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>>GOOD EVENING.

[00:00:02]

THIS IS THE VIRTUAL SCHOOL BOARD MEETING FOR OCTOBER 21ST, 2020.

[1. Meeting Called to Order by Chair Anderson]

AND WE'RE STARTING AT 7:02.

I WILL CALL ROLL.

WE WILL START THIS WITH A MOMENT OF SILENCE.

[2. Observe a Moment of Silence]

>> IF I COULD GET A MOTION TO ADOPT THE AGENDA.

>> I MOVE WE ADOPT THE AGENDA FOR THIS EVENING.

>> SECOND.

>> MISS GREENE SECONDS MISS LORBER'S MOTION.

WE WILL JUST REORDER IT SO THAT DEAL WITH LEGISLATIVE AGENDA BEFORE WE PROCEED

[3. Adopt the Agenda for the October 21, 2020 Special Called School Board Meeting]

WITH TALKING ABOUT THE CONTINUITY OF LEARNING PLAN.

BECAUSE THAT'S GOING TO BE A SHORTER ITEM.

I WILL CALL FOR A VOTE ON THE AGENDA.

[7. 2021 Proposed ACPS Legislative Agenda--20 mins.]

WE WILL MOVE ON NOW TO THE PROPOSED LEGISLATIVE AGENDA.

DR. HUTCHINGS.

>> AT THIS TIME I WOULD LIKE TO TURN THINGS OVER TO THE LILA WEIS TO GO OVER OUR LEGISLATIVE AGENDA.

>> I THINK YOU ARE ON MUTE.

I BELIEVE OR MAYBE I JUST CAN'T HEAR.

>> CAN YOU HEAR ME NOW.

>> YES, WE CAN HEAR YOU.

PERFECT.

THANK YOU.

>> WELCOME.

GOOD TO SEE YOU.

I'M DELIGHTED TO BE HERE.

THINGS HAVE CERTAINLY CHANGED A LOT SINCE THE LAST TIME WE WERE TOGETHER LOOKING AT A LEGISLATIVE POSITIONS.

SOME INTERESTING THINGS HAVE HAPPENED.

SOME OF THE LEGISLATIVE POSITIONS WE'VE HAD OVER THE YEARS HAVE FINALLY GONE THROUGH THE GENERAL ASSEMBLY.

FOR EXAMPLE, OPENING OF SCHOOL, NOW WE CAN OPEN SCHOOL BEFORE LABOR DAY.

WHO KNOWS WHEN WE WILL BE ABLE TO OPEN SCHOOL.

THE SECOND ONE OUR IN STATE TUITION FOR UNDOCUMENTED STUDENTS.

AND THAT WAS PASSED IN GENERAL ASSEMBLY THIS PAST YEAR.

EVERYTHING THAT YOU WILL SEE HERE IS AROUND FUNDING.

THINGS ARE VERY UP IN THE AIR.

WE HAVE NO IDEA HOW MUCH RENEW THERE'S GOING TO BE.

I PUT TOGETHER FUNDING ISSUES AND LET'S SEE WHAT YOU THINK.

FIRST SUPPORTING THE CONTINUATION OF THE SALES TAX REVENUE HOLD HARMLESS FUNDING.

AS YOU PROBABLY KNOW IN THE SPECIAL SESSION THERE WAS MONEY PUT INTO THAT.

THE OTHER THING INTERESTING RIGHT NOW IS AT LEAST THE STATE LEVEL THEY ARE THINKING IT MAY NOT BE SUCH A CUT IN SALES TAX REVENUE.

BUT WE'LL SEE HOW THAT GOES.

THE SECOND IS THE SCHOOL SUPPORT FUNDING TO PROTECT SCHOOL DIVISIONS FROM ENROLLMENT LOSS.

WHAT HAPPENED IN SPECIAL SESSION IS THEY DIDN'T TAKE ANY ACTION ON THIS HOWEVER THEY SAID THEY WILL TAKE IT INTO THE REGULAR SESSION AND SEE WHAT ADM LOOKS LIKE AT THAT POINT.

ONE OF THE ISSUES THAT YOU GUYS HAVE BEEN REALLY AT THE FOREFRONT HAS BEEN THE AT-RISKED A MINUTE.

AND DURING THE 2020 SESSION, THEY ADDED TO AT-RISK ADD-ON.

WITH THE LACK OF FUNDING THEY'VE TAKEN SOME OF THAT AWAY AND WE SAY WE REALLY WANT TO GO BACK AND AT LEAST USE AT RISK FUNDING APPROVED IN 2020 AND IT MAYEN BE MORE THAN THAT.

THEN YOU ALL KNOW THAT THE THERE WAS FUNDING FOR MORE SCHOOL COUNCILORS AND FUNDING ADDITIONAL RATIO.

THESE WERE ALL AT ONE POINT UNFUNDED MANDATES.

[00:05:02]

THINGS THAT WE TRULY BELIEVE NEED TO HAPPEN.

THE STATE WAS NOT SUPPORTING THEM.

WE ARE HOPING THAT WE CAN DO THAT.

FUNDING HAS BEEN FOR EL PUPIL TEACHER RATIOS HAS NOT BEEN USUALLY DONE BASED ON PROFICIENCY.

IT'S DONE BASED ON THE NUMBER OF STUDENTS.

AND I THINK THAT WE ALL REALIZE THAT STUDENTS WITH LESS PROFICIENCY NEED MORE TIME AND MORE HELP.

LET ME MOVE ON DOWN HERE.

OBVIOUSLY WE'VE HAD SOMETHING IN OUR LEGISLATIVE PACKAGE FOR YEARS ABOUT THE SUPPORT CAP.

THIS WAS DONE IN 2009.

AND SO WE'RE HOPING THAT WE CAN GET SOME REALLOCATION AND GET RID OF THE SUPPORT CAP.

OBVIOUSLY COST OF COMPETING IS VERY IMPORTANT TO US.

AND THE LAST ONE IS OPPOSING ANY DIVERSION OF PUBLIC EDUCATION FUNDS TO NONPUBLIC SCHOOLS.

AND INTERESTING THING IN THE SPECIAL SESSION THERE WERE A NUMBER OF BILLS THAT WOULD HAVE TAKEN FUNDING FROM THE SCHOOLS AND GIVEN THEM TO PARENTS IF THE PARENTS WERE HOME SCHOOLING THE KIDS.

OR BECAUSE PARENTS ARE HOME WITH THE CHILDREN.

SO THAT'S IT FOR NOW.

I HAVE NO IDEA WHAT WE WILL BE LOOKING AT WHEN WE GET TO JANUARY.

I WILL BE BACK WITH DR. HUTCHENS WHEN WE KNEW THINGS.

WE DON'T KNOW HOW WE WILL WORK IN THE SESSION THIS YEAR.

AS YOU KNOW I'VE BEEN ENRICHMENT FOR MOST OF THE SESSIONMENT.

DURING THE SPECIAL SESSION THERE WAS NO LOBBYIST AROUND.

EVERYTHING WAS VIRTUAL.

AND IT WILL BE INTERESTING TO SEE WHETHER WE CAN GET BACK TO SOME OF THE THINGS THAT WE'VE DONE BEFORE IN TERMS OF ATTENDING THE DIFFERENT COMMITTEES, AND WATCHING WHAT WAS GOING ON, ON THE FLOOR.

SO I WILL BE GLAD TO ANSWER ANY QUESTIONS YOU MIGHT HAVE.

>> OKAY.

MISS GENTRY >> THANK YOU.

SO NICE TO SEE YOU.

>> NICE TO SEE YOU TOO.

>> ONE QUICK THOUGHT AND MAYBE WE WILL KNOW MORE AFTER OUR JOINT DISCUSSION WITH OUR COLLEAGUES ON CITY COUNCIL.

I HAPPEN TO BE IN A DIFFERENT MEETING WITH THE MAYOR AND HE INDICATED THERE SEEM TO BE KIND A GROWING AWARENESS AT THE STATE LEVEL THAT THE STATE NEEDED TO MAYBE CONSIDER PUTTING IN MORE FUNDING FOR CIP THINGS FOR SCHOOLS ACROSS THE STATE.

THAT YOU KNOW JUST A RECOGNITION OF YOU KNOW, HOW OLD, MANY, MANY, MANY OF THE SCHOOL BUILDINGS ARE.

YOU KNOW THE CHALLENGES OF ONGOING CHALLENGES OF KEEPING UP WITH THE FACILITY NEEDS AND THAT YOU KNOW, THERE NEEDED TO BE I GUESS I WAS JUST -- ANY THOUGHTS OR THINGS THAT YOU HAD HEARD ALONG THE LINES.

IF THERE WAS SOMETHING OUT THERE.

IF WE COULD CONSIDER YOU KNOW MAYBE ADDING SOME LANGUAGE TO THAT IF THERE'S POTENTIALLY SOME MOMENTUM AROUND THAT IDEA WE SHOULD PROBABLY JUMP ON THAT AND ARTICULATE THAT IN OUR LIST.

>> I HAVEN'T SEEN IT YET.

BUT CERTAINLY, THINGS AREN'T GOING VERY FAST RIGHT NOW.

THEY JUST FINISHED THE SPECIAL SESSION.

WE ARE NOT SEEING THE SAME THINGS WE WOULD IN OCTOBER.

BUT I'VE MADE NOTE OF IT.

IF THERE'S SOMETHING LIKE THAT, I WILL BE GLAD TO BRING IT BACK TO YOU.

>> THANK YOU.

>> MISS GREENE IS UP NEXT.

>> THANK YOU CHAIR ANDERSON.

AND THANK YOU.

IT'S GREAT TO SEE YOU.

>> I HAVE A QUESTION ABOUT THE AT-RISK ADD-ON.

IT'S CRITICAL HERE IN ALEXANDRIA.

DO YOU HAVE THE ACTUAL NUMBER THAT WAS APPROVED IN 2020? AND IS THERE ANYTHING THAT WE CAN DO AS A SCHOOL BOARD TO MAKE SURE THIS IS AT THE

[00:10:05]

FOREFRONT.

ANYTHING ADDITIONAL OUTSIDE OF WHAT YOU DO THAT WE CAN KEEP THIS, YOU KNOW, IN TOP OF MIND AND YOU KNOW, JUST TO MAKE SURE THAT WE DO ALL THAT WE CAN DO TO MAKE SURE THOSE DOLLARS COME TO US AGAIN FOR THE NEXT SCHOOL YEAR?

>> I THINK THIS IS ONE OF THE POSITIONS THAT IS MOST POPULAR ALL OVER THE STATE.

AND BECAUSE THERE'S NO LOSERS HERE.

EVERYBODY IS A WINNER.

YOU COULD BE IN SOUTHWEST VIRGINIA ANDED A-RISK ADD-ON IS HELPFUL THERE.

IT'S THE FOREFRONT FOR EVERYONE.

I BELIEVE THE SBA HAS PART OF LEGISLATIVE PACKAGE.

AS FAR AS FUNDING, I DON'T HAVE THE AMOUNT RIGHT NOW.

THE GOVERNOR DID RESTORE DURING THIS SPECIAL SESSION MONEY WAS RESTORED THAT WAS TAKEN AWAY.

BUT I DON'T HAVE THE SPECIFIC NUMBER FOR ALEXANDRIA.

>> OKAY.

AS FOLLOW UP I JUST HOPE YOU WILL PUSH REALLY HARD FOR THAT FOR OUR SCHOOL SYSTEM.

IT'S TRULY NEEDED.

>> ONE OF THE PEOPLE WHO REALLY PUSHES FOR ALEXANDRIA, HARD FOR THAT IS SENATOR DICK SASLA.

IF YOU HAVE A RELATIONSHIP WITH THE SENATOR, HE LISTENS TO HIS CONSTITUENTS ESPECIALLY TO THE ALEXANDRIA 20S.

ANY OF YOU GET BACK TO HIM.

I BEAT ON HIM ABOUT IT.

THAT'S SOME PLACE YOU CAN REALLY PUSH IT.

>> THANK YOU.

THANK YOU FOR ALL THAT YOU DO.

>> NEXT UP I HAVE DR. RIEF WITH A QUESTION.

>> THANK YOU FOR BEING HERE MIST WEISS.

I ALWAYS LOOK FORWARD TO THE REPORTS YOU SEND US UPDATING US ON THE DIFFERENT BILLS GOING ON DIFFERENT SESSION.

AND I JUST IT'S KIND OF SIMILAR TO WHAT MISS GREENE WAS ASKING.

IF THERE ARE WAYS.

I WOULD LIKE TO THINK OF WAYS THAT WE AS BOARD MEMBERS CAN GET A LITTLE BIT MORE ACTIVE IN THIS PROCESS.

WE DO HAVE I KNOW WE HAVE RELATIONSHIPS WITH SOME OF OUR LEGISLATORS DOWN IN RICHMOND.

YOU KNOW, IF YOU EVER HAVE IDEAS ABOUT, YOU KNOW, CALLING ON US TO PARTICIPATE IN SOME WAY, I WOULD CERTAINLY LIKE TO DO THAT.

AND I WAS JUST WONDERING IF YOU HAVE THOUGHTS ON HOW WE PAY PARTNER WITH OUR CITY COUNCIL OR OTHER MEMBERS OF OTHER SCHOOL DIVISIONS IN NORTHERN VIRGINIA ALSO.

LIKE WHAT -- IF YOU HAVE THOUGHTS HOW WE CAN BE A LITTLE BIT MORE ACTIVE IN THIS PROCESS OF LOBBYING FOR THE THINGS THAT WE NEED FOR OUR SCHOOL DIVISION.

>> WELL, YOU PROBABLY KNOW THAT IN ADDITION TO REPRESENTING ALEXANDRIA.

I ALSO REPRESENT FALSE CHURCH IN ARLINGTON.

A LOT OF LEGISLATORS WHEN THEY TALK WITH ME.

I'M NOT JUST TALKING FOR ALEXANDRIA OR ARTICLING ON THE OR FALLS CHURCH.

I'M TALKING FOR ALL.

THERE ISN'T ANYTHING IN THE LEGISLATIVE PACKAGES THIS YEAR THAT ALL THE SCHOOLS -- THREE SCHOOL DIVISIONS I WORK WITH AREN'T IN FAVOR OF.

THAT REALLY HELPS TOO.

BECAUSE THEN I CAN PICK UP WITH SOME LEGISLATORS WHO I MIGHT NOT NORMALLY DO FROM ARLINGTON.

THOSE IN ALEXANDRIA OR THOSE IN FALLS CHURCH.

USUALLY WE HAVE LEGISLATIVE BREAKFAST WHERE WE GET TOGETHER WITH ALL OF US AND I DON'T KNOW HOW WE'RE GOING TO DO THAT THIS YEAR.

VIRTUAL BREAKFAST, I DON'T KNOW.

WE'RE STILL TALKING ABOUT THAT.

AND IT'S HARD FOR THE LEGISLATORS.

THEY'VE HAD A REALLY TOUGH FALL.

>> BUT THE OTHER PART IS THAT WE HAVE LEGISLATOR WHOSE REALLY CARE ABOUT THE SCHOOLS.

I GET CALLS FROM OUR LEGISLATORS ALL THE TIME ABOUT YOU KNOW ANYTHING THAT THEY SEE THAT HAS TO DO WITH EDUCATION.

ESPECIALLY HERE FROM SENATOR EVAN'S OFFICE.

WE REALLY HAVE A GOOD TIME TRYING TO WORK THROUGH THINGS THAT WE NEED.

>> THANK YOU MISS WEISS.

I TALKED ABOUT COORDINATING EFFORT WHICH MAY BE GOOD FOR CIP.

BECAUSE THAT'S A BIG PART OF THE BUDGET.

HE WAS GOING TO FLOAT IT WITH YOU KNOW WITH HIS COLLEAGUES TO SEE IF MAYBE WE SHOULD HAVE A SUBCOMMITTEE THAT'S JOINT.

I THINK LAST YEAR WHEN I WATCHED THE SESSION THEY HAVE OF LEGISLATORS, I ASKED IF WE MIGHT NOT BE -- MAYBE WE COULD BE MOR INCLUDED IN THAT RATHER THAN SORT OF LAST-MINUTE AS IT WAS LAST YEAR.

[00:15:02]

I'M GOING TO FOLLOW UP WITH HIM AS WELL.

YES, MISS WEISS LET US KNOW IF YOU THINK OF SOMETHING WE SHOULD BE DOING TO HELP THINGS ALONG.

>> PROBABLY WILL BE BETWEEN NOW AND THE BEGINNING OF THE SESSION IN JANUARY.

SOME ISSUES.

I DON'T HAVE ANYTHING HERE THAT ISN'T FUNDING.

BECAUSE WE JUST REALLY DON'T KNOW WHAT OTHER KIND OF ISSUES WE WILL SEE.

WE'VE HAD SO MUCH SUCCESS OVER THE PAST TWO YEARS.

SOME OF THE THINGS WE CARED ABOUT FOR A LONG TIME.

AND ADDITION, OF COURSE, TO THE TWO I TALKED ABOUT.

THERE WERE THE DISCIPLINE ISSUES THAT WENT INTO GENERALLY ASSEMBLY LAST YEAR.

PROBABLY SRO'S WILL BE AN ISSUE.

FALL FUNDING AND SOME OF THE OTHER PARTS TO IT.

BUT THAT'S JUST A GUESS.

AND I DON'T HAVE ANY REAL FEEL FOR WHAT WE WOULD BE ADVOCATING FOR OR AGAINST.

>> GREAT, THANK YOU.

DOCTOR HUTCHING NGS.

>> I KNOW MISS GREENE ASKED ABOUT THE AMOUNT.

FOR FY-2020 THE AT-RISK ADD-ON 838,260 FOR TIER TWO COUNTRIES.

AND $98,850 FOR OUR TIER FOUR ACCOUNTINGS WHICH IS COMBINED $937,110.

A LITTLE BIT UNDER A MILLION DOLLARS FOR ADD-ON RISK FOR FY-2020.

>> SUPER.

THANK YOU.

ALL RIGHT WE LOOK FORWARD TO HEARING MORE FROM YOU WHEN THERE'S MORE TO HEAR.

WE MAY REACH OUT TO BRAINSTORM A LITTLE BIT WITH YOU AS WELL.

>> OF COURSE.

>> GREAT.

THANK YOU.

>> THANKS FOR HAVING ME HERE TONIGHT.

[6. Enhanced Continuity of Learning Plan 5.0--60 mins.]

>> YEAH.

THANK YOU.

MOVING RIGHT ALONG I'M GOING TO TURN IT BACK OVER TO DR. HUTCHINGS FOR CONTINUITY OF LEARNING 5.0.

I WANT TO THANK THE BOARD FOR ALLOWING OUR TEAM TO HAVE ANOTHER WEEK TO CONTINUE THIS DISCUSSION.

BECAUSE I THINK A LESSON LEARNED FOR US WHEN WE CAME TO THE BOARD BACK IN AUGUST TO SHARE EVERY 7 WEEKS WE PROVIDE AN UPDATE.

7 WEEKS TOO LONG.

WE REALLY NEED TO MAKE SURE THAT REARE COMING BACK MORE OFTEN.

WE'RE HOPING THAT EVERY BOARD MEETING AND WORK SESSION WE WILL BE ABLE TO PROVIDE UPDATES JUST TO KEEP THE BOARD AND THE COMMUNITY ABREAST SO YOU DON'T HAVE TO DIGEST SO MUCH INFORMATION ALL AT ONCE.

AND ALSO I WILL START MY VIDEOS AGAIN.

I KNOW SOME PEOPLE SAID DR. HUTCHINGS WE HAVEN'T SEEN YOU IN THE VIDEO.

WE ARE GOING TO TRY TO MAKE SURE THAT HAPPENS EVERY OTHER WEEK SO WE CAN KEEP THE STAFF AS WELL AS OUR COMMUNITY INFORMED.

I REALLY DO ENJOY DOING THE VIDEOS BY THE WAY.

EVERY WEEK IS A LOT.

I WILL TRY TO DO IT EVERY WEEK MOVING FORWARD.

>> I ALSO WANT TO TELL EVERYONE THAT YOU KNOW THE FEEDBACK THAT THE BOARD HAS PROVIDED US LAST WEEK WAS VERY HELPFUL IN JUST MAKING SURE THAT WE PROVIDED SOME CLARITY AROUND SOME OF THE CONSTRAINTS.

TODAY WE REALLY WANT TO HONE IN ON TWO OF THE MAJOR CONSTRAINTS WHICH OUR BUILDING CAPACITY AND STAFFING IMPLICATIONS.

WE ALSO WANT TO JUST SHARE LIKE WHAT CAN WORK.

BASED ON THE CONSTRAINTS.

AND JUST WHAT IS NOT FEASIBLE.

WE WANT TO TRY TO BE AS TRANSPARENT AS POSSIBLE IN REGARDS TO THIS.

THIS IS A HUGE DECISION THAT WE HAVE TO MAKE AS A SCHOOL DIVISION.

WE'RE NOT THE ONLY SCHOOL DIVISION HAVING TO DO THIS.

BUT WE ARE -- WHEN IT COMES TO BUILDING AND STAFFING.

IT DOES MAKE US UNIQUE BECAUSE THIS APPLIES TO WHAT OUR STAFFING AND WHAT OUR BUILDINGS ARE.

THAT'S NOT SOMETHING REPLICATED IN THIS AREA AS WELL AS ACROSS THE COUNTRY.

ALSO JUST WANT THE POINT OUT BEFORE WE GET INTO OUR PRESENTATION TODAY.

I DID THANK OUT STAFF LAST WEEK.

I WANTED TO REITERATE THAT YOU KNOW, OVER THE PAST SEVERAL MONTHS, WE HAVE BEEN AT WORK WITH THIS.

THIS IS NOT SOMETHING THAT WE STOPPED IN AUGUST.

AND WE JUST DECIDED TO PICK BACK UP LAST WEEK.

WE HAVE BEEN CONTINUOUSLY WORKING TIRELESSLY -- THAT WHY I'M YAWNING.

I DON'T KNOW WHEN I WILL GET A VACATION.

ONE DAY I WILL.

I HOPE, SOON.

THAT I CAN TAKE A BREAK.

WE HAVE BEEN WORKING NONSTOP.

AND WITH THE INFORMATION THAT COMES IN DAILY.

IT DOES REQUIRE US TO PIVOT REPEATEDLY THROUGHOUT THIS PROCESS.

EVEN THE PLANS THAT WE'RE SHARING AND THE THINGS WE TALK ABOUT TODAY INCLUDING THE DATA IT'S GOING TO CHANGE.

IT'S INEVITABLE.

[00:20:01]

IT WILL CHANGE.

WE MAY CHANGE OUR RECOMMENDATION AND WE MAY HAVE TO PIVOT AND DO SOMETHING DIFFERENTLY.

ONE THING WE LEARNED WHEN WE HAD TO CLOSE THE SCHOOL BUILDINGS.

WE DON'T HAVE CONTROL OVER TOMORROW.

AND THROUGHOUT THE GLOBAL PANDEMIC WE'RE ALL IMPACTED IN A LOT OF DIFFERENT WAYS.

I'M NOT COMPARING WHO HAVING THE TOUGHEST TIME NOW.

I'M JUST SAYING THAT EVERYONE ACROSS THIS WORLD IS BEING IMPACTED IN MULTIPLE WAYS.

AND I JUST DO NOT WANT US TO FORGET TO FORGET THAT.

LET'S GET RIGHT INTO OUR PRESENTATION AND I WANT TO TALK A LITTLE BIT ABOUT THE ESSENTIAL QUESTIONS THAT WE ARE GOING TO BE ABLE TO ANSWER TODAY.

ONCE AGAIN I WANT TO THANK THE BOARD FOR PUSHING OUR KNOWLEDGE AND WANTING US COME BACK AND SHARE MORE CLEAR INFORMATION NOT JUST FOR YOU BUT ALSO FOR OUR COMMUNITY.

SPECIFICALLY WE WANT TO START OFF BY TALKING ABOUT THE NATIONAL INSIGHTS AND BARRIER.

REGARDS TO THIS TRANSITION PLANNING.

NOT JUST FOR ALEXANDRIA AND REGION.

WE WORK WITH EDUCATION ELEMENTS ONE OF OUR CONSULTANTS WHO WORKS WITH SCHOOL DIVISIONS ALL ACROSS THE COUNTRY.

WE ALSO FOLLOW TRENDS IN OTHER COUNTRIES AS WELL JUST TO SEE LIKE HOW THINGS ARE GOING WHEN THEY ARE TRANSITIONING TO IN-PERSON LEARNING AND WHAT ARE LESSONS WE CAN LEARN FROM THEM.

WE WILL TALK A LITTLE BIT ABOUT THAT.

WE WANT TO TALK ABOUT HOW WE ASSESSED OUR FEASIBILITY WHAT WE FELT AND BELIEF IS FEASIBLE AS WE MOVE INTO THIS TRANSITION.

WE ALSO WANT TO TALK ABOUT OUR CURRENT BUILDING CAPACITY AND STAFFING CONSTRAINTS.

YOU KNOW I CAN'T STRESS THIS ENOUGH.

I WILL STRESS IT AS MUCH AS I CAN.

WE WILL TODAY.

THESE ARE CONSTRAINTS VERY SERIOUS.

AND THEY HAVE SOME SIGNIFICANT IMPLICATIONS ON US GOING INTO THIS TRANSITION OF IN-PERSON.

THEN WE WANT TO TALK ABOUT SOME OF THE GUIDANCE AND INPUTS BECAUSE WE HAVE RECEIVED A LOT OF INFORMATION FROM NOT ONLY THE BOARD AND THE COMMUNITY, BUT INTERNALLY.

WE WORK WITH OUR STAFF MEMBERS.

EVERY SINGLE WEEK.

AND THEY ARE ASSISTING US WITH MAKING INFORMED DECISION ON BEHALF OF OUR STUDENTS AS WELL AS OUR STAFF.

I HAVE TO SAY OUR STAFF MEMBERS ARE JUST AS IMPORTANT AS OUR STUDENTS.

WE HAVE TO KEEP THEIR WELL-BEING AT THE FOREFRONT IN ADDITION TO WELL BEING OF OUR STUDENTS AT THE FOREFRONT.

WE WANT TO REVISIT THE RECOMMENDATION.

WE HAVE A RECOMMENDATION FOR THE BOARD.

AND WE WANT TO TALK ABOUT WHAT FEASIBLE NOT WHAT IS RIGHT AND THE BEST.

IT'S REALLY WHAT IS THE BEST OPTION THAT'S FEASIBLE.

AS AN EDUCATOR, I CAN TELL YOU FORTUNATELY I HAD A OPPORTUNITY TO SPEAK ON CNN.

WHAT WE ARE DOING RIGHT NOW IS NOT BEST PRACTICE.

HOWEVER IT IS WHAT MOST FEASIBLE WITH THE CONDITIONS THAT WE HAVE AND SOME OF THE CONSTRAINTS.

NOT ONLY ALEXANDRIA.

BUT SCHOOL DIVISIONS ACROSS THIS COUNTRY.

WE WANT TO BE ABLE TO GET INTO THAT.

I WILL TURN THINGS OVER TO EDUCATION ELEMENTS WHO WILL START OFF WITH THE NATIONAL TRENDS.

BECAUSE THEY WORK WITH SCHOOL DIVISIONS ACROSS THE COUNTRY JUST TO SET THE FOUNDATION FOR OUR DISCUSSION TODAY.

