKING SURE WE HAVE THE APPROPRIATE KIND OF STRUCTURES SO THAT THE FLOW OF THE BUILDING WILL ALLOW US TO ADHERE TO ALL THOSE CDC GUIDELINES, A BUILDING LIKE GEORGE MASON BECAUSE OF ITS SIZE IS NOT ABLE TO ACCOMMODATE 80% OF OUR STUDENTS IN THAT BUILDING OR IN THAT FACILITY.

SO WHAT WE'RE GOING TO HAVE TO BEGIN TO DO, I'M JUST USING GEORGE MASON AS AN EXAMPLE.

BUT WHAT WE'RE GOING TO HAVE TO BE ABLE TO DO IS HOW CAN WE SET UP A STRUCTURE WHERE IF THERE ARE MORE STUDENTS WHO WANTS TO COME BACK TO A PARTICULAR SCHOOL, THEN WE HAVE BUILDING CAPACITY FOR, HOW ARE WE GOING TO BE ABLE TO ACCOMMODATE THOSE STUDENTS? SO THIS IS WHY WE ARE LOOKING AT AN OPTION OF POTENTIALLY HAVING THESE TEACHING AND LEARNING CENTERS.

ONE ON THE EAST SIDE AND ONE ON THE WEST SIDE SO THAT STUDENTS IN GRADES K5 CAN BE ACCOMMODATED IF PARENTS CHOOSE FOR THEM TO RETURN TO OUR INPERSON INSTRUCTION, AND THAT WE'RE NOT IN A SITUATION WHERE WE'RE NOT ABLE TO ACCOMMODATE THOSE STUDENTS AT THEIR INITIAL SCHOOL LOCATION BASED ON THE CDC GUIDELINES.

NOW THE CDC GUIDELINES CAN CHANGE OVER THE NEXT MONTH.

THEY CAN CHANGE TOMORROW.

YOU KNOW, POTENTIALLY.

BUT WE WANT TO BE PREPARED IF THEY DO NOT CHANGE AND IF WE'RE GOING TO HAVE TO ADHERE TO THEM THAT WE CAN ACCOMMODATE ALL OF THE FAMILIES WHO WOULD PREFER FOR THEIR CHILD TO BE IN AN INPERSON SETTING.

THIS ALSO WOULD REQUIRE US TO HAVE TO ASSIGN OR REASSIGN OUR STAFF MEMBERS AS WELL.

SO THE STUDENT COMPONENT IS ONE ISSUE.

THE STAFFING COMPONENT IS ANOTHER ISSUE.

IF WE HAVE 80% OF OUR FAMILIES, AND I WANT TO USE GEORGE MASON AS ANOTHER EXAMPLE WANTING TO COME BACK, AND WE HAVE 60% OF OUR STAFF WANTING TO COME BACK IN TO THE SCHOOL BUILDING, THEN THERE IS A DISCONNECT RIGHT THERE BECAUSE WE MAY BE IN A SITUATION WHERE WE DON'T HAVE THE STAFFING TO BE ABLE TO ACCOMMODATE THE NEED, MEANING THE STUDENTS WHO WOULD LIKE TO RETURN.

SO HAVING A CENTRAL LOCATION WILL ALLOW US JUST TO HAVE SOME OPTIONS AND OPPORTUNITIES TO UTILIZE MORE STAFF WHO, YOU KNOW, MIGHT BE ABLE TO ACCOMMODATE THESE REQUESTS OF STUDENTS RETURNING.

WE WANT TO BE ABLE TO GO IN TO THE DESIGN PHASE AND THE EXPLORATION PHASE OF DOING THAT IN CASE WE HAVE TO CONTINUE TO FOLLOW THE CDC GUIDELINES SO THAT WE CAN ACCOMMODATE THOSE STUDENTS REQUESTS.

THE FINAL THING IS TO HAVE THE BOARD ENDORSE A DEVELOPMENT OF A PLAN FOR US HAVING A FULLTIME VIRTUAL SCHOOL LEARNING OPTION.

THIS IS FOR STUDENTS IN PREK12.

EVEN AFTER THIS GLOBAL PANDEMIC, WE STILL WILL HAVE FAMILIES WHO JUST DON'T FEEL COMFORTABLE SENDING THEIR CHILDREN BACK IN TO AN INPERSON SETTING.

AND WE ARE GOING TO STILL HAVE TO PROVIDE EDUCATIONAL LEARNING EXPERIENCE FOR THOSE STUDENTS.

THIS IS PUTTING US IN A VERY DIFFERENT SITUATION.

IT'S CHANGING THE NAME.

THE GAME.

THE NAME AND GAME OF PUBLIC EDUCATION.

BUT WE ARE GOING TO HAVE TO START LOOKING AT A 100% VIRTUAL SCHOOL LEARNING OPTION THAT CAN BE OFFERED TO OUR STUDENTS AND OUR FAMILIES FOR STUDENTS IN GRADES PREK12.

AND WHAT WE NEED THE ENDORSEMENT OF THE BOARD TO BE ABLE TO DO IS TO START DEVELOPING A PLAN FOR THAT SO WE'RE NOT JUST DEVELOPING A PLAN FOR NOW BUT ALSO BEYOND THIS GLOBAL PANDEMIC SO WE CAN ACCOMMODATE OUR FAMILIES.

SO WITH THAT SAID, I WANT US TO GO RIGHT IN TO OUR QUESTIONS FOR THE SECOND HALF OF THE PRESENTATION THIS EVENING.

WE'LL START OFF WITH MS. GENTRY.

ONCE AGAIN, I WANT TO THANK EVERYBODY THAT WAS A PART OF PUTTING TOGETHER THIS REALLY THOROUGH PRESENTATION.

AND ALL THE THOUGHTFUL WORK THAT'S GONE IN TO ENHANCING THE VIRTUAL PLUS PROGRAM

[03:00:04]

THAT WE'RE DOING RIGHT NOW.

IT'S VERY IMPORTANT THAT WE DO THAT.

AS DR. HUTCHINGS JUST SAID, THERE'S NO DOUBT THAT WHILE WE CAN'T PREDICT EXACTLY HOW THE FUTURE IS GOING TO GO, IT'S CLEAR THAT AT LEAST SOME PORTION OF OUR STUDENTS ARE GOING TO NEED TO CONTINUE IN A FULLY VIRTUAL LEARNING ENVIRONMENT FOR SOME TIME.

I'LL JUST SAY THAT I CERTAINLY THINK THAT THAT'S A SOUND APPROACH FOR US TO KEEP THAT AS PART OF OUR PLANNING.

HOWEVER, AS MUCH AS I APPRECIATE ALL THE INFORMATION THAT WE'VE RECEIVED, I'M STILL LEFT WITH A RATHER LARGE OVERRIDING QUESTION: OUR NEIGHBORHOOD SCHOOL DIVISIONS HAVE PRESUMABLY GONE THROUGH THEIR OWN WORK AND PLANNING OPENING.

THEY'VE GOTTEN FEEDBACK.

THEY SEEM TO HAVE REACHED NOTICEABLY DIFFERENT TIMELINES IN REGARDS TO THEIR REOPENING.

IN MANY WAYS THERE'S STRONG ALIGNMENT BETWEEN OUR PLAN AND THEIRS.

MOST JURISDICTIONS HAVE ALSO MADE A PRIORITIZATION ORDER SIMILAR TO OURS, WITH THE FIRST STUDENTS RETURNING, BEING THOSE RECEIVING SPECIALIZED INSTRUCTION, THEN ACKNOWLEDGING ENGLISH LEARNERS, THEN YOUNGER STUDENTS, AND FINALLY OLDER STUDENTS.

WHERE THERE'S A DWERJS IS THE TIMING IN BRINGING THESE CATEGORIES OF STUDENTS TO THE CLASSROOMS. I'VE HAD AN OPPORTUNITY TO HAVE AN ADMITTEDLY BRIEF REVIEW OF THEIR SLIDES, BUT I WAS STRUCK IN THE FREQUENCY AND FLOW OF THEIR SLIDES.

LIKE US, THEY OPENED WITH INFORMATION ABOUT THE CDC RECOMMENDATION FOR HEALTH METRICS TO REVIEW WHEN CONSIDERING REOPENING.

LIKE US, APPARENTLY FAIRFAX COUNTY IS ALSO EXPERIENCING WHAT THEY SCOMPLAID AS A RED METRIC.

LOWER GREEN NUMBERS IN SOME OF THE OTHER METRICS.

STAFF AVAILABILITY FOR RETURN TO INPERSON.

HOWEVER, THEIR PRESENTATION DIVERGES WHEN IT COMES TO TIMELINE.

THEIR TENTATIVE SCHEDULE CALLS FOR A RETURN OF A HYBRID SCHEDULE FOR TWO DAYS A WEEK IN THE FOLLOWING MANNER.

NOVEMBERÂ 16TH FOR KINDERGARTEN.

NOVEMBERÂ 30TH FOR GRADES 12.

JANUARYÂ 4TH, GRADES 36.

OTHER JURISDICTIONS, FOR EXAMPLE, ARTICLINGTON HAS K2 RETURNING NOVEMBERÂ 10TH.

35, DECEMBERÂ 1ST.

AND SECONDARY BY JANUARY.

I WILL NOT CONTINUE TO LIST DIVISIONS, BUT I WILL POINT OUT AT THIS TIME IN A COMPARISON OF THE CURRENT TENTATIVE PLANS THAT HAVE BEEN RELEASED BY OUR NEIGHBORING JURISDICTIONS, WE APPEAR TO BE AN OUTLIER.

WE HAVE NO PLAN FOR RETURN FOR ANY OF OUR GENERAL EDUCATION POPULATION TO ANY FORM OF INPERSON LEARNING, AND WHILE I WANT TO MAKE CLEAR THAT I UNDERSTAND THAT ANY REFERENCES TO THIS SECOND SEMESTER, OR THE THIRD QUARTER, ARE ONLY EXTREMELY PRELIMINARY, EXTREMELY PRELIMINARY PLANS ARE AN OUTLIER WITH NO SUBSTANTIVE REFERENCE TO SECONDARY STUDENTS.

I WANT TO REITERATE THAT ALL OF MY YEARS AS A PARENT, COMMITTEE MEMBER AND BOARD MEMBER, WE CANNOT DO A STRAIGHT APPLE TO APPLE COMPARISONS WITH OTHER JURISDICTIONS.

I THINK WE NEED TO SHINE MORE OF A SPOTLIGHT ON THESE DIFFERENCES IN THIS INSTANCE.

SLIDE 20 BROKE OUT THE CATEGORIES TO CONSIDER WHEN ASSESSING FEASIBILITY FOR RETURN TO INPERSON.

IT WAS IN SLIDE 20 IT WAS BUILDING CAPACITY, STUDENTS, PPE AND HEALTH AND SAFETY TRAINING, STAFF AVAILABILITY, INSTRUCTIONAL MODEL AND TRANSPORTATION.

AND WHAT I I APOLOGIZE FOR THE LONG WINDEDNESS, BUT I'M DOING THIS BECAUSE THIS IS MY ONE BIG, BIG QUESTION.

AND I'D REALLY LIKE FOR DR. HUTCHINGS AND YOUR TEAM TO OFFER YOUR THUTS ON WHAT YOU THINK LED TO THESE OTHER JURISDICTIONS TO GO THROUGH THE SAME ANALYSIS PROCESS IN THESE SAME CATEGORIES AND REACH A DIFFERENT CONCLUSION.

WHY DO THEY PLOOEF THAT THEY CAN PROVIDE AT LEAST SOME MEASURE OF INPERSON FOR THE GENERAL EDUCATION POPULATION? ARE THESE ELEMENTS OF FEASIBILITY THAT WE HAVE DEEPER DIVE INFORMATION ON,

[03:05:03]

AND PERHAPS OTHER JURISDICTIONS ARE OVERLOOKING? IS THERE SOMETHING PARTICULAR ABOUT OUR BUILDINGS, ABOUT OUR STUDENT POPULATION? SO I JUST, YOU KNOW, I DO UNDERSTAND, YOU KNOW, WHY THIS IS A QUESTION THAT I THINK WE ARE GETTING NOT JUST FROM THE COMMUNITY BUT ALSO FROM MYSELF AS A BOARD MEMBER.

SO THANK YOU VERY MUCH.

>> THANK YOU, MS. GENTRY FOR THAT QUESTION.

VERY IN DEPTH QUESTION.

ONE I DO WANT TO SAY THAT IT IS IMPORTANT FOR US TO UNDERSTAND THAT ALEXANDRIA CITY PUBLIC SCHOOLS, WE'VE HAD A BUILDING CAPACITY ISSUE PRIOR TO THIS GLOBAL PANDEMIC.

AS YOU ALL KNOW, THIS IS ONE OF THE REASONS WE'VE GONE IN TO THIS MAJOR CAPITAL IMPROVEMENT PROJECT OVER THE NEXT 10 PLUS YEARS.

BECAUSE ALL OF OUR SCHOOLS ARE OVER CAPACITY.

THAT IS NOT THE SAME SITUATION IN MANY OF OUR JURISDICTIONS.

BORDERING JURISDICTIONS HAVE.

THEY HAVE IT IN SOME OF THEIR SCHOOLS.

WE HAVE IT IN ALL OF OUR SCHOOLS.

IT'S EVERY BUILDING.

THAT'S A HUGE CHALLENGE FOR US.

WE ALSO HAVE TO LOOK AT OUR STAFFING DATA.

AND I HAVE NOT LOOKED SPECIFICALLY AT OUR NEIGHBORING JURISDICTIONS STAFFING DATA IN PARTICULAR.

BUT OUR STAFFING DATA DOES NOT MAKE IT FEASIBLE FOR US TO ACTUALLY HAVE THE STAFFING TO ADDRESS THE PERCENTAGE OF FAMILIES WHO WOULD OPT IN TO HAVING THEIR KIDS IN PERSON.

SO THAT MAKES IT NOT FEASIBLE.

I DO THINK IT'S IMPORTANT FOR US.

NATALIE WOODS WHO IS ONE OF OUR CONSULTANTS.

MS. WOODS WORKS IN OTHER JURISDICTIONS THROUGHOUT THE NORTHERN VIRGINIA AREA AS WELL AS ACROSS THE COUNTRY, SHE COULD CHIME IN A LITTLE BIT TO TALK MORE ABOUT THE SPECIFICS WITHOUT NAMING THOSE SCHOOL DIVISIONS, OF COURSE.

BUT JUST TALKING TO HOW OUR DATA COLLECTION MAY DIFFER AND MAY BE THE SAME IN SOME WAYS, AND HOW OUR APPROACH MAY BE DIFFERENT AS WELL AS THE SAME IN SOME WAYS.

>> THANK YOU, DR. HUTCHINGS.

>> YEAH, REALLY GOOD QUESTION I THINK AS OTHER DISTRICTS AROUND START OPENING, WHETHER IT'S A COUPLE MILES AWAY OR A COUPLE OF STATES AWAY, IT DEFINITELY BRINGS UP THIS QUESTION FOR ALL OF US.

SO SOME OF THE THINGS THAT THE ALEXANDRIA TEAM HAS REALLY BEEN THINKING ABOUT

IS STUDENTS >> >> I THINK SOMEBODY MIGHT BE TALKING.

>> WE'RE GOOD.

IS THINKING ABOUT THE STUDENTS THAT ARE REQUESTING INPERSON LEARNING, ALSO FROM THAT, THINKING ABOUT THE STAFF THAT ARE WILLING, ABLE, COMFORTABLE IN COMING IN TO THE BUILDINGS.

AND IT ALL COMES DOWN TO A NUMBERS GAME AS WELL.

YOU'RE COMPARING STUDENTS THAT ARE INTERESTED AND THEIR FAMILIES THAT WANT TO BRING THEM BACK IN PERSON.

FOR ALL THOSE STUDENTS THAT WANT TO STAY VIRTUAL, YOU HAVE TO MAKE SURE THE STAFFING MATCHES THAT.

TO MEET THE VIRTUAL AND INPERSON.

SO TRYING TO GATHER THOSE PREFERENCES.

GATHERING INFORMATION FROM FAMILIES AND STUDENTS.

LOOKING AT BUILDING CAPACITY LIKE DR. HART WAS SHARING.

IT'S A REALLY IMPORTANT PIECE OF THAT.

THERE'S SO MANY DIFFERENT COMPARISONS THAT EVERYONE IS THINKING ABOUT.

AND I WOULD SAY THAT IN COMPARISON TO OTHER DISTRICTS AROUND VERY SIMILAR APPROACHES.

ONE THING THAT IS REALLY IMPORTANT TO THE ALEXANDRIA TEAM IS MAKING SURE THAT EVERYONE THAT IS COMING IN TO BUILDINGS IS COMFORTABLE AND THEY FEEL SAFE AND THEY FEEL SUPPORTED TO ENTER THEIR BUILDINGS.

I JUST THINK IT'S AN EXTRA PIECE THAT'S IMPORTANT TO CONSIDER.

THERE'S ALSO A LOT OF TIMELINES.

WHEN DR. HART WAS SHARING ABOUT FACILITIES AND OPERATIONS TO BE ABLE TO OPEN BACK UP.

TRANSPORTATION HAS BEEN ROUTED.

YOU EVER TO FIGURE OUT WHICH STUDENTS ARE COMING IN, WHICH DAYS OF THE WEEK THEY'RE COMING IN, HOW OFTEN THEY'RE COMING IN.

HOW WE'RE GOING TO GET THEM IN TO THE BUILDING SAFELY, HOW WE'RE GOING TO GET THEM HOME SAFELY.

HOW WE'RE GOING TO COMMUNICATE THAT TO OUR SCHOOL LEADERS.

WE'VE HEARD FROM A COUPLE OF SCHOOL LEADERS TONIGHT THAT ARE HELPING PLAN THAT PROCESS OUT OF THEIR SCHOOLS.

AND THINKING FROM A VIRTUAL ENVIRONMENT TO A HYBRID ENVIRONMENT.

HOW THEY ADJUST THEIR SCHEDULES AS WELL.

>> I'LL JUST I TOTALLY APPRECIATE ALL THAT COMPLEXITY.