>> THANK YOU DR. HUTCHINGS GOOD EVENING, EVERYONE.

I'M NATALIE HALL.

AS DR. HUTCHINGS MENTIONED WE WANT TO START WITH SNAPSHOT HOW WE'VE SEEN FROM THE CONSULTING.

NOT ON FROM PERSPECTIVE WHAT'S WORKING WELL, BUT WHAT ARE CHALLENGES WE COMMONLY FOUND THE DIVISIONS ARE FACING.

STARTING WITH WHAT'S WORKING WELL.

FIRST AND PER MOST.

SOLID TEAM STRUCTURE BASED IN COLLABORATIVE PLANNING.

SETTING UP DEDICATED TRANSITION TEAMS AND TASK FORCES IS TREND THAT WE SEEN BODE WELL FOR DIVISIONS IN TERMS OF STUDENTS.

THAT'S REFLECTED IN THE FEEDBACK LOOPS ACPS HAS SET UP DURING THIS PROCESS.

ADJUSTMENT AND ONGOING REFINEMENT TO INSTRUCTIONAL PRACTICES INFORMED BY THE COLLABORATION ALONG WITH THINKING ABOUT HOW TO USE PHYSICAL SPACES TO ACCOMMODATE STAFF AND STUDENTS.

THE NEXT ONE IS REALLY IMPORTANT.

BECAUSE IT REALLY HONES IN ON THE THREE MAIN CRITERIA THAT WE SEE NATIONALLY THAT DIVISIONS ARE CONSIDERING WHEN THINKING ABOUT WHAT CONSTRAINTS.

WHAT'S FEASIBLE.

WHAT ARE THE GUARDRAILS AS WE START TO THINK ABOUT HOW MIGHT WE PHASE IN STUDENTS AND STAFF.

THOSE THREE MAIN GUARDRAILS THAT WE SEE INSTRUCTIONAL NEEDS AND CURRENT STAFFING STRUCTURES.

AND BUILDING CAPACITY AND FACILITIES SAFETY.

THESE ARE THE CONSTRAINTS THAT WE BROUGHT UP LAST WEEK AND WE WILL CONTINUE TO DIG INTO LATER IN THE SLIDES.

[00:25:01]

THEN THEY ARE REFLECTED IN NATIONAL TREND IN TERMS OF COMMON BARRIERS AND CONSTRAINTS THAT DISTRICTS ARE FACING.

RELATED TO THAT AND KIND OF RELATED TO THIS TEAM STRUCTURE THAT WE SPOKE TO BEFORE, CONTINUOUS STAKEHOLDER ENGAGEMENT AND SIMULATION PLANNING ARE COMMON PRACTICES FOR DIVISION WHO HAVE SUCCESSFULLY FACE PHASED THEIR STUDENT AND STAFF.

IT'S ONE THAT'S INNOVATIVE.

AND ALLOWS VERY STAKEHOLDERS TO REALLY GET INTO STUDENT SHOES.

AND CODESIGN WHAT THE SCHOOL DAY WILL LOOK LIKE.

SPEAKING OF THE SCHOOL DAY.

LET'S TALK A LITTLE BIT ABOUT SOME COMMON BARRIER THAT WE'VE BEEN SEEING.

TEACHER PREPAREDNESS.

IT'S ONE THINK TO SAFELY TRANSITION INTO THE BUILDING.

IT'S QUITE ANOTHER TO MAKE SURE THAT STAFF ARE CONTINUALLY PREPARED FOR THE CHALLENGES OF HYBRID INSTRUCTION.

THE INSTRUCTIONAL TACTIC AND BE PRACTICES DIFFER TO VIRTUAL AND IN-PERSON.

WE'VE SEEN VARIOUS DISTRIBUTION THAT WORK WITH.

REALLY STEP UP TO THE CHALLENGE OF MAKING SURE THEIR TEACHERS ARE SET UP FOR SUCCESS.

SAFETY CONTINUES TO BE A BARRIER.

ACPS COMMITTED TO MAINTAINING THE SIX-FEET SOCIAL DISTANCING.

HOWEVER SOME DIVISION HAVE OPTED FOR A THREE-FEET SOCIAL DISTANCING TO ACCOMMODATE RETURNING STUDENTS.

AND THIS OF COURSE IS CAUSED A LOT OF CONTENTION IN THEIR LOCAL COMMUNITIES.

>> RELATED TO KIND OF DEALING WITH THE CHALLENGES AND SAFETY AND CHALLENGES IN STAFFING MODELS, IS REALLY MAINTAINING A MINDSET OF FLEXIBILITY AND FLUID YIDZ THAT YOU MAY NEED TO SHIFT IN AND OUT OF DEPENDING ON THE STUDENT AND RATIO OF STAFF THAT OPT TO RETURN.

THE FLUCTUATING RAPID CHANGES IN HOW DIVISION ARE MAKING DECISIONS.

HOW THEY COMMUNICATE CHANGES, AND REALLY JUST CHANGES HOW THEY ARE OPERATING.

FUND UMENTLY THIS THE AFFECTING CULTURE OF LEARNING.

THE MINDSET AND MORALE OF STAFF AND STUDENT AND FAMILIES IS IMPACTED DURING THIS SHIFT.

THAT REALLY RELATES TO THE LAST POINT HERE ABOUT THE SCHOOL DAY FUNDAMENTALLY CHANGING.

THE WEARING OF MASKS.

ROUTINES THAT ARE DISRUPTED.

FEWER TRANSITIONS.

THE GREATER RELIANCE ON SMALL GROUP INSTRUCTION.

STUDENT WALKING TO A BUILDING AND HAVING COMPLETELY DIFFERENT TEACHER THEY MAY HAVE IN VIRTUAL SETTING.

NO SHARING OF MATERIAL.

THE LIST GOES ON.

THIS REALLY EMPHASIZES THAT SCHOOL IS COMPLETELY DIFFERENT.

NOT ONLY IN A HYBRID MODEL BUT SIMPLY IN PERSON LEARNING AS WELL.

WITH THAT IF WE COULD TRANSITION TO NEXT SLIDE HERE.

I WANT TO SPEND TIME TALK ABOUT THIS PRIORITIZATION MATRIX.

IT'S VERY MUCH THE BEDROCK OF HOW WE ARE CHOOSING TO PHASE-IN STUDENTS.

YOU SEE DIFFERENT CATEGORIES OF STUDENT.

NOT ONLY BEST PRACTICES BUT ON ACPS.

PRINCIPALS WORK HARD TO IDENTIFY THESE GROUPS AND ALSO TO DISCERN WHAT IS THE PRIORITIZED URGENCY OF RETURN THAT YOU SEE ON THE RIGHT.

THIS IS VISUAL WE WANT TO GROUND IN.

IT'S THE BASIS OF OUR RECOMMENDATION.

I WILL PASS IT BACK TO DR. HUTCHING WHO WILL TALK A LITTLE BIT MORE ABOUT THE CONSTRAINTS.

>> THANK YOU.

I APPRECIATE.

I WANT TO TALK ABOUT THE SIX CONSTRAINTS WE PRESENTED BACK IN AUGUST.

AND YOU KNOW, I DON'T KNOW IF -- MAMA SAID KNOCK YOU OUT.

I THINK OF THAT.

IT'S IMPORTANT AND THIS SOMETHING I BELIEVE MR. SAUREZ SAID TO US IT'S IMPORTANT FOR US TO TALK ABOUT SOME OF THE THINGS WE HAVE DONE AS A TEAM.

WE DIDN'T DO DUE DILIGENCE SHARING.

WE CAME BACK IN AUGUST TO SHARE WITH THE BOARD THAT WE NEEDED TO GO INTO OUR VIRTUAL PLUS LEARNING BECAUSE WE HAD SIX MAJOR CONSTRAINTS.

SINCE THAT TIME IN THE PAST 7 WEEKS WE HAVE TACKLED FOUR OF THEM.

WE TACKLED FOUR OUT OF THE SIX.

WE TACKLED THE FACT WE KNOW HOW PRIORITIZE THE NEEDS OF OUR STUDENT.

WE UNDERSTAND THE FAMILY PREFERENCES.

AND THE EDUCATIONAL EQUITY THAT WILL BE NEEDED TO BRING OUR STUDENTS BACK INTO IN-PERSON LEARNING ENVIRONMENT.

WE ATTACK THE PP AND THE HEALTH AND THE SCREENINGS AND THE TESTING PROTOCOLS THAT WE'RE GOING TO NEED THAT WE WILL NEED TO HAVE WHEN WE PIVOT INTO IN-PERSON.

WE'VE BEEN ABLE TO TACKLE INSTRUCTIONIONAL MODEL.

WHAT IT WOULD LOOK LIKE.

VERY COMPLICATED.

VERY DIFFICULT.

BUT WE KNOW THAT YOU KNOW WE CAN PIVOT INTO AN INSTRUCTIONAL MODEL IF NEED BE TO ACCOMMODATE OUR STUDENTS NEEDS.

THEN WE ALSO HAVE TACKLED THE TRANSPORTATION COMPONENT WHICH WAS HUGE.

[00:30:01]

IN MAKING SURE THAT WE CAN IDENTIFY YOU KNOW SOME MODIFIED ROUTES AND WE'VE POLLED OUR FAMILY TO SEE WHO CAN ASSIST WITH MAKING SURE THAT ARE TAKE SOME KIDS TO SCHOOL.

KIDS WHO TYPICALLY RIDE THE BUS WE GET SUPPORT AND ASSISTANCE WITH COMMUNITY.

THAT WILL HELP US AS WE TRANSITION INTO SOME FORM OF IN-PERSON.

BUT THE TWO MAJOR CONSTRAINTS THAT REMAIN THAT ARE SIGNIFICANT TO ANY PLAN, WE HAVE THE BEST PLAN IN THE WORLD.

BUT IF WE ARE NOT ABLE TO TACKLE THESE TWO CONSTRAINTS.

IT WILL NOT BE POSSIBLE AND THAT IS OUR BUILDING CAPACITY.

I WANT TO TOUCH ON BUILDING CAPACITY FIRST.

WE WOULD LIKE TO BE ABLE TO EXPLORE HAVING THE TEACHING AND LEARNING CENTERS.

I WANT TO MAKE SURE THAT I CLARIFY WHAT WE MEANT BY THAT LAST WEEK.

WE WERE NOT INTENDING TO JUST HAVE THE MIDDLE SCHOOLS AS THE SOLE LOCATION FOR ELEMENTARY SCHOOLS.

WE WERE LOOKING AT IF OUR ELEMENTARY SCHOOLS WERE NOT ABLE TO ACCOMMODATE ALL OF THE STUDENTS WHO WANT TO RETURN.

WE HAVE ALTERNATIVE SPACES IN LOCATIONS THROUGHOUT THE CITY OF ALEXANDRIA TO BE ABLE TO ACCOMMODATE.

WE WILL TALK SPECIFICALLY ABOUT SOME OF THOSE BUILDING CAPACITY CONSTRAINTS LATER ON IN OUR PRESENTATION.

BUT I WANT TO BRING SOME CLARITY AROUND IT'S NOT -- LET'S NOT FOCUS ON THE MIDDLE SCHOOL BEING LOCATION.

LET'S FOCUS ON THE FACT THAT WE'RE GOING TO HAVE ALTERNATIVE SPACES IN ADDITION TO OUR ELEMENTARY SCHOOLS THAT STUDENTS WILL NEED TO HAVE IN ORDER TO ACCOMMODATE ANY FAMILY WHO OPT IN TO HAVING SOME FORM OF IN-PERSON LEARNING.

WE ALSO ARE GOING TO NEED TO DISCUSSED TO ABOUT THE STAFF ABILITY TO RETURN.

AND ONE CLARIFICATION IN REGARD TO THAT IS NOT THAT OUR STAFF MEMBERS DO NOT WANT TO RETURN.

THIS IS WHY WE'RE USING THE LANGUAGE STAFFABILITY TO RETURN.

SOME OF OUR STAFF MEMBERS THEY ARE IN SITUATIONS WHERE THEY HAVE HEALTH CONDITIONS WHERE THEY HAVE AGE RESTRICTION.

WHERE THEY ARE PREGNANT OR TRYING TO GET PREGNANT.

THEY HAVE VULNERABLE IMMUNE SYSTEMS. THEY ALSO HAVE MULTIPLE OTHER FAMILY CIRCUMSTANCES THAT JUST DOES NOT ALLOW THEM TO BE ABLE TO BE IN PERSON.

THAT IS REAL.

THAT IS NOT SOMETHING THAT WE CAN FIX BY HAVING A TRAINING TABLETOP OR FORCING STAFF TO COME INTO OUR BUILDING.

THAT'S STILL NOT GOING TO FIX OUR STAFFING IMPLICATIONS.

IT'S SOMETHING THAT WE ARE GOING TO REALLY NEED TO TALK THROUGH TODAY.

BECAUSE THAT IS GOING TO BE A HUGE CONSTRAINT FOR US PIVOTING INTO ANY FORM OF IN PERSON MODEL THAT WE'RE GOING TO BE TALKING ABOUT.

LET'S GO RIGHT INTO NEXT SLIDE.

I WILL TURN THINGS OVER TO MR. PAIGE TO REVISIT THE FAMILY AND STAFF CONSTRAINTS THAT WE DISCUSSED LACK WEEK AND PROVIDE MORE INCITE INTO US TALKING ABOUT BUILDING CAPACITY AND STAFFING IMPLICATIONS.

THANKS SO MUCH.

GOOD EVENING.

BOARD AND MEMBERS OF THE VIEWING PUBLIC.

AS DR. HUTCHINGS ALLUDED TO.

THIS IS SLIDE THAT WAS SHARED LAST WEEK.

AND JUST WANTED TO FRAME THE CONVERSATION IN TERMS OF THE COMING SLIDES AROUND THE RESPONSES WE RECEIVED FROM THIS MOST RECENT SURVEY AS RELATES TO LIKELIHOOD TO RETURN.

WE SAW FROM OUR FAMILIES ACROSS ALL FAMILIES, 64% REPORTING EITHER VERY TO SOMEWHAT LIKELY.

ALL STAFF 56%.

CITING VERY TO SOMEWHAT LIKELY.

AND THEN WE ARE FURTHER BROKE THAT OUT.

WE SAW SOME DIFFERENT IN TERMS OF THE VERY LIKELY TO SOMEWHAT LIKELY.

WE SAW MORE FAMILY FALLING IN THE VERY LIKELY CATEGORY AT 43%.

WHEN COMPARED STAFF VERY LIKELY AT 23%.

WHAT WE DO IN TERMS OF DATA ANALYSIS WE OBVIOUSLY WANT TO KNOW WHERE OUR COMMUNITY STANDS.

AND THEN THE POINT -- THE OTHER POINT OF ASKING THIS QUESTION TO BEGIN TO USE THIS INFORMATION AS PLANNING FACTORS.

AS WE BEGIN NEXT PHASES OF PLANNING TAKING THE MOST CURRENT DATA AND APPLYING THAT TO OUR CONTEXT TO MAKE INFORMED DECISIONS MOVING FORWARD.

I WILL TURN IT OVER TO DR. HART TO TALK MORE ABOUT INCORPORATING THESE DATA AS WE LOOK AT BUILDING CAPACITY AS WELL AS STAFF.

>> THANKS SO MUCH.

GOOD EVENING BOARD MEMBERS.

DURING LAST WEEK'S SCHOOL BOARD MEETING WE GIVEN FIELD VERIFICATION EXERCISE

[00:35:05]

MY TEAM COMPLETED AT SAMUEL TUCKER ELEMENTARY.

WE WANTED TO PROVIDE SOME ADDITIONAL CONTEXT TO BETTER ILLUSTRATE CAPACITY CONSTRAINT.

THE CHART IN FRONT OF YOU IS WHAT I WILL SPEAKING TO TONIGHT.

I WOULD LIKE TO USE CHARLES BARRETT AS AN EXAMPLE TO WALK THROUGH THE SLIDE.

WHAT YOU CAN SEE IN COLUMN B IS THE NUMBER OF STUDENTS THAT ARE ENROLLED AS OF 10-19-20.

514 FOR CHARLES BARRETT.

OF THESE 514 STUDENT WE ARE ESTIMATING THAT 370 STUDENT ARE LIKELY TO RETURN BASE ON THE MOST RECENT SURVEY.

THAT'S HIGHLIGHTED IN CALLEM.

>> THIS FIGURE INCLUDE IN IT ADJUSTMENT FOR THE AMOUNT OF CLAM THAT WILL BE USED AS WELL AS THE FIELD VERIFICATION FACTOR THAT WE WANT TO MAKE THAT WE ARE CONSIDERING AS WE ARE PLANNING FOR CAPACITY.

AS REMINDER WE USE 6-FOOT SOCIAL DISTANCING MODEL FOR ROOM SET UP.

GIVEN THIS UPDATED INFORMATION, WHAT DOES THAT MEAN FOR IN-PERSON INSTRUCTION FEASIBILITY AS IT RELATES TO CAPACITY.

THAT'S GOING TO BE DESCRIBED BY THE NEXT THREE COLUMNS THAT ARE COLOR COATED.

IF WE ATTEMPTED TO HAVE IN-PERSON LEARNING FIVE DAYS A WEEK.

WE WOULD ENCOUNTER CAPACITY OF 194%.

IN THIS CASE IT WOULD NOT BE FEASIBLE TO HAVE IN-PERSON LEARNING.

IF WE ATTEMPTED TO HAVE TWO DAYS A WEEK.

WE WOUND ENCOUNTER 98%.

THIS SCENARIO WOULD BE FEASIBLE BUT COULD EASILY SHIFT TO NOT FEASIBLE BASED ON INCREASED STUDENT ENROLLMENT AND OR A MORE FAMILIES SELECTING IN-PERSON ONGS FOR CHARLES BARRETT.

>> IF WE ATTEMPTED ONE DAY WEEK.

CAPACITY UTILIZATION OF 39%.

THIS SCENARIO WOULD BE THE MOST FEASIBLE.

ULTIMATEDLY THIS CHART ILLUSTRATE OUR FACILITY WOULD NOT BE ABLE TO ACCOMMODATE STUDENT RETURN FIVE DAYS A WEEK ACROSS ALL SCHOOL DIVISIONS WITHIN OUR DIVISION.

THIS CHART DOES HIGHLIGHT YOU KNOW OUR CAPACITY OUT UTILIZATION AGAINST OUR PROTECTED STUDENT RETURN.

WE ALSO WANTED TO LOOK AT CAPACITY WITH STUDENT RETURN AND OUR POSSIBLE RETURN OF OUR STAFF MEMBERS.

TO THAT END.

I'M GOING TO TURN IT OVER TO ERIKA WHO WILL REVIEW THE NEXT SLIDE WHICH TAKES INTO ACCOUNT THE CAPACITY.

THANK YOU DR. HART.

THIS NEXT TABLE IS VERY SIMILAR.

WITH ONE FACTOR ADDED IN.

BY THE PERCENT OF STAFF THAT INDICATED THEY WOULD BE ABLE TO RETURN OR LIKELY TO RETURN IN THE CASE OF IN-PERSON MODEL.

IF WE TAKE THE SAME EXAMPLE OF CHARLES BARRETT, WE SEE THE ENROLLMENT REMAINS THE SAME 514 STUDENTS.

OUR ESTIMATED STUDENT TO RETURN IN PERSON IS 370.

BUT OUR SOCIAL DISTANCE CAPACITY BASED ON THE AMOUNT OF STAFF WE EXPECT TO RETURN HAS REDUCED TO 108.

THIS IS BECAUSE WE OF COURSE CAN'T TEACH OUR STUDENTS IN CLASSROOMS WITH NO TEACHERS.

WE CAN SEE IN COLUMN E.

WE'RE NOW AT OVER UTILIZATION RATE OF 342%.

IF WE DID TWO DAYS PER WEEK.

WE SEE OPTION NO LONGER FEASIBLE AT CHARLES BARRETT.

WE HAVE 171% OVER UTILIZATION.

AND THE ONE DAY PER WEEK OPTION REMAINS FEASIBLE ACROSS ALL OF OUR FACILITIES IN THE EVENT THAT THESE TWO FACTOR PLAY OUT THE WAY THEY HAVE IN THE SURVEY.

>> WITH THAT, I WILL TURN IT BACK OVER TO DR. HUTCHINGS TO GO THROUGH THE NEXT SLIDE.

>> WE WANT TO TAKE THIS LITTLE DEEPER INTO WHAT THAT LOOKS LIKE IN THE CLASSROOM.

WE GAVE YOU THE BROADER KIND OF UNDERSTANDING ACROSS THE SCHOOL DIVISION.

NOW WE WANT TO TALK SPECIFICALLY ABOUT WHAT HAPPENS IN A CLASSROOM IN CPS.

WE WILL USE THE EXAMPLE OF LAST WEEK.

>> LAST WEEK WE SHARED SAMUEL TUCKER AND HOW MANY STUDENTS COULD FIT INTO A CLASSROOM IF WE WERE FOLLOWING THE CDC GUIDELINES AND HAVING OUR STUDENT SIX FEET APART.

I DO WANT TO MAKE IT CLEAR AROUND THE SIX FEET APART.

I'VE HEARD FROM SEVERAL CONSTITUENTS THROUGHOUT OUR COMMUNITY AND THEY WERE EMPHASIZING THAT SOME OTHER SCHOOL DIVISIONS ARE NOT USING THAT SIX FEET SOCIAL DISTANCING GUIDELINES.

IT IS SO IMPORTANT FOR US IN ALEXANDRIA PUBLIC SCHOOL TO ENSURE THAT WE ARE USING THE SIX FEET SOCIAL DISTANCING GUIDELINE.

THERE'S SEVERAL IMPLICATIONS IF WE DON'T.

FOR ONE, STUDENTS ARE IN A CLASSROOM ALL DAY WITH AN INSTRUCTOR.

[00:40:05]

AND WHAT HAPPENS IF THEY SIT IN THIS CLASSROOM AND IT'S LESS THAN SIX FEET WHICH MEANING WE GO TO 3-FEET SOCIAL DISTANCING WE ARE NOW PUTTING OUR STUDENTS AND STAFF AT RISK OF CONTAMINATION.

THIS WAS INFORMATION NOT ON SHARED BY DR. HERRING OUR DIRECTOR OF THE ALEXANDER HEALTH DEPARTMENT.

BUT THE CDC HAS SHARED THE GUIDELINES WITH US ACROSS THE COUNTRY.

WHAT WE TRY TO ASSURE THAT WE ARE LEAVING UP TO THE EXPECTATIONS.

THAT'S ONE OF THE REASONS WHY WE HAVE STAYED VERY TRUE TO THE SIX-FEET DISTANCING AND NOT REALLY BENDING ON THAT PARTICULAR REQUIREMENT.

WHAT WE SHARED LAST WEEK.

THIS WAS CLASSROOM IN SAMUEL TUCKER FOLLOWING THE SIX-FEET SOCIAL DISTANCING.

WE COULD ONLY FIT FIVE DESK AND FIVE STUDENTS WITH AN INSTRUCTOR IN THAT CLASSROOM.

THIS IS FIRST GRADE CLASS THATS THAT 24 STUDENTS.

IF WE WERE TO DO TWO H BY TWO IN PERSON HYBRID MODEL COHORT OF STUDENTS WHO ATTEND SCHOOL IN PERSON ON TUESDAY AND WEDNESDAY.

AND THEN YOU HAVE ANOTHER COHORT OF STUDENTS WHO ATTEND SCHOOL IN PERSON ON THURSDAY AND FRIDAY.

YOU HAVE ONLY BEEN ABLE TO ACCOMMODATE TEN STUDENTS THROUGHOUT THAT WEEK.

NOW I WILL REMIND YOU THAT WE HAVE 24 STUDENTS WHO ARE ENROLLED IN THAT CLASSROOM.

THERE'S 14 STUDENTS WHO ARE STILL LEFT EITHER NEED VIRTUAL LEARNING OR SOME FORM OF IN PERSON INSTRUCTION.

WE CANNOT ACCOMMODATE THAT WITH JUST THE ONE TOUCHER ASSIGNED TO THAT CLASSROOM.

IN ORDER TO MEET THAT NEED OR THE NEED OF THE ADDITIONAL 14 STUDENTS, WE WOULD HAVE TO HIRE ANOTHER TEACHER TO BE ABLE TO PROVIDE WHETHER VIRTUAL OR IN PERSON-LEARNING FOR THOSE ADDITIONAL STUDENTS.

THIS SCENARIO FOR ONE CLASSROOM AT SALUAL TUCKER.

ACROSS THE SCHOOL DIVISION BUT SEVERAL MANY OF OUR CLASSES AT ELEMENTARY ARE AT CAPACITY.

24, 25, 26, DEPENDING UPON THE GRADE LEVEL.

THIS SAME SCENARIO AND THAT SAME CONSTRAINT WILL OCCUR MULTIPLE TIMES THROUGHOUT THE SCHOOL DIVISION.

WE WOULD HAVE TO HIRE A SIGNIFICANT NUMBER OF ADDITIONAL TEACHERS TO BE ABLE TO LIVE UP TO TWO-BY-TWO WITHIN ALEXANDRI PUBLIC SCHOOLS.

I SHARED THIS TIME AND TIME AGAIN.

I WANTED TO REMIND THE BOARD AND THE COMMUNITY THAT IT IS DIFFICULT FOR US TO FILL VACANCIES NOW AS YOU ALL CAN IMAGINE DURING A GLOBAL PANDEMIC, IT IS ALSO DIFFICULT FOR US TO HAVE HUNDREDS OF SUBSTITUTE TEACHERS THROUGHOUT OUR SCHOOL DIVISION TO BE ABLE TO FILL THIS VOID AS WELL.

IT'S NOT A SIMPLE FIX OF SAYING LET'S HIRE NEW TEACHERS.

LET'S GO HIRE SOME SUBSTITUTE TEACHERS TO COME IN TO FILL THE VACANCIES.

SIT A SIGNIFICANT CONSTRAINT FOR US TO BE ABLE TO PIVOT INTO THIS IN-PERSON LEARNING SETTING.

>> GOOD EVENING, EVERYONE.

AT THIS TIME I WOULD LIKE TO CONNECT THE DOTS FOR YOU IN TERMS OF WHERE WE ARE NOW.

FIRST SINCE MARCH WE HAVE WITH EXTENSIVE INPUT INTERNAL AND EXTERNAL.

WE'VE DEVELOPED FIVE CONTINUITY OF LEARNING PLAN.

I THINK WE MAY DEVELOP A 6.0.

TONIGHT THE FOCUS AROUND 5.0.

IN ADDITION WE ENGAGED IN MORE THAN 50-PLUS MANNING SESSIONS.

THESE SESSIONS AS I MENTIONED LAST WEEK HAVE INCLUDE REPRESENTATIVES SUCH AS TEACHERS AND LEADERS AND PARENTS AND STUDENT.

TODAY WE WERE COLLECTING FED BACK AND IDEAS AND SOLUTIONS TO PROBLEMS THE PLANNING SESSIONS HAVE FOCUSED ON SCHEDULING AND PROFESSIONAL DEVELOPMENT AND SO MUCH MORE.

IN ADDITION TO THAT, WE HAVE 275 INDIVIDUALS ASSOCIATED WITH THAT VIRTUAL PLUS LEARNING ADVISORY TEAM.

I MENTIONED THAT LAST WEEK.

BUT I REALLY WANTED TO HIGHLIGHT AGAIN TO YOU FOR YOU AND THE PUBLIC TO JUST RECOGNIZE ALL OF THOSE INDIVIDUALS AND TO THANK THEM FOR THEIR TREMENDOUS FEEDBACK.

PARTICULARLY AS IT RELATES TO IMPROVING AND REFINING THE IMPLEMENTATION OF VIRTUAL PLUS.

WE ARE LISTENING TO THEM.

WE ARE MOVING AND MAKING CHANGES SO THAT FEEDBACK IS ESSENTIAL FOR THE WORK THAT

[00:45:04]

IS OCCURRING.

WE WANT TO SAY KUDOS TO COMMUNICATION DEPARTMENT.

BECAUSE AS YOU CAN SEE ON THIS SLIDE.

THERE'S BEEN 60-PLUS HITS TO VIRTUAL PLUS ANNOUNCEMENT.

WE HAVE PEOPLE IN THE COMMUNITY AND OTHERS THAT WILL LEARNING A LOT FROM THE WEB SITE AS IT RELATES TO THE IMPLEMENTATION OF VIRTUAL PLUS.

YOU HEARD LAST WEEK FROM MR. HUFFMAN REGARDING THE RELATIONSHIP WITH OUR PARTNERS AND HOW THE PARTNER ARE REALLY SUPPORTING ACADEMIC TUTORING.

PROVIDING SUPPORT AND SERVICES AND ALL OF THIS IS REALLY CONTINUING TO MAKE A DIFFERENT.

AND LASTLY WE WANTED TO SAY WITH THE INITIATION OF THE HELP LINE, THERE'S MORE THAN 10,000 CALLS TO THE MULTILINGUAL HELP LINE.

TREMENDOUS AMOUNT OF MAILING.

80,000 PLUS DOCUMENTS, NEWSLETTER.

ALL SORT OF O INFORMATION SENT TO A LOT OF AREA FAMILIES.

AND THEN ADDITION TO THAT.

WE'VE HAD ABOUT 15,000 RESPONSES ON OUR SURVEY SINCE THE INITIATION OF THE FIRST SURVEY.

THIS IS REALLY THE NUMBER SPEAK FOR THEMSELVES.

BUT JUST TO SHARE WITH YOU, SOME OF THE WORK BEHIND THE SCENES FROM ALL OF THE DIFFERENT GROUPS THAT ARE PART OF THIS DATA.

NEXT SLIDE, PLEASE.

>> KNOW I KNOW THAT WE THINK THAT WE PROBLEM BHI KNOW THAT WITH ALL OF ON THE WORK THAT'S GOING ON, THERE'S PROBABLY WES SURROUNDING WHAT IS GOING ON IN THOSE PLANNING TEAMS. WHAT ARE THE PRINCIPALS WORKING ON THE DIVISION TEAM OR THE DIFFERENT STAKEHOLDERS.

WE WANTED TO JUST HIGHLIGHT SOME EXAMPLES OF ARTED FACTS O OF THE TYPES OF WORK THAT IS OCCURRING AS THESE TEAMS ARE MEETING.

AND WANTED TO HIGHLIGHT AGAIN THAT ALL OF THIS INFORMATION IS POSTED ON OUR WEB SITE.

WHEN YOU LOOK AT THE FIRST ILLUSTRATION THERE, WITH THE KIND OF RED AND GREEN AND YELLOW.

THAT AN EXAMPLE OF WHERE TEAMS IDENTIFIED AND WORKED WITH NATIONAL TRENDS AND NATIONAL RECORDS AROUND HOW YOU PRIORITIZE YOUR STUDENTS.

AND THAT YOU HEARD SOME OF THAT TONIGHT.

YOU WILL LEARN MORE ABOUT THAT.

WE ACTUALLY ENGAGE IN ACTIVITY WHERE THEY ACTUALLY PRIORITIZE THE STUDENT THAT SHOULD RETURN FIRST WHETHER STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS.

BUT THEY WERE TABLE DO THAT AS A PART OF THE PROCESS AND WITH OUR TEAMS. THE SECOND ARTIFACT HERE REPRESENTS THE GROUPS THAT MET AND GAVE US FEEDBACK REGARDING THE VIRTUAL PLUS.

THAT WAS A TREMENDOUS AMOUNT OF FEEDBACK FROM OUR TEACHER AND OTHERS.

THE THIRD ARTIFACT HERE SCHOOL TRANSITION TEAM WORKING GROUPS.

THAT WAS ANOTHER EXAMPLE OF HOW THE GROUPS FOR ORGANIZED BY ELEMENTARY AND SECONDARY AND THEY ADDRESS CERTAIN PROBLEMS AND ACTUALLY WORK TOGETHER ON VARIOUS FOCUS AREAS.

AGAIN WHETHER INSTRUCTION AND SCHEDULING.

PROFESSIONAL DEVELOPMENTS.

EARLY ON YOU HEARD A LITTLE BIT AROUND THE SCHOOL DAY SIMULATION.

THAT IS THE FOURTH ARTIFACT ON THIS SLIDE.

THIS WAS ACTUALLY SHARED WITH THE TEAMS THE DIVISION TEAMS AND OTHERS AND THIS IS JUST AN EXAMPLE OF PRIOR TO ANY GROUP RETURNING THERE WOULD BE THIS GROUP THAT WILL BE RESPONSIBLE FOR EXPERIENCING WHAT IT WOULD BE LIKE TO RETURN.

STARTING WITH THE BUS RIDE.

GETTING OFF OF THE BUS.

ENTERING THE FACILITY.

WALKING AROUND IN THE FACILITY.

GOING TO THE CLASSROOM.

BUT THE GOAL OF THE SIMULATION IS FOR ALL OF US TO GET AN EXPERIENCE WHAT IT WOULD BE LIKE ONCE GROUP WOULD RETURN AND TO REALLY IDENTIFY WHAT ARE SOME OF THE PROBLEMS OR CHALLENGES WITH RETURNING.

THE LAST ONE EXAMPLE OF SOME GROUP THAT WORKED ON THE CONTINUITY OF LEARNING PLAN 5.0.

THE MULTIPLE ARTIFACTS AVAILABLE.

WE WANTED YOU TO KNOW THAT THERE'S SOME REAL WORK OCCURRING WITH THESE VARIOUS GROUPS IN HELPING INFORM AND GUIDE MANY OF THE DECISIONS AND RECOMMENDATIONS.

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

AS YOU LOOK AT THE RECOMMENDATION THAT WE MAKE TO BOARD AND WHAT WE ARE RECOMMENDING IS THAT WE HAVE APPROVAL TO CONTINUE OUR PHASED IN APPROACH FOR IN-PERSON LEARNING.

FOR ALL STUDENTS IN GRADES PRE-K THROUGH 8.

ACCORDING TO THE TAME LINE THAT WE SHARED YESTERDAY.

I WILL GO THROUGH THAT QUICKLY.

WITH THE CAVEAT THIS IS CONTINGENT UPON STAFFING AND BUILDING CONSTRAINTS THAT WE OUTLINED.

WE'RE WORKING THROUGH SECONDARY OPTIONS.

THE REASON FOR THAT IT'S NOT THAT WE DON'T HAVE AN IDEA WHAT WE WOULD LIKE TO DO WITH SECONDARY.

[00:50:01]

IT'S THE BUILDING CONSTRAINTS THAT WE'RE TRYING TO MEET FOR PRE-K THROUGH 8TH HAS IMPLICATIONS ON ADDITIONAL SPACES ONCE WE WANT TO ACCOMMODATE OUR 9TH THROUGH 12TH GRADE.

WE WORK THROUGH HOW WE CAN PROVIDE THE ADDITIONAL SPACES AND OPPORTUNITIES FOR OUR HIGH SCHOOL STUDENT.

WITH RECOMMENDATION AND TIME LINE WE'RE LOOKING AT NOVEMBER 5TH HAVING TRANSITION OF STUDENT WITH DISABILITIES IN GRADES K-2 ENROLLED IN SPECIAL EDUCATION AND OPT INTO IN-PERSON LEARNING.

WE'RE ALSO ASKING FOR RECOMMENDATION ON NOVEMBER 17TH TO EXPAND TO INCLUDE STUDENT WITH DISABILITIES IN GRADES THREE THROUGH FIVE ENROLLED IN THE CITY WIDE SPECIAL EDUCATION PROGRAM AND OPT IN TO OUR IN-PERSON LEARNING OPTION.

THEN WE ALSO ASKING FOR RECOMMENDATION OR APPROVAL TO EXPAND OUR EARLY CHILDHOOD SPECIAL EDUCATION STUDENT WHO OPT INTO IN-PERSON LEARNING THIS PROGRAM WILL BE HOUSED AT EARLY CHILDHOOD CENTER.

WE ALSO ASK TO EXPAND TO STUDENTS IN GRADES K THROUGH 5 WHO RECEIVE SELF-CONTAINED LANGUAGE ART AND MATHEMATICS, INSTRUCTION.

WHO OPT INTO IN-PERSON LEARNING OPTION.

THEN TO EXPAND ON DECEMBER 30TH.

-- SORRY IN DECEMBER.

TO BE ABLE TO EXPAND OUR SPECIAL EDUCATION STUDENT IN GRADES 6 THROUGH 8 WHO ARE ENROLLED IN THE CITYWIDE SPECIAL EDUCATION PROGRAM WHO OPT INTO IN-PERSON LEARNING.

THEN JANUARY TRANSITIONING AND EXPANDING ALL REMAINING PRE-K THROUGH FIFTH GRADE.

AND ALL REMAINING STUDENT IN GRADES 6 THROUGH 8 IN FEBRUARY OF 2021.

ALL OF THESE TRANSITIONS ARE CONTINGENT UPON THE STAFFING CONSTRAINTS AS WELL AS THE BUILDING CAPACITY CONSTRAINTS.

IT'S IMPORTANT TO HONE IN ON THAT.

WITHOUT ADEQUATE STAFFING AND WITHOUT THE ADEQUATE BUILDING CAPACITY, WE ARE NOT GOING TO BE ABLE TO HAVE A PLAN TO TRANSITION OUR STUDENTS WITH FIDELITY.

IT'S NOT GOING TO BE SOMETHING SUSTAINABLE.

WE WANT TO MAKE SURE THAT WE ARE KEEPING THE CAVEAT AT THE FOREFRONT.

THAT ALL OF THIS CONTINGENT UPON OUR STAFFING AND OUR BUILDING CAPACITY CONSTRAINTS.

THAT CONCLUDES OUR PRESENTATION.

I'M LOOKING FORWARD TO GOING INTO OUR DISCUSSION.

OUR TEAM IS HERE.

AND AVAILABLE TO PROVIDE MORE CLARIFYING RESPONSES AND ANY MORE INSIGHT THAT THE BOARD MAY NEED BASED ON YOUR CONSTITUENTS.

>> THANK YOU VERY MUCH.

I HAVE PEOPLE WITH THEIR HANDS RAISED.

I WILL GO IN ORDER.

THE FIRST ONE IS MISS GENTRY.

>> THANK YOU AGAIN TO DR. HUTCHINGS AND THE ENTIRE TIME.

AGAIN IT'S IT REALLY IS CLEARLY AN ENORMOUS AMOUNT OF WORK AND A LOT OF PLANNING.

I WILL TRY TO PUT MY QUESTIONS INTO ONE THING.

I WANT TO START BY SAY SOMETHING AT THE BEGINNING.

I GREAT THING WE LEARNED ONE OF THE GUYING PRINCIPLE WE SET UP WHEN WE STARTED ONE OF THE GUIDING PRINCIPAL CLEAR FREQUENT COMMUNICATION AND I THINK OF BIG TAKE AWAY FROM THIS PARTICULAR ROUND IS HOW MUCH WE'LL ALL BENEFIT.

FROM THE MORE FREQUENT UPDATE.

I'M GLAD ONE OF THE SHIFTS THAT IS KIND OF EMBEDDED IN THIS PLANNING IS THE OPPORTUNITY FOR YOU GUYS TO COME BACK AND SHARE WITH US MORE OFTEN.

I DO THINK THAT REALLY HELP THE OVERALL COMMUNICATION FEEDBACK CIRCLES.

THANK YOU SO MUCH FOR THAT.

IT REALLY DOES HELP.

I THINK JUST THIS ONE EXAMPLE.

I THINK WE REALLY SAW HOW THERE WAS SUCH A PARTICULAR CONFUSION AROUND I THINK A LOT OF PEOPLE CAME AWAY THINKING ACPS WAS TALKING ABOUT ONLY USING THE MIDDLE SCHOOL SPACES AND NOT USING THE ELEMENTARY.

I'M GLAD THAT POINTS LIKE THAT GOT CLARIFIED.

AND THAT YOU KNOW IN THE FUTURE WE WILL TACK ILL THINGS LIKE IN SMALLER CHUNKS.

[00:55:01]

I REALLY APPRECIATE THE CLARITY AROUND THE SPACE CONSTRAINTS AND THE STAFFING CONSTRAINTS.

I HAVE TWO-PARTER.

ONE REGARDING THE CAPACITY CONSTRAINTS AND REALIZING THAT THIS IS ONLY ONE VARIABLE OF IT.

I HOPE THAT PART OF THE PLANNING PROCESS IN SAME WAY YOU ATTACH REAL NUMBERS TO THE PRESENTATION TODAY.

I'M HOPING THAT IN PART OF THE PLANNING PROCESS, YOU GUYS WILL BE ABLE TO SHARE BACK IN THE COMING WEEKS SOME INFORMATION ABOUT THE EXCESS FURNITURE.

WE'VE HEARD SOME TALK ABOUT THAT.

I KNOW IT'S NOT THE ONE THING THAT WOULD MAGICALLY SOLVE THIS.

I THINK IT WOULD HELPFUL FOR EVERYONE TO UNDERSTAND WHAT IT MAY TAKE IN TERMS OF MONEY AND TIME AND WHAT THE PHYSICAL SPACE YOU KNOW FINDING A PLACE TO PUT THIS EXCESS FURNITURE AND HOW MUCH THAT MIGHT MOVE THE NEEDLE IN TERMS OF NUMBER OF STUDENTS.

YOU KNOW JUST TO REQUEST FOR THAT.

AND THEN THE OTHER THING YOU KNOW, YOU TALKED ABOUT SIX FEET.

I'M GLAD YOU DID.

IT'S INTERESTING THAT YOU KNOW EVEN THIS AFTERNOON IT APPEARS THAT CAME ACROSS MY NEWS ALERT THAT THE CDC HAS EVEN FURTHER REFINED THE SIX FOOT.

THEY ARE NOT MOVING AWAY FROM THE SIX FEET.

IN FACT THEY ARE ENHANCING IT.

THEY ARE SAYING THAT I'M GOING TO SHARE WITH EVERYBODY THAT MIGHT NOT BE AWARE OF THIS.

THE NEW DEFINITION IS CHANGING THE DEFINITION OF WHO IS CLOSE CONTACT OF AN INFECTED INDIVIDUAL.

THE CHANGE IS LIKELY -- THIS FROM "WASHINGTON POST" ARTICLE LIKELY TO BIGGEST IMPACT IN SCHOOLS AND OTHER GROUP SETTING WHERE PEOPLE ARE IN CONTACT FOR LONG PERIOD OF TIME.

BUT NOW IT'S NOT JUST 15 CONSECUTIVE MINUTES WITHIN SIX FEET.

BUT A CUMULATIVE.

NOT JUST CONSISTENT 15 MINUTE.

IF YOU ARE LESS THAN SIX FEET, FOR TOTAL CUMULATIVE TOTAL OF 15 MINUTES OVER 24-HOUR PERIOD.

THAT'S REALLY BRINGING BACK HOME WHY CRUCIAL FOR THE STAFF AND WHY THAT I UNDERSTAND NOW WHY THE STAFF IS REALLY USING THIS SIX-FOOT AS GUYING THING.

IF WE CROSS THAT LINE, AND WE GO UNDER THE SIX FEET.

THERE'S SOME REAL RAMIFICATIONS.

AND I WAS HOPING THAT YOU ALL COULD ELABORATE WHAT IT MEANS IF WE INTENTIONALLY CREATE A SITUATION WHERE WE'RE UNDER SIX FEET.

AND WHAT THAT MIGHT MEAN FOR YOU KNOW IN TERMS OF INCREASED QUARANTINING, OR THOSE KIND OF THINGS.

IF YOU COULD A LITTLE BIT ELABATION ON QUARANTINING AND EXPLORING EXCESS FURNITURE.

THANKS AGAIN, EVERYBODY.

THANK YOU MISS GENTRY.

LET'S TALK WITH THE QUESTION YOU ASKED IN REGARDS TO THE SIX FEET.

I WILL ASK FOR DR. CRAWFORD TO ALSO ASSIST.

I WILL START OFF AND THEN SHE CAN CHIME IN.

ONE THING HARD TO UNDERSTAND THAT WHEN WE GET TO LESS THAN SIX FEET AND THIS IS WHAT ALL OF THE HEALTH PROFESSIONALS ARE SAYING.

THAT YOU DO RAISE THE CONTAMINATION RATE.

YOU KNOW IT INCREASES.

WITH WANTED TO ENSURE WE ARE NOT EXHIBITING NOT ONLY STUDENT BUT STAFF MEMBERS AT RISK BY GOING LESS THAN CDC REQUIREMENTS.

IF THAT DOES OCCUR AND WE DO HAVE A POSITIVE IN OUR SCHOOLS AND WEAR NOT FOLLOWING THE CDC GUIDELINES.

THAT DOES REQUIRE US AS A SCHOOL DIVISION FOR ANYONE WHO IN CONTACT WITH THAT PARTICULAR INDIVIDUAL TO HAVE TO BE QUARANTINED FOR 14 DAYS.

WHEN YOU ARE STICKING TO OUR AT LEAST ABIDING OR ADHERING TO CDC GUIDELINES OF SIX FEET AND FACE COVERING AND SNEEZE CARD AND ALL THINGS WE HAVE INCORPORATED FOR IN-PERSON.

THEN WE WILL BE PUT IN A SITUATION WHERE AN ENTIRE CLASSROOM WOULD NOT HAVE TO BE QUARANTINED WHEN THERE'S A CONTACT TRACING CONDUCTED.

BECAUSE WE'RE FOLLOWING THOSE GUIDELINES.

DR. CRAWFORD, IF YOU ARE ON THIS CALL.

IF THERE'S ANYTHING ADDITIONAL YOU WOULD LIKE TO ADD OR JUST TO VALIDATE FROM WHAT I HAVE LEARNED FROM DR. CRAWFORD AND THE VIRGINIA DEPARTMENT OF HEALTH.

IF YOU COULD JUST ASSIST IN THAT AREA.

>> ABSOLUTELY.

THANK YOU.

GREAT QUESTION.

WE GOT THROWN A CURVEBALL WHEN YOU SAW THE NEW CDC CHANGES.

I CAN CONFIRM WHAT DR. HUTCHINGS SAID IS ACCURATE.

THE IMPACT OF THREE-FEET VERSES THE SIX FEET RELATES TO INCREASE OF SPREAD.

[01:00:02]

AND THE IMPACT ON CONTACT TRACING AND AS YOU SAY THE SELF-ISOLATION SOMETHING THAT WOULD HAVE TO OCCUR AS A RESULT OF THAT.

I'M NOT SURE IF DR. HERRING IS ON THE CALL.

HE REMINDS US IF, WHEN WE HAVE A CASE, IN OUR SCHOOL, AND OUR CLASSROOMS THAT THE CRITICAL PIECE OF BEING ABLE TO IDENTIFY IF THE CLASSROOM IF THE SCHOOL ET CETERA STAYS OPEN WILL BE THAT ASPECT OF CONTACT TRACING.

>> WHO WAS WITHIN THAT SIX FEET? I HAVEN'T TALKED TO DR. HERRINGS SINCE THE CDC GUIDELINES.

I WILL SAY THAT IMPLICATIONS THAT THE 15-MINUTE CUMULATIVE HAS FOR US IS SIGNIFICANT.

BECAUSE YOU'RE ALSO ABLE TO PRETTY EASILY TRACE WERE YOU CLOSE TO PERSON FOR MORE THAN 15 MINUTES WITHOUT YOUR MASK ON.

YOU KNOW THIS SIX FEET.

IF YOU TALK ABOUT DURING THE COURSE OF THE DAY AND INTRICACY OF IDENTIFYING WHO MAY HAVE CAME IN CONTACT WITH YOU MORE THAN 15 MINUTES.

IT'S A WHOLE DIFFERENT SET OF QUESTIONS AND ANALYSIS THAT NEEDS TO BE DONE.

JUST GREAT JOB DR. HUTCHINGS.

YOU WERE RIGHT ON WITH WHAT YOU SAID WITH THE DISTANCE AND IMPLICATIONS OF CONTACT TRACING.

>> WE HAVE OUR HEALTH PROFESSIONAL ON.

I WILL ASK FOR DR. HERRING TO SPEAK.

>> THANK YOU.

IF YOU CAN JUST COMMENT, TOO TO WHAT WE'VE ALREADY SHARED AND TO MISS GENTRY'S QUESTION.

DR. HERRING.

I DON'T THINK WE CAN HEAR YOU.

>> THANKS FOR HAVING ME HERE.

DR. HARING.

DR. HUTCHING YOU NAILED THE ANSWER.

IF YOU ARE WITHIN SIX FEET REGARDLESS OF WHETHER OR NOT YOU HAVE A MASK FOR MORE THAN 15 MINUTES AND MISS GENTRY WE WILL HIRE YOU HERE FOR THE RECENT GUIDANCE.

AND THAT MEANS CUMULATIVE.

BEFORE THERE WAS SOME CONFUSION ABOUT WHETHER IT CONSECUTIVE OR CUMULATIVE.

BUT THEY'VE BEEN CLEAR NOW.

AND SO THAT MEANS IF YOU'RE WITHIN SIX FEET OF A CASE WHO BECOMES SYMPTOMIC ON WEDNESDAY.

YOU GO BACK 48 HOURS.

THEY INFECTION MONDAY AND TUESDAY.

IF YOU WERE WITHIN SIX FEET FIVE MINUTES MONDAY MORNING TEN MINUTES MONDAY AFTERNOON.

THAT'S 15 MINUTES.

AND THAT MEANS THAT YOU ARE A CLOSE CONTACT.

THAT'S 14 DAYS O OF QUARANTINE THAT'S NEEDED DURING INCUBATION PERIOD.

AND THEN THE OTHER THING OF COURSE THAT ONE HAS TO CONSIDER IS HOW OFTEN ARE THE TEACHERS GETTING THAT CLOSE TO A GIVEN STUDENT.

AND AN ADDITIONAL THING THAT WE'VE BEEN ADVISING SCHOOLS THROUGHOUT ALEXANDRIA.

NOT JUST ACPS BUT ALL SCHOOLS AND BUSINESSES.

WHEN YOU HAVE A CASE YOU ACTUALLY THE CDC GUIDANCE IS TO NOT USE THAT SPACE FOR 24 HOURS.

AND THEN DO WHAT'S CALLED THE DEEP CLEANING SANITIZING.

HAS TO BE TAKEN INTO CONSIDERATION OF THE IMPACT ON THAT CONTINUITY OF LEARNING.

>> THANK YOU DR. HAERING FOR THAT.

THE SECOND QUESTION YOU ASKED WITH REGARD TO STORAGE.

>> THAT'S SOMETHING WE DID INVESTIGATE ABOUT WHAT COULD BE SOME POTENTIAL YOU KNOW POSSIBILITY FOR US TO STORE ADDITIONAL FURNITURE.

I DO WANT TO GIVE A CAVEAT TO THAT.

THE TURN DOESN'T TAKE UP ENOUGH SPACE TO ALLOW TO US ACCOMMODATE STUDENTS A SIGNIFICANT NUMBER OF OUR STUDENTS.

BUT THERE ARE SOME YOU KNOW NEGATIVE IMPLICATIONS THAT COMES FROM TIEING TO STORE FURNITURE, OF COURSE.

BUT DR. HART IF YOU CAN SPEAK ABOUT THAT.

>> THANK YOU.

WE WITH LOOK AT DIFFERENT POSSIBLE SOLUTIONS.

I WILL SAY WE HAVE BEEN IN CONTACT TO ASK HOW YOU DO IT.

AND THERE'S BEEN VARIED RYE RESPONSES TO THAT QUESTION.

WE ASK ALWAYS UTILIZE OUR LARGER SPACES SUCH AS MULTIPURPOSE ROOMS. GYMS, CAFETERIAS.

BUT THAT MEANS IN TERM WE CAN'T PROGRAM THOSE SPACES FOR RETURN TO SCHOOL.

IF WE DON'T STORE ON SITE WE WOULD BE FACED WITH THE COST TO STORE OFF SITE.

BUT ALSO THE COST TO MOVE EXCESS FURNITURE OFF SITE.

THAT LABOR AND THEN TO MOVE IT BACK ONCE WE ARE IN BETTER SPACE TO RETURN TO FULL-ON IN-PERSON LEARNING.

THERE'S GOING TO BE COST AND IMPLICATIONS TO ANY DECISION THAT WE MAKE REGARDING EXCESS FURNITURE.

[01:05:01]

WE'RE DEFINITELY LOOKING INTO WHAT SOLUTION WE CAN MRIMENT IN ORDER TO CREATE MORE SPACE IN OUR ROOMS AS MUCH SPACE AS POSSIBLE.

>> THAT GREAT.

IT WILL BE GREAT TO GET THAT ADDITIONAL INFORMATION JUST TO FILL OUT THE CONTEXT AS YOU CONTINUE TO WORK THROUGH THIS.

THANK YOU.

>> THANK YOU.

NEXT UP WE HAVE DR. RIEF.

>> THANKS FOR THE PRESENTATION.

IT WAS MUCH CLEARER THAN WHAT WE HAD LAST WEEK.

IT'S A COMPLEX PROCESS.

AND IT IS CHALLENGING TO COMMUNICATE THE INFORMATION OUT.

I THINK THAT HAVING MORE REGULAR UPDATES TO THE BOARD I THINK WOULD BE HELPFUL FOR US AS WELL AS FOR THE GREATER COMMUNITY.

YOU KNOW, I ACKNOWLEDGE AND I HOPE THE COMMUNITY ACKNOWLEDGES THAT THIS IS A DYNAMIC PROCESS.

THINGS ARE CONSTANTLY CHANGING.

YOU KNOW IT'S AN EVOLVING PROCESS IN TERMS OF UNDERSTANDING.

I DEFINITELY LEARNED A LOT IN THE LAST WEEK.

AND SOME THINGS THAT I JUST FEEL THAT I REALLY WANT TO SHARE FOR THE VIEWING PUBLIC.

EYE TALKED A COUPLE OF TIMES ABOUT HOW THE PARENT OF THREE ALEXANDRIA CITY PUBLIC SCHOOL STUDENTS.

THEY ARE SECOND GRADE, FOURTH GRADE AND EIGHTH GRADE.

YOU KNOW WE GET E-MAILS FROM PEOPLE ASKING LIKE ARE YOU -- DO YOU KNOW WHAT THIS IS LIKE? I CAN SAY I THINK EVERYONE IS EXPERIENCE IS UNIQUE.

BUT I DEFINITELY EXPERIENCED THE CHALLENGES PARTICULARLY WITH MY SECOND GRADER WHO WE'RE HAVING LIKE A REALLY, REALLY TOUGH TIME.

AND I'VE TALKED TO THE TEACHERS.