I'M NOT SURE IF WE'RE EXPERIENCING A NOTICEABLY DIFFERENT LEVEL OF COMPLEXABILITY ABOUT THOSE LOGISTICAL QUESTIONS OR ABOUT A POTENTIAL GAP IN STAFF EAGERNESS TO RETURN VERSUS FAMILY WILLINGNESS TO RETURN.

SO I'LL LOOK FORWARD TO HEARING QUESTIONS FROM OTHER BOARD MEMBERS.

BUT AGAIN, I REALLY THINK IT'S, YOU KNOW, WE OFTEN HAVE TO MAKE DECISIONS THAT ARE NOT ALWAYS UNANIMOUSLY EMBRACED BY THE COMMUNITY.

AND I'M COMFORTABLE WITH THAT.

AND I ACCEPT THAT'S A PART OF LEADING A COMPLEX ORGANIZATION.

BUT I DO LIKE TO BE ABLE TO EXPLAIN HOW WE REACHED THE DECISIONS THAT WE MADE.

>> MS. GENTRY, I THINK THE MAIN EXPLANATION TO THIS IS THE FACT THAT OUR STAFF PERCENTAGES AND OUR STUDENT PERCENTAGES ARE NOT EQUIVALENT.

THEY'RE FAR OFF.

SPECIFICALLY WHEN YOU DIG IN TO THE DATA A LITTLE DEEPER, THE WAY WE PRESENTED THE DATA IN THE SLIDES THAT WERE PRESENTED TODAY, IT INCLUDED BOTH OUR SOMEWHAT LIKELY AND VERY LIKELY.

WHEN YOU AGGREGATE THAT, AND YOU'LL SEE THAT IN THE APPENDIX OF THE REPORT,

[03:10:06]

YOU'LL SEE.

THAT DISCREPANCY IS SIGNIFICANT.

WE'RE LOOKING AT NUMBERS LIKE 20% OF STAFF IN SOME CASES WITH 60 PLUS PERCENT OF STUDENTS WANTING TO RETURN OR FAMILIES WILLING TO SEND THEIR KIDS BACK.

THAT IS WHERE THE DISCONNECT OCCURS.

WE WOULD END UP PUTTING OURSELVES IN A SITUATION THAT WE OPEN OUR DOORS AND WE DON'T HAVE THE STAFFING THERE TO ACTUALLY TEACH IN PERSON TO OUR PARTICULAR STUDENTS.

SO WE ARE TRYING TO GO FROM AN ANGLE OF HOW CAN WE START OFF WITH THIS FIRST WAVE OF TRANSITION TO SHOW.

AND MAYBE THIS WILL HOPEFULLY GET SOME MORE CONFIDENCE FROM OUR STAFF THAT HEY, WE CAN DO IT.

WE CAN FOLLOW THE CDC GUIDELINES.

WE CAN HAVE THE FLOW APPROPRIATE.

WE CAN DO THE BUILDING CAPACITY COMPONENT.

AND WE THEN COULD HAVE MORE STAFF MEMBERS COMFORTABLE COMING IN TO OUR SCHOOL SO THAT WE CAN MOVE AT A FASTER PACE.

BUT WITH THE DATA WE HAVE TODAY, IT JUST DOESN'T LOOK THAT WAY.

BUT IT COULD CHANGE.

WE ARE GOING TO SURVEY OUR STAFF AND FAMILIES AGAIN.

THIS IS NOT THE LAST SURVEY THAT WE DO.

AND WE'RE GOING TO HAVE TO SURVEY THROUGHOUT THIS EVERY SEVEN WEEK PERIOD THAT WE'RE LOOKING TO GATHER OUR DATA.

WE MIGHT SEE SOME CHANGES NOW THAT PEOPLE ARE GOING TO SEE IN THE CLASSROOM.

THE SIMULATIONS I THINK ARE GOING TO HELP WITH OUR STAFFING TOO.

THAT WE WILL BE ABLE TO CATCH UP WITH SOME OF OUR NEIGHBORING JURISDICTIONS AS WE MOVE FORWARD.

BUT RIGHT NOW, OUR DATA IS JUST NOT ALLOWING US TO DO THAT WHEN YOU LOOK AT THE STUDENT PERCENTAGE VERSUS THE STAFFING PERCENTAGE.

THAT'S THE MAIN REASON WHY IT LOOKS DIFFERENT IN ALEXANDRIA THAN ALL OF THE OTHER SCHOOL DIVISIONS.

THE NEXT QUESTION FROM MS. ALDERTON.

I DON'T KNOW IF IT WILL BE HELPFUL FOR ME.

>> WE CAN'T HEAR YOU.

>> SORRY.

YES.

DID SOMEBODY WANT TO SPEAK ON THAT.

>> DID I NOT SAY ALDERTON?

>> YOU DID.

I THINK MAYBE DR. HUTCHINGS CAN'T HEAR.

HELLO.

>> YEAH.

WE'RE HAVING TROUBLE.

>> I CAN HEAR EVERYBODY.

I APOLOGIZE.

>> SORRY.

I DON'T KNOW IF THIS IS HELPFUL TO ADD ON TO WHAT DR. HUTCHINGS SAID.

I DID HAVE A QUESTION.

IN PARTICIPATING WITH THE PLANNING TEAMS, IT WAS REALLY IMPORTANT, I THINK, OVERALL PEOPLE FELT LIKE WE DIDN'T WANT TO START FROM AN ANGLE OF MAKING TEACHERS FEEL LIKE THEY WERE FORCED TO DO THIS BECAUSE OF THE RAMIFICATIONS OF THAT AS WELL.

NOT BEING NECESSARILY GOOD AND CAUSING ADDITIONAL PROBLEMS. SO THERE WAS A LOT OF DISCUSSION ABOUT, YOU KNOW, A WAY TO MAKE THE SITUATION COMFORTABLE AND STARTING WITH A PARTICULAR GROUP AND HAVING PEOPLE BE ABLE TO SEE, OH, THIS IS WORKING.

MAYBE THAT BUILDS A LITTLE BIT OF CONFIDENCE.

I WAS JUST ADDING THAT ON TO WHAT DR. HUTCHINGS HAD TO SAY.

MY QUESTION WAS A LITTLE MORE SPECIFIC.

AND I THINK IT'S FOR DR. WERNER.

I WAS JUST TRYING TO GET THIS CLARIFIED IN MY HEAD.

SO WE'RE TALKING ABOUT 60 K2 STUDENTS IN THE CITY WIDE PROGRAM TO START.

IS THAT CORRECT?

>> WE HAVE A POOL OF 60 >> A POOL OF 60.

>> A POOL OF 60 POTENTIAL STUDENTS WHO RETURN BASED UPON PARENTS PREFERENCE AND STAFFING AVAILABILITY.

SO WE DON'T REALLY KNOW YET BECAUSE MY NEXT QUESTION WAS HOW MANY CERTIFIED STAFF WELL IF WE HAD ALL 60, DO WE KNOW HOW MANY CERTIFIED STAFF.

>> SO LET ME JUST TELL YOU.

PREK5, WE HAVE 35 SPECIAL EDUCATION CERTIFIED TEACHERS.

ALMOST 50 PARAPROFESSIONALS.

>> BUT WE WOULDN'T REQUIRE ALL OF THEM TO DO THE CITY WIDE K2.

[03:15:01]

>> NO.

IT WOULD BE A LOWER NUMBER OF THAT.

SO I THINK I UNDERSTAND WHAT YOU'RE ASKING.

SO I CAN TELL YOU RIGHT NOW WE HAVE SOMEWHERE BETWEEN 25 AND 30% OF THE INSTRUCTIONAL STAFF WHO HAVE BEEN POLLED WHO ARE WILLING TO RETURN AT THIS POINT.

WE ARE WORKING NOW WITH THE PARENT PREFERENCES AND GATHERING THAT INFORMATION TO DETERMINE THE LAST COMPOSITION.

>> AND DO WE KNOW HOW MANY CLASSROOMS WE WOULD NEED?

>> AT THIS POINT >> NO.

>> WE'RE STILL GATHERING THE INFORMATION REGARDING THE NUMBER OF STUDENTS WHO WANT TO ATTEND.

AND THEN MY SECOND QUESTION WAS ABOUT I WAS TRYING TO FRAME AS WE MOVE ALONG IN THE CONTINUUM, WE'RE LOOKING AT ELEMENTARY STUDENTS WHO ARE SELFCONTAINED ELA AND MATH.

ALL RIGHT.

ARE THESE I COULDN'T CAPTURE BECAUSE I KNOW YOU MENTIONED A HALF DAY.

IS THIS ESSENTIALLY A HALF DAY FOR THOSE STUDENTS, AND THEN THEY WOULD DO THEIR ENCORE IN SCIENCE AND HISTORY VIRTUALLY?

>> THEY WILL ONLY BE COMING BACK FOR THEIR LANGUAGE ARTS SCLOR MATH INSTRUCTION.

>> PART OF THAT ADVANTAGE DOING HALF DAY IS BECAUSE WE WANTED THEM TO COME IN DAILY VERSUS TWO TIMES A WEEK.

A LOT OF SCHOOL DIVISIONS ARE DOING TWO AND TWO.

TWO DAYS ON, TWO DAYS OFF, THAT TYPE OF THING.

THAT IS NOT BEST PRACTICE FOR STUDENTS WITH SPECIAL NEEDS BECAUSE THEY REALLY NEED THAT CONSISTENCY.

SO FOR THIS PARTICULAR GROUP, WE WERE TRYING TO MAKE THOSE ADJUSTMENTS BASED ON THE NEED OF THE POPULATION.

AND NOT DOING THE GENERAL EVERYBODY DOES IT TWO BY TWO.

WE TRIED TO STRUCTURE IN A HALF DAY SO WE CAN GET HALF OF THE STUDENTS IN IN THE MORNING, HALF OF THE STUDENTS IN IN THE AFTERNOON.

AND THEY COULD CONSISTENTLY COME TO SCHOOL EVERY DAY, VERSUS TWO DAYS IN SCHOOL AND TWO DAYS OUT OF SCHOOL.

NEXT WE HAVE MS. LOREBER.

>> THANKS SO MUCH, MADAM CHAIR.

I WANT TO FOLLOW UP ON A QUESTION THAT MEEGAN ASKED.

WHEN THEY WERE SURVEYED, WERE THEY TOLD THIS WAS GOING TO BE IN ONE SITE? WAS THAT PART OF THE QUESTION, WOULD YOU BRING YOUR CHILD BACK IF THE PROGRAM TAKES PLACE AT JEFFERSON HOUSTON SCHOOL? WAS THAT SOMETHING THEY WERE ASKED?

>> NO, MA'AM, BECAUSE AT THE TIME WE DEVELOPED THE SURVEY, WE WERE STILL CONSIDERING MULTIPLE OPTIONS.

STARTED CONSIDERING RETURNING STUDENTS K5 DIFFERENT SITES ORIGINALLY.

BASED ON LOGISTICAL CONSTRAINTS, WE THEN STARTED TO LOOK AT NARROWING THE FOCUS AS TO WHERE WE WOULD OPEN THE BUILDING.

WHEN YOU STARTED LOOKING AT SUPPORTING STAFF, IT SEEMED TO MAKE MORE SENSE.

>> I >> IN ADDITION >> GO AHEAD.

>> IN ADDITION TO WHAT MS. WERNER WAS JUST SAYING IS THAT ANOTHER KEY COMPONENT THAT WE LEARNED JUST THROUGH THIS PROCESS IN OUR CITY WIDE STUDENTS, NOT ONLY CAN WE JUST RELY ON THE SURVEY DATA.

THERE HAS TO BE THE FIRST ASPECT TO DETERMINE THE PLANNING.

BUT THEN WE DO HAVE TO FOLLOW UP WITH A SPECIFIC COMMITMENT.

LIKE, YES, I AM GOING TO RETURN.

AND WHAT WE ARE IN THE PROCESS NOW OF DOING IS CONTACTING EACH OF OUR FAMILIES TO HAVE THE DISCUSSION AROUND THESE ARE THE SAFETY PRECAUTIONS THAT WERE TAKEN.

THIS IS WHAT THE DAY IS GOING TO LOOK LIKE.

THIS IS HOW OUR TRANSPORTATION, YOU KNOW, PROCESS AND EVERYTHING IS GOING TO WORK.

AND NOW WE NEED A COMMITMENT ABOUT COMING BACK TO SCHOOL FOR INPERSON INSTRUCTION.

SO WE'RE GOING TO HAVE TO DO THAT FOR THIS.

WE'RE ALSO GOING TO HAVE TO DO THAT AS WE TRANSITION IN OUR OTHER GRADE LEVELS AND OUR OTHER STUDENT POPULATIONS.

WE CANNOT JUST RELY SOLELY ON THE SURVEY DATA.

WE HAVE TO DO THOSE FOLLOW UP COMMITMENT DATA'S SGLOOU OF COURSE.

THE REASON I ASKED THE QUESTION, BASED ON THE MAIL I'M GETTING AND CALLS I'M GETTING, WHEN WE DO THE FOLLOW UP SURVEY WITH SPES FIST, I THINK MANY OF THE FAMILIES WHO WANT TO COME BACK, MAY NOT WANT TO COME BACK IF JEFFERSON HOUSTON REPRESENTS A NEW SCHOOL FOR THEM.

BECAUSE THEY ARE CONCERNED THAT THEIR CHILDREN WILL BE UNCOMFORTABLE IN A DISTANT

[03:20:01]

IN A DIFFERENT ENVIRONMENT THAN THEY'VE KNOWN TO DATE.

OR THE OTHER THING I THINK SOME PEOPLE ARE CONCERNED ABOUT AND I AGAIN, I UNDERSTAND IT BECAUSE OF COVID, I UNDERSTOOD IMMEDIATELY THE PRACTICALITY OF ONE VERSUS MANY LOCATIONS.

IT'S JUST PRACTICAL.

SAME WITH THE EAST SIDE AND THE WEST SIDE K5 LOCATIONS.

BUT AS PRACTICAL AS THOSE ARE, I THINK THEY DO POSE SOME PROBLEMS FOR COMMUNITY ACCEPTANCE.

FOR ME PERSONALLY, THE ONE THING I GET NERVOUS ABOUT IS GROUPING ALL STUDENTS WITH DISABILITIES IN ONE PLACE JUST BECAUSE THAT'S SOMETHING WE'VE WORKED SO HARD TO GET AWAY FROM.

AND I ONLY WORRY THAT BECAUSE OF COVID, WE MIGHT GET BACK IN TO A PATTERN OF DOING THAT FOR CONVENIENCE.

BUT MOST OF ALL, I THINK THE CHALLENGE WE HAVE, I THINK WE HAVE TO BE VERY CLEAR WITH FOLKS THAT WE HAVE A TREMENDOUS CHALLENGE BOTH TEACHING LACK OF TEACHERS, AND SPACE.

I MEAN, I THEY THOSE POINTS YOU MADE EARLIER ON, DR. HUTCHINGS, ARE REALLY KEY.

BUT I REALLY WAS JUST CURIOUS IF YOU HAD ALREADY POLLED THE FAMILIES ABOUT THE LOCATION.

BECAUSE OF THE MAIL I'M GETTING ABOUT WHAT, YOU'RE GOING TO SEND US ALL THE WAY OVER THERE, ET CETERA, ET CETERA.

ANYWAY.

>> IF I COULD PUT THIS IN TO CONTEXT FOR YOU THAT I THINK WILL CHANGE PERCEPTIONS.

WE HOLD ESY AT JEFFERSON HOUSTON EVERY YEAR.

AND THE STUDENTS ALL COME AS PART OF THE ESY PROGRAM TO JEFFERSON HOUSTON.

AND THEY TRANSITION BEAUTIFULLY.

THEY COME AND THEY MEET AND THEY WORK WITH TEACHERS THAT THEY'VE NOT HAD BEFORE.

SOME GET THEIR TEACHERS.

SOME DON'T.

I AM TELLING YOU, THAT PROGRAM RUNS FLAWLESSLY.

AND MANY OF THESE STUDENTS HAVE ALREADY MADE THAT TRANSITION.

GRANTED, IT'S OUR PREK2.

BUT THESE STUDENTS HAVE ALL BEEN WITH US SINCE PRESCHOOL.

AND ALL OF THEM HAVE COME TO JEFFERSON HOUSTON, MOST OF THEM HAVE COME TO JEFFERSON HOUSTON AND TRANSITIONED WITH NO ISSUES.

THE OTHER ASPECT IS IT'S A VERY FAMILIAR BUILDING TO THEM.

AND WE ARE GOING TO FOLLOW VERY MUCH THE ESY MODEL IN TERMS OF HOW WE SUPERVISE AND STRUCTURE THE PROGRAM WHILE THEY'RE THERE.

SO I ACTUALLY AM NOT NEARLY AS CONCERNED AS I WITH WOULD BE IF WE WERE GOING TO TC WILLIAMS OR SOMETHING LIKE THAT WITH THIS GROUP OF STUDENTS.

IN ADDITION, LET ME ASSURE YOU, THE CITY WIDE CLASSES ARE GOING RIGHT BACK TO WHERE THEY STARTED FROM AS SOON AS WE HAVE THE GENERAL EDUCATION POPULATION BACK IN THE BUILDING.

>> THANK YOU FOR THE CLARIFICATION.

THAT'S VERY INTERESTING ABOUT THE ESY.

I APPRECIATE THAT.

THANKS.

>> I THINK AS EVERYBODY STARTS TO THINK ABOUT IT IN ESY CONTEXT, IT BECOMES A VERY DIFFERENT PICTURE.

>> THAT WAS A VERY HELPFUL POINT.

NEXT UP I HAVE DR. REEVE.

BEFORE I GET TO MY MAIN QUESTION, CAN I JUST ASK ONE QUICK CLARIFICATION ABOUT THE CITY WIDE PROGRAMS. WILL THE STUDENTS BE STAYING WITH THEIR SAME TEACHERS? ARE YOU TRYING TO KEEP THEM WITH THEIR SAME TEACHERS IF POSSIBLE, THAT THEY'RE WORKING WITH NOW? I WAS JUST WONDERING HOW THAT FACTORS IN.

>> WE HAVE AT MY LAST COUNT FIVE CITY WIDE VACANCIES.