BUT WE'RE HAVING REALLY, REALLY HARD TIME.

AND I'M REALLY -- I HAVE HAVE BEEN REALLY LOOKING FORWARD TO GETTING HIM BACK YOU KNOW INTO THE CLASSROOM.

TO BE HONEST WITH EVERYONE IN THE LAST WEEK, I'M REALLY COMING TO TERMS WITH THE FACT THAT THIS THE NOT GOING TO BE LIKE REGULAR SCHOOL IF HE GOES BACK TO CLASSROOM.

PEOPLE REALLY NEED TO BE PREPARED FOR THAT.

THIS IS GO TO BE ANOTHER CHALLENGING TRANSITION FOR OUR CHILDREN.

AND I WANT FOLKS TO REALLY UNDERSTAND WHAT THAT IN PERSON-LEARNING FOR STUDENTS IS GOING TO LOOK LIKE.

WE SAW THE PICTURE FROM TUCKER ELEMENTARY SCHOOL.

AND THIS IS SOCIALLY DISTANCED DESKED.

POSSIBLY WITH THAT LARGE SNEEZE GUARD IN FRONT OF YOUR CHILD.

MASKS WEARING ALL DAY.

LESS ENTER PERSONAL INTERACTION.

YOUR CHILD IS PROBABLY ONLY GOING TO BE THERE TWO DAYS A WEEK.

THIS MEANS INSTRUCTIONAL MODEL WILL CHANGE.

THE TEACHER MIGHT ACTUALLY IS HAVE TO TEACH YOUR CHILD AND OTHER VIRTUALLY AT THE SAME TIME.

THERE'S A CHANCE YOUR CHILD MAY CHANGE TEACHERS OR YOUR CHILD MAY NOT BE IN THE SAME SCHOOL BUILDING THEY ARE FAMILIAR WITH.

IF CASE COUNT RISE YOU KNOW WE MAY HAVE TO PIVOT BACK TO 100% VIRTUAL.

NOT TO MENTION BEING PREPARED FOR QUARANTINE THAT MAY HAVE TO HAPPEN IN RESPONSE TO PEOPLE'S EXPOSURE.

A POINT THAT I REALLY THINK IS IMPORTANT FOR EVERYBODY TO UNDERSTAND THAT IF WE MAKE THIS PIVOT.

THIS TRANSITION TO IN-PERSON LEARNING THIS WILL IMPACT EVERY FAMILY AND EVERY STUDENT IN OUR SCHOOL DIVISION.

EVEN IF YOUR FAMILY OPTS TO REMAIN 100% VIRTUAL.

INSTRUCTIONAL MODEL WILL CHANGE FOR EVERYONE.

HONESTLY, AFTER EVERYTHING I'M LEARNING I'M NOT CONVINCED IT'S THE BEST DECISION.

THIS IS ABOUT WHAT IS BEST FOR THE SOCIAL AND MENTALLY AND ACADEMIC LEARNING.

NATALIE WOODS EARLIER TALKED ABOUT THIS CULTURE SHIFT THAT SCHOOLS ARE YOU KNOW STUDENTS ARE EXPERIENCING.

AND TEACHERS ARE EXPERIENCING.

IT'S A DIFFERENT MODEL.

WE WILL HAVE TO HAVE ANOTHER ADJUSTMENT.

PEOPLE NEED TO BE PREPARED FOR THAT.

YOU KNOW WE HAVE RECEIVED A LOT OF E-MAILS AGAINST FROM PARENTS WHO WANT TO RETURN TO IN-PERSON LEARNING.

I TOTALLY UNDERSTAND THAT.

BUT I WANT TO MAKE SURE THAT THESE PARENTS UNDERSTAND WHAT THE HYBRID MODEL WILL LOOK LIKE.

AND I WANT THE PARENTS TO ALSO UNDERSTAND THAT THIS DECISION IS GOING TO IMPACT EVERYONE WHEN WE MAKE THIS SHIFT.

IT'S JUST REALLY IMPORTANT.

ANOTHER THING THAT I WANT TO EMPHASIZE THAT I THINK IS IMPORTANT IS THAT WHEN IT

[01:10:14]

COMES TIME TO MAKE THE DECISION IF YOU ARE GOING TO COME BACK, OR IF YOU WANT TO STAY VIRTUAL.

WE MAY NOT BE ABLE TELL YOU WHO YOUR CHILD'S TEACHER WILL BE OR WHAT BUILDING YOU WILL BE IN.

WE'RE STARTING TO RECEIVE E-MAILS FROM PEOPLE WHO WANT I CAN'T MAKE THAT DECISION UNTIL I HAVE THAT INFORMATION.

WE KNOW HOW MANY PEOPLE WANT TO COME BACK IN PERSON.

IT'S A VERY CHALLENGING SITUATION THAT WE ARE ALL -- OUR WHOLE COMMUNITY IS CONFRONTED WITH.

JUST TO ASK A COUPLE OF QUESTION AFTER MY SPEECH THERE.

ABOUT THE K-5 SCHEDULE.

YOU TALKED ABOUT THE HYBRID MODEL.

THE OPTION OF A-A, OR THE B-B DAY.

COME TWO DAYS CONSECUTIVE OR POSSIBLY EVERY OTHER DAY IF WE DO TWO-DAY MODEL THAT'S POPULAR IN OTHER PLACES.

I WANT TO UNDERSTAND I WOULD LIKE YOU TO SPEAK TO THIS QUESTION OF WILL OUR TEACHERS BE EXPECTED TO INSTRUCT STUDENTS BOTH VIRTUALLY AND IN PERSON SIMULTANEOUSLY? THAT QUESTION AS WELL AS ARE YOU LOOKING AT PHASING IN KIND OF SEPARATING THE K-2 FROM THE 3-5.

YOU KNOW POSSIBLY THE SCHOOL COULD ACCOMMODATE THIS SCHOOL BUILDINGS MAY BE ABLE TO ACCOMMODATE K-2 TO KEEP YOUNGER LEARNER IN MORE FAMILIAR SETTING.

IF YOU CAN TALK ABOUT THAT I WOULD APPRECIATE IT.

THANK YOU FOR THE INITIAL COMMENTS.

THOSE ARE THE DIVISION LEVEL SCHOOL LEVEL AND STAFF LEVEL TEAM HAVE BEEN HAVING.

IT'S AS IF YOU WERE TALKING WITH US.

THANK YOU FOR THAT.

IN REGARDS STAFF NOT HAVING TO TEACH IN PERSON BUT ALSO TEACH VIRTUALLY IT'S A FACT THAT IS ONLY WAY THAT WILL BE POSSIBLE.

WE CANNOT ONE AFFORD OR HAVE HUMAN CAPITAL TO BE ABLE TO HAVE VIRTUAL PROGRAM GOING ON SIMULTANEOUSLY WHILE IN-PERSON PROGRAM IS HAPPENING.

THEY CAN'T BE SEPARATED.

THAT WILL REQUIRE US TO DO SOME VERY INNOVATIVE THINGS THAT I KNOW THE DOCTOR AND OUR IT HAVE CONCERNS ABOUT.

WHEN YOU HAVE STAFF MEMBERS TEACHING IN PERSON.

AND ALSO SIMULTANEOUSLY TEACHING KIDS FROM THAT CLASS VIRTUALLY.

THEY TEACH A FULL CLASS.

SOME ARE WITH THEM IN THE CLASSROOM.

SOME ARE WITH THEM ON LINE.

YOU HAVE TO THINGS SUCH AS LIVE CAMERA.

THAT WILL ALLOW FOR STUDENTS TO BE ABLE TO FOLLOW THAT INSTRUCTION AND FOR THEM TO HAVE TWO-WAY COMMUNICATION WITH THE STUDENTS WHO ARE AT HOME AS WELL AS WHILE IN PERSON WITH THE OTHER STUDENTS.

HAVING LIVE CAMS IN ALL CLASSROOMS, OF COURSE THAT HAS AN IMPACT ON OUR BANDWIDTH.

HAVING DID HAVE THEIR COMPUTERS ON IS ONE THING.

BUT HAVING A LIVE CAM THAT'S DOING LIVE FEEDING IS SIGNIFICANT.

WE DON'T HAVE THE TECHNOLOGY INFRASTRUCTURE TO DO THAT FOR EVERY BUILDING.

FOR EVERY CLASSROOM IN A BUILDING.

THAT IS YOU KNOW IT'S HUGE.

I KNOW THE DR. MAY BE ABLE TO ELAB BRAILT -- ELABORATE ON THIS.

I KNOW HER TEAM IS INVESTIGATING THIS.

WE MAY BE FORCED TO HAVE THE DO THAT.

I KNOW WE'RE NOT PREPARED TO DO THAT FOR TODAY.

IF YOU CAN TALK TO LIVE CALLS AND THE TECHNOLOGY INFRASTRUCTURE WITHIN OUR SCHOOLS.

>> THE REAL CHALLENGE TO HAVE A CAMERA IN YOUR CLASSROOM AS YOU TEEF.

HAVINGER LIVE INSTRUCTION.

WE'RE LOOKING AT IT.

WE TOE THEY ARE DONE ACROSS THE COUNTRY.

THERE'S SOME REAL CHALLENGES WE WOULD HAVE TO LOOK AT.

>> DID YOU MENTION SEPARATING THE K-2.

>> I'M SORE O -- SORRY.

[01:15:04]

I FORGET ABOUT THAT.

IN REGARDS TO TRYING TO SEPARATE THE K-2 AND 3-5.

THE SAME CHALLENGES THAT WE HAVE FOR K-5 AS A WHOLE ARE THE SAME CHALLENGES WE HAVE FOR EACH GRADE LEVEL.

I THINK IT'S IMPORTANT FOR US TO KNOW THAT EVEN IF WE HAVE INDIVIDUAL CLASS.

LET'S SAY WE WANT TO FOCUS ON KINDERGARTEN FOR THE ENTIRE SCHOOL DIVISION.

IF WE DON'T HAVE ALL OF OUR KINDERGARTEN TEACHERS ABLE TO COME BACK INTO OUR CLASSROOMS THROUGHOUT THE WHOLE SCHOOL DIVISION.

THAT'S NOT FEASIBLE.

WHEN YOU ADD IF EVERY KINDERGARTEN WANTED TO COME BACK AND HAVING TO HAVE ADDITIONAL CLASSROOMS, THAT MEANS WE HIRE ADDITIONAL STAFF.

BECAUSE WE CAN'T PULL OR FIRST OR SECOND OR THIRD OR FOURTH OR FIFTH GRADE TEACHER WHO MAY BE CERTIFIED.

WE CAN'T PULL THEM BECAUSE THEY ARE TEACHING THEIR CLASSES IN FIRST, SECOND, THIRD, OR FOURTH OR FIFTH GRADE.

THE CHALLENGE WE ARE EXPRESSING FOR K-5 IS A CHALLENGE THAT WE HAVE FOR EVERY GRADE LEVEL.

WE LOOK AS SPAN FROM KINDERGARTEN THROUGH FIFTH.

THAT SAME CHALLENGE AND CONSTRAINTS THAT WE HAVE FOR THAT ENTIRE ELEMENTARY GROUP IS THE CHALLENGES AND CONSTRAINTS THAT WE HAVE FOR EVERY INDIVIDUAL GRADE.

MISS THORNTON.

>> THANK YOU, MADAM CHAIR.

THANK YOU TO THE ENTIRE CHAIR.

I WANT TO ACKNOWLEDGE THIS IS A LOT OF WORK.

A LOT OF TIME AND ENERGY THAT YOU GUYS HAVE SPENT INTO THIS.

AND I DO THINK THAT THIS ITATION OF THE PRESENTATION HAS BEEN CLEAR.

I THINK MAYBE MORE AS CLEAR TO COMMUNITY AND QUITE FRANKLY THE BOARD.

INITIAL.

I DO APPRECIATE TAKING OUR FEEDBACK INTO CONSIDERATION.

I REALLY DID APPRECIATE THE SLIDES THAT HAD SOME FIRM NUMBERS.

WHICH KIND OF SHOWS US WHAT OUR CAPACITY SITUATION REALLY IS.

THE ONE THING THAT STRUCK ME WAS THAT YOU KNOW IF ASSUME 100% STAFF ABILITY.

WHICH WE KNOW IS NOT THE CASE, WE IT'S STILL NOT FEASIBLE REALLY TO PUT KIDS BACK INTO COOL UNLESS IT'S ONE DAY A WEEK.

THAT'S MY TAKE AWAY.

I COULDN'T HELP BUT WONDER.

WHAT ARE THE PROS AND CONS OF HAVING STUDENT COME IN FOR JUST ONE DAY A WEEK.

YOU THOUGH, WE HEARD NATALIE HALL TALK ABOUT THE DISRUPTIONS THAT SCHOOL TODAY CAN HAVE ON CHILDREN AS FAR AS THEIR ROUTINES COME IMAGE BACK-TO-SCHOOL THAT'S JUST NOT THE SCHOOL THEY KNEW OR THEY LOVED.

I GUESS FOR ME I'M WONDERING IF YOU CAN TALK A LITTLE BIT ABOUT HOW YOU ALL WOULD TAKE THAT INTO CONSIDERATION AS FAR AS HAVING ONE-DAY RETURN IN SCHOOL AND WHAT IMPACT THAT COULD HAVE ON OUR FAMILIES AND STUDENTS.

IN PARTICULAR I THINK ABOUT FAMILIES WHO PROBABLY HAVE ALREADY AS DIFFICULT AS IT WAS THEY DEVELOPED SOME SORT OF RAW TOOEN WHETHER CHILD CARE.

WHETHER THAT'S HAVING OLDER SIBLING DEVELOP A SCHEDULE TO LOOK AFTER YOUNGER SIBLINGS.

BUT WHAT COULD ONE DAY A WEEK IN SCHOOL.

HOW COULD THAT IMPACT OUR FAMILIES AND STUDENTS.

HOW WILL YOU CONSIDER THAT IN FURTHER MANNING -- PLANNING PROCESSES.

I WAS SAYING THANK YOU FOR ASKING THAT QUESTION.

OUR PRINCIPALS IN PARTICULAR GRAPPLED WITH THIS.

HAVING KIDS IN FOR JUST ONE DAY IS A SIGNIFICANT DISRUPTION TO A PATTERN AND STRUCTURE THAT FAMILY HAVE ADJUSTED TO.

I'M NOT GOING TO SAY 100% HAVE ADJUSTED.

A MAJORITY OF THEM HAVE ADJUSTED.

BECAUSE WE HAVE PRINCIPALS ON HERE.

IT'S IMPORTANT FOR THEM TO TALK ABOUT WHAT YOU KNOW SOME OF THE NEGATIVE IMPLICATIONS THAT COMES FROM HAVING KIDS JUST ONE DAY PER WEEK AND HOW WE

[01:20:03]

DISCUSS WE DON'T BELIEVE ONE DAY A WEEK.

WE WANTED TO PRESENT TO THE BOARD WHAT WAS FEASIBLE.

ANY PRINCIPALS IF YOU COULD SHARE KIND OF SOME OF THE CONCERNS THAT WE HAVE DISCUSSED ABOUT ONE-DAY PER WEEK AND HOW THAT WASN'T BENEFICIAL.

WE HAD TO GO THROUGH THE SUMMER TO DETERMINE VIRTUAL-PLUS.

>> GOOD EVENING, EVERYONE.

THANKS FOR HAVING ME SPEAK.

ONE OF THE BIGGEST THINGS THAT WE LOVE ABOUT BEING IN SCHOOL EITHER ALL VIRTUAL OR FACE TO FACE IS THAT CHILDREN THRIVE OFF ROUTINE AND PROCEDURES.

BRINGING CHILDREN BACK FOR ONE DAY OF SCHOOL PER WEEK IS GOING TO CAUSE A LOT OF STRESS AND ANXIETY FOR OUR CHILDREN.

HAVING TO GO EVERY FIFTH DAY AND HAVE TO TRY TO REMEMBER ROUTINES, THAT HAD TO DO FIVE DAYS AGO.

PRETTY MUCH GOING TO BE IMPOSSIBLE FOR OUR CHILDREN TO DO.

WHAT WE ARE STARTING TO SEE WE SAW IN THIRD AND FOURTH WEEK.

THEY GET THE HANG HOW TO GO AND GET TO CAMPUS ABOUT THE RETURNS AND PROCEDURES WE SET IN PLUS FOR VIRTUAL-PLUS.

THEY WILL HAVE TO DISRUPT ALL OF THAT AND COME BACK TO DOING A NEW SET OF ROUTINES AND PROCEDURES.

AND EVERYTHING THAT OUR CHILDREN KNEW ABOUT SCHOOL ACCEPT THE KIDNAPKIN AND PRE-KINDERGARTEN WILL CHANGE.

IT'S A LOT OF STRESS AND ANXIETY.

THE PREDICTABILITY WILL BE GONE.

THAT'S THE ENVIRONMENT THAT CHILDREN ACHIEVE THE HIGHEST IN WHEN THERE'S STABILITY AND PREDICTABILITY.

IT'S GOING TO EFFECT RELATIONSHIP BUILDING.

AND HAVING TO GET A CHANCE TO KNOW THE ADULTS THAT ARE THERE, THE ADULTS TO KNOW THE CHILDREN.

WE'RE NOT GOING TO HAVE SOCIAL INTERACTION THAT WE USED TO HAVE.

BACK WHEN WE WERE IN SCHOOL.

EVERYTHING THEY KNOW WILL BE COMPLETELY DIFFERENT.

>> IF I COULD ADD IF YOU KEEP IN MIND IT'S -- IF STUDENTS COME BACK ONE DAY A WEEK, THEN THAT MEANS THAT TEACHER IS DEDICATED TO THAT GROUP OF STUDENTS ONE DAY A WEEK WHICH MEANS THE REMAINING STUDENTS ARE EITHER DOING SOMETHING ASYNCHRONOUS OR SINCE WE CAN'T HAVE THE CAMERA.

THAT MEANS THERE'S LESS TIME THAT'S STUDENTS WILL HAVE INTERACTION WITH THEIR INDIVIDUAL TEACHER.

IF WE DO SOMETHING WHERE YOU KNOW PEOPLE ARE DOING A LOT OF DIFFERENT THINGS AND TWO TEACHER TRY TO TEACH SOMETHING.

IT MIGHT WORK.

BUT THE IDEAL SITUATION FOR SOMEONE TO HAVE THE TEACHERS HAVE ONE TEACHER AND THE TEACHERS THAT THEY'VE BEEN WITH THE YOU'RE TEACHING A GROUP VIRTUALLY THAT'S TIME YOU WILL NOT BE ABLE TO GIVE ATTENTION TO YOUR STUDENTS -- IF YOU TEACHER GROUP OF STUDENT LIVE THAT'S A TIME YOU ARE NOT ABLE TO GIVE O O YOUR STUDENTS VIRTUALLY.

THAT'S ANOTHER CONSIDERATION.

>> IF I MAY ADD AS WELL.

ALSO THE PLANNING CART FOR THE STUDENT.

WE THRIVE OFF OF USING DATA TO DRIVE PLANNING FOR INSTRUCTION.

IT'S GOING TO BE EXTREMELY DIFFICULT FOR STAFF TO DO MEANINGFUL PLANNING.

THAT IS REALLY GOING TO BE TAYLORED FOR THE NEEDS OF CHILDREN.

IF WE HAVE CHILDREN ROTATING IN EVERY FIFTH DAY.

ASSESSMENTS, EVERYTHING WILL BE COMPLETELY DIFFERENT.

>> THAT'S THE ONLY ADDITIONAL THING I WAS GOING TO ADD.

THAT OUR TEACHERS TAKE A LOT OF GREAT TIME AND CARE LOGISTICALLY PLANNING FOR THE NEEDS OF STUDENT.

EVEN IN THIS VIRTUAL ENVIRONMENT AND HAVING ONE GROUP OF STUDENTS THAT COME IN ONE DAY PER WEEK.

IS PLENTY COMPLETELY SEPARATE FROM THE OTHER STUDENTS THAT ARE IN A VIRTUAL ENVIRONMENT.

OKAY.

NEXT UP MISS ALDERTON.

>> THANK YOU, MADAM CHAIR.

IRONICALLY I THINK A LOT OF QUESTIONS THAT I WANTED TO TACKLE WERE TACKLED.

I REALLY WANT TO THANK DR. RIEF FOR HER COMMENTS.

ONE THING I STRUGGLED WITH SINCE THE BEGINNING OF THE PANDEMICS WAS YOU KNOW REALLY TAKING CARE AS BEST AS WE CAN TO MAKE SURE THAT THE ACTUAL INSTRUCTION ISN'T SACRIFICED.

WHAT I WANT THE DO NO MATTER WHAT WE DO AS WE PHASE IN.

REALLY KEEPING INSTRUCTION AT THE FOREFRONT YOU KNOW.

[01:25:03]

IT'S HIGH QUALITY AS POSSIBLE.

AND I THINK IT'S REALLY IMPORTANT TO UNDERSTAND THAT WHEN WE START TO DO TOO MANY THINGS, I THINK THAT'S WHEN INSTRUCTION REALLY, REALLY, REALLY GETS SACRIFICED TREMENDOUSLY.

I THINK THAT'S MY BIGGEST CONCERN.

AT THE END OF DAY WE'RE EDUCATIONAL INSTITUTION.

WE WANT TO MAKE SURE THE KIDS GET THE BEST EDUCATION THEY CAN GET.

IN WHATEVER CIRCUMSTANCES WE HAVE.

YOU KNOW AS WE TRANSITION JUST REALLY THINKING ABOUT NOT SACRIFICING THE EDUCATION OF OUR KIDS AS MUCH AS POSSIBLE.

AND SORT OF PIGGYBACKING OFF OF O ONE THORTON'S QUESTIONS ON SLIDE 8 COLUMN G WE REALLY SAW THE MOST IDEAL OR THE MOST FEASIBLE WOULD BE THIS ONE DAY A WEEK SITUATION.

WHICH I THINK AUTOMATICALLY I COULD REALLY SEE OKAY THIS IS DEFINITELY GOING TO DECREASE TIME.

THAT KIDS HAVE WITH THEIR TEACHERS, IS IT ALSO SAFE TO SAY YOU KNOW, I MEAN, I GUESS I WILL SKIP TO NEXT QUESTION, YOU KNOW, REGARDLESS WE WOULD STILL BE LOOKING AT A SITUATION WHERE WE ARE HAVING TO HIRE MORE PEOPLE.

UNLESS WE COULD POSSIBLY HAVE YOU KNOW LIVE CAM SITUATION; IS THAT CORRECT?

>> YES, THERE WILL BE SOME HR IMPLICATIONS THAT COME ALONG WITH THAT.

THEY ARE NOT AS SIGNIFICANT AS TRYING TO MEET TWO DAYS PER WEEK.

BUT THERE WILL BE SOME HR IMPLICATIONS THAT WILL COME OUT OF THAT.

THANK YOU.

MY NEXT QUESTION PRETTY BASIC.

SLIDE FOUR.

PRIORIZATION MATRIX.

ONE OF THE PRIORITIES ACADEMICALLY VULNERABLE.

SOME OF THAT WILL BE BASED ON MAP DATA.

AND WE WILL NOT COMPLETE MAP TESTING UNTIL THE END OF OCTOBER; IS THAT CORRECT?

>> OKAY.

>> YOU KNOW WE REALLY DON'T HAVE A TRUE SENSE OF WHO THOSE STUDENTS ARE.

>> WE WILL NOT HAVE IDENTIFICATION OF OUR STUDENTS WHO ARE ACADEMICALLY HAVING CHALLENGES UNTIL WE GET THOSE RESULTS BACK FROM OUR MAP READER.

>> THAT'S ONE DATA POINT.

THAT'S IN ADDITION TO WHAT TEACHERS.

I DO WANT TO POINT OUT THAT WE DON'T WANT TO TAKE ASSESSMENT TO DETERMINE WHERE OUR KIDS STAND.

BUT IT'S AN ADDITIONAL DATA POINT THAT WILL GIVE US YOU KNOW A CLEAR PICTURE AS STUDENTS WILL HAVE A SIGNIFICANT ACADEMIC CHALLENGES.

WE'RE REALLY QUESTIONING TO BE THEN DETERMINING WHAT STUDENTS NEED THOSE ADDITIONAL SUPPORTS.

WHAT OUR TEAM DOES WHEN WE'RE IN PERSON.

OUR TEAM MEANING OUR TEACHERS AND OUR TEAMS AT OUR SCHOOL LEVEL THEY WILL BE DETERMINING WHAT STUDENTS NEED THOSE ADDITIONAL SUPPORT.

THAT IS SOME TIER ONE STUDENTS EVERYTHING THAT EVERYBODY GETS THEY GET IT IN VIRTUAL PLUS.

SOME KIDS WILL NEED TIER 2 SUPPORT WHICH IS ADDITIONAL SUPPORTS WHICH WILL LOOK VERY DIFFERENTLY FOR VIRTUAL THEN WHEN WE WERE IN PERSON FULL-TIME.

AND SOME KIDS WILL ALSO NEED TIER 3 SUPPORT.

THIS IS WHEN OUR MTSS MODEL COMES INTO PLAY.

AS WE COLLECT THAT DATA.

>> OKAY.

MISS L O ORBER.

YOU HAVE A QUESTION.

>> I HAVE A FEW.

I WILL TRY TO KEEP IT DOWN.

I WANT TO ECHO EVERYONE ELSE FOR TO SAY THANK YOU FOR ALL THE WORK AND ALSO FOR THE CLARITY OF TODAY'S PRESENTATION.

I WANT TO THANK MY COLLEAGUES FOR THE QUESTIONS.

IT DOES HELP A LOT.

[01:30:01]

I'M STILL A LITTLE BIT CONFUSED ABOUT A COUPLE OF THINGS.

PIGGYBACKING ON WHAT MISS ALDERTON WAS TALKING ABOUT.

WHEN YOU WENT TO THE TABLE.

THE PRIORITY TABLE EARLY IN THE POWERPOINT.

THAT SHOWED STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS.

MY UNDERSTANDING AND WHAT I BELIEVE THE COMMUNITY IS ONBOARD WITH.

THAT WE WOULD WORK FIRST WITH THE MOST VULNERABLE STUDENTS IN THE STUDENTS WHO REALLY CANNOT GET BENEFIT VIRTUAL LEARNING.

THEREFORE WE START WITH STUDENT WITH DISABILITIES.

ENGLISH LANGUAGE LEARNERS.

WHEN YOU HAVE THIS CATEGORY OF MOST VULNERABLE.

STUDENTS WHO HAVE ACADEMIC NEED WHO ARE SHOWING THEY ARE FALLING BEHIND.

I'M CONFUSED WITH BECAUSE THE TABLE IMPLIES THAT WE ARE GOING TO DO IN SCHOOL PRIORITIES FOR THOSE STUDENTS.

BUT WHAT YOU ARE JUST RESPONDING TO NOW WITH ALDERTON, IS THAT NOT NECESSARILY THAT I COULD BE A VIRTUAL.

THAT'S MY QUESTIONS.

HOW WERE YOU GOING TO -- THIS WAS THE THIRD PRIORITY GROUP.

HOW WERE THEY GOING TO BE SINGLE OUT.

I GUESS THEY WOULD BE SINGLED OUT BY SCORES.

BUT THEN HOW WOULD THEY BE SERVED IN SCHOOL? I SUGGESTED THEY WOULD BE SERVED IN SCHOOL.

I WAS CONFUSED.

THEY WERE LISTEDAS PRIORITY ON TABLE THAT IS ADDRESSING WHO WILL BE SERVED FIRST BACK IN SCHOOL.

>> HIGH PRIORITY LIST AS WE LOOK AT ALL DIFFERENT STUDENT GROUPS.

WHEN WE TALKED ABOUT VIRTUAL SUPPORTS, ANY TRANSITIONS AND AS YOU LOOK AT MATRIX.

IT TALKS ABOUT WHEN WE TRANSITION LIKE THE REST OF K-5 STUDENT.

THAT DOESN'T HAPPEN UNTIL JANUARY; RIGHT? WE DON'T WANT TO WAIT UNTIL JANUARY TO START PROVIDING OUR STUDENTS WITH SOME SUPPORT.

BECAUSE WE'RE STILL IN THIS VIRTUAL WORLD IN NOVEMBER, WE ARE GOING TO BE DOING ADDITIONAL SUPPORT FOR THOSE STUDENTS THAT HAVE BEEN IDENTIFIED.

SO THAT WE ARE FRONTLOADING SOME OF THE ACADEMIC SUPPORT.

BECAUSE WE KNOW THERE'S A DEFICIT IN SOME WAY.

BASED ON THEIR ASSESSMENTS AS WELL AS TEACHER RUNNING RECORDS.

BUT WE ARE THEN PROVIDING THE VIRTUAL LEARNING SUPPORTS ACADEMIC SUPPORTS STILL KNOWING THAT WHEN WE GET BACK INTO TRANSITIONING BACK INTO SCHOOL THEY WILL BE ADDITIONAL IN-PERSON SUPPORT THAT WILL HAVE TO CONTINUE.

WITH THOSE STUDENTS.

THE MATRIX GAY -- GAVE US A GUIDE OF HOW WE PRIORITIZE NEED OF OUR KIDS.

IT'S NOT NECESSARILY THE GUIDE OF BECAUSE SPECIAL ED IS FIRST.

THIS REALLY REFERRING TO ALL SPECIAL ED.

WE FOCUSED ON CITY WIDE FIRST.

WE FOCUSED ON SELF-CONTAINED.

IT WAS GIVING US A GUIDE SO THAT WE'RE NOT SO PEOPLE CAN SEE WE'RE NOT RANDOMLY SELECTING KID.

WE DIDN'T RANDOMLY PUT THE NOVEMBER THROUGH FEBRUARY TRANSITION PLAN OR TIME LINE THAT WASN'T A RANDOM THING.

THERE WAS A PRIORITIZATION MATRIX THAT WE WERE USING TO DEVELOP THAT.

I DON'T KNOW IF THAT ANSWERS YOUR QUESTION.

>> I THINK THAT'S CLEAR ENOUGH.

>> THAT'S VERY CLEAR.

PERFECT.

>> I UNDERSTOOD THAT.

WHAT I FEEL THAT THE VOTE TONIGHT AGAIN WE LOOK AT THE TIMETABLE.

AND THE CHART, BASED ON THE DATA THAT YOU'VE LAID OUT FOR US I GUESS IT'S -- IF ALL WE'RE VOTING FOR IS SAY WELL, YES, YOU MAY GO AHEAD AND INVESTIGATE THE POSSIBILITIES OF DOING THIS.

SEEMS TO ME THAT WE'VE ALMOST ESTABLISHED IT WOULD BE QUITE DIFFICULT TO SERVE OTHER THAN ONE DAY A WEEK WHICH I DON'T THINK ANYONE IS IN FAVOR OF.

IT WILL D DIFFICULT TO SERVE THE GREATER POPULATION.

AND THAT, IN FACT, WE SHOULD STICK TO OUR SMALL PRIORITY GROUPS AND AGAIN I THINK IT'S FINE TO CHERRY PICK.

IF THERE WAS ANOTHER PRIORITY GROUP I WOULD PICK IT WOULD BE KINDERGARTENS.

AND IF THEY WERE -- IF WE WEREN'T TRYING TO PUT K-5 BACK.

[01:35:03]

THEN MAYBE WE COULD GET KINDERGARTENS BACK IN LIVE -- IF THEY WERE ONE OF THE SINGLE PRIORITY GROUPS.

I FEEL THE DATA NATIONALLY HAS SAID WE REALLY SHOULD BRING BACK THE SCHOOL, THOSE WITH THE MOST DIFFICULTY.

AND SO OBVIOUSLY KINDERGARTENS WHO DON'T KNOW HOW TO READ AND PRETTY BASIC.

WOULD SEEM TO ME HIGHER PRIORITY THAN OTHERS.

I GUESS -- MY QUESTION HAS TO DO WITH I THINK WE'RE BEING ASKED VOTE FOR SOMETHING THAT WE BEEN SHOWN IS UNLIKELY TO BE FEASIBLE AND POSSIBLE.

BEFORE YOU ANSWER THAT.

I JUST WANT TO MENTION THAT A NEIGHBOR OF MINE WORKS AT A ONE OF OUR SMALL PRIVATE SCHOOLS IN THE COMMUNITY.

AND JUST TODAY OR YESTERDAY A SPECIALIST TEACHER WAS CAME DOWN WITH COVID.

AND TWO GRADE LEVELS WITH QUARANTINING AT HOME FOR TWO WEEKS.

BECAUSE OF THAT.

IT JUST THROWS THE WHOLE SMALL SCHOOL INTO A TIZZY.

EVERYONE KNEW THAT WAS A POSSIBILITY.

AND THEY'VE ACTUALLY HAD SEVERAL SUCCESSFUL WEEKS BEFORE THIS HAPPENED.

AGAIN, I JUST WANTED -- THAT'S SUCH A REAL EXAMPLE THAT I CAME ACROSS TODAY.

I WANTED TO SHARE IT.

I WOULD LIKE YOU TO RESPOND.

I FEEL THIS VOTE BASED O ON THE DATA.

I DON'T WANT TO HOLD OUT THERE TO PEOPLE.

YES, IN JANUARY, WE PLAN TO GET TO WORK ON K-5.

IF IN FACT WE DON'T THINK WE CAN DO IT.

>> I WANT TO SAY THANK YOU FOR CLARIFYING QUESTION.

I THINK GIVES US AN OPPORTUNITY TO SAY, YOU KNOW THE INFERENCE THAT YOU HAVE MADE IS ACCURATE.

AND IT'S NOT THAT WE CAN'T D IT.

BUT WHAT WE ARE -- WHAT WE WERE CHARGED TO DO WHAT IS FEASIBLE.

IF WE DO ANY FORM OF IN-PERSON WHAT IS FEASIBLE ONE DAY PER WEEK.

YOU KNOW FOR OUR STUDENTS.

DO WE THINK THAT, THAT IS THE BEST? NO.

WE DON'T.

THE SAME WAY WHEN WE DID VIRTUAL BEST WE DIDN'T THINK THAT WAS THE BEST EITHER.

THAT'S WAS FEASIBLE.

THE ONLY YOU KNOW IS MOST FEASIBLE OPTION IS TO DO A ONE-DAY PER WEEK.

THERE'S STILL A CAVEAT TO THAT.

I THINK THAT'S THE PRESSING POINT THAT IS NOT JUST ALEXANDRIA WHO HAS TO SAY THIS.

WE MAY BE THE ONLY SCHOOL DIVISION SO FAR THAT BEING VERY TRANSPARENT ABOUT THE CONSTRAINTS.

AND WHAT IS POSSIBLE AND WHAT'S NOT.

BUT THE MAJOR CAVEAT IS THE STAFFING COMPONENT NO MATTER OH GREAT THE PLANS WE PUT TOGETHER NO MATTER HOW MUCH TIME WE INVEST AND HOW MANY EXPERTISE YOU KNOW EXPERTS WE HAVE AT THE TABLE IF WE DON'T HAVE ADEQUATE STAFFING.

THEY COME THE FRUITION.

IT NO LONGER BECOMES AN OPTION.

IT'S SOMETHING WE CAN STRIVE FOR.

IT'S NO LONGER AN OPTION WHEN THAT OCCURS.

WE HAVE TO KEEP IN MIND THE STAFFING COMPONENT IS NOT JUST ABOUT STAFF SAYING EL DON'T WANT TO COME BACK TO WORK.

I DON'T WANT TO TEACH.

WE GOT SEVERAL E-MAILS O OF COMMUNITY MEMBERS SAY MAKE THE STAFF COME BACK.

OR DR. HUTCHINGS.

MAKE A DECISION.

WHAT'S YOUR PROBLEM.

WE CAN'T FORCE PEOPLE WHO HAVE HEALTH CONDITION.

WE CAN'T FORCE PEOPLE WITH AGE RESTRICTION.

WE CAN'T FORCE PEOPLE WITH FAMILY CIRCUMSTANCES.

WHETHER SOMEONE IN THEIR HOME WITH COMPROMISED IMMUNE SYSTEM.

WE CAN'T FORCE THEM TO COME TO WORK TOMORROW.

THAT'S A FACT.

WE'RE GOING TO HAVE TO OWN AND UNDERSTAND THAT.

EVEN IT'S NOT THE PLACE WE WANT TO BE.

I'M AN EDUCATOR AT HEART THROUGH AND THROUGH.

I KNOW IT'S NOT THE RIGHT ENVIRONMENT MEANING VIRTUAL FOR ALL OF OUR KIDS.

BUT I ALSO KNOW THAT IT IS MOST FEASIBLE WITH THE INFORMATION WE HAVE TODAY.

I SEE DR. HAERING WANTING TO SAYING THIS.

I THINK.

>> WE CAN'T HEAR YOU.

>> YOU DIDN'T HAVE ANYTHING TO ADD.

>> YOU'RE AN EXPERT.

[01:40:01]

>> I APOLOGIZE.

THANKS FOR BEING HERE TONIGHT.

OKAY.

CONTINUE.

>> MISS LORBER I SAID THE INFERENCE YOU MADE IS ACCURATE.

WHAT'S MOST FEASIBLE TO PIVOT TO IN-PERSON LEARN WITH THE DATA WE HAVE TODAY IS ONE DAY PER WEEK.

DO WE BELIEVE THAT'S THE BEST LEARNING ENVIRONMENT OR WOULD CAUSE TREMENDOUS DISTRACTION AND DISRUPTION.

YES.

IT WOULD ESPECIALLY IF IT'S HAPPENING HALFWAY THROUGH THE YEAR.

WE'RE TALKING JANUARY.

THAT MEANS OUR STUDENT RIGHT NOW TRANSITION INTO VIRTUAL.

BUT COUPLE OF MONTHS FROM NOW THEY WILL TRANSITION WITHOUT TEACHERS AS DR. RIEF SPOKE SPOT ON WITH DIFFERENT STRUCTURE WITH DIFFERENT SCHOOL BUILDINGS FOR SOME KID.

WE CAN'T FIT EVERYONE IN IN THEIR BASE SCHOOLS.

ALSO HAVING THE STAFFING CONSTRAINT.

THAT WE HAVE TO KEEP IN MIND TO DO ANY OF THE THINGS THAT WE'RE PUTTING OUT ON THE TABLE.

>> CHAIR ANDERSON HAS PERMITTED ME TO JUST CONTINUE FOR A MINUTE.

I WANT TO NOT FOLLOW UP ON THAT AS TO ASK I'VE STARTED HEARING FROM PARENT WHO I THINK HAVE SORT OF RECOGNIZED THIS DIFFICULTY.

AND WHAT I'M HEARING IS WILL THERE CONTINUE TO BE OPPORTUNITIES TO TWEAK THE ELEMENT I VIRTUAL LEARNING.

I THINK WHILE WE'VE MADE SOME STARTS, AND I GUESS WE'RE NOT DISCUSSING THAT TONIGHT OR VOTING O ON THAT TONIGHT.

I THINK PART AND PARCEL OF IDENTIFYING THE DIFFICULT OF GOING BACK TO IN-SCHOOL WOULD BE DOING OUR BEST TO ADAPT TO MAKE THE VIRTUAL LEARNING WORK BETTER AND BETTER FOR DIFFERENT GROUPS OF KIDS.

AND A NUMBER OF FAMILIES HAVE WRITTEN TO ME AND SAID IT'S A GOOD START.

BUT STILL TOO MUCH ZOOM TIME FOR MY KINDERGARTEN.

WHATEVER.

MY QUESTION IS, WILL WE CONTINUE TO MAKE TO BE SENSITIVE AND MAKE CHANGES

AT JUST THE VIRTUAL LEARNING SO THAT IT GETS -- >> ABSOLUTELY.

AND A PART OF LAST WEEK, WE WERE INTRODUCING JUST SOME POSSIBILITIES YOU KNOW THAT WE GOT FROM SOME LESSONS LEARNED IN THE PAST 7 WEEKS.

BUT WE ABSOLUTELY WILL HAVE TO CONTINUE TO REFINE.

ONE THING THAT OUR PRINCIPALS STATED JUST THIS WEEK WHEN WE WERE HAVING WEEKLY SESSION WAS THAT AND WE DO SMALL GROUP CONVERSATIONS IS WE HAVE TO BE CAREFUL TO NOT CHANGE YOU KNOW WE CAN'T HAVE CHANGES EVERY WEEK.

THAT CAUSES INCONSISTENCIES FOR OUR STUDENT.

WE'RE AT MOMENT WHERE WE'VE HAD SEVERAL WEEKS AND SOME OF THE COMMON THREADS HAVE BEEN SCREEN TIME.

HAVE BEEN CHOICE.

IN REGARD TO STUDENT I MAY NEED A MOMENT.

I CAN'T BE ON AT THE SECOND.

ON MONDAYS HAVE MORE ASYNCHRONOUS.

GIVING MORE FLEXIBILITY.

WE DID HEAR OUR FAMILIES.

IN REGARD TO THAT.

AND WE'RE MAKING THOSE CHANGES.

WE WILL CONTINUE TO TAKE ON SOME MORE YOU KNOW INPUT AND MAKE SOME CHANGES THROUGHOUT THIS PROCESS AS WELL.

IT'S AN ONGOING I FEEL LIKE IT'S VERY SIMILAR TO WHEN WE TALK ABOUT LIKE THE STRATEGIC PLANNING PROCESS WHERE IT'S CONTINUOUS IMPROVEMENT.

THIS VIRTUAL-PLUS IS ALSO CONTINUOUS IMPROVEMENT.

WE WILL HAVE TO CONTINUE TO MONITOR OUR PROGRESS AND MAKE ADJUSTMENTS AND REFINEMENTS.

>> NEXT UP WE HAVE MISS GREENE.

>> THANK YOU CHAIR ANDERSON.

THANK YOU, EVERYONE.

I ECHO DR. RIEF AND THE FACT THIS DYNAMIC PROCESS.

WITH KNOW REAL RIGHT SOLUTION.

I DO APPRECIATE THE GREATER DETAIL.

MY FIRST QUESTION DR. HUTCHINGS COMES FROM THE BUILDING CAPACITY UPDATES SLIDE.

I DON'T KNOW IF WE COULD PUT THAT UP.

IF YOU LOOK AT THE NUMBERS I THINK IT WAS COLUMN D.

THE NUMBERS LOOK VERY LARGE.

I WOULD SAY.

I WAS WONDERING BECAUSE THAT IS TAKEN FROM THE CURRENT SURVEYS WE WILL BE HAVING ADDITIONAL SURVEYS AS THIS PROCESS PROCEEDS IF I'M NOT MISTAKEN.

THE NUMBERS WILL CHANGE.

I GUESS IT'S COLUMN E.

CAN YOU TALK ABOUT YOU YOU CAME UP WITH THE NUMBERS.

>> THANKS FOR THAT QUESTION.

I KNOW IT'S ODD TO SEE SOMETHING OVER 100% WHEN WE TALK ABOUT CAPACITY AND.

THE FORM WE USE I THINK MR. PAIGE WILL BE ABLE TO PROVIDE MORE CLARITY AROUND

[01:45:07]

THIS.

BUT THE FORMULAS THAT WE'RE USING ARE VICTIM TO WHAT WE USE WHEN WE'RE LOOKING AT BUILDING CAPACITY AT OUR SCHOOLS.

LIKE WE LOOK AT ARE WE OVERCAPACITY IN SCHOOL BUILDING.

IT'S A VERY SIMILAR FORMULA.

ANYTIME IT EXCEEDS 100%.

YOU KNOW YOU EXCEED WHAT YOU CAPABLE OF BEING ABLE TO ACCOMMODATE.

THE DIFFERENT HERE IS THAT WE DON'T HAVE IF FLEXIBILITY LIKE WE DID IN OUR TYPICAL SCHOOL BUILDING.

MANY ARE OVERCAPACITY.

ALREADY RIGHT NOW.

BUT THE LIMITATION WE HAVE ARE DUE TO THE CDC GUIDELINES.

BECAUSE WE DO HAVE TO MAINTAIN THAT SIX-FOOT DISTANCING, WE CAN'T JUST USE LIKE FOR EXAMPLE RIGHT NOW.

WE'RE OVERCAPACITY IN ONE BUILDING.

WE JUST -- WE CAN GO TWO ABOVE THE MAXIMUM IN THE CLASSROOM TO SOLVE THAT PROBLEM.

WITH THIS PARTICULAR SITUATION, WE CAN'T JUST SAY WE'RE GOING TO EXCEED THE CLASS-SIZE BY A LITTLE BIT AND MAKE IT WORK.

BECAUSE WE'RE TRYING TO REALLY STAY TRUE TO SIX-FEET DISTANCING.

IF MR. PAIGE CAN TALK TO THE FORMULA THAT WE HAVE DEVELOPED HERE THAT WOULD BE QUITE HELPFUL.

MOST SIMPLY.

HOW WE LANDED AT THAT.

IF WE USE CHARLES BARRETT; 194% WHAT THAT TELLS US THE NUMBER OF STUDENTS THAT WERE CURRENTLY ESTIMATING TO RETURN.

WHAT WE SEE IN COLUMN C, 370 THE NUMBER OF STUDENT WE CAN ACCOMMODATE WHICH IN COLUMN D.

370 STUDENTS WHO ARE EXPRESSING INTEREST TO RETURN.

DIVIDED BY THE NUMBER OF O STUDENT THAT WE CAN ACCOMMODATE WHICH WOULD BE THAT 190.

WHICH THEN GETS YOU TO 194 FIGURE.

IN TERMS O OF ALL 370 OF THOSE STUDENTS COMING EVERY DAY A WEEK.

AND THEN AS WE ADJUST THE SCHEDULE IN F AND G.

YOU WILL SEE THAT PLANNING FACTOR INCORPORATED IN TERMS OF THAT 194 IS THEN CUT IN HALF.

BECAUSE THEN STUDENTS COME IN TWO DAYS A WEEK.

97%.

AND THEN IT'S CUT DOWN TO ONE DAY A WEEK OR TO.2%.

IN COLUMN G.

THAT'S WHY YOU SEE THAT REDUCTION FROM E TO G IN TERMS OF THE FORMULAS.

DOES THAT HELP.

>> YES.

THANK YOU.

>> MY SECOND QUESTION.

WE TALK ABOUT THE SUPPORTS THAT WILL BE GIVEN TO MOST VULNERABLE LEARNER.

WHICH IS EXTREMELY IMPORTANT.

I WANT TO ALSO ASK ABOUT YOU KNOW, THE REST OF THE LEARNER, EVERYONE IN GENERAL.

THEY UNDERSTAND WHAT IS GOING ON.

IF WE PROCEED WHAT IS THE GREATER PLAN? IS THERE A PLAN PUT IN PLACE TO REACH OUT TO THE FAMILIES FOR YOU KNOW ISSUE THEY HAVE AS YOU KNOW.

PICTURES OF CHILDREN HAVE BREAK DOWN AND MELTDOWNS.

THE ANXIETY.

I WISH THEY WOULD REACH OUT TO ME.

WHAT SUPPORT TO WE GIVE TO FAMILY AS WE GO THROUGH THIS BEYOND WHAT WE DO IS THERE A PLAN DEVELOPED.

I WOULD LIKE TO HEAR THAT MORE IN GREATER DETAIL.

IF WE DON'T HAVE THAT.

IS THAT PLAN COMING?

>> MISS GREENE.

ONE, THANK YOU FOR THAT QUESTION.

I WILL ASK FOR MR. SAMPSON TO TALK TO THAT.

OUR SEAL TEAM AND OUR SST OUR STUDENT SUPPORT TEAM IS FULL EFFECT.

NOT IS JUST FOR STUDENT BUT STAFF MEMBERS.

EVERYBODY PARENT WHO ARE HOME WITH KID.

[01:50:31]

I'M SURE MOST PARENT DO.

IT DOES BRING AN ADDITIONAL SOCIAL AND MENTALLY LAYER THAT WENT IN.

THE SUPPORT YOU DO FOR SOCIAL AND MENTALLY NEED.

WHAT I REALLY DO APPRECIATE THAT QUESTION.

THIS MORNING, WELLMENTRY COOL STUDENT HAVING SOME STRUGGLES AND SO I THINK YOUR QUESTION IS REALLY TIMELY BECAUSE IT REALLY GOT NOT JUST THE STUDENT IT'S ALSO THE WHOLE FAMILY AND THE PARENTS.

WHO ALSO I THINK NEED THAT.

THAT LEVEL OF SUPPORT.

CERTAINLY AS WE CONTINUE TO DEVELOP THE SEAL RESOURCES AND THAT'S REALLY YOU KNOW BOTH THE STUDENT SUPPORT TEAM AS WELL AS THE EQUITY ALTERNATIVE PROGRAMS TEAM.

WE TRY TO THINK ABOUT STACKING SKILLS.

COPE WITH THINGS ANXIETY.

COPE WITH CHANGES THAT MAY BE HAPPEN IN THEIR LIVES.

THE STUDENT START TO GET LEVEL OF INSTRUCTION AND HOW TO BUILD SOME RESILIENCY SCHOOLS.

THE SCHOOL HAVE BEEN JUST A GREAT JOB OF MAKING SURE DAY ARE TAKING THAT SCREENING TOOL.

AND SO WE WILL BE ABLE TO ANALYZE THE RESULTS AND USE THAT TO INFORM ANY CHANGES THAT WE MIGHT NEED TO MAKE TO OUR TIER 1 CRICK CURRICULUM.

AND THEN ALSO START TO IDENTIFY SPECIFIC STUDENTS AND I THINK WE ALWAYS HAVE TO LOOK AT KIDS IN THE CONTEXT OF WHOLE FAMILY.

WHO MAY NEED ADDITIONAL TARGETED SUPPORT.

WE HAVE COUNCILOR, PSYCHOLOGIST AND SOCIAL WORKER WHO ARE STARTING TO RUN SMALL GROUP AND SOME OF IT GROUP THAT HELPING KID FEEL CONNECTED TO ADULT OR TO EACH OTHER.

ALSO LOOKING AT GROUP WHERE DID MAY NEED MORE TARGETED SUPPORT IN BUILDING THE RESILIENCESY SKILL.

SESSIONS THAT CAN BE DONE WITH COMMUNITY TO HELP FAMILIES ALSO BUILD SOME SKILLS FOR HOW TO BETTER SUPPORT THEIR CHILDREN.

WE CONTINUE TO TAKE THE FEEDBACK BOTH THE FORMALIZED FEEDBACK FROM THINGS LIKE THE SCREENERS BUT ALSO THINKING ABOUT SOME OF THE ANECDOTALAL FEEDBACK WE GET FROM SCHOOLS AND COMMUNITIES AND FAMILIES AS WELLAS THE SURVEYS THAT WE WANT TO MAKE SURE WE USE THAT AND ANALYZE THAT.

IS THERE A NEED THAT WE ARE MISSING HERE.

A NEED THAT WE CAN FILL WE BUILT THINGS OUT NOW AND WE CONTINUE TO BUILD NEW THINGS.

DIFFERENT THINGS MOVING FORWARD.

IS THAT IT?

>> THAT'S IT.

THANK YOU.

NEXT UP I HAVE MISS NOLAN.

THAT'S A CRITICAL COMPONENT OF WHAT WE ARE FOCUSED ON WITH THE STUDENTS.

MY QUESTION SORT OF TWO-PART IF YOU DON'T MIND.

IT WOULD BE GREAT IF YOU COULD DIG DEEPER IN TERMS O OF BARRIERS.

I APPRECIATE THE CREATIVE PROBLEM SOLVING THAT THE STAFF IS WORKING ON DURING THIS MOMENT.

IT'S UNBELIEVABLE.

BUT ONE OF THE THINGS THE ONE DAY A WEEK SEEMS REALLY UNMANAGEABLE IN TERMS O OF THE COST BENEFIT ANALYSIS IN ADDITION TO THAT.

OTHER BARRIER I THINK ABOUT THE TEACHING VIRTUAL AND ZOOM AT THE SAME TIME AS FORMER CLASSROOM TEACHER, I FIND THAT'S NEARLY IMPOSSIBLE TO MANAGE THAT.

CAN YOU TALK DO WE MONITOR CASES WHERE WE ARE IN JURISDICTION AS WELL AS LIKE WHAT WOULD THE TESTING BE ALLOWED.

I GUESS WHAT I TRY TO GET AT IN GENERAL.

[01:55:02]

I APPRECIATE THE POWERPOINT REALLY THE LEVEL OF DETAIL THE TRANSPARENCY I.

WHAT IS NEXT STEP.

>> WHAT'S THE DISCUSSION THAT WE HAVE HERE.

IS THE DATA PRESENTED TO THIS ISN'T DOABLE OR PRESENTED TO SHARE THAT WE WILL CONTINUE TO WORK THROUGH IT.

IF WE COULD TALK MORE ABOUT THE TESTING.

AND TWO GIVEN THAT TESTING INSURMOUNTABLE.

WHAT'S DECISIONS ARE PAID AS A RESULT.

>> THOSE REALLY ARE SIGNIFICANT WHEN WE TALK ABOUT THE FACT THAF WOULD IF WE GO INTO VIRTUAL LEARNING AND HYBRID APPROACH STAFF WILL HAVE TO TEACH BOTH.

WE CANNOT WOULD NOT BE FEASIBLE AND IT WOULDN'T BE PHYSICALLY POSSIBLE TO HAVE LIKE A STAFF OR VIRTUAL OR STAFF FOR IN PERSON TO ACCOMMODATE EVERYBODY.

IT'S NOT POSSIBLE.

THERE'S OTHER IMPLICATION THAT COME ALONG WITH THAT FROM THE PROFESSIONAL LEARNING THAT WE WOULD HAVE TO CO.

OUR STAFF THEY'VE BEEN YOU KNOW INCREDIBLE WITH PIVOTING AND LEARNING.

HOWEVER, THERE'S ALSO LIMITS.

YOU KNOW, IT'S LIKE HOW MUCH FURTHER CAN YOU TAKE THEM.

OUR STAFF THEY HAVE GONE FROM OVERNIGHT BEING IN A CLASSROOM WITH STUDENT.

WORKING WITH THE STUDENT TO HAVING TO BE ONLINE.

TO HAVING TO NOW DO VIRTUAL LESSON PLANNING.

HAVING TO DO BREAK OUT SESSIONS.

HAVING TO FIGURE OUT HOW TO DO CLASSROOM MANAGEMENT AND ENGAGEMENT.

YOU KNOW VIRTUALLY.

THEY'VE BEEN DOING A BANG UP JOB WITH THAT.

I'VE GOTTEN A TREMENDOUS NUMBER OF E-MAILS.