WE REALLY HAD A VERY DIFFICULT TIME WITH COVID RECRUITING TEACHERS THIS YEAR.

SO WE HAVE ALREADY KIND OF CONSOLIDATED STUDENTS ACROSS SCHOOLS.

SO FOR EXAMPLE, WE HAVE A PROGRAM FOR STUDENTS WITH INTELLECTUAL DISABILITIES AT MOUNT VERNON AND AT JOHN ADAMS. WE HAVE CLUSTERED THE STUDENTS AND DIVIDED THEM BETWEEN THE THREE TEACHERS THAT WE HAVE AT THOSE TWO SCHOOLS.

SO STUDENTS ALREADY THIS YEAR MAY OR MAY NOT HAVE HAD THEIR TEACHER FROM LAST YEAR.

BUT WE HAVE WORKED VERY, VERY HARD AS WE CALL IT CROSS PLATFORM, AND HAVE THE STUDENTS WORK WITH NEW STAFF.

WE WILL BRING BACK IN TO FACETOFACE INSTRUCTION THE STUDENTS THAT WE CAN HANDLE WITH THE CAPACITY THAT WE HAVE.

AND I'M GOING TO BE VERY UP FRONT RIGHT NOW AND TELL YOU WE HAVE AS I SAID BETWEEN 25 AND 30% OF OUR AVAILABLE STAFF.

WHICH MEANS WE'LL BE ABLE TO HANDLE ABOUT 25% OF THE POTENTIAL STUDENT.

THOSE STUDENTS WILL WORK WITH THE TEACHERS THAT COME BACK.

AND WE MAY HAVE TO TRANSITION SOME OF THE STUDENTS INSTRUCTIONAL PROGRAM TO OTHER TEACHERS.

[03:25:02]

BUT THEIR CASE MANAGER WILL REMAIN THE SAME.

SO THE PERSON WHO IS RESPONSIBLE FOR COMMUNICATING WITH THE PARENT, MAKING SURE ALL THE IEP COMPONENTS AND OTHER THINGS ARE FOLLOWED, PROVIDE THEM PROGRESS REPORTS, THAT PERSON WILL STAY CONSISTENT THROUGHOUT THE YEAR.

BUT WE MAY HAVE AND WE OFTEN HAVE CASE MANAGERS AND INSTRUCTIONAL STAFF WHO ARE DIFFERENT AND THEY COLLABORATE AND SHARE THAT INFORMATION.

SO WE WILL HAVE TO MAYBE PIVOT A LITTLE BIT.

AND MAY HAVE TO REARRANGE SOME STUDENTS.

BUT AT THIS POINT, WE ONLY HAVE THE CAPACITY TO RETURN ABOUT 25% OF THE STUDENTS.

SO IT WILL NOT BE A MASSIVE UPHEAVAL.

>> MS. WERNER, JUST TO ADD TO WHAT YOU SAID, BECAUSE DR. RIEF, THAT WAS A GREAT QUESTION.

THE FACT THAT WE JUST CAN'T REPLICATE WHAT WE'RE DOING VIRTUALLY IN TO A HYBRID OR INPERSON LEARNING TRANSITION THAT THERE WILL BE SITUATIONS WHERE SOME STUDENTS MIGHT BE ASSIGNED TO A DIFFERENT TEACHER.

SOME TEACHERS MIGHT BE ASSIGNED TO DIFFERENT STUDENTS.

SOME OF THE STUDENTS POTENTIALLY MIGHT NOT EVEN BE FROM YOUR CURRENT SCHOOL BECAUSE DEPENDING ON THE WAY THE PERJS LOOK RIGHT NOW, IT'S ALMOST IMPOSSIBLE FOR US TO ACCOMMODATE ALL OF THE STUDENTS WITH THE STAFFS WHO ARE ABLE TO RETURN.

>> I ALSO WANTED TO UNDERSTAND IF THE SECONDARY STUDENTS IN THE CITY WIDE PROGRAM ARE DETERMINED TO BE LESS VULNERABLE, IS THAT WHY THEY'RE NOT BEING INCLUDED IN THIS PROGRAM?

>> ACTUALLY AS DR. HUTCHINGS SAID, WE FOCUS ON THIS QUARTER.

>> THEY ARE SLATED FOR NEXT QUARTER.

WE START TO MOVE TO SECONDARY, LOOKING AT SECONDARY PHASE IN IN THE THIRD QUARTER.

WE REALLY FOCUSED ON THIS QUARTER AND WHAT WE COULD PUT IN TO PLACE FOR THIS QUARTER.

THE OTHER QUESTION I WANTED TO ASK, I'M SORRY, WAS ABOUT THE TEACHING AND LEARNING CENTERS.

IT'S ALSO A LITTLE BIT RELATED TO WHAT YOU JUST SAID.

BECAUSE I THINK I UNDERSTAND THAT WE'RE DOING THESE NINE WEEKS EVERY SEVEN OR NINE WEEKS REEVALUATING THE SITUATION.

I THINK IN THE COMMUNITY FOLKS WANT TO GET A SENSE OF WHERE ARE WE.

DO WE HAVE THE DIRECTION WE'RE GOING IN LONG TERM.

BECAUSE I THINK PEOPLE ARE JUST REALLY CONFUSED ABOUT THAT.

MAYBE WE'RE JUST TAKING IT ONE QUARTER AT A TIME LITERALLY AND WE'RE NOT REALLY THINKING ABOUT QUARTER FOUR.

I'M SENSING THAT PEOPLE WANT TO UNDERSTAND WHAT YOU'RE THINKING ABOUT QUARTER FOUR.

BUT TO THE TEACHING AND LEARNING CENTERS, THERE'S THE IMPRESSION THAT THESE ARE LIKE KIND OF SIMILAR TO WHAT'S HAPPENING WITH THE REC PROGRAM OR THE OTHER, YOU KNOW, THE PARTNERS PROGRAM RIGHT NOW.

AND I WANT TO UNDERSTAND IF THAT'S GOING TO BE LIKE, WHAT IS THE INSTRUCTIONAL MODEL THAT YOU'RE THINKING ABOUT AT THESE TEACHING AND LEARNING CENTERS.

AND AM I READING THIS CORRECTLY THAT THE PLANNING FOR THOSE TEACHING AND LEARNING CENTERS WON'T BEGIN UNTIL JANUARY.

IS THAT WHAT I'M UNDERSTANDING? SO IF YOU COULD JUST TALK A LITTLE BIT MORE ABOUT THOSE.

>> SO FIRST IN REGARDS TO THE TEACHING AND LEARNING CENTER CONCEPT IN GENERAL, IT IS TO HAVE INPERSON LEARNING.

SO IT'S NOT TO BE SET UP TORE STRUCTURED THE WAY OUR CHILD OR DAYCARE PROGRAMS ARE RIGHT NOW.

WHERE STUDENTS ARE LIKE A ZOOM.

>> YOUR AUDIO IS BREAKING UP.

>> COULD YOU SWITCH TO YOUR PHONE?

>> I THINK IT'S A BUZZ.

>> LOSE THE AIRPODS.

>> TAKE THE AIRPODS OUT.

IS IT BETTER NOW?

>> NO.

>> NOT YET.

>> IS HE FROZEN? IT LOOKS LIKE HE'S FROZEN NOW.

>> IS HE FROZEN? OH MY GOSH.

WELL I THINK OLD TOWN IS NOT THE BEST INTERNET IN OUR CITY, EITHER.

[03:30:05]

>> OUR LIGHTS JUST FLASHED.

I WONDER IF THERE WAS I'M NOT THAT FAR FROM OLD TOWN.

>> THAT'S TRUE, YOU AREN'T.

IS HE GONE ALTOGETHER?

>> HE'S TRYING TO LOG BACK ON, I THINK.

I SAW HIM MOVE.

>> SAY SOMETHING ELSE, DR. HUTCHINGS.

CAN YOU HEAR ME NOW?

I DON'T KNOW WHAT HAPPENED.

>> OH, SO MUCH BETTER.

>> SORRY.

>> JUST STAY IN THAT ONE PLACE.

>> WE WERE ALL FLINCHING AT WHAT YOU SAID BUT IT WASN'T WHAT YOU SAID.

>> I FORGOT WHAT MY QUESTION WAS.

WHAT WAS THE QUESTION?

>> TEACHING AND LEARNING CENTERS, THAT THEY'RE REALLY NOT THEY'RE NOT LIKE THE DAYCARE.

>> OH YES.

>> HOW THEY'RE DIFFERENT IN THE PROGRAM.

>> SO I KNOW THAT MADAM CHAIR WAS LISTENING.

SO THE LEARNING CENTERS ARE, THE TEACHING AND LEARNING CENTERS ARE NOT DESIGNED TO BE LIKE THE DAIK HAPPENS RIGHT NOW.

SO IT'S NOT GOING TO BE STUDENTS ARE HOUSED IN THE LOCATION STILL PARTICIPATING VIA ZOOM.

THE GOAL IS TO HAVE INPERSON INSTRUCTION.

AND WANTING TO HAVE THE TEACHING AND LEARNING CENTERS IS TO AFFORD MORE CLASSROOMS IN THE ELEMENTARY LEVEL.

IN ORDER FOR US TO ACCOMMODATE THE BUILDING CAPACITY, WE'RE NOT ABLE TO DO THAT IN SOME OF OUR SCHOOL LOCATIONS.

SO TO PREVENT US FROM HAVING TO HAVE MAYBE ONE OR TWO SCHOOLS THAT THEY MIGHT STAY ON CAMPUS, BUT ALL OTHERS HAVE TO SHARE OTHER SPACES.

IF WE HAVE THEM IN A LARGER FACILITY, IT WILL ALLOW US TO ACCOMMODATE THE INPERSON REQUEST.

AND WE'VE BEEN FOCUSED SO MUCH ON THE ELEMENTARY COMPONENT BECAUSE BASED ON OUR DATA RIGHT NOW, AS OF RIGHT NOW, THE PUSH IS TO TRY TO GET OUR ELEMENTARY KIDS IN TO THE INPERSON SETTING DUE TO CHILD CARE NEEDS AND BEING YOUNGER STUDENTS AND HAVING TO HAVE THAT CONSISTENCY.

WHEREAS ACCORDING TO OUR DATA, OUR SECONDARY STUDENTS, THEY ARE JUST PERFORMING A LITTLE BETTER, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

THEY'RE A LITTLE MORE ACCUSTOMED TO USING COMPUTERS.

A LOT OF THEM ALREADY HAVE ELECTRONICS THAT IS AEASIER FOR THEM.

NOT NECESSARILY SAYING IT'S THE RIGHT THING FOR THEM.

BUT IT IS EASIER FOR OUR SECONDARY STUDENTS.

SO WE'RE GOING TO HAVE TO CHOOSE TO BE ABLE TO ACCOMMODATE ALL ELEMENTARY KIDS.

WE ARE GOING TO HAVE TO DETERMINE HOW DO WE BUILD MORE CAPACITY TO MAKE THAT POSSIBLE.

>> AND IS THE PLANNING STARTING FOR THAT IS THE PLANNING STARTING IN JANUARY?

>> NO, THAT PLANNING IS STARTING AS SOON AS THE BOARD TELLS US YES.

SO WE GOTTA START THAT PLANNING RIGHT WAY.

WE'RE HOPING TO BE ABLE TO GO IN TO SOME FORM OF TRANSITIONING IN JANUARY IS THE GOAL.

IS THAT, YOU KNOW, ONCE WE ARE ABLE TO COME UP WITH THE ACTUAL DESIGN AND PLAN, THAT WE ARE THEN ABLE TO START TRANSITIONING AS EARLY AS JANUARY IS THE GOAL.

BUT WE NEED TO BE ABLE TO EXPLORE AND DESIGN THAT FIRST.

WE DO NOT WANT TO, YOU KNOW A POSSIBILITY.

BECAUSE THERE ARE SOME IMPLICATIONS FOR GOING DOWN THAT PATH.

ONE IS BEING, AS MS. NOLAN ASKED EARLIER TODAY ABOUT THE SECONDARY.

IF WE'RE USING THE MIDDLE SCHOOL, WHERE ARE THE MIDDLE SCHOOL STUDENTS SUPPOSED TO GO.

IT IS GOING TO BE A DOMINO EFFECT THAT IS GOING TO OCCUR FROM THIS CONVERSATION.

BUT WHAT WE'RE TRYING TO DO IS NOT RESOLVE ALL OF OUR ISSUES PREKTHROUGH 12 IN REGARDS TO INPERSON.

WE'RE TRYING TO CHUNK IT.

WHEN YOU LOOK AT THE CDC FWLIENS GUIDELINES, I DON'T KNOW IF OTHER JURISDICTIONS ARE HAVING THIS DISCUSSION TOO.

BUT WHEN YOU LOOK AT THE CDC GUIDELINES, YOU'RE NOW INCREASING YOUR CAPACITY.

AND FOR A SCHOOL DIVISION WHERE OUR CAPACITY IS ALREADY OVER OUR CAPACITY.

MORE STUDENTS THAN WE NEED IN OUR BUILDINGS, IT MAKES OUR ISSUE EVEN MORE OF A PROBLEM WHEN PEOPLE WANT TO COME IN PERSON.

NOW IF WE HAVE LESS FAMILIES WHO WANT TO COME IN PERSON, WE WOULDN'T EVER THIS ISSUE.

BUT IT SEEMS THAT MAJORITY OF OUR SCHOOLS ARE AT LEAST 50% PLUS WHO WANT TO RETURN.

AND EACH BUILDING CAN'T ACCOMMODATE THAT.

CURRENTLY WITH THE CURRENT DATA THAT WE HAVE.

BUT IT CAN CHANGE.

I HAVE MR. SHUARES UP NEXT.

>> THANK YOU, CHAIR ANDERSON.

THANK YOU TO ALL THE STAFF AND EVERYONE FOR YOUR THOUGHTFUL PRESENTATION.

[03:35:03]

AND I KNOW THERE'S AN IMMENSE AMOUNT OF WORK THAT HAS GONE IN TO THIS AND THAT THERE ARE NO EASY SOLUTIONS.

I DO HAVE A FEW COMMENTS AND A COUPLE OF QUESTIONS.

JUST WOULD LIKE TO KIND OF HEAR THOUGHTS ON THEM.

SO GLOBALLY, I JUST THINK THAT ONE OF THE REASONS THAT SOME OF MY COLLEAGUES AND I EVER BEEN STRUGGLING WITH THE SORT OF PLAN AND THE PRESENTATION HAS BEEN KIND OF THE WAY THE PRESENTATION WAS STRUCTURED.

AND I THINK PERSONALLY, AND I THINK WE'VE KIND OF DRAWN OUT SOME OF THESE ISSUES AS WE'VE HAD THIS CONVERSATION.

I THINK IT WOULD BE HELPFUL IF GOING FORWARD THE PRESENTATION WOULD ALMOST KIND OF BE FLIPPED AROUND.

AND I SAY THIS IN THE FO WILL LOWING WAY.

I THINK THE COMMUNITY NEEDS TO UNDERSTAND AT THE FRONT END, YOU KNOW, WHAT ARE WHAT IS THE LANDSCAPE OF THE BUILDINGS LOOK LIKE.

WHAT'S THIS LANDSCAPE SPACE LOOK LIKE.

AND SORT OF WHAT IS AVAILABLE IN TERMS OF SPACE.

AND WHAT IS AVAILABLE FROM A STAFFING STANDPOINT.

GOING BACK TO MS. GENTRY'S QUESTION, IT TOOK US A LONG TIME.

IT TOOK US THREE HOURS TO GET TO THAT UNDERSTANDING OF THESE BUILDING AND STAFF RESTRAINTS REALLY ULTIMATELY LED TO THIS DECISION.

SO I THINK THAT GOING FORWARD, IT WOULD BE JUST MAYBE THIS IS JUST BECAUSE OF MY LEARNING MODALITY, TOO.

BUT I THINK IT WOULD BE REALLY HELPFUL TO JUST SORT OF SEE VISUALLY, YOU KNOW, WHAT ARE OUR WHAT BUILDINGS DO WE HAVE WHETHER IT'S ACPS BUILDINGS OR CITY BUILDINGS, PARTNERSHIPS, OR WHAT HAVE YOU.

WHAT IS THE CAPACITY WITHIN THOSE BUILDINGS.

THIS KIND OF GOES BACK TO SOMETHING DR. HART WAS TALKING ABOUT EARLIER.

I KNOW BEFORE WE HAD SEEN SOME OF THIS INFORMATION ABOUT WHAT THE CAPACITY MIGHT BE UNDER THE CDC GUIDELINES AND SO FORTH.

BUT REALLY KIND OF UNDERSTANDING WHAT THAT LOOKS LIKE.

AND THEN LAYERING ON TOP OF THAT OUR CURRENT UNDERSTANDING OF WHAT THE STAFF, YOU KNOW, AVAILABILITY LOOKS LIKE BASED ON STAFF AVERSION AND PREFERENCES AND SO FORTH.

BECAUSE THAT REALLY ALLOWS US TO SEE AND THE COMMUNITY TO UNDERSTAND WHAT ARE WE WORKING WITH IN TERMS OF THE LANDSCAPE.

AND THEN FROM THERE, WE CAN USE THE EQUITY LENS TO SAY HOW CAN WE USE THAT SPACE.

I THINK USING THAT APPROACH MIGHT BE HELPFUL AND I THINK COULD CLARIFY A LOT OF THE THINGS.

ANOTHER COMMENT I HAVE IS ON A MORE POSITIVE FRONT IS THAT I DO APPRECIATE AND RESPECT THE FACT THAT THIS HAS TO BE A PHASED IN APPROACH.

WE CANNOT, YOU KNOW, JUST GO OPEN UP THE FLOOD GATES AND OPEN WILLYNILLY.

WE NEED TO MAKE SURE WE'RE METHODICAL.

I REALLY APPRECIATE THE COMMENTS IT'S IMPORTANT TO BE INCREMENTAL, TOO, TO MAKE SURE WE GIVE TEACHERS.

I WANT TO VALIDATE THAT AND ACKNOWLEDGE THAT AS WELL.