THEY ARE WORKING HARD.

BUT WE CAN'T CONTINUE TO KEEP ADDING MORE AND MORE PROFESSIONAL LEARNING AND EXPECTATIONS ON TOP OF A STRETCHED STAFF ALREADY.

I DON'T KNOW HOW FAR PEOPLE CAN STRETCH.

THE UNFORTUNATE THING WE DON'T HAVE COMPARISON OF LAST TIME.

NO ONE HAS DONE THIS BEFORE.

WE'RE PUSHED INTO DISCOMFORT.

I KNOW OUR STAFF WITH DO IT.

IT'S A HUGE BARRIER AS YOU MENTIONED.

THE OTHER THAT IS SIGNIFICANT BARRIER AS YOU TALKED ABOUT WITH THE HEALTH OF MITIGATIONS AND DR. HAREKING WILL TALK ABOUT.

I READ THIS RECENTLY.

DR. HAERING CAN VERIFY.

YOU KNOW WE ARE EXPECTING TO SEE A SPIKE IN POSITIVE OVER THE NEXT COUPLE OF MONTHS.

IT SHOWS THAT NOVEMBER, DECEMBER, JANUARY WE WILL SEE A SPIKE ACROSS THE COUNTRY.

I DON'T KNOW WHAT IT WITH LOOK LIKE HERE.

IF YOU CAN TALK TO.

HEALTH RISK IN THE CITY AND REGION.

>> SURE.

>> CAN YOU HEAR ME?

>> YES.

WE CAN.

THERE'S SOME DEBATE WE'RE TALKING ABOUT SPIKES AND.

THERE'S SOME DEBATE IF WE ARE IN THE IRS WAVE.

YOU DON'T KNOW UNTIL YOU LOOK AT IT RETROSPECTIVELY FROM FURTHER VIEW OUT.

WHAT I CAN SAY IS THAT OUR BACK IN MAY AND CHANGE.

I CAN'T SAY WHETHER IT WILL GO UP.

I CAN SAY FOR INSTANCE THAT WHEN WE LOOK AT CDC SCHOOL DYNAMIC DECISION MAKING THAT WITH REGARD TO THE TOTAL NUMBER OF CASES.

ALEXANDRIAED A MODERATE RICK.

MODERATE RISK SMACK IN THE BIDDLE.

WE DO ANTICIPATE WE'VE SEEN MAYBE FAIRFAX HAVE BEEN GOING UP IN THE PAST COUPLE OF WEEKS.

I KNOW THAT TRUE IN WASHINGTON, D.C.

AND MONTGOMERY COUNTY.

WHEREAS OURS HAVE BEEN STUDIED IN SOMEWHAT TRAILING DOWN.

[02:00:03]

WITH THE INCREASE IN THE NUMBER OF AMOUNT OF TIME THAT PEOPLE WILL BE SPENDING INDOORS.

WERE FULLY EXPECTING THAT THE CASES COULD EASILY GO UP BECAUSE OF THE AMOUNT OF TAME THAT PEOPLE WILL BE SPENDING CLOSER TOGETHER.

>> IT'S NOT IF WE HAVE CASE IN SCHOOL.

IT'S WHEN.

THE WHOLE IDEA OF PROVIDING GUIDANCE.

WHEN THERE'S A CASE IN THE SCHOOL.

THAT'S A SINGLE CASE.

OR IF THERE'S TWO CASES.

THOSE ARE TWO CASES THAT ARE NOT RELATED TO ONE ANOTHER.

THOSE ARE CASES THAT EITHER STAFF OR STUDENT GOT IT IN THE COMMUNITY.

BUT BECAUSE OF THE STRATEGY IDEALLY THE STRATEGIES THAT ARE IN PLACE .

>> THANKS FOR THE TIME YOU GIVE US.

WHERE ARE WE WITH THE TESTING NEED WE REQUIRE.

IS THAT A PARTNERSHIP WOULD BE RELY IN THE CITY OR STATE OR SOMETHING ACPS WILL TAKE ON.

I WOULD LIKE TO UNDERSTAND MORE ABOUT WHAT WOULD THE TESTING REQUIREMENTS BE AND HOW WOULD WE GO ABOUT PREPARING FOR THAT?

>> >> THERE'S NO RECOMMENDATION.

WE DO NOT RECOMMEND THAT THERE BE ROUTINE TESTING.

ONE OF THE EXCEPTION WOULD BE IF THERE'S A NUMBER OF CASES IN A GIVEN SETTING SAY IN CLASSROOM OR IN A SCHOOL.

IT ALL DEPENDS.

EVERY SITUATION IS DIFFERENT THERE COULD BE A SITUATION WHERE WE WOULD WANT TO TO TEST A NUMBER OF THE STUDENT WHO HAVE BEEN IN A GIVEN SETTING.

WE WOULD COORDINATE WITH SCHOOL IN TERM OF ROUTINE TESTING WE DON'T RECOMMEND THAT.

FIRST UP IT'S LOGISTICAL NIGHTMARE.

IF YOU WILL.

EVEN JUST DOING TEMPERATURES COULD BE VERY, VERY CHALLENGING.

DOING SCREENING.

BUT IMAGINE TRYING ACROSS ALL THE NUMBERS OF STUDENTS GET INCONSENSUS.

AND THEN SAMPLING ALL OF STUDENTS.

IT'S BASICALLY NOT WORTH THE SQUEEZE WHEN IT COMES TO ROUTINE TESTING FOR STUDENTS.

WHAT WE LOOK MORE FOCUSING THAT TESTING ON SITUATIONS WHERE THERE ARE WHERE THERE ARE OUTBREAKS IF YOU WILL.

AN OUTBREAK IS -- GOT ALL OUTBREAKS.

AN OUTBREAK TWO OR MORE STUDENTS OR TWO OR MORE PEOPLE WHO DON'T HAVE OTHER LINKING A TO SOURCES WITHIN A GIVEN SETTING AND GIVEN TIME PERIOD.

DOES THAT ANSWER YOUR QUESTION FULLY.

>> YES, THANK YOU.

>> I WANTED TO GET TO YOUR THIRD BARRIER.

BECAUSE WE JUST COVERED TWO.

THE THIRD WAS ABOUT THE ONE DAY PER WEEK.

THAT'S IMPORTANT AS WELL.

I WANTED TO ELABORATE ON THAT.

ONE THINGS AS THE TEAM MENTIONED EARLIER TODAY.

WERE PRINCIPALS MENTIONED.

IS THAT, THAT SIGNIFICANT BARRIER HAVING KID ENTER INTO THE SCHOOL ONE DAY PER WEEK AND HOLD ON FOR A SECOND.

THEY DIDN'T KNOW I WAS HERE.

ONE THING I THINK WILL BE IMPORTANT FOR US IS TO UNDERSTAND THE FACT THAT ONE DAY PER WEEK IS GOING CAUSE DISRUPTION IN MANY STUDENT SCHEDULES.

IT WILL CAUSE DISRUPTION WITH OUR SCHOOL OPERATIONS AND IT IS JUST NOT THE BEST

[02:05:06]

PRACTICE.

WHAT WE WANTED TO MAKE SURE THAT WE INTRODUCE TODAY BECAUSE PART OF OUR CHARGE WAS TO BRING TO BOARD WHAT IS FEASIBLE.

IN REGARD TO ANY TYPE OF IN PERSON YOU KNOW OPTION AND THE ONLY OPTION THAT IS FEASIBLE RIGHT NOW WITH THE DATA THAT WE HAVE IS HAVING ONE DAY PER WEEK AND I THIS IF THE BOAT VOTES ON IN-PERSON LEARNING THERE'S NEW CAVEAT THAT STAFFING AND BUILDING CAPACITY ARE TWO MAJOR CONSTRAINTS AND THAT ANY TYPE OF IN PERSON LEARNING IS YOU KNOW IT'S CONTINGENT ON THOSE TWO THINGS.

THAT THERE'S NO GUARANTEE THAT THIS CAN HAPPEN MOVING FORWARD.

WE STILL HAVE TO GET SOME MORE CONCRETE DATA AS WELL.

YOU KNOW NOW THAT WE'VE HAD THE DEEPER DISCUSSION AND CLEARER COMMUNICATION, I DO BELIEVE WE ARE GOING TO HAVE TO ANOTHER DISCUSSION WITH OUR FAMILIES AND WITH OUR STAFF.

YOU KNOW AROUND SOME OF THE OPTIONS THAT WE'VE DISCUSSED TODAY.

CAN YOU MIND IF I ASK FOLLOW UP QUESTION.

I NOTICED THAT WITH THE UPDATED INFORMATION THE SUGGESTION WAS MADE IN JANUARY WE WILL WORK TOWARD GETTING K-5 THEN MIDDLE SCHOOL ON THERE.

MY FOLLOW UP QUESTION IS THAT WITH THE UNDERSTANDING THAT WOULD ONLY BE ONE DAY A WEEK.

THAT'S THE DECISION WE MADE.

UNCLEAR AS TO WHAT WERE THE FACTORS THAT CHANGE AND MADE THAT UPDATED DECISION.

WHERE ARE WE FOR DISCUSSION OF HIGH SCHOOL.

WHAT WE ASK THAT WITH THE HYBRID LEARNING WHAT WE SHOW TO SUPPORT WHAT'S MOST FEEABLE THAT WOULD CAUSE SOME CONCERNS ON OUR END.

IF WE HAVE YOU KNOW 3-4 # SCHOOLS THAT ARE ABLE TO DO TWO-DAY A WEEK POTENTIALLY WITH THE NUMBER THAT WE HAVE TODAY.

TWO DAY WEEK.

WHAT WE TRY TO HIGHLIGHT FOR THE BOARD AS WELL AS FOR THE COMMUNITY THAT IF WE DO ONE DAY PER WEEK WHAT WILL BE FEASIBLE OF OUR SCHOOLS.

>> YOU ASKED FOLLOW UP TO THAT.

TELL ME THAT.

MIDDLE SCHOOLS ADDED PRIORITIZATION LIST.

WE TALK ABOUT MIDDLE SCHOOL LAST WEEK.

WE WERE EX-PERMIT SISTER AROUND A DAY OR TIME.

WE WANTED TO REFINED THE PRESENTATION THIS WEEK WAS PUTTING SPECIFIC DATE FOR MIDDLE SCHOOL.

THAT'S STILL CON TEN AGAIN PONT THE STAFFING COMPONENT AND THE BUILDING CAPACITY.

THAT'S IN ADDITION TO ELEMENTARY SCHOOL ITSELF FOR THEMSELVES.

US MAKING SURE THAT WE HAVE THE OTHER LOCATIONS THAT DOES HAVE IMPACT ON HOW DO WE THEN ACCOMMODATE MIDDLE AND HIGH SCHOOL.

WE HAVEN'T SOLIDIFIED WHAT FREE K THROUGH 8 LOOKS LIKE.

>> MR. SAUREZ.

I'M ASKING TEN AND PRETENDING IT'S ONE.

ONE LAST.

WOULD THERE EVER BE SITUATION WHERE WE JUST SAY IT IS WHAT IT IS.

WE WILL PUT IN K-2.

IS THAT ON THE TABLE.

ARE WE TRYING TO LOOK AT THE WHOLE BIG PICTURE OF THE SCHOOL.

I THINK SOME CHALLENGES WITH THAT.

IT IS WHAT IT IS.

I WANT TO BE ABLE TO SAY THAT.

BRING IN OUR K-2 KIDS.

BUT THE CHALLENGE WITH THAT IS THE SAME CHALLENGE WE HAVE THROUGH K-5 MEANING THE STAFFING CAPACITY CHALLENGE IS THE SAME FOR EVERY GRADE LEVEL.

FOR EXAMPLE OUR KINDERGARTEN STAFFING 100% OF KINDERGARTEN STAFFING ARE

[02:10:05]

NOT ABLE TO COME BACK INTO OUR BUILDINGS.

AND US MEETING THE CDC GUIDELINES WE KNOW THAT ALL THE KINDERGARTEN STUDENTS WILL BE NOT ABLE TO FIT INTO ONE CLASSROOM.

THAT WILL REQUIRE US TO ADD ADDITIONAL CLASSROOMS WHICH WILL ALSO REQUIRE US TO ADD ADDITIONAL TEACHERS.

NOW FOCUSING ON ONE GRADE LEVEL, OF COURSE, WILL NOT COST AS MUCH FOCUSING ON K-5.

BUT WE HAVE THE CHALLENGE OF TRYING TO FILL VACANCIES IN A PANDEMIC.

IT WOULD BE UNREASONABLE FOR FOR ME TO RECOMMEND TO THE BOARD THAT WE WE DO SOMETHING O OF THAT NATURE WHEN WE HAVE HR CHALLENGES ALREADY.

IT WOULD BE PROMISE WE WOULDN'T BE ABLE TO KEEP.

TRYING TO HIGHER TEACHER IS DIFFICULT.

WE'VE HAD IT DONE IN ACPS.

IT'S A SIGNIFICANT CHALLENGE TRYING TO DO THAT.

AFTER SEPTEMBER.

>> MR. SUAREZERS.

>> THANK YOU.

GUILTY AS CHARGED.

>> I SAY WITH MAD RESPECT.

>> TODAY I WAS GOING TO ASK TO HAVE A COLLOQUY OVER A COUPLE PAIR OF SLIDE AS MY CAUTION.

THERE YOU HAVE IT.

BEFORE I GET INTO THAT.

I DID WANT TO SAY I REALLY APPRECIATED THE EFFORT THAT WENT ON ACCOUNT OF THE STAFF TO UPDATE THESE SLIDES AND PROVIDE TODAY'S PRESENTATION.

I THINK WAS MUCH CLEARER THAN THE FIRST PRESENTATION.

I THINK IT'S ALLOWED US TO HAVE MUCH MORE ROBUST AND THOUGHTFUL DISCUSSION AROUND THE CONSTRAINT WE FACE AND THE OPPORTUNITY AN CHALLENGES.

I WANT TO GIVE A SHOUT OUT TO STAFF FOR THEIR HARD WORK.

I WILL CONSTANTLY REITERATE THIS IS NOT EASY.

THERE'S NO PERFECTS SO LUGUES.

PEOPLE WON'T BE HAPPY.

THAT'S JUST REALITY WE'RE IN.

I WANT TO ACKNOWLEDGE THAT UP FRONT.

I HAVE ONE COMMENT ON SOMETHING SAID THAT APPRECIATED THAT KIND OF CAME OUT OF THE DISCUSSION WHICH IS THE I APPRECIATE THERE'S BEEN EFFORT FROM THE TECH TEAM TO REALLY THINK ABOUT WHAT IS FEASIBLE IN A PHYSICAL CLASSROOM WHERE THEY HAVINGION WITH CAMERAS.

>> THEY HAVE ISSUE WITH THAT.

THERE'S CERTAINLY PROBLEMS WITH THAT.

WITH THE RIGHT SUPPORT BE ABLE TO DELIVER QUALITY INSTRUCTION.

I WANT TO MAKE A COMMENT.

ONE THING THROUGHOUT THE PANDEMIC IT WOULD BE GREAT IF WE COULD ASYNCHRONOUS DOWNLOAD AND ALLOW ALL TO ACCESS THOSE.

THOSE CREATE OPPORTUNITIES.

I WANT TO THINK HOW THE PANDEMICING CAN ENHANCE EQUITY.

BY USE OF TECHNOLOGY TYPES OF THINGS.

IN TERMS OF QUESTION AND COLLOQUY.

I WANTED TO SHARE MY SCREEN.

I REALLY APPRECIATED YOU PROVIDED THIS MATRIX OF PRIORITY HIGH PRIORITY LOW PRIORITY.

[02:15:04]

WHAT IS THE VISION FOR LEARNING THIS, THIS PANDEMIC.

WE'RE EQUITY FOR ALL.

WE TRY TO PROMOTE EQUITY AS MUCH AS WE CAN.

WE TRY TO TRIAGE.

I SORT OF HAVE TWO QUESTIONS BASED ON PUTTING THIS SLIDES NEXT TO EACH OTHER.

SOMETHING THAT MISS NOLAND.

ABOUT THE HIGH SCHOOL.

TO ME WITH ALL CANDOR AND THINKING ABOUT THELOGICALLY.

I READ THE MAYTRICS WHEN IT LOOK AT IT NEXT TO RECOMMENDATION AS SAYING HIGH SCHOOL STUDENTS AS A CLASS ARE VERY LOW.

BELOW ALL OF THESE GROUPS.

AND THAT WE'RE NOT GOING TO TEND TO IN-PERSON NEEDS OF HIGH SCHOOL STUDENTS UNTIL MARCH OF 2021.

HOMELESS STUDENTS AND GOING BACK TO QUESTION I ASKED AT THE LAST MEETING.

THE SPECIAL EDUCATION STUDENT.

I THOUGHT DR. WARNER GAVE A GOOD ANSWER.

MAYBE THERE'S AN ARGUMENT SOME DON'T NEED TO GO BACK.

I AM CONCERNED THAT THERE'S SOME SPECIAL EDUCATION STUDENTS THAT AREN'T GOING TO BE IN BUILDING FOR FIVE MONTHS WHO ARE 9-12 WHO MAY NEED THE SERVICE.

MY FIRST QUESTION IS THERE ANY WAY WE CAN THINK ABOUT THE MOST VULNERABLE 9-12 STUDENTS AND BRING THEM BACK SOONER.

THESE GROUPS ARE DEFINED HERE.

I DON'T SEE WHY WE CAN WAIT FOUR OR FIVE MONTHS.

>> MR. SAUREZ.

>> TO ANSWER THE FIRST QUESTION THAT YOU HAVE.

YOU KNOW, I THINK THAT WE HAVE TO KEEP IN MIND IT'S A CHALLENGE FOR US TO EVEN ADDRESS YOU KNOW THE NEED OF PRE-K THROUGH 8.

TRYING TO DO A HYBRID.

RIGHT.

LET ALONE YOU TRY TO ADD 9-12.

JUST FROM PRE-K THROUGH 8 THE MOST FEASIBLE OPTION TO DO ONE DAY PER WEEK.

WHICH WE ALL DISCUSSED RIGHT NOW DOESN'T SEEM LIKE SIT THE BEST PRACTICE AND IT WOULD CAUSE MORE COMPLICATIONS AND POTENTIALLY MORE DISRUPTION TO STUDENTS AND STAFF.

IT'S DIFFICULT FOR US TO NOW ADD A LAYER INTO HOW WE DO FOR 9-12.

THIS IS WHAT THE GLOBAL PANDEMIC BRINGS FOR US.

WE CAN'T SOLVE EVERY ISSUE AND CHALLENGE.

THAT WHAT MAKES IT THE MOST COMPLICATED SITUATION.

IT CAUSES ANGER.

I KNOW FOR TOP COMMUNITY AND STAFF AND ALSO FOR ME.

HOW CAN WE NOT DO SOMETHING FOR EVERY SINGLE PERSON.

IT'S NOT FEASIBLE.

SO MANY CONSTRAINTS WHEN WE THINK ABOUT THE CDC GUIDELINES.

I'M NOT SAYING I DON'T WANT TO FOLLOW THE GUIDELINES.

THAT'S ONE LAYER THAT JUST ADDS EVEN MORE BARRIER FOR US.

WE CAN BARELY GET MORE ONE DAY A WEEK IF WE'RE TRYING TO TACKLE PRE-K THROUGH 8.

WHICH WE DON'T BELIEVE IS THE RIGHT THING TO DO.

IT'S ALMOST IMPOSSIBLE TO TRY TO ADD 9-12 GRADE TO THAT.

>> I GET THAT.

I GUESS I WOULD REITERATE.

THE REASON I ASK THE QUESTION.

NOT BECAUSE THERE'S CONSTRAINTS IN MAKING A PLAN FOR EACH GROUP.

BECAUSE AS THIS IS LAID OUT HERE.

WE'RE SAYING TO THE PUBLIC WE'RE GOING TO WAIT FIVE MONTHS BEFORE WE START HIGH SCHOOL.

9-12.

I GUESS THE LOGIC I DON'T UNDERSTAND WHY THOSE CONSTRAINTS REQUIRE THAT

[02:20:03]

LONG OF A TIME.

DOES THAT MAKE SENSE?

>> I HEAR EXACTLY WHAT YOU ARE SAYING WITH REGARDS TO IF WE SAY OUR STUDENT WITH SPECIAL NEEDS THAT I WILL MOST VULNERABLE AND WE HAVE GONE PRE-K-8.

WHY WE WAIT UNTIL AFTER FEBRUARY TO BEGIN TO ADDRESS THAT.

AND I THINK THAT THIS IS SOMETHING THAT MISS WARNER MENTIONED LAST WEEK.

THESE ARE SOME CONVERSATIONS WE'VE HAD.

WE STILL HAVE TO LOOK AT STAFFING BARRIERS.

EVEN THOUGH WE IDENTIFIED THEM AS OF RIGHT NOW WITH THE PRIORITIZATION CHART OR MATRIX WE USE NOW.

WE STILL HAVE THE CHALLENGE OF THE STAFFING CONSTRAINTS.

YOU KNOW EVEN THOUGH WE WANT TO DO THAT.

AND I THINK THAT WE ARE TRYING TO DO IS TO BE TRANSPARENT AND UP FRONT ABOUT THAT.

SO THAT WE'RE NOT SAYING OH, YEAH.

WE WANT TO DO PRE-K THROUGH 12 BUT WE STILL HAVE NOT GOTTEN ALL OF THE COMMITMENT TO DO PRE-K THROUGH 8.

WE'RE -- I THINK THAT YOU KNOW.

I THINK I COULD PROBABLY BETTER ANSWER THE QUESTION ABOUT THE CITYWIDE PROGRAM.

IN PARTICULAR ONCE YOU KNOW WE GET SOME MORE COMMITMENT IN REGARDS TO THE STAFFING COMPONENT.

AS OF RIGHT NOW IT JUST SEEMS THAT BASED ON OUR DATA IT'S NOT FEASIBLE TO DO IT SOONER.

SOONER THAN THAT.

I THINK WHAT WE TRIED TO MAKE CLEAR THIS GO AROUND.

WITH THE BUILDING CONSTRAINTS AS WELL AS THE STAFFING CONSTRAINTS, THAT THE ONLY FEASIBLE IN PERSON HYBRID APPROACH WOULD BE ONE DAY PER WEEK.

I THINK WE TRY TO MAKE CLEAR THAT ONE DAY PER WEEK IS NOT ONLY NOT SUFFICIENT IT ALSO ADDS ADDITIONAL DISRUPTION AND MORE WE BELIEVE DISCONNECTS THAT COULD OCCUR.

>> I THINK THE PUBLIC NEEDS TO APPRECIATE THAT.

THERE'S CHILDREN THAT WILL NOT BE AFFORDED THE OPPORTUNITY.

YOU SEE RESTRICTIONINGS MAY CHANGE.

THINGS MAY EVOLVE.

THERE'S GOING TO BE CHOICES THAT ARE GOING HAVE TO BE MADE THAT WILL BE DIFFICULT.

I'M JUST TRYING TO PUSH US TO MAKE WHAT I OPEN WOULD BE THE BEST CHOICES FOR ALL KIDS.

LET ME TRANSITION TO MY QUESTION.

>> ONE MORE THING THAT'S VERY IMPORTANT FOR TO US HAVE ON THE RECORD.

AND ALSO FOR THE COMMUNITY IS THAT IT'S NOT THAT WE'RE IN THE SITUATION RIGHT NOW WHERE ALL OF OUR STUDENTS ARE DOING NOTHING.

AND I THINK.

WE HAVE TO MAKE THAT CLEAR.

OUR STAFF, THEY WOULD SEND ME ALL KIND OF NASTY E-MAILS AFTER THIS MESSAGE IF I DIDN'T PUT IT OUT THERE.

THEY ARE WORKING VIRTUALLY.

IT MAY NOT BE THE BEST LEARNING ENVIRONMENT.

BUT EVEN WITH OUR STUDENT WITH SPECIAL NEEDS, OUR SPECIAL EDUCATION TEACHERS OUR SPECIAL EDUCATION PARAPROFESSIONALS.

OUR SCHOOL PSYCHOLOGIST AND COUNSELLORS.

THEY ARE STILL WORKING IN THIS VIRTUAL WORLD WHICH IS VERY DIFFERENT IF WHAT THEY DO IN PERSON.

BUT I JUST WANTED TO MAKE IT CLEAR THAT IT'S NOT THAT YOU KNOW NOTHING IS HAPPENING FOR KIDS AND THEY ARE JUST SITTING AROUND HAPPENING.

WHICH UNFORTUNATELY THAT IS THE CASE FOR SYMPTOM STUDENTS ACROSS THE COUNTRY.

BUT THAT'S NOT OUR SITUATION IN ALEXANDRIA.

I WANTED TO MAKE THAT CLEAR SO PEOPLE DON'T MAKE THE ASSUMPTION THAT WE'RE NOT DOING ANYTHING FOR KIDS.

WHO HAVE SPECIAL NEEDS OR THERE'S SOME KID THAT GET NOTHING AT HOME.

IT MAY NOT BE THE SAME ENVIRONMENT THEY HAD PRIOR TO MARCH 13TH AND WE'RE NOT ABLE TO REPLICATE HOW THINGS ARE PRAYER TO MARCH 13TH.

WE HAVE A NEW WAY OF PROVIDING LEARNING FOR OUR STUDENT IN THIS VIRTUAL-PLUS WORLD.

>> I A AGREE 100%.

[02:25:01]

WE WERE AHEAD OF THE CURVE.

GETTING PEOPLE INTO THE VIRTUAL LEARNING.

AND WE'VE IMPROVED THE VIRTUAL LEARN THING YEAR AND A LOT OF PARENTS AND FAMILIES HAVE COMMENDED THAT.

THERE'S STUDENT WHO ARE THRIVING BETTER.

PARTICULARLY THE HIGH SCHOOL LEVEL.

YOU KNOW IN THIS TYPE OF LEARNING RELATIVE THAN THEY WOULD HAVE BEFORE.

WE HAVE TOING A KNOWLEDGE THAT.

I APPRECIATE YOU MAKING THAT POINT.

MY SECOND QUESTION AND I WILL TRANSITION TO THE SECOND SLIDE TO MAKE MY QUESTION SYNTHESIZE MY QUESTION TO ONE QUESTION.

I WILL FRAME IT AROUND K-2 PIECE.

TWO SLIDE WITH OTHER CONSTRAINTS THAT I WANT TO TALK ABOUT.

FOR THE K-2, I SHARE THE CONCERN OF OTHER BOARD MEMBERS THAT YOU KNOW WHY CAN'T WE BRING THEM BACK I WANT TO ACKNOWLEDGE AND VALIDATE THE FACT THAT KIDS BENEFIT FROM ROUTINE AND CONSISTENCY.

THAT'S SUPER IMPORTANT.

I WANT TO ACKNOWLEDGE THAT.

I ALSO WOULD AGREE WITH THE POINT THAT GOING BACK ONE DAY A WEEK IS PROBABLY DISRUPTIVE.

IF YOU LOOK NATIONALLY AND DO COMPARISON IT'S CLEAR THAT A LOT OF ARE DOING 2-AND-2.

YOU CAN HAVE ROUTINE AND CONSISTENCY WITH 2-AND-2.

I APPRECIATED THE CLARIFICATION DR. HUTCHINGS WHEN YOU WERE SPEAKING WITH MISS NOLAND ABOUT THE FACT THAT THESE CONSTRAINTS ARE ACROSS GRADE LEVEL.

WE CAN'T JUST DO K-2 BECAUSE THEIR CONSTRAINTS ARE K-2, 3-5.

THEY ARE CONSISTENT.

WHAT I WANT TO ASK.

IT'S GOING BACK TO VISION.

IF WE ARE CLEAR ABOUT WHO WE VIEW THE MOST VULNERABLE LEARNERS ARE.

AND WE SET FORTH CRITERIA THAT ALLOW US TO SAY YOU KNOW, THE MOST VULNERABLE LEARNERS YOU KNOW ARE COMING BACK.

IN K-2.

NOTWITHSTANDING THE COMPLAINS HEAR ON THE RIGHT.

PARTICULARLY WITH STAFFING.

WOULD WE BE ABLE TO LOOK AT STAFFING AND SAY FOR THIS SCHOOL, WE HAVE ONE TEACHER EACH GRADE AMENABLE TO COMING BACK.

AND THAT GIVES US THIS MANY STUDENTS AND WE KNOW THAT THESE -- THIS GROUP OF STUDENTS IS PARTICULARLY VULNERABLE BY NOT READING BY GRADE THERE.

LET'S GET THEM MOVING BACK INTO THE CLASSROOM SOONER YOU KNOW TO FACILITY THEIR READING.

I WANT TO SAY, AGAIN, I VALIDATE ALL MY COLLEAGUE'S STATEMENTS ABOUT WHAT'S THE VISION FOR LEARNING.

IS THE IN-PERSONNEL BETTER.

I KNOW THERE'S THOSE ARGUMENTS.

I WANT TO UNDERSTAND BECAUSE I WILL SAY CANDIDLY.

I HAVE FELT A LITTLE BIT AND I COULD BE PERSUADED THAT THE ONE DAY A WEEK YOU KNOW CONSTRAINT AS PRESENTED FEEL LIKE A STRAW MAN.

FEELS LIKE WE CAN GET AROUND THAT IF WE YOU KNOW PRIORITIZE AND FIGURE OUT HOW TO GET TO TWO DAYS A WEEK.

>> LET ME TAKE THE FIRST STAB AT YOUR QUESTION.

I WILL ASK COLLEAGUES ON THE TEAM.

FIRST AND FOREMOST I WANT TO SAY THAT IF IT WAS FEASIBLE AND POSSIBLE IT WOULD BE IN OUR PRESENTATION.

WE WOULD HAVE INFORMED THE BOARD THAT WE CAN DO THIS.

WE WANT IT AS BADDAS EVERYTHING.

IF WE COULD DO IT IT WOULD BE ON THE LIST.

WE KNOW IT'S NOT FEASIBLE.

THE BIGGEST CONSTRAINT IS THE STAFFING.

AS WELL AS THE BUILDING CAPACITY.

BUT I THINK WE OVERCOME THE BUILDING CAPACITY.

CON CON STRAINT.

THE STAFFING IS BIG HURDLE.

I THINK IT WOULD NOT BE IN OUR BEST INTEREST TO STATE THAT WE CAN DO THAT WHEN WE ALREADY KNOW WE DON'T HAVE THE HUMAN CAPITOL TO MAKE IT POSSIBLE.

WE KNOW FOR SURE THAT WE HAVE STAFF MEMBERS WHO HAVE HEALTH CONDITIONS.

WE HAVE STAFF MEMBERS THEY ARE IN AGE BRACKET THAT SHOULDN'T BE OUT IN PUBLIC.

CONSISTENTLY EACH DAY.

WE HAVE STAFF MEMBERS WHO HAVE FAMILY MEMBERS IN THEIR HOMES WHO HAVE YOU KNOW IMMUNE SYSTEMS THAT ARE COMPROMISED.

[02:30:05]

WE KNOW THERE'S A PORTION THAT ARE UNABLE TO BE IN THE BUILDING.

THAT APPLIES TO EVERY SINGLE GRADE LEVEL.

INCLUDING PRE-K.

THAT'S A MAJOR FACT THAT WE CAN'T RESOLVE UNTIL A VACCINE COMES.

FOR THAT GROUP.

WE CAN RESOLVE THOSE MATTERS.

WE CAN'T RESOLVE PEOPLE WHO HAVE LEGITIMATE HEALTH ISSUES AND CAN'T RETURN.

AND THAT IS A POPULATION THAT OFF SETS EVERYTHING THAT WE WANT TO DO.

THAT'S WHAT THE HUGE BARRIER IS.

IT JUST MAKES IT NOT POSSIBLE.

EVEN IF WE TRIED TO FOCUS ON K-2.

K-2 LITERACY.

WE'RE JUST AS GUNG-HO AS YOU ARE.

I CAN PROMISE YOU THAT.

THAT'S WHY WE'RE WORKING ON HOW CAN WE STILL PROVIDE THE K-2 LITERACY SUPPORTS VIRTUALLY.

WE CANNOT.

WE CAN'T REPLICATE IN-PERSON INSTRUCTION.

WE CAN FIND BEST PRACTICES FOR VIRTUAL LEARNING THAT ONCE OUR TEACHERS BEGIN TO MASTER WHAT THEY ARE DOING PHENOMENAL JOB OVER THE PAST FEW WEEKS.

AS THEY BEGIN TO MASTER AND GET BETTER, I BELIEVE WE CAN START TO REAP THE BENEFITS.

I DON'T KNOW IF YOU WANT TO ADD ANYTHING TO THIS CONVERSATION OR ANY OF OTHER CHIEFS IF THEY WANT TO CHIME IN.

>> GOOD EVENING, EVERYONE.

THANK YOU MR. SAUREZ FOR ASKING THE QUESTION.

I WANT -- I HAVE THREE POINT.

IF WE GO BACK.

I WAS REFLECTING ON SURVEY DATA.

THE MAJOR CHALLENGE FOR THE HIGH SCHOOL IT WOULD BE EXTREMELY COMPLICATED FOR THE HIGH SCHOOL TO CHANGE THEIR SCHEDULE.

THAT WOULD ALSO RESULT IN THE TREMENDOUS AMOUNT OF COMMUNICATION AND THE OTHER CHALLENGE WITH THAT ONE DAY A WEEK THE HIGH SCHOOL.

WE WOULD SLOW THE CURRICULUM.

IT WOULD INCREASE LEARNING GAPS AT THE HIGH SCHOOL.

MY MAIN POINT IS IF I GO BACK TO THE SURVEY, AND GO BACK TO WHAT WE HAVE LEARNED AND WHAT WE ARE HEARING AT THIS POINT, WE CAN CONTINUE TO PERFECT.

VIRTUAL, PARTICULARLY FOR 9-12.

THAT'S NOT WHERE OUR GREATEST NEEDS ARE OCCURRING FOR A MAJORITY OF THE STUDENT.

I THINK THE OTHER CHALLENGE WOULD BE THE LOGISTIC AT HIGH SCHOOL LEVEL.

THE LOGISTIC OF NEW DESIGN AND NEW SCHEDULE AT THIS TIME OF YEAR.

PARTICULARLY WHEN THAT COURSE -- THAT HIGH SCHOOL HAS OVER 300 COURSES.

JUST TRYING TO FIGURE OUT.

I DON'T THINK LOGISTICALLY THAT'S FEASIBLE OR POSSIBLE.

THAT'S A STAPLE THAT WAS MADE TODAY BY SOMEONE AS WE WERE LOOKING AT POSSIBLE WHAT THIS COULD MEAN AND SOME OF THE IMPLICATIONS.

THE OTHER PART, AGAIN IS JUST THAT WE DON'T WANT TO INTRODUCE A NEW MODEL THAT WOULD CONTINUE TO ACCELERATE GAPS IN LEARNING.

>> I JUST WANT TO BRING UP SOMETHING REALLY QUICKLY.

CAN WE GO SLIDE NINE.

THIS CAN HELP EXPLAIN THE POINT I WAS MAKING IN REGARD TO CHALLENGES THAT WE ARE FACED WITH.

I WANT TO USE SLIDE NINE BECAUSE THIS WAS THE EXAMPLE OF FIRST GRADE CLASS.

THE FIRST GRADE CLASSROOM.

THIS FIRST GRADER LEARNING TO READ.

AND IT CONSIST OF 24 KIDS.

US TRYING TO DO THE TWO-DAYS PER WEEK IN THIS PARTICULAR MODEL.

[02:35:01]

IN WILL NOT CHANGE JUST BECAUSE WE'RE -- LET'S SAY WE WANTED TO DO K-2.

THIS MODEL WILL LOOK EXACTLY THE SAME.

NOTHING WILL CHANGE ABOUT THIS STRUCTURE.

IF WE TRY TO TWO DAYS A WEEK.

AFFORDS US TO MEET THE NEED OF TEN STUDENTS IN PERSON.

WE STILL HAVE 14 MORE STUDENTS THAT ARE GOING TO NEED VIRTUAL OR IN-PERSON INSTRUCTION.

IT WILL REQUIRE ADDITIONAL TEACHER TO MAKE THAT WORK.

THAT'S FOR THAT ONE CLASSROOM.

LET'S SAY WE TAKE KINDERGARTEN CLASSROOMS. ACROSS THE ENTIRE SCHOOL DIVISION.

WE'RE TALKING 40 TO 60 KINDERGARTEN CLASSES ACROSS THE SCHOOL DIVISION.

THAT'S 40 TO 60.

BECAUSE ALMOST ALL OF OUR KINDERGARTEN CLASSES.

NOT ALL, BUT ALMOST ALL ARE IN THE SAME SITUATION WE'RE AT CAPACITY IN CLASSROOMS. THAT WILL REQUIRE ADDITIONAL TEACHERS WHICH ADDS UP VERY QUICKLY.

YOU KNOW, WE HAVE A CHALLENGE RIGHT NOW TRYING TO HIGHER TEACHER.

WE HAD CHALLENGES TRYING TO HIGHER TEACHER OVER THE SUMMER IN THE SPRING OF LAST YEAR.

THANK YOU HR AND PRINCIPALS AND THEIR LEADERSHIP TEAM FOR CONDUCTING INTERVIEWS.

BUT IT IS A HUGE CHALLENGE HUMAN CAPITAL CHALLENGE IN OCTOBER TO TRY TO FILL THOSE POSITIONS TO ACCOMMODATE YOU KNOW THIS STRATEGY.

I WANTED TO HIT HOME ON THIS ONE.

BECAUSE THIS GIVES A VISUAL OF WHAT A KINDERGARTEN, WHAT A FIRST GRADE CLASSROOM LOOKS LIKE RIGHT NOW IF WE WOULD OPEN THE DOORS THIS SECOND.

THIS HELPS EXPLAIN WHY WE WANTED TO BE ABLE TO DO SOMETHING AND WHY IT'S NOT FEASIBLE IN THE CURRENT SITUATION WE'RE IN.

THANK YOU FOR SHARING THAT.

THIS GOES TO WHAT I WANTED TO HONE IN ON IN RESPONSE TO YOUR COMMENTS, WHICH THIS IS WHY THE TRANSPARENCY IS SO IMPORTANT.

LIKE YOU KNOW, AND, AGAIN, THE COMMUNITY UNDERSTAND THAT WE ARE OPERATING WITHIN CONSTRAINTS.

JUST TO PUSH YOU ON THIS EXAMPLE.

I GUESS MY POINT WHERE I TRY TO JUST THIS PARTIAL CONVERSATION WITH YOU AND THE COMMUNITY.

IN THIS SCENARIO HERE IF WE WERE CLEAR WITH THE COMMUNITY WE HAVE A SORT OF UNDERSTAND OF WHO THE MOST VULNERABLE STUDENTS ARE K-2.

AT THE MOST RISK FOR NOT BEING ABLE TO READ BY THE GRADE OF 3.

WE PLAY OUT LIKE THESE ARE OUR CRITERIA.

WE'RE GOING TO HAVE TEN STUDENTS COME BACK PHYSICAL.

AND THIS MEANS THAT ONE TEACHER WILL BE IN THE CLASSROOM.

THAT MEANS FOR THE STUDENT WHO ARE NOT IN THE CLASSROOM ASSUMING WE CAN'T AFFORD ANOTHER TEACHER.

THE OTHER STUDENT MAY HAVE TO LEARN ASYNCHRONOUSLY.

THAT'S PART OF THE CONVERSATION.

SO MAYBE THOSE ARE CONVERSATIONS YOU'VE HAD ON THE GROUND.

I CAN SEE ONE SCENARIO WHERE YOU DO OR ANOTHER SCENARIO WHERE YOU HIRE ANOTHER TEACHER TO DELIVER PARALLEL INSTRUCTION.

BECAUSE ONE TEACHER IN THE CLASSROOM WITH TEN STUDENTS WHO HAVE HIGHEST VULNERABILITY AND RISK.

WITH YOUR FIRST EXAMPLE.

THAT WOULD BE A CHALLENGE.

THEY WILL LESS SOCIAL INTERACTION.

TEACHER WHICH I THIS I DON'T THINK I WILL GO OVER THE COMMUNITY OR STAFF.

I'M NOT ENDORSING THAT.

THE POINT I'M MAKING THIS IS KIND OF CONVERSATION WE HAVE TO HAVE WITH THE COMMUNITY IN THE TRANSPARENCY NEED TO HAVE ALONG WHAT THE CONSTRAINTS ARE.

>> I AGREE.

I THINK WITH THE SECOND POINT IN REGARDS TO HIRING THE ADDITIONAL TEACHER WE HAVE TO KEEP IN MIND THAT ISSUE AND THAT PROBLEM OF THE HIRING THAT ONE OR TWO

[02:40:01]

ADDITIONAL TEACHERS HAPPENS FOR EVERY CLASSROOM THAT'S IN THE SITUATION.

WHICH BECOME A SIGNIFICANT NUMBER OF TEACHERS AND OUR BUDGET RIGHT NOW.

THEY ARE ABOUT 100,000 INCLUDED BENEFITS AND SALARY EACH.

THAT DEPENDS ON WHAT KIND OF TEACHER.

WE TALK A SIGNIFICANT AMOUNT OF MONEY.

NOT ONLY THAT WE HAVE THE HUMAN CAPITAL CHALLENGE OF HIRING PEOPLE WELL INTO SCHOOL YEAR.

EVERYBODY WILL HAVE THAT.

IT'S NOT JUST ALEXANDRIA.

BUT ANY TRYING TO HIRE PEOPLE AFTER THE START OF THE SCHOOL YEAR IS HUGE.

ESPECIALLY WHEN YOU ADD THE GLOBAL PANDEMIC TO IT.

MAKES IT EVEN MORE CHALLENGING THAN IT WAS WHEN EVERYTHING WAS BECOME TO OUR O OLD NORMAL.

>> ARE YOU FINISHED?

>> YEAH.

ONE LAST TEN-SECOND COMMENT.

IS THAT I HEAR WHAT YOU ARE SAYING REGARDING THE HIGH SCHOOL.

YOU KNOW, SOME OF THE FEASIBILITY THERE.

I GUESS I WOULD GO BACK TO YOU KNOW WHY ARE WE BEING CATEGORICAL FOR THAT WHOLE GROUP WHEN FOR EXAMPLE FOR SPECIAL EDUCATION TEACHER I CAN HAVE SINGLE TEACHER MEETING WITH THAT STUDENT WHO IS EXTREMELY HIGH NEED.

BUT IN THE PLAN PROPOSED WE WILL WAIT FIVE MONTHS FOR TEACHER.

THAT'S ONE OF MY CONCERN.

I'M SAYING WE NEED TO THINK THE NEED ABOUT THE MOST VULNERABLE STUDENTS.

>> I HAVE NOT SPOKEN YET.

AND MANY PEOPLE HAVE ASKED QUESTIONS AND I HAD.

WHAT I'M FEELING I THINK WE NEED THE DO MORE WORK ON SOME OF THIS.

WE NEED TO MAYBE GO THINK CONTINUE TO THINK CREATIVELY.

BUT WE DON'T HAVE A WAY FORWARD ON SOME OF WHAT IS IN THE POSSIBLE MOTION THAT WAS WE WERE THINKING WE WOULD HAVE TODAY.

BECAUSE OF THE ONE DAY PER WEEK.

AND SO I DON'T THINK WE CAN MOVE AHEAD WITH THAT.

I DO GOT WANT TO -- I WANT TO MAKE SURE THAT WE ARE DOING CITYWIDE STUFF AT THE BEGINNING OF THE TIME LINE.

I WANT TO MAKE SURE WE'RE DOING THAT THE BEST POSSIBLE -- WE WILL REALLY GO BACK AND WORK WITH THE PEOPLE WHO ARE IN THAT CATEGORY SO THAT WE KNOW.

I GUESS ONE OF MY QUESTIONS ARE.

WILL WE GO BACK TO THAT GROUP WITH THE MORE I KNOW MISS WARNER ON THE ZOOM.

WE WILL REACH OUT CITY WIDE FAMILIES WITH THIS INFORMATION.

AS WELL.

SO WE CAN GET NEW NUMBERS.

WHEN WE INITIALLY DID SURVEY.

COUPLE OF WEEKS AGO.

WHEN WE POOLED OUR STAFF.

THAT WAS SEVERAL WEEKS AGO.

WE NEED TO GET SOME UPDATED NUMBERS.

IN REGARDS TO COMMITMENT.

I DO THINK THAT -- MISS WARNER.

I DON'T KNOW THE DATE.

>> THANK YOU.

CHAIR ANDERSON WE HAVE POLLED ALL OF THE PARENTS OF THE CITYWIDE STUDENTS IN OUR K-2.

WE HAVE EXACT NUMBER OF ALL BUT THREE OF THE FAMILY.

WE HAVE A VERY GOOD IDEA OF THE NUMBERS THAT WE ARE INTERESTED IN AT THIS POINT OF STUDENTS WHO WISH TO RETURN.

AND STUDENTS WHO WISH TO REMAIN VIRTUAL.

WE DO HAVE A MEETING SCHEDULED TOMORROW AFTERNOON AT 2:30 WITH ALL OF THE CITYWIDE TEACHERS.

PRE-K TO 5 DISCUSSING.

AND POLLING FORM READY.

TO GET AN UPDATED RESPONSE.

GREAT.

[02:45:01]

THANK YOU.

AND I JUST SOMEBODY ELSE MENTIONED IT.

I THINK OF OUR CONSTRAINTS THAT THE.

OUR SPACE ONE.

COMMUNITY MEMBERS MAY BE QUESTIONING WHY WE WERE TALKING ABOUT THE MIDDLE SCHOOL FOR ELEMENTARY.

THIS WEEK.

LAST WEEKEND AND NOW THIS WEEK WE'RE NOT TALKING ABOUT IT ALL.

I'M WONDERING WHAT HAPPENED.

>> LAST WEEK AS I MENTIONED.

I WANTED TO MAKE SURE THAT WE WERE NOT HONING IN ON A LOCATION.

BECAUSE I FAMILY LIKE WAS TAKING AWAY FROM THE FACT WE NEED ADDITIONAL SPACES.

ELEMENTARY SCHOOL ALONE SOLELY NOT GOING TO ACCOMMODATE ALL OF OUR STUDENTS WHO WANT TO OPT INTO AN IN-PERSON LEARNING ENVIRONMENT.

LAST WEEK WHEN WE BROUGHT THAT TO BOARD.

PEOPLE CAN GO BACK AND REFERENCE THE DOCUMENT.

WE ASKED TO BOARD TO BE ABLE TO DESIGN AND EXPLORE THAT AS AN OPTION.

WE DIDN'T SAY THIS WHAT WE WANT TED DO.

WE JUST WANTED TO MAKE SURE AS WE INTERNALLY LACK AT THE POTENTIAL LOCATIONS TO ACCOMMODATE SPACING.

WE HAVE TO LOOK AT YOU KNOW OTHER PLACES AS WE EXPAND THE SPACE OR THE BUILDING CAPACITY CONCERN.

BUT IN ADDITION TO THE BUILDING CAPACITY CONCERN.

THAT'S ONE THING I BELIEVE WE COULD TACKLE HONESTLY.

I THINK THE BUILDING CAPACITY WE COULD TACK THALL.

WE STILL HAVE STAFFING COMPONENT IN THE MORE CLASSES YOU HAVE.

YOU HAVE TO HAVE A TEACHER IN THOSE CLASSROOMS TO BE ABLE TO TEACH THE STUDENTS.

EVERY CLASSROOM EQUATES TO ANOTHER TEACHER.

WE HAVE TO KEEP THAT IN MIND.

I WANT OUR COMMUNITY WE WILL DO WHAT WE NEED THE D IF WE NEEDED TO HAVE FINANCES TO ACCOMMODATE OUR STUDENTS LEARNING.

WE CAN'T MAKE PEOPLE APPLY TO BUNCH OF VACANCIES IN THE MIDDLE OF THE YEAR.

WE CAN'T MAKE A POOL OF HIGHLY QUALIFIED TEACHER TO BE ABLE TO TEACH IN ALEXANDRIA PUBLIC SCHOOLS IN THE MIDDLE OF THE SCHOOL YEAR AND IN THE MIDDLE OF A GLOBAL PANDEMIC.

THE HUMAN CAPITAL CONCERNS ARE EVEN BROADER THAN THE FINANCIAL CONCERNS.

AND THE BUILDING CAPACITY.

I'M GETTING LONG-WINDED.

WE DID NOT MENTION THE MIDDLE SCHOOLS THIS WEEK BECAUSE WE REALLY WANT TO FOCUS ON THE FACT THAT THE ELEMENTARY SCHOOLS ARE NOT THE BUILDING CAPACITY OF ELEMENTARY ARE NOT ENOUGH TO ACCOMMODATE THE ELEMENT ARE I STUDENT WHO WOULD LIKE TO RETURN AND WE HAVE TO HAVE YOU KNOW JUST SOME CONTINGENCY PLANS ON HOW WILL WE ACCOMMODATE THOSE ADDITIONAL STUDENTS AND WHERE WILL THEY BE LOCATED WHEN THEY CANNOT FIT INTO OUR ELEMENTARY SCHOOLS.

>> I GUESS MY THINKINGS THAT THE CLASSROOM AND OF COURSE I WASN'T POPULAR.

IT WAS NOT A POPULAR IDEA NECESSARILY.

I AM GOING BACK TO THE LIMITATION ON OUR PER-CLASSROOM BASIS.

THAT IF WE HAVE LARGER ROOM IT DOES MAKE IT BETTER FOR THE STAFFING ISSUE TOO.

BECAUSE YOU CAN HAVE MORE PEOPLE IN THE ROOM.

THAT'S KIND OF WHERE I'M GOING WITH THAT.

IS THAT WE >> WE WILL NOT SOLVE THAT TO FIGHT.

THAT'S SOMETHING TO THINK ABOUT BEING CREATIVE ABILITY SPACE THAT MAY BE COULD ALLOW US TO HAVE MORE MORE PEOPLE IN SAME CLASSROOM.

I WISH WE HAD ROOM DIVIDER.

SOME OF THOSE WERE DANGEROUS.

WE COULD OPEN AND MAKE A DOUBLE CLASSROOM AND MAYBE HAVE MORE PEOPLE IN THAT AND WE WOULD STILL HAVE SPACE PROBLEM.

I DON'T THINK THE SPACE IS AS BIG AS STAFFING.

I'VE BEEN LOOKING FOR BIGGER SPACE.

IT'S NOT SOMETHING WE WILL SOLVE TONIGHT.

I HAVE DR. RIEF AND GENTRY.

[02:50:03]

WE CAN THEN MAYBE THINK ABOUT WHAT WE CAN VOTE ON TONIGHT.

VERSES WHAT WE LEAVE OUR INFORMATION.

DR. RIEF.

>> THIS CONVERSATION HAS TAKE I'M HAVING HARD TIME ARTICULATING MYSELF HERE.

FIRST OF ALL, I THINK IT'S OBVIOUS THIS A COMPLEX SITUATION.

AND THIS PLANNING PROCESS IS VERY DYNAMIC.

YOU KNOW THERE'S NEW INFORMATION BECOMING AVAILABLE AND THERE'S PEOPLE ARE HAVING LIGHTBULBS GO OFF IN THEIR HEAD AT DIFFERENT TIMES.

WE'RE ALL KIND OF UNDERSTANDING I THINK ALL OF THE CONSTRAINTS IN PHASES IF YOU WILL.

I GUESS ONE QUESTION I HAVE THE ABOUT THE ONE DAY A WEEK.

THAT DID SURPRISE ME A LITTLE BIT.

I WILL BE HONEST.

ONE DAY A WEEK THE ONLY THING THAT'S FEASIBLE FOR IN-PERSON LEARNING SURPRISE.

AND I'M CONTAINED OF CONCERNED WELL I'M WONDERING A COUPLE OF THINGS.

ONE IS, WHY IN THE RECOMMENDATION DO THE SCHOOL BOARD FOR JANUARY AND FEBRUARY YOU HAVE THIS RECOMMENDATION TO EXPAND TO INCLUDE ALL STUDENTS YOU KNOW PRE-K TO 8 WHEN YOU ARTICULATED YOU DON'T THINK IT'S REALLY AN EDUCATIONAL BEST PRACTICE.

AT ALL.

I'M A LITTLE BIT CONFUSED WHY IT'S HONESTLY LISTED HEAR AS RECOMMENDATION.

BUT THEN BEYOND THAT LOOKING AT THE PHASE 3 ENTRY THE BIG PLAN THAT JUST WENT ON LINE YESTERDAY.

IS JUST TRYING TO UNDERSTAND WHY THAT DOESN'T I DOESN'T COMMUNICATE ANYTHING ABOUT THE INSTRUCK SHNAL.

IT DOESN'T SAY ONE DAY A WEEK.

I THINK THAT I THINK MAY BE SOMETHING CHRIS WAS GETTING AT.

MR. SAUREZ.

THIS IS CHALLENGING SITUATION TO COMMUNICATE.

IF WE DON'T COMMUNICATE IT EFFECTIVE I WILL FOR PEOPLE TO UNDERSTAND THEY WILL THINK WE'RE NOT BEING HONEST WITH THEM.

BASICALLY.

THEY WILL THINK THAT YOU CAN DO IT.

YOU DON'T WANT TO DO IT.

I GUESS I'M WONDERING HIKE NUMBER ONE WHY DO WE HAVE AS RECOMMENDATION ON HERE IF IT'S SOUND LIKE YOU DON'T THINK IT'S A GOOD IDEA.

AND, WHAT IS OUR STRATEGY FOR COMMUNICATING BECAUSE I THINK THAT YOU KNOW AGAIN THE PHASED REENTRY PLAN THAT'S ON, ON THE WEB SITE NOW IS INADEQUATE AS IT IS PRESENTED.

HOW ARE WE GOING TO DO -- FULLY COMMUNICATE EVERYTHING TO THE FULL COMMUNITY.

>> THANK YOU DR. RIEF.

CAN WE GO TO SLIDE 8.

THAT WILL HELP ME WITH THE COMMENTS I WILL MAKE.

S I'M -- I'M SHOWING SLIDE 8.

IT'S GREEN.

IT'S FEESABLE TO DO ONE DAY PER WEEK FOR EVERY SINGLE SCHOOL.

IN ALEXANDRIA PUBLIC SCHOOLS.

NO WE DON'T.

YES, WE DO NOT BELIEVE THAT IT IS THE BEST OPTION IN THE WORLD.

HOWEVER, IT IS FEASIBLE.