BUT I DO THINK THOUGH GOING BACK TO MY FIRST COMMENT, I THINK THE TRANSPARENCY AROUND THAT, IN TERMS OF THE BUILDING AVAILABILITY AND WHAT WE'RE WORKING WITH.

AND JUST TO SHOW THE COMMUNITY THAT WE ARE EXHAUSTING ALL OUR OPTIONS.

WE ARE LOOKING AT EVERY POSSIBILITY.

I THINK WE'VE DONE THAT.

BUT I THINK IN THE PRESENTATION WE NEED TO SHOW OUR WORK, SO TO SPEAK AND MAKE SURE WE'RE SHOWING THAT TO THE COMMUNITY.

SO AND I GUESS MY NEXT COMMENT IS I'D LIKE TO UNDERSTAND A LITTLE BIT BETTER SOME OF THE RATIONALES BEHIND SOME OF THE DECISIONS.

WHERE ARE WE GOING.

I, TOO, HAVE THE CONCERN THAT WE HAVEN'T REALLY HAD THE DISCUSSION ABOUT 612 DURING THIS CONVERSATION.

I DO THINK THAT GOING FORWARD WE'RE GOING TO NEED TO JUST BE, AGAIN, TRANSPARENT ABOUT HOW DOES EACH SET OF LEARNERS FIT IN.

BECAUSE WHAT I THINK WE'RE ULTIMATELY DOING HERE GOING BACK TO EQUITY FOR ALL AND SORT OF THE VISION OF THE SCHOOL DIVISION IS THERE IS A BIT OF TRIAGE HERE AND INEVITABLIZATION HAPPENING HERE BECAUSE OF THE CONSTRAINTS THAT WE'VE BEEN TALKING ABOUT.

I THINK IT'S GOING TO BE IMPORTANT IN FUTURE PRESENTATIONS TO SET OUT,

[03:40:02]

HERE'S WHAT WE'RE DOING FOR K5.

68, 912 AND SORT OF HERE'S THE REASON FOR THAT.

THE FIRST QUESTION I HAVE IS WHAT IS THE PLAN IN TERMS OF ULTIMATELY SORT OF FIGURING OUT HOW WE'RE PRIORITIZING NEED AS WE DO OPEN UP OVER THE NEXT SEVERAL MONTHS.

YOU KNOW.

WHAT DOES THAT LOOK LIKE AND HOW ARE WE GOING TO MAP THAT OUT.

I'M JUST SORT OF WONDERING WHAT THE INITIAL THINKING MIGHT BE AROUND THAT.

HOW WE'RE GOING TO GET THERE.

I GUESS THAT GETS TO ONE OF MY QUESTIONS.

I UNDERSTAND THE IMPORTANCE WE'RE MAKING SURE WE'RE ALLOWING KIDS WITH SPECIAL NEEDS IN THE PROGRAM ARE COMING FIRST.

TO ME, THE SORT OF CUT OFF AT K5 SEEM ARBITRARY.

AND I THINK SOME PARENTS IN THE COMMUNITY HAVE EXPRESSED THAT CONCERN.

SO YOU KNOW, WHAT IS THE RATIONALE BEHIND THAT? WHY AREN'T WE ALLOWING SOME STUDENTS WHO ARE IN 10TH GRADE WHO HAVE REALLY SEVERE NEEDS.

WHY ARE WE NOT WELCOMING THEM BACK, VISA VI, THE K12 STUDENTS.

I JUST WANT TO UNDERSTAND THAT A LITTLE BETTER.

JUST ONE OTHER THING IS WITH REGARD, I ALSO WANT TO UNDERSTAND A LITTLE BIT WITH REGARD TO K2.

I FEEL LIKE A LOT OF THE COMMENTS WE'VE GOTTEN IN THE COMMUNITY HAVE BEEN ABOUT REALLY HAVING CONCERNS ABOUT THE A LOT OF SCHOOL DIVISIONS REGIONALLY AND NATIONALLY ARE PRIORITIZING K2 GOING BACK.

AND BECAUSE A BIG BOARD PRIORITY IS LITERACY AND MAKING SURE ALL STUDENTS CAN READ BY THE THIRD GRADE BECAUSE THAT'S SUCH A HUGE BENCHMARK.

I AM WONDERING IF WE SHOULD BE PUTTING OUR THUMB IN THE SCALE A LITTLE BIT MORE TO GET K2 BACK.

YOU KNOW, BECAUSE OF THOSE HIGH LITERACY NEEDS.

AND I'M JUST TRYING TO UNDERSTAND WHAT THE THOUGHT PROCESS HAS BEEN AROUND THAT BECAUSE APART FROM STUDENTS WITH SPECIAL NEEDS WHO I THINK, YOU KNOW, ARE HIGH PRIORITY GLOBALLY, I WOULD SEE ANOTHER HIGH PRIORITY TO BE K2 LITERACY.

BECAUSE IF OUR KIDS AREN'T ABLE TO READ BY GRADE 3, WE ALL KNOW THE STATISTICS.

I'M WONDERING WHAT OUR THINKING IS THERE.

I KNOW I SAID A LOT AND I MADE A LOT OF SORT OF DIFFERENT POINTS.

BUT I'D APPRECIATE.

AND THAT'S WHAT I TEND TO DO.

THIS TIME I WAITED 3.5 HOURS TO SPEAK.

I FEEL LIKE I HAD TO MAKE MY POINTS.

I'D APPRECIATE THOUGHTS ON ALL OF THOSE ISSUES.

I REALLY DO THINK THAT THIS K2 PIECE IS INDEPENDENTLY IMPORTANT.

AND I'D LIKE TO UNDERSTAND WHY AREN'T WE PUSHING HARDER TO GET ALL K2 BACK AND MAKING THAT A GLOBAL PRIORITY.

>> MR., SUAREZ, ONE, I JUST WANT TO SAY THANK YOU FOR YOUR COMMENTS, AND YOUR COMMENTARY AND QUESTIONS.

BECAUSE I HAD TO LISTEN TO THE COMMENTARY FIRST.

RIGHT, WHERE'S THE QUESTION, I GOTTA GET IT.

BUT I THINK I HAVE IT.

LET ME GET TO THE FIRST POINT ABOUT THE PREK2ND GRADE.

I THINK IT'S GOING TO BE IMPORTANT FOR THE BOARD TO UNDERSTAND.

WHEN YOU ISOLATE, LET'S JUST LOOK AT PREKSECOND GRADE AND WE BRING THEM ALL BACK, KNOWING WHEN WE ADD 35, WE CAN'T ACCOMMODATE THEM IN TO THAT SAME BUILDING, WE'RE GOING TO HAVE ANOTHER ISSUE.

YES, WE'VE ACCOMMODATED PREK2ND, BUT NOW WE CAN'T ACCOMMODATE 35 IN THIS STRUCTURE AT THE SCHOOL.

WHAT WE WERE TRYING TO DO FROM OUR ANGLE IS LOOK AT PREK5 AND COME UP WITH A PLAN SO THAT IF EVERYONE WAND TO COME BACK, WE COULD ACCOMMODATE IT AND NOT HAVE TO TURN PEOPLE AWAY.

AND I THINK THAT ONE KEY PIECE TO THIS IS THAT OUR BUILDING CAPACITY, I DON'T WANT TO UNDERESTIMATE HOW SIGNIFICANT THE BUILDING CAPACITY COMPONENT IS.

THE FURTHER WE GET IN TO THIS AND WE START DEMONSTRATING THAT WE CAN ACCOMMODATE HAVING STUDENTS AND FOLLOW CDC GUIDELINES, MORE PEOPLE ARE GOING TO WANT TO COME.

[03:45:02]

AND THE MORE WHO WANT TO COME, TRYING TO LIVE UP TO THOSE CDC GUIDELINES BECOMES MORE AND MORE DIFFICULT IN OUR VERY COMPACT SCHOOLS.

IT JUST MAKES IT ALMOST IMPOSSIBLE.

SO I JUST THINK THAT WE HAVE TO, IF WE DID THE K2 RIGHT NOW, WE WOULD BE IN THE SAME BOAT THAT WE'RE IN WITH SECONDARY.

YOU KNOW.

IT WOULD JUST BE THE ISSUE WOULD NOW BE 35.

YES, YOU ACCOMMODATE K2.

BUT HOW ARE YOU GOING TO ACCOMMODATE 35.

WE'RE TRYING TO FOCUS ON THE YOUNGER GRADES IN THAT GRADE SPAN OF PREK5 FIRST AS A PRIORITY.

AND THEN WE'RE GOING TO HAVE TO WORK THROUGH WHAT THAT SECONDARY COMPONENT IS GOING TO HAVE TO LOOK LIKE AFTER.

BECAUSE YOU HAD TWO QUESTIONS.

I GOT THE COMMENTARY AROUND FLIPPING OUR PRESENTATION.

AND I APPRECIATE THAT.

AND WE CAN TALK ABOUT OUR TEAM WITH THAT.

IN A DIFFERENT ANGLE.

BUT WHAT WAS YOUR OTHER QUESTION?

>> I GUESS THE OTHER QUESTION WAS BASICALLY, YOU KNOW, WHAT IS OUR IT'S CLEAR FROM THE PRESENTATION THAT THERE ARE CERTAIN SORT OF PRIORITIZATIONS THAT ARE BEING MADE BASED ON NEED.

LIKE IN TERMS OF SPECIAL ED CITY WIDE, EL AND SO FORTH.

AND OBVIOUSLY, I THINK THE BOARD WOULD AGREE THAT THOSE ARE HIGH NEED PRIORITY GROUPS.

I DON'T THINK ANYONE DISPUTES THAT.

BUT AT A CERTAIN POINT.

RIGHT NOW YOU'RE PROPOSING SOMETHING VERY INCREMENTAL.

BUT AS THIS BECOMES A MORE OPENED UP SITUATION, THERE ARE GOING TO BE QUESTIONS AND THERE'S GOING TO BE MISMATCHES, AS YOU'VE ALLUDED TO, BETWEEN HOW MANY TEACHERS WANT TO COME BACK AND HOW MANY STUDENTS AND FAMILIES WANT TO COME BACK.

THERE NEEDS TO BE SOME SORT OF NEEDS MATRIX OR PRIORITIZATION BASED ON NEED THAT MAY NEED TO HAPPEN.

HOPEFULLY EVERYTHING IS PERFECT.

THE NUMBER OF TEACHERS WHO WANT TO COME BACK AND THE NUMBER OF FAMILIES WHO WANT TO COME BACK ARE MATCHED ONE TO ONE.

BUT WE'RE NOT IN A PERFECT UTOPIAN UNIVERSE AND THAT PROBABLY WON'T HAPPEN.

MY QUESTION WAS SORT OF A META QUESTION BUT IT'S AN IMPORTANT QUESTION.

WHAT ARE WE DOING NOW TO SORT OF THINK ABOUT WHAT THAT PRIORITIZATION WOULD LOOK LIKE.

AND I THINK THAT SORT OF GOT BACK TO MY STRUGGLE WITH WHY ARE WE SAYING K5 CITY WIDE SPECIAL ED COME BACK AND NOT 612, WHEN FROM MY STANDPOINT AS SOMEONE WHO HAS REPRESENTED SPECIAL NEEDS KIDS IN COURT, I KNOW KIDS 612 MAY HAVE SPECIAL NEEDS, NOT TO TRIVIALIZE THERE ARE KIDS WHO ARE READY TO TRANSITION IN TO THE WORK FORCE WHO MAY HAVE SPECIAL NEEDS, FOR EXAMPLE.

I'M JUST TRYING TO UNDERSTAND PART OF MY QUESTION WAS UNDERSTANDING WHY WE DIDN'T THINK MORE WHOLISTICALLY FOR THE CITY WIDE SPECIAL EDUCATION STUDENTS.

BUT ALSO I JUST WANT TO LOOK IN TO THE FUTURE GOING BACK TO DR. RIEFF'S POINT ABOUT WHERE WE'RE GOING.

HOW ARE WE GOING TO MAKE SURE ABOUT WHO WE ARE GOING TO BE LETTING BACK AS WE OPEN UP AND AS WE EXPAND THE INPERSON OPTION GOING FORWARD.

>> SO I'M GOING TO OPEN THE FLOOR FOR MS. WERNER AND DR. MAZINGO TO TALK CITY WIDE.

I JUST WANT TO REITERATE, OUR PHASED IN TRANSITION IS LAID OUT THROUGH FIFTH GRADE.

SO RIGHT NOW WHAT WE'RE LOOKING AT IS WE'RE TRYING TO TRANSITION IN OUR CITY WIDE STUDENTS, AND THAT'S PREK5.

WE'RE TRYING TO TRANSITION IN OUR SPECIAL EDUCATION STUDENTS WHO ARE RECEIVING WHO ARE IN SELFCONTAINED CLASSROOMS FOR LANGUAGE ARTS AND MATH.

WE ARE ALSO TRYING TO TRANSITION OUR EARLY CHILDHOOD SPECIAL EDUCATION STUDENTS AS WELL.

AND THAT IS ALL THROUGH THE SECOND QUARTER.

WE ARE ALSO A PART OF OUR PLAN IS TO THEN TRANSITION OUR K5 STUDENTS AND THAT'S THE GEN ED POPULATION.

K5 STUDENTS, BEGINNING IN JANUARY.

SO WE DO HAVE A TRANSITION.

NOW WHERE IT DOES STOP AS MS. NOLAN POINTED OUT EARLIER TODAY, IT STOPS AT FIFTD FIFTH GRADE.

IF WE MAKE THAT COMMITMENT RIGHT NOW TO TRANSITION ALL OF OUR SECONDARY STUDENTS,

[03:50:02]

WE STILL DON'T KNOW IF WE EVER THE CAPACITY FOR THE ELEMENTARY.

SO WE EVER TO FIRST, AND WITH THE DATA WE HAVE RIGHT NOW IS STILL NOT DEFINITIVE.

BECAUSE A MONTH FROM NOW, WE MIGHT HAVE MORE STUDENTS WHICH IS GOING TO MAKE THE PROBLEM EVEN MORE DIFFICULT.

THE MORE KIDS WHO WANT TO COME BACK, THE MORE DIFFICULT FOR US BECAUSE OF OUR BUILDING CAPACITY IN OUR SCHOOLS AND MEETING THE CDC GUIDELINES.

NOW IF WE DIDN'T HAVE CDC GUIDELINES, THIS WOULD BE EASY.

NO PROBLEM.

WE WOULD BE ABLE TO HAVE PEOPLE COME BACK LIKE WE NORMALLY DO.

HAVE OUR CLASS SIZE 23, UP TO 24 STUDENTS.

BUT WITH THE CDC GUIDELINES, EVERY CLASSROOM HAS A DIFFERENT NUMBER OF KIDS.

THAT'S THE FIRST ISSUE.

EVERY SCHOOL IS A DIFFERENT SIZE.

THAT'S ANOTHER ISSUE.

AND WE CAN'T ACCOMMODATE EVERY FAMILY THAT WANTS TO COME BACK.

THE EXTRA KIND OF LIKE WRENCH IN TO ALL THIS IS THE STAFFING COMPONENT.

AND FOR ALL THE PEOPLE WHO AREN'T BACK, IF WE DON'T HAVE THE STAFFING IN PERSON, THERE IS KIND OF A DISCONNECT.

IT DOESN'T MEAN IT'S IMPOSSIBLE.

BECAUSE THEN WE'RE GOING TO HAVE TO START LOOKING AT HAVING LIVE CAMS IN OUR SCHOOLS.

AND MAYBE TEACHERS TEACHING FROM HOME.

THE KIDS WILL BE IN SCHOOL AND MAYBE THE TEACHERS WILL BE AT HOME TEACHING.

SO WE GOTTA GET ALL THAT, TOO.

THE BIGGEST ISSUE IS OUR BUILDING CAPACITY AND THE DISCONNECT BETWEEN THE STAFFING RETURN AND THE STUDENT RETURN.

THEY'RE JUST NOT MATCHED.

IT DOESN'T HAVE TO BE A ONE TO ONE.

BECAUSE THAT'S NOT YOU KNOW, OUR NUMBERS ARE NEVER ONE TO ONE WITH STUDENTS AND TEACHERS.

BUT IT CAN'T BE SO DRASTICALLY WHEN YOU GOT A 25%, 60%.

THAT'S GOING TO CAUSE SIGNIFICANT CHALLENGES.

EVEN WITH US TRYING TO FILL TEACHING POSITIONS, FOR HR IT'S A CHALLENGE.

TRYING TO FILL SUBSTITUTE TEACHING POSITIONS DURING A GLOBAL PANDEMIC IS A CHALLENGE.

WHEN YOU DO PIVOT IN PERSON, WHERE WE HAVE SITUATIONS WHERE THERE'S A POSITIVE IN OUR SCHOOLS AND PEOPLE ARE HAVING TO BE QUARANTINED FOR 14 DAYS, WE'RE GOING TO GO IN TO THIS ROTATION OF MAYBE HAVING SOME BLOCKS OF TIMES WHERE WE GOTTA SHIFT KIDS AROUND AGAIN.

SO WE'RE JUST TRYING TO EASE IN TO IT.

IT'S NOT THAT WE'RE TRYING TO AVOID IT, WE'RE JUST NOT TRYING TO JUMP IN TO THIS TRANSITION RIGHT AWAY.

AND WE WANT TO TRY TO GET THROUGH SOME OF THESE KINKS WITH A SMALLER NUMBER OF STUDENTS BEFORE WE OPEN UP THE FLOOD GATES.

BUT I DON'T KNOW IF DR. MAZINCO, OR MS. WERNER, TALK A LITTLE BIT ABOUT THE SECONDARY CITY WIDE PROGRAM STUDENTS.

THAT WAS THE SECOND PART OF MR. SUAREZ'S QUESTION.

>> THANK YOU FOR ASKING THAT QUESTION BECAUSE I WANTED TO COMMENT ON THE FIRST PORTION OF YOUR QUESTION WHICH ABOUT THE INCREMENTAL, METICULOUS PROCESS.

WHAT I WANTED TO SAY IN COLLABORATING WITH SOME OF THE DIVISIONS IN THIS AREA, AND LOOKING AT SOME OF THE SYSTEMS THAT MAY BE A LITTLE FURTHER ALONG THAN ALEXANDRIA, MOST OF THEM STARTED OUT JUST LIKE WE'RE STARTING.

THEY STARTED WITH STUDENTS WITH DISABILITIES.

THEY MOVED FROM THERE TO ENGLISH LEARNERS.

THEN WHAT WE'RE LEARNING ARE SOME OF THE CALLS THAT I'VE BEEN INVOLVED IN, THEY'RE BEGINNING TO LOOK AT CTE.

IT SEEMS LIKE IT'S A SIMILAR PROCESS.

THE OTHER PART IS THAT AS DR. HUTCHINGS MENTIONED EARLIER, EVEN WITH THE NOTION AS A VIRTUAL SCHOOL POSSIBILITY.

SYSTEMS THAT HAVE DONE THAT, YOU HAVE TO WHAT'S SO COMPLICATED, AGAIN, I HATE TO REPEAT IT BUT IT IS.

YOU HAVE TO HAVE THE STAFFING.

YOU ALSO HAVE TO GIVE FAMILIES AND COMMUNITIES AN OPPORTUNITY TO BE ABLE TO APPLY.

SOME SYSTEMS HAVE SAID EVEN WITH THAT KIND OF MODEL, THEY DON'T HAVE ENOUGH TEACHERS WHO CAN DO BOTH.

THE VIRTUAL AND INPERSON.

LIKE HE INDICATED TO TRY TO GET SOME SUPPORT TONIGHT.

IF YOU JUST LOOK AT THE NUMBER OF K5 STUDENTS.

LET'S SAY 8,000 STUDENTS, THE QUESTION IS HOW DO YOU ROTATE ALL THOSE STUDENTS THROUGH GIVEN SOME CONSTRAINTS.

BUT ALTHOUGH AS HE'S INDICATED, THERE IS A FOCUS AND A COMMITMENT FOR K5.

BUT THOSE ARE THE KINDS OF CONSTRAINTS THAT WE HAVE TO CONSIDER AND PUT IN PLACE THE AMOUNT OF TIME, EVEN IF YOU DO A HYBRID MODEL, SYSTEMS ARE HAVING PROBLEMS

[03:55:01]

WITH THAT.

THREE DAYS ON SITE, TWO DAYS OFF.

PARTICULARLY AT THE HIGH SCHOOL LEVEL.

IT'S DIFFICULT FOR THEM TO BE ABLE TO MEET ALL THEIR COURSE REQUIREMENTS.

THOSE ARE DECISIONS THAT WE HAVE TO CONSIDER AND DESIGN.

I JUST WANTED TO AT A LARGER PICTURE BE ABLE TO STATE SOME OF THAT.

WE'RE REVIEWING, READING, WE'RE TALKING.

BUT THERE ARE THESE CONSTRAINTS.

THE COMMITMENT IS WE WANT TO GET STUDENTS AND KIDS BACK, BUT WE WANT TO DO IT IN A WAY THAT IS FEASIBLE AND THAT IT WORKS, IF THAT MAKES SENSE.

BUT MOST OF THE SYSTEMS IN THIS AREA ARE LOOKING PRIMARILY AT CTE PROGRAMS AT THE HIGH SCHOOL LEVEL RIGHT NOW.

>> MR. SUAREZ, I WOULD LIKE THE OPPORTUNITY TO TALK ABOUT THE 612 CITY WIDE STUDENT.

THE ONE THING THAT I THINK IS IMPORTANT TO KNOW IS TO LOOK FIRST OF ALL THE REFERENCE YOU MADE TO THE STUDENTS AT THE HIGH SCHOOL LEVEL AND THE NEED FOR THE JOB TRAINING AND THINGS OF THAT NATURE.

THAT'S ACTUALLY HAPPENING NOW.

WE HAVE ACTUALLY IN OUR HIGH SCHOOL CITY WIDE PROGRAM AN INCREDIBLY HIGH LEVEL OF ENGAGEMENT.

INCREDIBLY HIGH.

WE HAVE MADE CONTACT AND OUR STUDENTS ARE ENGAGED IN THE CITY WIDE HIGH SCHOOL PROGRAM ON A DAILY BASIS.

WE HAVE A VERY EXTENSIVE ACADEMIC AS WELL AS CAREER PREP PROCESS AND PROGRAM GOING ON.

WE ALSO HAVE STUDENTS WHO ARE OUT ON JOB SITES.

OUR PROJECT SEARCH STUDENTS WERE NOT ALLOWED BACK IN TO THE HOSPITAL, BUT WE HAVE PLACED ALL OF OUR PROJECT SEARCH STUDENTS ON ALTERNATIVE JOB SITES AND THEY ARE OUT WORKING.

IN ADDITION, WE WORKED WITH OUR PARTNERS, AS KURT AS REFERENCED, WE HAVE SOME AMAZING COMMUNITY PARTNERS.

THOSE JOB SITES THAT HAVE EXISTED PRIOR TO COVID WERE POLLED, AND ALMOST ALL OF THEM ARE WILLING TO HAVE STUDENTS COME BACK.

SO WE ARE PHASING STUDENTS BACK IN TO THE WORK SETTING.

SO OUR HIGH SCHOOL PROGRAM, I WILL TELL YOU, I ACTUALLY FEEL IS VERY ROBUST.

AND WE ARE DEFINITELY ON SCHEDULE TO PHASE THE CITY WIDE STUDENTS BACK IN TO SCHOOL.

IT IS MY PLAN TO BE LOOKING AT THE MIDDLE SCHOOL STUDENTS FOR RETURNING AFTER THE WINTER BREAK.

WE REALLY WANTED TO ENSURE THAT WE DID IT RIGHT.

AND I THINK YOU'VE HEARD EVERYBODY TALK ABOUT IT BEING SLOW, BUT IT IS VERY DELIBERATE AND VERY CONSIDERED BECAUSE WE WANT IT TO WORK.

AND WE DON'T WANT THINGS TO GO WRONG.

SO WE HAVE TAKEN A VERY MEASURED, VERY INCREMENTAL APPROACH TO THIS.

AS WE STARTED THIS DISCUSSION IN AUGUST, WE SAID WE WERE GOING TO PHASE THE STUDENTS IN, HOPEFULLY BY THE END OF OCTOBER.

WE WERE A WEEK OFF.

BUT WHEN YOU START TO LOOK AT A TWOWEEK PROCESS TO PHASE THE STUDENTS IN, WE REALLY HAVE RUN UP AGAINST THE WINTER BREAK TO BE ABLE TO EFFECTIVELY RETURN STUDENTS.

AND IT DIDN'T MAKE SENSE TO START LOOKING AT SECONDARY NOW BECAUSE THEY MIGHT HAVE BEEN BACK IN SCHOOL BEFORE A WEEK BEFORE WE GO BACK OUT FOR CHRISTMAS BREAK.

SO WE DEFINITELY FOCUSED ON THE ELEMENTARY.

THIS IS FIRST QUARTER.

BUT I DO WANT YOU TO KNOW WE WILL BE WORKING ON MIDDLE SCHOOL AFTER WE COME BACK FROM CHRISTMAS BREAK.

BUT WE HAVE A VERY STRONG, VERY ROBUST HIGH SCHOOL PROGRAM.

I KNOW THAT'S IMPORTANT INFORMATION FOR YOU TO HAVE.

>> THANK YOU FOR THAT.

AND THAT WAS VERY HELPFUL.

I THINK THAT RIGHT NOW, ESPECIALLY, NOT JUST BECAUSE OF THE DIRECT ISSUE WE'RE TALKING ABOUT, BUT THE CLIMATE IN THE COUNTRY RIGHT NOW, PEOPLE JUST NEED TO SEE LIGHT AT THE END OF THE TUNNEL.

THEY NEED TO HAVE SOME, AN UNCERTAINTY IS SCARY RIGHT NOW I THINK IN GENERAL.

I THINK THE MORE WE CAN THAT WAS SUPER HELPFUL IN SORT OF PROVIDING JUSTIFICATION OF WHY WE MAY WANT TO BRING BACK THE K5 CITY WIDE BUT NOT 1112 RIGHT NOW.

I THINK THE MORE WE CAN IN SUBSEQUENT PRESENTATION SORT OF ARTICULATE, HERE IS THE SORT OF PRIORITIZATION WE'RE FOLLOWING.

I THINK THAT WOULD BE REALLY HELPFUL.

AND I GUESS THE REASON FOR THE QUESTION WAS BECAUSE, YOU KNOW, THERE MAY BE SITUATIONS WHERE A 7TH OR 8TH GRADE CITY WIDE SPECIAL ED STUDENT MAY HAVE MORE NEED THAN A K5 STUDENT.

I'M ASKING MYSELF WHY AREN'T WE BRINGING SOME OF THOSE KIDS BACK FIRST.

I THINK THE MORE WE CAN ARTICULATE THAT GOING FORWARD, I THINK THAT WOULD

[04:00:07]

BE HELPFUL TO THE COMMUNITY AND HELPFUL TO ALL OF US AS WE MAKE THESE INVARIABLY DIFFICULT AND IMPERFECT DECISIONS THAT WE'RE TRYING TO MAKE.

WE ARE I AM AWARE OF THE TIME.

WE HAVE THREE MORE QUESTIONS THAT HANDS RAISED RIGHT NOW.

AND THE GOOD NEWS IS THAT WE HAVE DELAYED THE VOTE ON THIS UNTIL NEXT WEEK.

SO I THINK WE'LL DO THESE THREE QUESTIONS BECAUSE WE HAVE A BIG WORK SESSION AS WELL, AND WE HAVE A LITTLE BIT MORE IN THIS MEETING TO GET TO.

SO I HAVE MS. NOLAN FOLLOWED BY MS. THORTON, FOLLOWED BY MS. GREEN.

>> I DO HAVE TWO QUESTIONS.

WHAT IS THE END RESULT WE'RE HOPING IS GOING TO HAPPEN IN JUNE AND THEN WORK BACKWARDS.

WHAT GUIDE POST ARE WE USING.

FOR EXAMPLE, IF THE NUMBERS ARE AT THIS.

IF THE STAFF IS AT THAT.

WHAT ARE THE DETERMINING FACTORS USING TO MAKE THESE DECISIONS THAT THE BOARD, STAFF CAN FOLLOW SO WE CAN UNDERSTAND WHAT IS THE END GAME WE'RE WORKING TOWARDS AND MOVE BACKWARDS.

ONE OF MY CONCERNS IS THAT, I'M A HUMONGOUS, I DO BELIEVE MR. SUAREZ SAID EARLIER, I DO WE HAVE TO BE CANDID WITH THE COMMUNITY THAT WE ARE TALKING ABOUT LESS THAN 4% OF OUR STUDENT POPULATION.

IF I'M WATCHING THIS MEETING MY TAKEAWAY IS I'M NOT SURE ANYONE FROM SECONDARY LEVEL IS GOING BACK.

BECAUSE WHAT YOU SAID EARLIER, DR. HUTCHINGS, IF WE LET INCREMENTALLY THE STUDENTS IN THE YOUNGER YEARS GO BACK, THERE'S NOTHING THAT CHANGES WITH THE SOESHLDS GUIDELINES.

I THINK IF THAT'S THE CASE, WE NEED TO OWN THAT AND LET THE COMMUNITY KNOWN.

ALSO AT WHAT POINT, WHAT DATE ARE WE PULLING THE LEVER AND DECIDING WHAT'S HAPPENING WITH THE SECONDARY STUDENTS.

AND THEN THE OTHER THING I WOULD SAY SIMILAR TO WHAT MR. SUAREZ SAID, I HAD THIS IN MY NOTES, I DO THINK IT WOULD BE HELPFUL TO UNDERSTAND PHASES OF VULNERABILITY.

IT SOUNDS LIKE WE ARE SAYING SPECIAL NEEDS FIRST, EL, THEN K2, IT WOULD BE GREAT TO UNDERSTAND WHEN WE'RE THINKING ABOUT WHAT'S THE END GAME, HOW ARE WE MEASURING WHEN TO MAKE SHOWS DECISIONS AND WHO TO INCLUDE.

I THINK THAT WOULD BE HELPFUL AND TRANSPARENT TO THE COMMUNITY.

IF THAT'S A POSSIBLE WAY TO PROCEED.

AND AGAIN, WHAT'S THE END GAME, HOW ARE WE MEASURING IT, WHO DOES IT AFFECT IS THAT A POSSIBLE PROCESS TO PROCEED WITH?

>> CAN YOU ALL HEAR ME? HELLO.

>> I WANTED TO MAKE SURE, NOW I'M NERVOUS THAT YOU CAN'T EVER HEAR ME WHENEVER I'M TALKING.

>> WE CAN HEAR YOU.

TO ANSWER YOUR QUESTION ABOUT THE JUNE END GAME.

IT'S VERY DIFFICULT TO THINK ABOUT JUNE BECAUSE THINGS CHANGE FROM TWO WEEKS AGO TO RIGHT NOW.

I THINK IT WOULD BE A DISSERVICE FOR US TO PUT SOMETHING OUT IN TO THE COMMUNITY OVER THE NEXT 67 MONTHS WHEN WHO EVER THOUGHT WE'D BE WHERE WE ARE TODAY.

AND THEN TO BACK PEDAL THAT.

SO PEOPLE'S HOPES GET UP.

I THINK WE CAN PROVIDE TO THE BOARD AS WELL AS TO THE COMMUNITY KIND OF LIKE INCREMENTALLY WHAT THIS SHOULD LOOK LIKE IN REGARDS TO WE TALK THROUGH THE MOST VULNERABLE, MEANING OUR CITY WIDE PROGRAM AND OUR SELFCONTAINED STUDENTS AND OUR ECSC STUDENTS.

AND THEN OUR K5 STUDENTS.

AND THEN GO IN TO WHAT ARE THE OTHER AREAS.

MAYBE WE NEED TO HAVE A CAVEAT SO WE'RE PROVIDING FULL TRANSPARENCY.

IF ALL STUDENTS DO END UP RETURNING OR A LARGE PERCENTAGE OF OUR ELEMENTARY STUDENTS DO RETURN, WHAT IS THE LACK OF SPACE AND HOW MANY MORE CAN WE ACCOMMODATE AFTER THAT.

AND I THINK THAT'S SOMETHING THAT'S REASONABLE.

SO THEN WE'RE BEING UP FRONT WITH IT'S NOT THAT WE DON'T WANT THE STUDENTS BACK IN SCHOOL.

BUT IF WE DON'T HAVE THE BUILDING CAPACITY, THIS IS WHAT WE CAN ACCOMMODATE.

I THINK THAT'S SOMETHING WE DEFINITELY CAN SHARE UP FRONT.

SO WE WILL JUST NEED TO DO SOME MORE IN REGARDS TO OUR CALCULATIONS ON THAT.

WE WERE TRYING TO BE MORE INCREMENTAL AND FOCUSED ON THESE NEXT NINE WEEKS, AND

[04:05:06]

NOT REALLY GO BEYOND THAT.

BUT I THINK THAT WE CAN START REALLY GOING BEYOND AND PUTTING THOSE NUMBERS IN TO SEE HOW FAR CAN WE GO.

LIKE HOW MANY STUDENTS CAN WE ACTUALLY ACCOMMODATE AFTER FIFTH GRADE, EXCUSE ME.

SO THAT'S SOMETHING WE DEFINITELY CAN DO.

I APOLOGIZE FOR THE SECOND QUESTION.

BUT MY SECOND QUESTION IS GIVEN HOW NECESSARY THE STAFF IS FROM ALL OF THIS, IT WOULD BE GOOD TO HAVE AN UPDATE FROM DR. WILKINS.

I NOTICES THERE WAS 20% OF THE STAFF THAT HAVE SEVERE STRESS AND MENTAL HEALTH CONCERNS.

SO WHAT ARE WE DOING.

AND NUMBER TWO, I HEARD FROM ONE TEACHER THAT SHE HAD TO TAKE OFF A DAY OF LEAVE IN ORDER TO DO PLANNING ON A VACATION DAY BECAUSE THERE'S SO MUCH BEING EXPECTED IN TERMS OF PROFESSIONAL DEVELOPMENT IN MEETINGS.

I'M WONDERING NOW THAT WE'VE GOTTEN THROUGH THE FIRST QUARTER, IS THAT GOING TO EASE UP SO TEACHERS CAN HAVE TIME TO GET THEIR NEEDS DONE.

WE WANT TO MAKE SURE WE'RE BENEFITING THEIR MENTAL HEALTH.

AND THEN THE THIRD PIECE, I'D LOVE TO UNDERSTAND FROM A STAFFING PERSPECTIVE IS WHERE ARE WE IF THERE CONTINUES TO BE A DISCONNECT IN TERMS OF THE RATIO OF FAMILIES AND THE STAFF.

WHAT SUPPORT IS BEING OFFERED? WHAT DO WE DO MOVING FORWARD WITH THAT? IF WE COULD GET A BRIEF UPDATE.

THE THREE THINGS ARE SUPPORTING MENTAL HEALTH, DEMANDS ON TEACHERS AND STAFF TIME, THE THIRD IS WHAT KIND OF SUPPORT AND COMMUNICATION ARE WE DOING TO WORK WITH STAFF AND LETTING THEM KNOW WHETHER OR NOT THEY'RE COMING BACK OR WHAT THE NEEDS ARE AND WHAT ARE THEIR CONCERNS, THINGS OF THAT NATURE.

DR. WILKINS, HE CAN SPEAK TO SOME OF THE SOCIAL EMOTIONAL SUPPORT WE'RE PROVIDING OUR STAFF.

>> THANK YOU, MS. NOLAN.

I THINK DR. CRAWFORD CAN TALK TO SOME OF THAT AS WELL, THAT WE'RE DOING FOR NOT ONLY OUR STUDENTS BUT OR STAFF AS WELL.

I DON'T KNOW IF BEING SENSITIVE IS THE WORD OR MAYBE EMPATHETIC IN THE STAFFING AND THEIR RETURNING BACK TO SCHOOL.

OUR STAFF IS EXPERIENCING THE SAME ANXIETY AND CHALLENGES THAT SOME OF OUR STUDENTS ARE.

AND ONE THING, AND I THINK THESE ARE SOME LESSONS LEARNED THAT OUR GROUP EVEN TALKED ABOUT FROM OTHER SCHOOL DIVISIONS ACROSS THE COUNTRY.

WHEN OTHER SCHOOL DIVISIONS ACROSS THE COUNTRY ARE SAYING YOU HAVE TO COME TO WORK OR YOU'RE GOING TO LOSE YOUR JOB OR YOU HAVE TO COME TO WORK AND TAKE ALL YOUR LEAVE AND THAT TYPE OF THING, THAT IS CAUSING STAFF TO GO RIGHT IN TO EVEN MORE OF A MENTAL HEALTH CRISIS.

OF BECAUSE NOW BECAUSE OF THEIR ANXIETY OR THEIR FEARS, WHICH WE ARE IN A GLOBAL PANDEMIC, IT IS IMPACTING EVERYBODY IN SO MANY DIFFERENT WAYS.

AND WE DO HAVE TO RESPECT AND BE EMPATHETIC ABOUT THAT.

IT'S NOT A TYPICAL DAY OF PEOPLE JUST TRYING TO BE HOME AND GET PAID.

WE HAVE TO KEEP THAT IN TO CONSIDERATION.

AND A PART OF HOW WE TRANSITION OUR STAFF BACK IN TO THE SCHOOLS, I WILL BE CURIOUS TO SEE WHAT SCHOOL DIVISIONS ACROSS THE COUNTRY, HOW IT PANS OUT WITH THEM SAYING EITHER YOU COME OR YOU LOSE.

EITHER YOU LOSE YOUR JOB, YOU LOSE YOUR LEAVE, OR WHATEVER.

I'M CURIOUS TO SEE HOW THAT PANS OUT AND HOW THAT WORKS.

WE ARE TRYING NOT TO HAVE THAT TYPE OF PRESSURE ON OUR STAFF UP FRONT.

WE'RE REALLY TRYING TO BE A LITTLE MORE EMPATHETIC ABOUT THE SITUATION.

MEANING THE GLOBAL PANDEMIC.

BUT IF DR. WILKINS CAN TALK TO SOME OF THE SOCIAL EMOTIONAL SUPPORTS THAT WE ARE PROVIDING OUR STAFF MEMBERS AS WELL AS YOU MADE THREE POINTS.

>> YOU COVERED THE THIRD ONE, WHICH WAS THE RATIO.

ALSO HOW THE MONDAYS ARE BEING DEDICATED FOR STAFF FOR PROFESSIONAL DEVELOPMENT.

IT SEEMS LIKE WHILE I COMPLETELY APPRECIATE THE FACT THAT THE SCHOOL DIVISION IS PRESENTING SO MANY OPPORTUNITIES AND THIS IS A WHOLE NEW WORLD THAT WE HAVE TO LEARN HOW TO CONDUCT OURSELVES.

I'M JUST CONCERNED FOR TEACHERS HAVING THE TIME THEY NEED TO DO THE LESSON PLANNING AND WORKING IN THEIR LEARNING GROUPS CROSS SECTIONAL, YOU KNOW, SUPPORT WITH EACH OTHER AND THINGS OF THAT NATURE.

>> I'LL HAVE DR. WILKINS TALK TO THE SOCIAL EMOTIONAL PIECE.

IF I CAN HAVE DR. MANN OR DR. MOZIGO SPEAK TO THE COMPONENT.

[04:10:03]

TOO MANY MEETINGS, TOO MANY PROFESSIONAL LERNGS ON MONDAYS.

WE'LL HAVE DR. MANN FOLLOW UP ON THAT.

SO DR. WILKINS.

>> THANKS, DR. HUTCHINGS.

I'LL MAKE THREE COMMENTS WITH RESPECT TO MENTAL HEALTH.

WHAT WE'VE EXPERIENCED SO FAR IS WE HAVE SOME STAFF WHO ARE SERVING ON SITE, IF YOU WILL.

CUSTODIAN WORKERS AND SO ON.

AND WE'VE BEEN MONITORING THEIR MENTAL HEALTH AND PERFORMANCE REALLY SINCE MARCH.

AND WE HAVE EXPERIENCED GREAT SUCCESS WITH TAKING CARE OF THOSE EMPLOYEES.

SO I FEEL CONFIDENT THAT OUR SUPERVISORS ARE OF WATCHING OUR WORKERS.

AND I'M ALSO CONFIDENT THAT THEY'RE DOING THE THINGS THEY NEED TO DO FOR THEIR OWN SELFCARE.

WHAT'S COMPLICATED IN TERMS OF CREATING A LOT OF ANXIETIES IS WITH RESPECT TO JOB SECURITY OR JOB STRESS.

AND AS DR. HUTCHINGS HAS MENTIONED, WE'RE TAKING A MORE EMPATHETIC AND UNDERSTANDING APPROACH TO APPRECIATING, AGAIN, WE ALL ARE GOING THROUGH, BUT PARTICULARLY WHAT OUR TEACHERS ARE GOING THROUGH WITH RESPECT TO WORKING IN THIS REMOTE SITUATION, WITH THEIR OWN FAMILY SITUATIONS AS WELL AS WORKING WITH OUR STUDENTS WHO ARE ONLINE.

SO WE ARE SENSITIVE TO THEIR MENTAL HEALTH AND STRESS.

WE'LL CONTINUE TO WORK TO SUPPORT THAT EFFORT.

WITH RESPECT TO THE CLASS TIME, AGAIN, DR. MANN OR DR. MOZINGO MAY CHAT MORE ABOUT THAT.

BUT SO FAR, AT LEAST AT THE HR LEVEL, SCHOOL PRINCIPALS AND LEADERSHIP HAVE BEEN ABLE TO MANAGE IT AT THEIR LEVEL.

WE HAVE NOT HAD TO TAKE, IF YOU WILL, EXTRAORDINARY INTERVENTIONS AT THE HR LEVEL TO DEAL WITH THAT TYPE OF STRESS.

FINALLY, WITH RESPECT TO THE SCHOOL RATIO QUESTION, OR THE RATIO OF TEACHERS THAT HAVE COME IN TO WORK, THAT'S THE QUESTION THAT IS ONGOING RIGHT NOW WITH RESPECT TO OUR SURVEYS.

WE KNOW WE HAVE A DISTINCTION BETWEEN AN ESSENTIAL WORKER AND A VOLUNTARY WORKER.

THE APPROACH TODAY, OF COURSE, IS TO ASK THOSE TEACHING STAFF OR INSTRUCTIONAL STAFF ABOUT THEIR AVAILABILITY TO COME IN TO WORK IN MORE OR LESS VOLUNTARY BASIS.

RIGHT.

THEY'RE AVAILABILITY, THEIR WILLINGNESS TO COME IN WITHOUT HAVING TO FORCE THEM IN UNDER SOME SORT OF, IF YOU WILL, KIND OF AN EMPLOYMENT CONTRACT PERSPECTIVE.

SO WE'RE WORKING THROUGH THAT.

AND AGAIN, WE'LL SEE HOW THAT DEVELOPS AS WE GO FORWARD.

SO I'LL STOP THERE.

I'LL TURN IT OVER TO EITHER DR. MOZINGO OR DR. CRAWFORD.

>> DR. CRAWFORD, I DON'T KNOW IF YOU HAVE ANYTHING TO ADD.

AND THEN WE'LL PIVOT IN TO DR. MANN AND PROFESSIONAL LEARNING.

IT'S A HUGE NEED IN EVERY PROFESSION BUT PARTICULARLY IN IN OURS WHERE WE KNOW OUR STAFF MEMBERS STRIVE TO GIVE EVERYTHING THEY HAVE.

AND IN THIS ENVIRONMENT, HAVING HIT THE SIX MONTH MARK, THERE'S CONVERSATION AND RESEARCH ON THAT'S A REAL DOWNER FOR PEOPLE.

YOU CAN GET THROUGH THE FIRST COUPLE OF MONTHS.

YOU THINK THIS IS NOT GOING TO CONTINUE.

ONCE YOU REACH A POINT, YOU START TO THINK IS THIS WHAT THINGS ARE GOING TO BE LIKE FOR AN EXTENDED PERIOD AND THERE'S NO END IN SIGHT.

WE HAVE HEARD THAT FROM ALL OF OUR STAFF MEMBERS.

THE CHALLENGE OF BURNING THE CANDLE AT BOTH ENDS.

ONE THING I WILL SAY WHAT WE'VE DONE WITH OUR WORK IN TEACHING, LEARNING AND LEADERSHIP, I WAS GOING TO SAY INSTRUCTION, AND THE CITY, IS MAKING SURE WE'RE MODELING WHAT WE WANT TEACHERS TO DO.

EVEN THOUGH WE DID A LOT OF WORK OVER THE SUMMER FOR OUR STUDENTS, WE ALWAYS WENT BACK TO THE REFERENCE WITH THE STAFF, TOO.

OF CHECKING IN WITH YOURSELF.

THESE ARE THE THINGS YOU CAN USE AS A RESOURCE.

WE'VE DONE THE MOOD METER.

I THINK YOU ALL HAVE HAD THE OPPORTUNITY TO DO THE MOOD READER.

IT ALLOWS A PRINCIPAL JUST TO DO A QUICK CHECKIN.

PEOPLE CAN PUT THEIR RESPONSES UP ANONYMOUSLY, WHICH HELPS YOU ENGAGE WHAT'S GOING ON WITH YOUR STAFF MEMBERS.

I WILL SAY FROM THE HR PERSPECTIVE, MICHAEL CARSON WAS ABLE TO SEND OUT THE OTHER DAY WORKSHOP ON MONITORING THE HEALTH OF YOUR STAFF.

MONITORING THE HEALTH OF OUR STAFF, PROMOTING THINGS LIKE EPA RESOURCES.

IT'S A FOCUS OF OUR CITY, OUR SUPPORT AND CITY RESOURCES.

SO WHAT WE GET TO THAT WITH RESPECT TO MENTAL HEALTH, WE PUSH OUT TO OUR STAFF

[04:15:03]

MEMBERS.

AND BEING HERE AS A RESOURCE.

WHEN WE KNOW SOMEONE WILL NEED A LITTLE EXTRA HELP, WORKING WITH A PRINCIPAL, DOING A RESTORITIVE TYPE CIRCLE.

THERE'S SO MUCH GOING ON RIGHT NOW AND IT'S REALLY A PRESSURE FILLED TIME THAT THIS IS A CRITICAL AREA FOR ALL OF OUR STAFF MEMBERS SO THAT THEY'RE FEELING LIKE THEY CAN SUPPORT OUR STUDENTS.

I HOPE THAT'S HELPFUL.

THAT WAS ACTUALLY GOING TO BE A FOLLOW UP QUESTION IS HOW IS THE INFORMATION GETTING SHARED WITH STAFF SO THEY KNOW THAT RESOURCES ARE AVAILABLE TO THEM.

I KNOW WE DO A PHENOMENAL JOB AT ACPS.

WE HAVE AN ACPS INSIDER.

WE CONTINUE SHARING RESOURCES.

THANKS FOR SHARING THAT, DR. CRAWFORD.

I REALLY APPRECIATE THAT.

>> SURE.

WE DID OVER THE SUMMER, I DON'T THINK WE'VE HAD ONE SINCE WE STARTED.

BUT WE DID VOLUNTARY WELLNESS CIRCLES.

IN KEEPING WITH RESTORATIVE PRACTICE IN A PROACTIVE APPROACH.

ANYBODY WHO WANTED TO JOIN AND TALK ABOUT THINGS.

A LOT OF OUR COMMUNICATION IS THROUGH OUR PRINCIPALS OR LEADS.

WHEN WE HAVE A GOOD OPPORTUNITY FOR STAFF TO SUPPORT POSITIVE MENTAL HEALTH.

RELAYING THE INFORMATION THAT EITHER WE HAVE, OR AS I'VE SAID, IT'S BEEN A REAL FOCUS OF THE CITY TO SUPPORT THE STAFF MEMBERS AS WELL.

>> THANK YOU EVERYONE FOR THE DISCUSSION SO FAR.

MS. THORNTON.

I'M GLAD I'M FOLLOWING MS. NOLAN, BECAUSE MY QUESTION WAS STAFF AS WELL AND THEIR WILLINGNESS TO RETURN.

IT SEEMS TO ME THAT IF THIS IS THE BIGGEST CONSTRAINT AFFECTING OUR DECISION RIGHT NOW AS FAR AS THE ABILITY TO TRANSITION OUR STUDENTS BACK TO SCHOOL.

COMPARATIVELY SPEAKING, WE HAVE LOWER RATES OF CONFIDENCE FROM OUR STAFF ON WILLINGNESS TO RETURN TO SCHOOL.

I AM WONDERING LIKE WHAT ARE THOSE FACTORS CONTRIBUTING TO THAT.

ON THE QUESTION THAT ASKED SPECIFICALLY ABOUT STAFF, THEIR WILLINGNESS TO RETURN.

IT LOOKS LIKE UNDER HALF, CLOSE TO HALF OF THE RESPONDENTS INDICATED THAT THEIR UNWILLINGNESS TO RETURN WAS NOT JUST PERTAINING TO HEALTH ISSUES.

THERE'S CHILDCARE ISSUES.

LACK OF CONFIDENCE IN THE SAFETY PROTOCOLS.

HAVE WE DUG A LITTLE BIT MORE IN TO THAT DATA TO UNDERSTAND LIKE WHAT ARE THE MAIN FACTORS CAUSING THAT LACK OF CONFIDENCE FROM STAFF.

IF THIS IS OUR MAIN CONSTRAINT, IF WE DON'T FIGURE OUT HOW TO ADDRESS THAT NOW, I DON'T THINK IT'S GOING TO GET EASIER MOVING DOWN THE ROAD.

ONE THING I'VE BEEN THINKING ABOUT A QUESTION THAT MS. ANDERSON ASKED EARLIER TO DR. HERRING, YOU KNOW, ASKING ABOUT TESTING.

YOU KNOW, THE CDC ACCORDING TO THE LAST TIME I LOOKED IS NOT NECESSARILY RECOMMENDING THAT SCHOOL DIVISIONS REQUIRE ALL STAFF AND STUDENTS TO BE TESTED.

IN THINKING OUT OF THE BOX AND TRYING TO BE PROACTIVE, MAYBE THAT'S SOMETHING THAT WE CONSIDER LOOKING AT TO OFFER TO OUR STAFF AS A WAY TO INCREASE THEIR CONFIDENCE TO RETURN.

I WOULD REALLY LIKE TO HEAR MORE THOUSAND DOLLARS ABOUT WHY THAT MIGHT BE.

AND HOW WE CAN KIND OF IMPROVE CONFIDENCE FROM STAFF.

AND GOING OFF OF THAT, YOU KNOW, I'M WONDERING, TOO, IN LOOKING AT THE DATA, I KNOW THAT WE'RE KIND OF LOOKING AT OUR TRANSITION INPERSON ACCORDING TO BANDS OF STUDENTS.

I KNOW WE'VE GROUPED K5 TOGETHER.

I'M WONDERING HAVE WE LOOKED AT EXPLORING STAFF'S WILLINGNESS TO RETURN FOR INDIVIDUAL GRADE LEVELS.

SO WE MAY NOT BE ABLE TO DO ALL K5.

BUT IS THERE A POSSIBILITY WE COULD EXPEDITE KINDERGARTEN IF THAT RATIO IS IMPROVED THROUGH THAT GRADE LEVEL.

IT'S HARD TO TALK THROUGH THESE GENERALITIES.

BUT FOR INSTANCES LIKE THIS, I THIS I IT COULD HELP TO GET IN TO THE NITTYGRITTY AND DO IT BY GRADE LEVEL INSTEAD OF THESE GROUPS AND BANDS AND GRADES.

NUMBER ONE, HOW ARE WE INCREASING STAFF'S CONFIDENCE, AND TWO, BREAKING DOWN GRADE LEVELS A LITTLE MORE TO SEE IF WE CAN EXPEDITE SOME FOR INPERSON.

>> THANK YOU, MS. THORNTON FOR THOSE QUESTIONS.

I'M GOING TO HAVE MR. PAGE ANSWER THE FIRST QUESTION AND TALK ABOUT SOME OF THE DATA BECAUSE WE DID COLLECT SOME DATA IN REGARDS TO THE STAFFING AND SOME OF THE REASONS WHY THEY ARE NOT FEELING COMFORTABLE TO COME BACK.

MR. PAGE, CAN YOU START WITH THAT?

[04:20:01]

>> ABSOLUTELY.

THANK YOU SO MUCH FOR THE QUESTION.

SO ON PAGE 30 IN APPENDIX B OF THE BOARD ATTACHED REPORT, WE DO HAVE DATA AS IT RELATES TO THE REASONS FOR STAFF WHO EITHER SELECTED SOMEWHAT UNLIKELY OR VERY UNLIKELY.

WE ASKED THEM WHY THAT WAS THEIR SELECTION ATHE THIS POINT.

AND FOR A THIRD OF STAFF, THEY INDICATED THAT THERE WAS A DOCUMENTED HEALTH ISSUE FOR THEM, FOR THEIR PERSON.

WE HAD 28% OF STAFF SELECT THE DOCUMENTED HEALTH ISSUE FOR A HOUSEHOLD MEMBER.

WE HAD 24% OF STAFF CITE CHILDCARE NEEDS AND REQUIREMENTS WITHIN THEIR HOUSEHOLD, MAKING IT DIFFICULT TO RETURN.

THEN WE HAD SOME LOWER RATES ACROSS A FEW OTHER OPTIONS.

THEN WE HAD 35% OF STAFF SELECT OTHER.

IN WHICH THEY HAD SOME FREE RESPONSE OPTIONS.

THOSE RANGED ACROSS A WIDE VARIETY OF TOPICS.

IT'S TYPICALLY ADHERENCE TO SAFETY PROTOCOLS, THE ABILITY FOR STUDENTS TO WEAR FACE MASKS.

THOSE TYPES OF THINGS IS WHAT WE'RE LARGELY HEARING IN THAT OTHER CATEGORY.

THAT'S THE NEXT LEVEL OF DATA THAT WE HAVE FOR THE STAFF WHO DID SELECT WITHIN THE SURVEY EITHER SOMEWHAT UNLIKELY OR VERY UNLIKELY IN THEIR RETURN.

>> DR. HERRING CAN SPEAK A LITTLE BIT TO THE CONFIDENCE.

LACK OF CONFIDENCE IN MAKING SURE WE'RE CLEANING APPROPRIATELY.

THIS IS WHY WE REALLY WANTED TO HAVE SOME OF THESE SIMULATIONS DONE SO THAT WE CAN, YOU NE, JUST DEMONSTRATE HOW CLEANING HAS CHANGED IN COVID SO .

DUT DR. HAERING MAY BE ABLE TO HELP.

>> THE THING THAT WILL BUILD CONFIDENCE AS MUCH AS ANYTHING IS ACTUAL EXPERIENCE.

AND I'M SPEAKING SOME FROM BOTH THE HEALTH DEPARTMENT, WHICH WE NEVER REALLY SHUT DOWN.

AND WE HAVE NOT HAD ANY TRANSMISSION OF INFECTIONS THAT HAVE OCCURRED AMONG STAFF.

IN OTHER WORDS, STAFF HAVE GOTTEN INFECTED, THEY COME TO WORK.

WE FIND OUT ABOUT IT LATER.

BUT BECAUSE WE'RE MAINTAINING SIXFOOT DISTANCING, WE HAVE MASKS, ALL THE THINGS IN PLACE, STAYING HOME WHEN SICK, THAT ACTUALLY BUILDS THE CONFIDENCE IN STAFF.

WE'VE HELPED CITY AGENCIES THROUGH THIS.

WE'VE HELPED A LOT OF BUSINESSES THROUGH THIS, THROUGH THE ALX PROMISE.

WE'VE ALSO HELPED DAYCARES WITH THIS ISSUE.

THE THING ABOUT TESTING IS THAT IT HAS LIMITATIONS IN THAT IT'S ONLY A POINT IN TIME AND LITERALLY RIGHT AFTER TAKING A TEST, YOU COULD BE EXPOSED TO THE VIRUS FROM SOMEWHERE ELSE.

ONE OF THE THINGS WE'RE ACTUALLY FINDING IS MANY OF THE PEOPLE ARE ACTUALLY CONTRACTING THIS NOT WHILE THEY'RE AT WORK, BUT WHILE THEY'RE OUTSIDE OF WORK.

YOU KNOW, THEY START TO LOSE THEIR GUARD.

THEY GO TO A BARBECUE.

I'VE SEEN THIS WITH A NUMBER OF NONPROFITS, OFFICES.

THEY GO BACK TO WORK, AND THEY GO TO A RESTAURANT OR PUB AND THEY HAVE A BARBECUE, THEY DROP THEIR GUARD.

THEY DON'T WEAR A MASK.

THEY'RE WITHIN SIX FEET.

A LOT OF TRANSMISSIONS ARE HAPPENING WITHIN THE ORGANIZATION.

I THINK WHEN PEOPLE COME BACK AND SEE ALL THE MEASURES THAT HAVE BEEN IN PLACE, EVERYTHING DR. HART'S DONE WITH THE HVAC SYSTEMS, SET UPS WITH THE DISTANCING, ONEWAY WALKING, SIXFEET APART, ALL THESE THINGS I THINK ARE GOING TO BUILD A LOT OF CONFIDENCE.

WHEN THERE IS A CASE IN THE SCHOOL, AND WE DO THE INVESTIGATION ALONG THAT WE ROUTINELY DO WITH A CASE.

AND PEOPLE FIND OUT, NO I WAS NOT A CLOSE CONTACT WITH THIS CASE.

I CAN CARRY ON AS USUAL.

THAT TOO WILL BUILD CONFIDENCE.

[04:25:01]

IN REGARDS TO THE SECOND QUESTION ABOUT LOOKING AT INDIVIDUAL GRADE LEVELS POTENTIALLY.

IT STILL PUTS US IN THAT SITUATION THAT IF WE DO IT INCREMENTALLY BY LOOKING AT JUST GRADE LEVELS AND NOT ACCOMMODATING THE WHOLE SPAN.

WE'LL HAVE KINDERGARTEN AND THEN FIRST GRADE, AND THEN HOW ARE WE GOING TO DO FOURTH AND FIFTH GRADE.

WE'RE TRYING TO GO IN TO THIS SAYING WE ALREADY KNOW THAT TO BRING K5 BACK IN TO OUR ELEMENTARY SCHOOLS FOR THE MOST PART, IF EVERYONE WANTED TO COME BACK, WE COULD NOT ACCOMMODATE THEM.

EVEN IF 80% WANT TO COME BACK, WE CANNOT ACCOMMODATE THEM IN OUR BUILDING STRUCTURE THE WAY IT IS RIGHT NOW BECAUSE OF THE CDC GUIDELINES.

NOW IF THE CDC GUIDELINES GO AWAY, WHOLE DIFFERENT BALL GAME.

ALL OF OUR PLANS WOULD BE TOTALLY DIFFERENT THAN THEY ARE RIGHT NOW.

BUT US TRYING TO LIVE UP TO THE CDC GUIDELINES, IT PUTS LIMITATIONS ON EVERYTHING HOW CAN THAT WORK NOT JUST USING THE SCHOOL.

THERE ARE GOING TO BE OTHER GRADES IF OUR DATA RIGHT NOW IS SAYING MOST VULNERABLE OVERALL, ARE OUR ELEMENTARY KIDS.

HOW CAN WE PUT TOGETHER A PLAN TO ACCOMMODATE THEM FIRST AND THEN DETERMINE WHAT IS THE ADDITIONAL CAPACITY WE HAVE.

AND WHAT MORE CAN WE DO AFTER WE DO, YOU KNOW, ACCOMMODATE ALL OF OUR ELEMENTARY STUDENTS.

SO THAT HAS BEEN THE BIGGEST CHALLENGE, YOU KNOW, FOR US.

AND I'M CURIOUS TO ALSO SEE HOW IT IS GOING TO WORK IN SOME OF OUR OTHER JURISDICTIONS.

BUT I DO WANT TO HAVE THAT THAT IS OUR SITUATION IN ALEXANDRIA.

WE KNOW THAT AND IT'S ALWAYS BEEN.

THAT'S WHY WE'RE BUILDING SCHOOLS.

BUT IT HAS AN IMPACT ON US WHEN WE ARE LIMITED WHEN WE ALREADY HAD OVER CAPACITY.

IT MAKES A CHALLENGE FOR US THAT WE CAN WORK THROUGH BUT WE'RE NOT GOING TO BE ABLE TO RESOLVE PREK12.

>> IF I MAY JUST HAVE A QUICK FOLLOW UP, MADAM CHAIR.

UNDERSTANDING THAT THINGS WILL CHANGE BY THE DAY.

HOW FREQUENTLY SHOULD STAFF EXPECT TO BE SURVEYED ABOUT THEIR WILLINGNESS TO RETURN TO SCHOOL? IS THIS SOMETHING WE'RE GOING TO DO EVERY NINE WEEKS OR MORE FREQUENT?

>> WE'RE GOING TO BE DOING IT WITHIN EVERY SEVEN WEEK SPAN.

IT'S GOING TO BE WITHIN EVERY SEVEN WEEKS NOT JUST SURVEYING OUR STAFF BUT ALSO SURVEYING OUR FAMILIES.

WHEN WE'RE GETTING CLOSER TO TRANSITIONAL TIMES, SO FOR EXAMPLE, OUR CITY WIDE FAMILIES WHO ARE ABOUT TO TRANSITION IN K2, WE'RE GOING TO BE DOING MORE OF A COMMITMENT NOT NECESSARILY A SURVEY.

IT'S MORE OF ARE YOU COMMITTED TO COMING WITH THESE SAFETY PRECAUTION SO WE CAN HAVE CLEAR DATA AND NOT JUST THE GENERAL KIND OF DATA THAT WE CURRENTLY HAVE WITH THE SURVEY.

WE WILL ALWAYS BE SURVEYING FAMILIES AND OUR STAFF.

BUT WHEN WE'RE TRANSITIONING A GROUP OR A GRADE SPAN, WE'RE GOING TO BE HAVING MORE OF A COMMITMENT FORMING.

WE DON'T HAVE THE NAME FOR IT YET.

BUT IT'S MORE OF A COMMITMENT THAT FAMILIES ARE MAKING.

MORE OF YES, I AM OR NO, WITH THOSE TRANSITIONS.

>> GREAT.

THANKS.

WE GOT IN JUST UNDER THE WIRE OF YOUR BREAKING UP AGAIN.

MS. GREENE.

>> THANK YOU, CHAIR ANDERSON.

4.5 HOURS IN.

ONCORE.

>> LAST BUT NOT LEAST.

DR. HUTCHINGS, I HAVEN'T SEEN MUCH COME OUT ABOUT WHAT WE PLAN TO DO ABOUT HIGH SCHOOL ATHLETICS, AND WITH NO NEAR PLAN TO BRING OUR HIGH SCHOOLERS BACK, I WAS WONDERING WHEN MIGHT OUR 940 STUDENT ATHLETES BE ABLE TO START CONDITIONING, PRACTICING.

NO WORRIES.

I WILL MAKE THIS QUICK.

I KNOW THAT SPORTS ASSOCIATIONS HERE IN ALEXANDRIA HAVE BEEN DOING IT.

ARE THERE IN OTHER JURISDICTIONS AS WELL, ARE THERE ANY CDC GUIDELINES AROUND THAT? WILL THEY BE ABLE TO START IN THIS NEXT PHASE, IS THAT A PART OF WHAT WE'RE DOING NOW? JUST ANY INFORMATION AROUND THAT.

[04:30:07]

>> CAN YOU HEAR ME NOW?

SO THE QUESTION I BELIEVE WAS ABOUT THE ATHLETIC PROGRAM, TRANSITION BACK IN TO ATHLETICS.

>> ALL RIGHT.

I'M SORRY ABOUT THAT.

AND SPECIFICALLY, WE WERE TRYING TO FOCUS ON THE ACADEMIC PROGRAM FIRST.

ESPECIALLY WITH THE VIRGINIA HIGH SCHOOL LEAGUE.

KEEPING OUR, YOU KNOW, SAYING THAT OUR FALL SEASON WOULDN'T START UNTIL AT LEAST DECEMBER.

SO WE ARE NOW GOING TO GET IN TO THE PLANNING PHASE OF WHEN DO WE TRANSITION SOME OF THE ATHLETIC COMPONENTS.

BUT WE WANTED TO FOCUS ON THE ACADEMIC PIECE FIRST KNOWING THAT THE SEASON TECHNICALLY WASN'T GOING TO START UNTIL AT LEAST DECEMBER BASED ON THE VIRGINIA HIGH SCHOOL LEAGUES INFORMATION.

>> DR. HUTCHINGS, IF I MAY JUST BECAUSE DR. HAERING IS ON THE CALL.

HE'S BEEN WORKING ON THE REOPENING PLAN AND BRINGING THE STUDENT ATHLETES BACK SINCE AUGUST.

AND ACTUALLY PROVIDED A PLAN TO DR. HAERING AND HIS TEAM FOR REVIEW AND SUGGESTIONS.

I JUST WANTED TO SHOW YOU THAT WORK IS BEING DONE UNDER THE SCHEDULE OF THE VHSL WITH SUPPORT OF THE HEALTH DEPARTMENT.

>> WHEN THEY CAN START PRACTICING AND CONDITIONING?

>> I WOULD HAVE TO PULL UP HIS EXACT SCHEDULE OF THAT.

I DON'T HAVE THE SPECIFIC ANSWER.

BUT I CAN CERTAINLY GET IT.

I'M NOT SURE.

>> WE STILL HAVEN'T SET A DEFINITIVE DATE ON THAT.

WE HAVE STARTED PRELIMINARILY IS TRYING TO DETERMINE WHICH ATHLETES WERE WANTING TO COME BACK AND FAMILIES WILLING TO ALLOW THEIR STUDENTS TO COME BACK, WHICH COACHES WERE WILLING TO COME BACK.

AND THEN WE HAVE NOT SET DEFINITIVE DATES.

WE WERE TRYING TO FIRST GET OUR ACADEMIC PROGRAMMING PLAN IN PLACE AND THEN WE WERE GOING TO BEGIN TO FOCUS ON THE ATHLETIC PLAN.

NOW THAT WE'RE WORKING ON THIS TRANSITION OF INPERSON PLANNING FOR ACADEMICS, WE CAN HAVE THAT SPACE TO START TO TALK ABOUT WHAT THE ATHLETIC PROGRAM WILL LOOK LIKE MOVING FORWARD.

WE'LL HAVE SOME MORE INFORMATION IN THE FUTURE FOR YOU.

I MISSED THAT MS. ALDERTON HAD ONE MORE COMMENT TO MAKE AND THEN WE'LL MOVE ON.

I'M SORRY TO BE TO ADD ON BECAUSE I KNOW WE HAVE TO MOVE ON.

I REALLY APPRECIATED MS. THORNTON'S QUESTION AND I WANTED TO SHARE A LITTLE BIT OF SOME PERSPECTIVE THAT I'M JUST GETTING, YOU KNOW, WITH TEACHERS AND I WOULD SAY ADMINISTRATORS GLOBALLY, NOT JUST ACPS, AROUND THAT SORT OF RELUCTANCE.

I THINK THE HEALTH CONCERNS AND ISSUES ARE DEFINITELY ONE.

BUT I DON'T THINK THEY'RE THE ONLY THING.

AND OF COURSE CLINT BROUGHT UP DATA POINTS, CHILDCARE, ALL THOSE THINGS.

I THINK IT'S IMPORTANT TO NOTE THAT IN THIS PROFCTION SINCE MARCH, TEACHERS HAVE BEEN ASKED TO FLIPFLOP AND JUMP AND CHANGE FROM ONE MODEL TO THE NEXT.

SO ESSENTIALLY, WE'VE TRANSITIONED THEM FROM, LIKE, THIS IS WHAT I'M USED TO AND NOW I HAVE TO FLIP IN MARCH TO DO VIRTUAL INSTRUCTION.

AND NOW I'M GOING TO HAVE TO FLIP AGAIN TO THIS HYBRID WORLD, AND REALLY WHAT I'M CALLING COVID SCHOOL, WHICH IS VERY, VERY DIFFERENT.

I'VE ACTUALLY HAD THE OPPORTUNITY TO WALK AROUND IN THE SCHOOL THAT'S SET UP WITH THE SOCIAL DISTANCING GUIDELINES AND EVERYTHING.

IT'S ALMOST TRAUMATIC, I'LL BE HONEST.

AND I THINK PEOPLE, I THINK EMOTIONALLY THEY'RE SPENT FROM ALL THE CHANGE.

AND IT IS A LITTLE SCARY TO THINK ABOUT GOING IN TO THIS TYPE OF ENVIRONMENT THAT IT'S GOING TO BE VERY DIFFERENT.

VERY CHALLENGING IN DIFFERENT WAYS THAT THEY ARE NOT USED TO.

AND SO I THINK THAT PLAYS A BIG PART IN THAT HESITANCY, TOO.

[04:35:03]

IT IS A DELICATE BALANCE OF JUST FIGURING OUT HOW TO EASE PEOPLE BACK IN TO ESSENTIALLY WHAT MAY BE A NEW NORMAL.

ONE OF THE THINGS I'VE BEEN CAUTIONING WITH THE WORK GROUPS ABOUT IS THAT WE NEED TO BE PREPARED EVEN FOR THOSE WHO DO COME BACK BECAUSE IT IS A NEW ENVIRONMENT, AND BECAUSE IT'S GOING TO FEEL VERY DIFFERENT.

THERE MAY BE SOME EMOTIONAL SUPPORT THAT WE NEED TO PROVIDE TO THE PEOPLE WHO ARE IN THE BUILDINGS THAT WE DIDN'T THINK ABOUT BECAUSE WE JUST DON'T NECESSARILY UNDERSTAND HOW THAT'S GOING TO FEEL UNTIL YOU'RE IN IT.

THIS IS A PART OF THE JOB NOW.

I JUST WANTED TO PROVIDE THAT PERSPECTIVE TO YOU.

THERE ARE SOME THINGS THAT ARE JUST HARD TO GRASP AND UNDERSTAND BECAUSE IF YOU'RE NOT IN THE MIDST OF BEING IN THAT ROLE, AND FOR PRINCIPALS, TOO.

I THINK FOR PRINCIPALS, THEY'LL STAND UP AND BE STRONG, BUT IT IS A LOT THAT WILL GO IN TO THIS.

AND IT'S NOT GOING TO BE EASY.

JUST WANTED TO THROW THAT IN.

WE'RE GOING TO HAVE THIS ON OUR AGENDA ON WEDNESDAY, THE 21ST.

AND AT THAT TIME WE'RE GOING TO HAVE A VOTE ABOUT THIS NEXT STAGE.

WE'RE GOING TO MOVE ON PAST THE LEGISLATIVE AGENDA BECAUSE WE MOVED THAT FROM THE AGENDA.

NOW IT'S TIME FOR THE CIP RESERVE ACCOUNT UPDATE FOR QUARTER 4.

[15. FY 2020 CIP Reserve Account Update for Qtr 4--5 mins.]

>> I'M GOING TO TRANSITION AND HAVE DR. HART GO THROUGH THE POWERPOINT.

I'M GOING TO ASK IF WE CAN TRY TO GET THROUGH THE POWERPOINT IN FIVE MINUTES, IF WE CAN.

BECAUSE I KNOW A LOT OF THE INFORMATION OUR BOARD MEMBERS HAVE READ AND SOME OF IT WAS SHARED THIS SUMMER.

THE REASON I'M ASKING FOR THAT IS BECAUSE I DO KNOW WE HAVE THE CHIEF AND WE HAVE SOME OF THE POLICE OFFICERS, AND THEY'RE BACK.

AND I KNOW THEY'RE ON SCHEDULES, TOO.

I WOULD LIKE FOR THEM TO BE ABLE TO PARTICIPATE IN A WORK SESSION.

BUT I UNDERSTAND IF THEY CAN'T, TOO.

BUT I'M HOPING WE CAN TRY TO GET THEM TO BE ABLE TO PARTICIPATE.

SO DR. HART, I'M GOING TO TURN THINGS OVER TO YOU >> I THINK THE FIRST PART THAT WE'RE PRESENTING IS THE CIP RESERVE, CORRECT?

>> JUST VERY BRIEFLY, OUR.

>> SOME OF THE PROGRESS THAT'S BEEN MADE THROUGH QUARTER ONE.

[16. FY 2020 CIP Quarterly Report for Qtr 4--20 mins. (Documents uploaded on 10/12/2020)]

JOHN, I'M TURNING IT OVER TO YOU.

>> THANK YOU, DR. HART.

GOOD EVENING, MADAM CHAIR, BOARD MEMBERS.

WE WILL GET THROUGH THIS VERY QUICKLY.

SUSAN, IF YOU WOULD PLEASE WORK WITH ME HERE.

YOU CAN GO AHEAD AND CONTINUE ON TO THE NEXT SLIDE.

THE ESSENTIAL QUESTIONS THAT'S SOMETHING WE DO EACH TIME.

WE CAN KEEP GOING THROUGH THE NEXT SLIDE, PLEASE.

[04:40:03]

THIS IS A BREAKDOWN OF EVERYTHING.

AND WE'LL GO IN TO THESE IN JUST A LITTLE MORE DETAIL.

IF WE COULD HAVE THE NEXT SLIDE.

SO THE CURRENT SPENDING COMPRISED IN JUNE OF 2020.

THE TOTAL BUDGET WAS OVER $67Â MILLION.

YOU CAN GO TO THE NEXT SLIDE.

THERE IS A REITERATION OF THAT WITHOUT ALL OF THE DETAIL.

SUSAN, IF YOU COULD GO FORWARD PLEASE.

THEY CONTINUED WITH THE VIRTUAL LEARNING, INCREASE NETWORK CAPACITY.

AND THEY PURCHASED AND DISTRIBUTED CHROMEBOOKS IN THE FY 21 FIRST QUARTER.

I JUST WANT TO HIGHLIGHT THAT AS I'M GOING THROUGH THESE, SINCE THE SUMMER WE'VE BEEN PREOCCUPIED WITH COVID.

APRIL, MAY, JUNE, WAS FOURTH QUARTER.

NOW THAT WE'RE IN OCTOBER, I WILL SPEAK BRIEFLY ABOUT FIRST QUARTER OF 21, TOO, BECAUSE A LOT OF THESE PROJECTS ROLL THROUGH AND CONTINUED IN THE SUMMER.

SUSAN, IF YOU COULD CONTINUE, PLEASE.

NEXT SLIDE.

>> SORRY, MY SCREEN IS FROZEN.

I DON'T KNOW WHAT'S GOING ON HERE.

ONE SECOND.

>> NO PROBLEM.

AND AGAIN, I'M GOING TO GO THROUGH THESE REALLY BRIEFLY PER DR. HUTCHINGS RECOMMENDATION.

AT THE END I WILL TAKE ANY QUESTIONS IF THERE'S ANYTHING THAT I WENT OVER TOO QUICKLY.

SO THE PEOPLE TRANSPORTATION WAREHOUSE, WE ARE CURRENTLY WORKING ON THE ELECTRIC CHARGING STATIONS.

WE'VE BEEN WORKING ON PARTICIPATION AGREEMENT WITH A BUNCH OF LOCAL PARTICIPATING LOCALITIES.

THE PARTICIPATION AGREEMENT CONCLUDED.

IT'S STILL BEING SIGNED.

WE'RE STILL WORKING ON EASEMENT DETAILS.

WORK RELATED OUTSIDE OF THE EASEMENT.

SO THAT PROJECT IS MOVING ON.

WE'RE EXCITED ABOUT THAT.

GO TO THE NEXT SLIDE.

>> I'M SORRY, JOHN, MY COMPUTER IS NOT HELPING TONIGHT.

I DON'T KNOW WHAT'S GOING ON.

LET'S TRY IT ONE MORE TIME.

SORRY, THIS IS MY NEW COMPUTER.

EVERYTHING FROM THE OLD DOUGLAS MCARTHUR WAS MOVED OVER.

THANK YOU, SUSAN.

DOUGLAS MCARTHUR.

THE AUDITORIUM WAS RENOVATED IN TO A GYMNASIUM.

HVAC WAS REPAIRED, ROOFS, ET CETERA.

THE EXTERIOR IS NEARING COMPLETION WITH NEW PARKING LOTS, ET CETERA.

OF THE NEW DOUGLAS MACARTHUR DESIGN DEVELOPMENT PHASE FINALIZED.

COMMUNITY FEEDBACK EVENT, ET CETERA, AND CURRENT VALUE MANAGEMENT ACTIVITIES AND COST ESTIMATING IS ONGOING.

MOVE TO THE NEXT SLIDE.

KORA KELLY, THIS IS A COUPLE OF PICTURES FROM THE NEW FLOORING WE INSTALLED.

A LOT OF OUR FACILITIES ARE OLD WITH VCT.

IT'S GOT ASBESTOS BESTOS.

ALMOST 95% OF THE SCHOOL IS FREE OF ASBESTOS.

ALL OF THE SCHOOLS HAVE BEEN CHANGED OUT TO LUXURY VINYL TILE.

WE'RE VERY EXCITED ABOUT THAT BECAUSE THIS IS A NICER PRODUCT WE'VE USED IN THE PAST.

WE'VE TAKEN ADVANTAGE OF THE PRICING DURING COVID.

[04:45:06]

IT'S WATER RESISTANT.

STAIN, SCUFF, SCRATCH RESISTANT.

IT'S MUCH BETTER FOR OUR MAINTENANCE.

BROOM, SWEPT, AND WET MOPPED.

NO MORE STRIPPING, BUFFING AND WAXING.

WE'VE DONE THAT AT A HANDFUL OF SCHOOLS.

WE CAN MOVE TO THE NEXT.

JOHN ADAMS ELEMENTARY IS ONE WE'RE HIGHLIGHTING HERE.

WEFR GOT CONSTRUCTION DOCUMENTS OUT IN PHASE 4.

WE POSTED THE INVITATION TO BID.

WE EVALUATED AND HIRED A CONTRACTOR.

PHASE ONE WAS COMPLETED THROUGH QUARTER ONE.

IN OTHER WORDS, OVER THE SUMMER.

BECAUSE OF COVID, WE MOVED RIGHT IN TO PHASE 2.

WE'VE DONE IT WITH OUR ROOFING AND HVAC PROJECTS.

THAT HAS ALLOWED US TO CONDENSE THE SCHEDULE.

PHASE 2 WOULD NOT HAVE BEEN COMPLETED UNTIL NEXT SUMMER.

WE'RE REALLY GETTING A LOT OF WORK DONE WHILE WE CAN.

YOU CAN MOVE TO THE NEXT SLIDE PLEASE, SUSAN.

MOUNT VERNON ELEMENTARY SCHOOL.

WHAT WE'RE HIGHLIGHTING HERE IS THE COURTYARD BUT WHAT WE'VE DONE IS COMPREHENSIVE DRAINAGE STUDY AROUND THE SITE.

WE'VE DONE A COMPREHENSIVE STUDY.

WE'LL BE DOING IMPROVEMENTS AROUND THE SITE TO GET ALL STORM WATER IN TO PIPES, IN TO THE GROUND AS OPPOSED TO DROPPING IT IN TO THE COURTYARD ON THE LAWNS, ET CETERA.

SOME OF THAT WE WILL TRY TO TACKLE IN A PHASED APPROACH.

WE ARE IN FOR PERMITTING TO REDESIGN THE COURTYARD.

WITH COVID GOING ON, IT WILL ALLOW US TO HAVE A NEW, NICE, OUTDOOR CLASSROOM SPACE.

YOU CAN MOVE ON.

TC WILLIAMS HIGH SCHOOL STADIUM, I KNOW THIS HAS BEEN FRUSTRATING FOR A LOT BECAUSE OF THE DELAYS.

HOWEVER, THROUGH THE FOURTH QUARTER WE WERE ABLE TO POST AN INVITATION TO BID.

THAT'S IMPORTANT BECAUSE WE WERE ONLY ABOUT 90% DONE WITH THE CONSTRUCTION DRAWINGS.

HOWEVER, WE DECIDED TO GO AHEAD AND GO UP FOR INVITATION TO BID AND GET A CONTRACTOR ON BOARD WHILE WE WERE STILL GOING THROUGH THE APPROVAL AND PERMITTING PROCESS THROUGH THE CITY.

SO JUST IN AUGUST, WE WERE ABLE TO GET THE DEMOLITION PERMIT AND START THE WORK.

SO NOW WE HAVE COMPLETED DEMOLITION OF THE PRESS BOX, THE CONCESSION BUILDING, AND THE BUILDING PAD.

AND WE ARE CURRENTLY DEMOING HARDSCAPES AND SIDEWALKS.

ON OCTOBERÂ 9TH, WE JUST RECEIVED OUR BUILDING PERMIT.

SO THINGS ARE REALLY GOING TO START MOVING.

YOU'LL START TO SEE MORE ACTIVITY OVER THERE.

BUT THAT'S KEY, AGAIN, THAT WE WERE ABLE TO GO OUT IN THE FOURTH QUARTER EVEN THOUGH WE DIDN'T HAVE THE DRAWINGS.

BECAUSE IF WE WOULD HAVE WAITED UNTIL WE GOT THE PERMIT TO BID AND GET A CONTRACTOR ON BOARD, THIS PROJECT WOULDN'T BE STARTING UNTIL NEXT SPRING AND IT WOULDN'T BE COMPLETED UNTIL NEXT SUMMER.

ALSO BY DOING THAT, WE SAVED APPROXIMATELY $100,000 TO $125,000.

SO THAT PROJECT IS MOVING.

NEXT SLIDE, PLEASE.

SO NOW JUST REAL QUICKLY, SOME KEY UPCOMING PROJECTS.

FRANCIS HAMMOND MIDDLE SCHOOL, WEFR GOT THE OLD TENNIS COURT, THAT IS BEING CONVERTED IN TO A MULTISPORT COURT.

WE'VE GOT TO GET AWAY ALL THE OLD LAYERS OF ASPHALT AND REGRADE AROUND THERE.

GEORGE WASHINGTON MIDDLE SCHOOL, WE WILL BE DOING COMPREHENSIVE HVAC REPAIRS AND REPLACEMENTS.

THAT'S A SIGNIFICANT PROJECT THAT WILL BE PHASED.

LOOILS CROUCH ELEMENTARY SCHOOL.

WE WILL BE REPLACING WINDOWS THROUGHOUT.

SAME WITH MATTHEW MAURY.

AND MOUNT VERNON ELEMENTARY SCHOOL.

THE COURTYARD WILL BE RENOVATED.

IMPROVEMENTS TO THE STORM WATER, AS WELL AS OUTDOOR LEARNING SPACES.

THOSE ARE THE KEY POINTS TO HIGHLIGHT.

SUSAN, IF YOU COULD MOVE FORWARD.

SO THIS IS JUST THE YEAREND FINANCIALS.

IT SHOWS THE FOUR QUARTERS.

OF COURSE SOME OF THAT BALANCE THERE WILL BE BILLED OUT BECAUSE AGAIN, THIS WAS APRIL, MAY, JUNE AS SOME OF THESE SUMMER PROJECTS WERE JUST GETTING KICKED OFF.

WE HAVE SOME OF THE LARGE EXPENSIVE PROJECTS, ROOFING PROJECTS, ET CETERA, THAT HAD NOT BEEN FORMALLY BILLED THROUGH THAT QUARTER.

NEXT SLIDE, PLEASE.

THAT'S PRETTY MUCH IT AT THIS POINT, WE WILL TAKE ANY QUESTIONS.

[04:50:02]

I KNOW I MOVED THROUGH THAT PRETTY QUICKLY.

BUT IF YOU HAVE ANY QUESTIONS.

>> I DO NOT SEE ANY.

OH.

WE HAVE MS. NOLAN.

>> THANK YOU, AND I'LL BE BRIEF.

THANK YOU SO MUCH FOR THE PRESENTATION.

I REALLY APPRECIATE IT.

AGAIN, WE COULDN'T BE MORE GRATEFUL TO THE FACILITIES DEPARTMENT AND ALL THEY'VE BEEN DOING.

SPECIAL THANKS TO DR. HART FOR HER LEADERSHIP.

WE'RE THANKFUL TO HAVE YOU IN THE DIVISION.

MY QUESTION IS, AND I APOLOGIZE IF I GOT THE INFORMATION WRONG, WAS THERE STILL SOME ASBESTOS SOMEWHERE? ARE WE STILL WORKING ON THAT? IT SOUNDED LIKE WE HAD THE MAJORITY TAKEN CARE OF.

BUT IS THERE A PLAN FOR THE REMAINDER?

>> IT'S NOT AIRBORNE.

SO IT'S LAYERS UNDERNEATH THE COURT.

IT'S USUALLY THE GLUE OR THE MASTIC.

UNTIL YOU ARE REPLACING THAT FLOORING, YOU'RE NOT DISTURBING ANYTHING SO IT'S NOT A DANGER.

>> GOT IT.

>> AT KORA KELLY, YES, WE'VE COMPLETED 90 TO 95% OF ALL THE ASBESTOS IN THE BUILDING.

>> GOT IT.

HOW ARE WE DOING WITH PROGRESSING WITH THE MOLD ISSUE AT GW.

>> SO AT GW, WE ARE DUE FOR ANOTHER INDOOR AIR QUALITY TEST.

SO WE HAVE BEEN KIND OF TACKING THINGS HERE AND THERE.

WE'VE GONE THROUGHOUT AND CLEANED.

WE'VE ALSO VACUUMED OUT GRILLS AND REPLACED DIFFUSERS.

AND ALSO WE ARE CURRENTLY UNDERTAKING THE LAST COUPLE OF SECTIONS OF ROOF.

SO NOW OVER THE LAST 3.5 YEARS, WE'VE REPLACED ALMOST THE ENTIRE ROOF THROUGHOUT ALL OF THOSE BUILDINGS AND SECTIONS.

AND THEN WE HAVE A LITTLE BIT MORE TO GO WITH PIPING INSULATIONS.

SO THE WATER PIPE CONDENSES AND SOMETIMES THAT DRIPS ON CEILING TILES AND AFTER A FEW DAYS THAT COULD TURN TO MOLD.

WE'VE ALSO REPLACED SOME SECTIONS OF PIPE AS WELL.

WE'RE KIND OF DOING A COMPREHENSIVE MOVE THROUGHOUT THE BUILDING TO TACKLE EACH OF THOSE ISSUES.

WE WILL BE DONE IN THE NEXT PROBABLY MONTH WITH THE REST OF THE CHILLED WATER PIPING.

AND THE ROOF WORK WILL BE DONE PROBABLY TOWARDS THE END OF NOVEMBER, EARLY DECEMBER.

SO MOST OF THOSE ISSUES ARE CURRENTLY NOT AN ISSUE ANYMORE.

BUT AFTER ALL OF THOSE THINGS ARE COMPLETED, WE FEEL VERY COMFORTABLE.

AND IF YOU CAN CONTINUE ESPECIALLY WITH GW TO KEEP US UPDATED.

I APPRECIATE THE UPDATE.

I ONLY SAY THAT BECAUSE THE AMOUNT OF LOSS OF INSTRUCTIONAL TIME THE STUDENTS HAVE RECEIVED OVER THE YEARS HAS BEEN MUCH MORE SIGNIFICANT MORE THAN THAN THE OTHER SCHOOLS.

THANKS TO THE LEADERSHIP OF THE DIVISION, WE'RE ALL TRYING TO GET THE KIDS BACK

[17. Report from Cindy M. Anderson]

[04:56:49]

IN SCHOOL.

SO IT'S GOING TO BE PARAMOUNT THAT THE FACILITIES ARE IN SHAPE BECAUSE WE DON'T WANT STUDENTS TO HAVE TO REMOVE THEMSELVES FROM A BUILDING.

IN COVID TIMES NOW IT'S REALLY UPPED THE ANTY THE AMOUNT OF CLEANLINESS THE STUDENTS ARE GOING TO RECEIVE.

AND ALSO THE MORE TIME WE CAN ENSURE THAT OUR INSTRUCTIONAL LEADERS ARE FOCUSED ON INSTRUCTION VERSUS A LEAKY ROOF, ALL THE MORE FOR THE KIDS.

THANK YOU SO MUCH FOR YOUR SUPPORT DURING THIS TIME.

>> YOU'RE WELCOME AND WE WILL KEEP YOU APPRAISED.

>> THANK YOU FOR THE QUESTION.

I WAS WONDERING WITH THE ASBESTOS.

THIS IS THE THING THAT WE ARE SUPPOSED TO ACCEPT.

SO IF I CAN GET A MOTION TO ACCEPT THE CIP THE FOURTH QUARTER CPI REPORT FOR FY 2020 THAT WOULD BE GREAT.

>> MADAM CHAIR, I MOVE WE ACCEPT THE REPORT.

>> SECOND.

>> I WILL CALL FOR A VOTE.

THE NEXT THING WILL BE ON SOME PEOPLE'S AGENDAS, BUT WE HAVE MOVED IT ALSO TO NEXT WEEK'S MEETING ON THE 21'S ST AND THAT IS THE DRAFT PRESENTATION FOR THE SCHOOL BOARD BUDGET WORK SESSION.

ON THIS MEETING THE NEXT REPORT IS ME, I WILL TRY TO BE BRIEF.

RENAMING OF SCHOOLS ON OCTOBERÂ 29TH AT 4Â O'CLOCK.

YOU CAN SIGN UP BY VISITING THE WEBSITE.

THE DEADLINE TO SIGN UP WITH WEDNESDAY OCTOBERÂ 28TH AT 12:00.

ALSO ON THE 19TH OF OCTOBER ON MONDAY AT 6:30, THERE'S A COMMUNITY FORUM ON THE BUDGET.

YOU CAN CALL OR EMAIL TO REQUEST LANGUAGE INTERPRETERS IF YOU NEED THAT AHEAD OF TIME.

>> NEXT IS ANNOUNCEMENTS FROM SCHOOL BOARD MEMBERS.