IF THE BOARD WANTED TO PROVIDE SOME FORM OF IN-PERSON, THE ONLY WAY TO DO THAT WOULD BE THAT ONE DAY PER WEAK.

WHICH WE DON'T CONDONE.

WE DON'T RECOMMEND.

WE DON'T THINK THAT'S THE RIGHT THING TO DO.

BUT IN FULL TRANSPARENCY AS YOU STATED EARLIER.

IF WE WERE TO SAY OH, WE CAN'T DO IT.

PEOPLE WILL SAY IT SHOWS YOU CAN.

WE WANT TO BE VERY TRANSPARENT THAT IT IS FEASIBLE.

BUT IT'S NOT EVEN THE BEST FEASIBLE OPTION.

BECAUSE THERE'S SO MANY DISRUPTION THAT COME ALONG WITH THAT.

WE STILL HAVE TO GUARANTEE THAT WE HAVE STAFFING IN ORDER TO MAKE THAT WORK.

EVEN WHEN YOU LOOK AT THE RECOMMENDATION, THE RECOMMENDATION IN THAT FIRST COUPLE OF SENTENCES ARE SO IMPORTANT.

WE BEEN ADAMANT ABOUT THAT.

I WILL KEEP SAYING IT.

ALL OF THE PLANS THAT WE ARE PUTTING TOGETHER ARE STILL CONTINGENT ON THOSE THINGS.

THE PLAN THAT WE POSTED JUST RECENTLY IS TO HELP THE BOARD AS WELL AS THE

[02:55:02]

COMMUNITY TO UNDERSTAND THAT WE DO HAVE PAN ON HOW PIVOT OR HOW TO TRANSITION INTO YOU KNOW IN-PERSON LEARNING MODEL.

WE DID NOT INTENTIONALLY PUT THE ONE DAY PER WEEK.

WE NEEDED TO HELP PEOPLE UNDERSTAND WHERE THAT ONE DAY PER WEEK CAME FROM.

WE JUST THROW NUMBERS.

EVERYONE GETS CONFUSED.

WE LEARNED THAT FROM LAST WEEK.

OUR JOB NOW TO BE MORE CLEAR WHEN WE SAY WHY IT'S ONE DAY PER WEEK.

NOW WE CAN ARTICULATE TO ANYBODY WHO ASKED WHY THAT IS THE CASE.

OUR JOB TO SHOW WHAT'S FEASIBLE.

WE DON'T RECOMMEND IT.

THAT'S THE RIGHT THING TO DO.

THERE'S STAFFING IMPLICATION.

IN RECOMMENDATION THE KEY POINT IN RECOMMENDATION THAT WE ASK THE BOARD IS THAT THIS PLAN IN ANY PLAN IS CON CONTINGENT UPON STAFFING.

IS KEY POINT.

>> DON'T REMOVE THIS SLIDE BECAUSE MISS LORBER HAS A QUESTION ABOUT IT.

>> THANK YOU.

THIS SLIDE ISN'T BOTHERING.

THE WHOLE NIGHT.

I WANT TO -- NOT THAT ONE.

CAN YOU HEAR ME?

>> YES.

>> THE THINGS THAT CONFUSES ME ON THIS SLIDE IS THE STUDENTS NEED TO BE SERVED.

THE STAFF IT SEEMS LIKE THAT ARE COUNTED AS A GROUP THAT'S IN THE SCHOOL ALL THE TIME AT THE SAME TIME.

WHEN THEY ARE FIGURING OUT THE BUILDING UTILIZATION.

I DON'T UNDERSTAND WHY THE STAFF ARE COUNTED IN THE SAME WAY.

BECAUSE ONE STAFF PERSON GOES IN EACH CLASSROOM.

BUT THE STAFF WON'T ALL BE THERE AT THE SAME TIME.

THEY MIGHT BE.

IT JUST.

I DON'T QUITE I CAN UNDERSTAND WHY THE PACE IS PROBLEM.

BUT SETTENLY WHEN YOU ADD IN STAFF IT JACKS THE NUMBERS WAY UP.

IT ALMOST SEEMS LIKE.

I COULD BE WRONG.

IT SEEMS ODD THE COUNT THE STAFF IN.

>> THIS COULD HELP.

WHEN OADD A STAFF MEMBER INTO THE SPACE.

WE HAVE TO KEEP IN MIND THE STAFF MEMBER ALSO HAS TO BE SIX FEET AWAY FROM STUDENT.

STAFF MEMBER WILL NORMALLY TALK TO KID AND KID ON SHOULDER.

THEY HAVE THEIR SPACE THE PSALM WAY STUDENT HAVE THEIR SPACE.

THE STAFF WILL HAVE TO HAVE THEIR SPACE TOO.

THEY HAVE TO BE IN THAT ROOM.

AND THEY HAVE TO BE THERE THE WHOLE TIME THE KIDS ARE THERE.

>> THAT'S WHY IT'S GOING TO BE SOME CHALLENGES BECAUSE THAT IS GOING TO REQUIRE WE NEED TO FIGURE HOW TO LUNCH PERIOD AND THAT TIME OF THINGS.

KID WILL HAVE LUNCH IN THAT SPACE.

YOU HAVE TO LIMIT THE NUMBER OF TRANSITIONS THAT KID ARE HAVING.

CANSER YOUR QUESTION ABOUT THE TEACHER THEY TAKE UP ONE OF THE THEY TAKE UP SPACE IN THAT ROOM.

BECAUSE THEY HAVE TO BE SIX FEET APART TOO.

THAT IMPACTS THE SQUARE FOOTAGE FOR EVERYBODY ELSE.

THAT WHY THEY HAVE TO BE CALCULATED THAT WAY.

WHEN WE DID NUMBERS THE PROOEFT SLIDE.

THAT'S IDENTIFYING IF THERE WERE NOT ADULT IN THE WHOLE SCHOOL.

THAT'S JUST PUTTING ALL KIDS IN THERE.

JUST TO SHOW PEOPLE THAT WHERE THE NUMBER COMES FROM.

BUT THE NUMBER DECREASES WHEN YOU ADD THE STAFF TO IT.

THAT'S NOT PUTTING 100% OF STAFF BACK IN THERE.

IF 100% OF STAFF CAME THE NUMBER WOULD BE LOWER.

THAT'S JUST PUTTING A STAFF MEMBER IN EVERY CLASSROOM.

JUST FOLLOW UP.

I CAN UNDERSTAND THEN WE DEMONSTRATED VERY WELL THAT SCHOOLS THEMSELVES CAN'T

[03:00:07]

ACCOMMODATE.

BUT THE ONE DAY PER WEEK.

HOW DOES THIS ADDRESS IF WE DID IT DIFFERENTLY? IF WE AGAIN STICKING TO PRIORITY STUDENTS.

BUT IF WE FIND OTHER LOCATIONS AND I I THINK IT'S IMPORTANT FOR PEOPLE.

EVERYONE IS PEOPLE ARE VERY CONCERNED.

THEY WANT THEIR CHILD TO GO BACK.

AND BE IN THEIR OWN SCHOOL.

AND HAVE THEIR OWN TEACHER.

I THINK THIS MAKES IT REALLY CLEAR THAT, THAT CAN'T HAPPEN.

BUT I AGREE I GUESS WITH CHRIS AND OTHERS WHO HAVE SAID SOMETHING ABOUT THIS ONE DAY A WEEK -- WHY DID WE DO THIS.

IT'S ALMOST AS THOUGH IT DOES FEEL LIKE WE WERE JUST WE'RE TRYING TO PROVE TO EVERYBODY THAT BACK THAT IN-PERSON LEARNING WON'T WORK.

I WOULD RATHER THAT WE DEMONSTRATE VERY CLEARLY THAT IT WILL WORK FOR CERTAIN GROUPS.

>> THAT'S OUR PROPOSAL IN THE FIRST PLACE.

WE HAVE TO CERTAIN PRIORITIES GROUPS AND WE WILL CONTINUE THE MOST VULNERABLE GROUPS THE ONES WHO HAVE THE BIGGEST STRUGGLING.

.

WE WILL CONTINUE TO DO THAT.

I WOULD RATHER I DON'T KNOW WHO SAID THIS.

BUT I WOULD RATHER NOT EVEN TALK ABOUT THE ONE DAY A WEEK.

I WOULD RATHER SAY WE CAN USE THIS AS A WAY OF EXPLAINING WHY PEOPLE CAN'T GO TO THEIR ON SCHOOL.

BUT THEN I THINK I JUST RATHER HAVE US FOCUS ON DOING A GOOD JOB WITH THE PRIORITY VULNERABLE POPULATIONS.

AS NUMBER OF PEOPLE SAID -- UNLESS WE BELIEVE THAT THINGS COULD CHANGE SO DRAMATICALLY IN JANUARY AND FEBRUARY.

THAT IN FACT WE MIGHT BE ABLE TO DO SOMETHING BESIDES THE ONE DAY A WEEK.

BUT HOLDING OUT THERE.

THAT WHEN WE SAY WE VOTE YES FOR JANUARY AND FEBRUARY.

KNOWING THAT ALL WE'RE PROPOSE SING ONE DAY PER WEEK.

THAT DOESN'T MAKE SENSE.

ONE THING IF I FELT O OKAY.

WELL JANUARY, FEBRUARY BECAUSE WE'RE THINKING MAYBE, MAYBE SOMETHING WILL CHANGE.

MORE TEACHERS WILL DECIDE AFTER DISCUSSING THIS THEY CAN COME BACK.

WE WILL FIND NEW SPACES.

IF THAT'S WHAT YOU MEAN BY US GIVING YOU PERMISSION TO CONTINUE TO LOOK INTO IT.

THEN IF YOU IF WE ARE CERTAIN THAT WHAT WE TALKING ABOUT WHEN WE SAY COMING BACK SECRETARY ONE DAY A WEEK.

THEN IT'S LIKE WE'RE HOLDING OUT SOMETHING THAT WE KNOW NOBODY WANTS.

IT JUST SEEMS THAT WE SHOULDN'T DO THAT.

>> I GUESS MY UNDERSTANDING IS THAT AND I GUESS THAT'S WHY I THOSE ELEMENTS WE'RE TRYING TO DEAL IN NUMBERS.

AND IT'S NOT JUST A NUMBERS GAME.

IT'S BECAUSE THERE'S SO MANY OTHER FACTORS ATTACHED TO THOSE PERCENTAGES THAT ACTUALLY KIND OF DECREASE THE LIKELIHOOD OF IT BEING A SUCCESSFUL THING TO DO.

[03:05:13]

YOU KNOW, I'M NOT SURE YOU KNOW, I DON'T SEE THE 1% OF THE ONE DAY A WEEK AS PRESENTED TODAY AS FEASIBLE.

DID I MISS SOMEWHERE IN THE RECOMMENDATION THAT IT SAID THAT WE WERE RECOMMENDING TO OPEN SCHOOLS ONE DAY A WEEK?

>> I HAVEN'T SEEN A RECOMMENDATION.

WE'RE NOT RECOMMENDING TO DO THAT.

WE WANTED TO EXPRESS YOU KNOW BASED ON NUMBER IT'S FEASIBLE.

WE'RE NOT RECOMMENDING TO DO THAT.

BECAUSE WE DO NOT BELIEVE THAT IT IS BEST FOR THE CHILDREN.

WE ALSO WANT TO POINT OUT IN THE RECOMMENDATION ALL OF THIS IS CONTINGENT UPON STAFFING AND BUILDING CONSTRAINTS.

ANY ADDITIONAL STAFF OR BUILDING CONSTRAINTS THAT COME ALONG WITH EVEN THE ONE DAY PER WEEK.

IF IT'S NOT PERMISSIBLE OR POSSIBLE, THEN THIS WILL -- THAT PLAN WILL NOT COME TO FRUITION.

WE ARE RECOMMENDING TO DO THE ONE DAY PER WEEK.

WE'RE TRYING TO MAKE IT VERY EXPLICIT VERY DISRUPTIVE.

ONE DAY WEEK PRINCIPALS TALKED ABOUT IT.

IT'S NOT THE BEST LEARNING ENVIRONMENT.

LIT CAUSE DISRUPTION TO STUDENTS AS WELL AS TO STAFF.

THERE WILL BE SOME IMPLICATIONS.

YOU KNOW IT'S NOT THAT IT'S IMPOSSIBLE FOR THE ONE-DAY PER WEEK.

IT'S NOT A RECOMMENDATION THAT WE ARE MAKING.

NOW I HAVE MISS GENTRY.

I THINK THIS IS HELPFUL CONVERSATION.

I THINK ONCE AGAIN WE HAVE RECEIVED A LOT OF INFORMATION REALLY YOU KNOW IN THE FAIRLY RECENTLY, AGAIN, I THINK IT JUST MAKES IT IT'S WORTH REEMPHASIZING WHY I THINK THE PATH GOING FORWARD FOR MORE FREQUENT UPDATES WILL BE SO HELPFUL.

WHEN I'M FOCUSED ON RIGHT NOW IS TO HELP US MOVE ON TO THE NEXT LOGICAL INCREMENTAL STEP.

I BELIEVE SOME PEOPLE MENTIONED EARLIER, I THINK WE ALL AGREE ON THE CRITICAL IDENTIFIED GROUP OF OUR STUDENTS OUR STUDENT WITH DISABILITIES AND THE ONE THAT ARE IN IDENTIFIED PROGRAM.

WE HAVE CLEAR PROGRAM LINED OCCUPY FOR THAT WITH QUESTIONS AND ISSUES RESOLVED.

I WANT US TO GET TO POINT WHERE WE CAN GET THAT -- GET THAT IN MOTION.

AS WE'VE HEARD TONIGHT.

THERE'S POTENTIALLY A LOT OF MORE ISSUES AND CONCERNS WITH THE LARGER ROLLOUTS OF LARGER POPULATIONS.

AND WHILE I THINK IT'S BOTH US CONTINUING TO GATHER INFORMATION.

AND SHARE INFORMATION.

I THINK WE WANT TO MAKE SURE THAT WE'RE NOT INADVERTENTLY DOING SOMETHING THAT COMMITS US TORY TOO RIGIDLY.

I WILL MAKE A MOTION.

THAT I HOPE WILL ACCOMPLISH ALL OF THAT.

I WILL READ IT -- I WILL READ IT -- I WROTE IT DOWN.

I WILL READ IT TWICE ACTUALLY.

JUST TO GIVE EVERYONE A CHANCE TO HEAR IT.

I MOVE THAT THE SCHOOL BOARD APPROVE PURSUING A PHASED IN APPROACH FOR IN-PERSON LEARNING FOR ALL STUDENTS GRADES PRE-K THROUGH 8 BEGINNING WITH OUR O MOST VULNERABLE STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS AND LATER CONSIDER EXPANDING STUDENT PARTICIPATION CONTINGENT UPON CAPACITY AND STAFFING.

>> I WILL READ IT ONE MORE TIME.

I MOVE THAT THE SCHOOL BOARD APPROVE PURSUING A PHASED IN APPROACH FOR IN-PERSON

[03:10:04]

LEARNING FOR ALL STUDENTS GRADE PRE-K THROUGH 8 BEGINNING WITH OUR MOST VULNERABILITY STUDENT WITH DISABILITY AND ENGLISH LEARNER.

CONTINGENT UPON CASTITY AND STAFFING.

>> AGAIN NOT COMMITTING TO ANY OF THOSE NOT COMMITTING TO ONE DAY A WEEK OR ANY KIND OF APPROACHES LIKE THAT.

IT DOES ALLOW OUR STAFF TO MOVE FORWARD.

DID YOU EXTEND MOTION.

>> I WOULD APPRECIATE A SECOND.

>> I WILL SECOND IT.

>> AND SO I WILL ASK FOR ANY DISCUSSION ON THIS I SEE ACTUALLY THAT NIS NOLAN HAD HER HAND UP.

>> I THINK THAT FIRST OFF MISS GENTRY I APPRECIATE THE MOTION.

I WOULD SUGGEST THAT I THINK WE NEED TO BE SUPER CLEAR ON THAT RECOMMENDATION SLIDE.

IT DOES COME UP AT FIRST READING.

AGAIN I DON'T EXPECT THE COMMUNITY TO HAVE TO FOLLOW A BOARD MEETING TO UNDERSTAND THE THOUGHT PROCESS.

IT COMES OFF WE WILL PROVIDE ANYONE AND EVERYONE PRE-K THROUGH FIFTH.

I THINK WE NEED TO ADD LANGUAGE OR SOMETHING THE CONSTRAINTS OF TIME AND STAFF AND BUILDING.

THAT'S JUST NOT CLEAR.

THE ONLY OTHER THANKING I WOULD ADD WE'RE STILL NOT ADDRESSING ANY WAY SHAPE OR FORM THE HIGH SCHOOL STUDENT.

EVEN IF IT'S JUST THAT WE WILL REVISIT HIGH SCHOOL BY SUCH AND SUCH DAY.

I THINK THOSE ARE TWO PIECES O OF FEEDBACK I WOULD LIKE TO SUGGEST WHEN WE COMMUNICATE THE PRESENTATION FROM TONIGHT MEETING.

THANK YOU.

YOU ACCIDENT WANT TO PUT THOSE IN MOTION BUT IN THE COMMUNICATION.

>> I JUST APPRECIATED MISS GENTRY QUALIFICATION THAT YOU KNOW.

THE CONSTRAINT OF STAFF AND BUILDING.

THAT HAS TO BE REITERATED.

AS OF RIGHT NOW AT FIRST GLANCE IT'S MY ASSUMPTION THAT EVERYONE IS WELCOMED IN.

>> BASED ON THE INFORMATION POSTED WITH THE MEETING.

>> YES.

>> I AGREE AS WELL.

THANK YOU.

>> THANK YOU FOR THAT CLARIFICATION AND THE MOTION.

>> MR. SAUREZ.

THANK YOU FOR THE MOTION.

I APPRECIATE THE SPIRIT OF THE MOTION.

YOUR INTENTIONS BEHIND IT.

ALSO YOUR POINT ABOUT THAT WE DON'T WANT TO PUSH OURSELVES TOO HARD IN ONE DIRECTION OR THE OTHER IN TERMS OF CONSTRAINING OURSELVES.

PIGGYBACKING OFF THE POINT.

I DO STRUGGLE WITH SUPPORTING A MOGS THAT DOESN'T INCLUDE GRADES 9-12.

I HAVEN'T BEEN PERSUADED THAT WE CAN'T BRING BACK SOME OF OUR MOST VULNERABLE STUDENTS WITHIN THE NEXT FIVE MONTHS.

AND I THINK THE MESSAGE US ADOPTING K-8 APPROPRIATE WOULD SEND IS THAT WE ARE

YOU KNOW HOLDING OFF >> I DON'T MEAN TO INTERRUPT.

MY MOTION LANGUAGE ACTUALLY DOES NOT SAY K-8.

>> >> IS IT K-12.

I DOESN'T SAY -- ACTUALLY.

I HEARD YOU SAY K-8.

IT DOES IN THE FIRST SENTENCE.

BECAUSE BUT THEN AT THE END IT SAY LATER CONSIDER EXPANDING STUDENT PARTICIPATION CONTINGENT UPON CAPACITY AND STAFFING.

>> I THINK I HEARD THAT.

I APPRECIATE THE SPIRIT BEHIND THE MOTION.

I FEEL LIKE MY VIEW OF IT IS YOU KNOW I UNDERSTAND THAT WE MAY NOT BE ABLE TO GET TO THOSE STUDENTS IMMEDIATELY.

BUT AGAIN GOING BACK TO THAT SLIDE.

THERE'S STUDENT AT RISK FROM DOMESTIC VIOLENCE.

STUDENTS WITHOUT INTERNET ACCESS.

STUDENT WITHOUT DEVICES.

I JUST DON'T UNDERSTAND HOW WE CAN WAIT ANOTHER DAY.

TO ALLOW TO WORK TO GET THOSE STUDENT AN OPPORTUNITY IN PERSON.

THAT'S SUGGESTING THEY ARE IN UNTENABLE SITUATION OR RECEIVING NO VIRTUAL LEARNING.

>> I'M OPEN TO PUSH BACK ON THAT.

BUT IT SEEMS TO ME IT WOULD BE MORE IN THE SPIRIT OF YOUR INTENT IF WE WERE TO SAY YOU KNOW, WE AGREE TO MOVE FORWARD WITH K-12 PRE-K TO 12-PHASED IN APPROACH.

SUBJECT TO CONSTRAINTS THAT WE TALKED ABOUT TODAY.

I GUESS PORE ME GIVEN THE CONTEXT OF TODAY'S CONVERSATION I GUESS MAYBE

[03:15:01]

IT'S PROCEDURAL QUESTION.

WILL WE HAVE ANOTHER VOTE FOR 9-12.

SEEMS TO ME THAT WE'RE DOING SOMETHING THAT IS NOT SENDING THE RIGHT MESSAGE.

>> ARE YOU ASKING FOR A FRIENDLY AMENDMENT TO JUST CHANGE THE 8 TO THE NUMBER 12.

AND WILL THAT -- >> I THINK THAT WOULD ADDRESS MY CONCERNS.

I FEEL WE AS A BOARD NEED TO SEND MESSAGE THERE'S VULNERABLE GROUP WE NEED TO TEND TO AS SOON AS POSSIBLE.

I RESPECT THE STAFF.

I THINK OBVIOUSLY THE PHASE-IN WILL HAVE PRIORITIZATION.

I THINK WE NEED TO CONVEY TO COMMUNITY THAT WE ARE WE'RE WORKING TO GET ALL OF STUDENTS PRE-K-12 BACK IN PERSON PRIORITIZING THE MOST VULNERABLE.

>> I'M WILLING TO K SEPTEMBER THAT FRIENDLY AMENDMENT OF THE CHANGING THE NUMBER 8 TO THE NUMBER 12.

>> DO I NEED A SECOND FOR THE FRIENDLY AMENDMENT?

>> IT HAS BEEN A WHILE?

>> IT'S BEEN A WHILE.

I BELIEVE YOU WOULD.

>> IS THERE A SECOND FOR THE FRIENDLY AMENDMENT?

>> CAN YOU REREAD THE MOTION, PLEASE.

>> I CAN.

I MOVE THAT THE SCHOOL BOARD APPROVE PURSUING A PHASED IN APPROACH FOR IN-PERSON LEARNING FOR ALL STUDENTS GRADES PREKA-12.

BEGINNING MOST VULNERABLE STUDENT AND LATER CONSIDER EXPANDING STUDENT PARTICIPATION CONTINGENT UPON STAFFING AND BUILDING CAPACITY.

>> DO I HEAR A SECOND?

>> I THOUGHT.

I WILL SECOND IT.

>> OKAY.

MISS LORBER SECOND.

MR. SAUREZ' AMENDMENT.

DR. RIEF, DID YOU HAVE SOMETHING.

>> I GUESS SPEAKING JUST TO THIS MOTION, I'M GOING TO SAY THAT I'M NOT COMFORTABLE SUPPORTING IT BECAUSE I FEEL LIKE IT'S BASICALLY INDICATING THAT WE WOULD SUPPORT A PHASED IN APPROACH AT ONE DAY A WEEK.

I'M NOT WILLING TO COMMIT TO THAT RIGHT NOW.

THAT'S ASK A QUESTION ABOUT THE CITYWIDE PROGRAM.

BECAUSE I I AM COMMITTED TO DOING A PILOTED PROGRAM.

OF THE CITYWIDE CLASSES.

FROM PRE-K THROUGH 8.

AS RECOMMENDED HERE TO THE SCHOOL BOARD.

I WAS GOING TO ASK JUST A LITTLE BIT OF A CLARIFICATION ABOUT THE SUPPORTING THAT.

WHICH IS THAT MY UNDERSTANDING IS THAT, THAT PROGRAM WILL BE FOUR HALF DAYS A WEEK.

IST -- I WANT CLARIFICATION FOR THOSE WHO DON'T OPT TO COME BACK IN PERSON.

ARE THEY GO CONTINUE TO BE TAUGHT VIRTUALLY.

AND DO YOU KNOW WHO WILL BE TEACHING THAT? I'M TRYING TO GET TO UNDERSTAND THAT THIS IS NOT GOING TO BE SITUATION WHERE THEIR TEACHERS WILL BE HAVING TO TEACH VIRTUALLY AND IN PERSON AT THE SAME TIME.

THAT'S WHAT I WANT TO UNDERSTAND.

>> IF YOU COULD CLARIFY THAT.

>> I WOULD APPRECIATE IT.

>> DR. RIEF.

THANKS FOR THAT QUESTION.

I KNOW MISS WARNER O ON THE CALL.

I'M UNDER THE IMPRESS THAT WE ARE MEETING WITH OUR CITYWIDE TEACHERS TO REALLY SOLIDIFY OUR GET CONFIRMATION WHO IS ABLE T TEACH IN PERSON.

AND WE'RE ALSO STILL CONTACTING ALL 60 OF THE K-2 FAMILIES AS WELL.

TO DETERMINE AND SOLIDIFY WHO WILL COMMIT TO RETURNING.

AND THAT WILL HELP US TO ANSWER YOUR QUESTIONS.

WHAT I CAN TELL YOU, THOUGH, IN MISS WARNER CAN CHIME IN AS WELL.

IS THAT DEPENDING O ON THAT NUMBER, IT COULD SITUATION WHERE THE STAFF MAY HAVE TO DO BOTH OF -- IF THERE'S A LARGE NUMBER.

OR WE MAY HAVE TO CHANGE STAFF WHO ARE ASSIGNED TO OUR STUDENTS.

IN-PERSON STAFF MEMBERS ARE NOW WORKING WITH THOSE STUDENTS IN PERSON, AND THEN THE OTHER STAFF MEMBERS WHO ARE VIRTUAL THEY WILL CONTINUE WORKING WITH

[03:20:05]

OUR STUDENTS THAT ARE VIRTUALLY.

IT REALLY IS GOING TO DEPEND THE NUMBER OF STUDENTS AND THE NUMBER OF O STAFF WHO PRESIDENT TO RETURN.

I DON'T KNOW IF YOU WANT TO ADD ADDITIONAL LANGUAGE? OR CLARIFICATION TO THIS.

>> THANK YOU.

DR. RIEF BASED ON THE INFORMATION AS I NOTED EARLIER.

WE HAVE 57 STUDENT UNDER CONSIDERATION.

WE HAVE MADE CONTACT WITH ALL BUT FOUR OF THOSE FAMILIES.

AND SO WE HAVE A VERY CLEAR NUMBER AT THIS POINT AS TO HOW MANY WANT TO RETURN.

AND HOW MANY WANT TO REMAIN VIRTUAL.

RIGHT NOW WE HAVE 28 STUDENT WHO WISH TO RETURN.

13 WISH TO REMAIN VIRTUAL.

WE WERE PLANNING FOR THAT ALREADY.

WE KNOW THAT WE WILL USE THOSE TEACHER THAT WISH TO COME BACK WE WILL TAKE THOSE AND WE WILL CONSTITUTE CLASSES FOR STUDENT WHO WANT TO REMAIN VIRTUAL.

WE WILL HAVE TEACHER WHO WILL TEACHING VIRTUALLY.

WE WILL HAVE A STUDENTS VIRTUAL.

WE WILL HAVE STUDENTS IN CLASS.

FOR THOSE TEACHERS THAT TEACH STUDENTS WHO COME BACK-TO-SCHOOL FACE TO FACE.

THEIR FULL-TIME TEACHING ASSIGN ELEMENT BE FACE TO FACE.

THEY CAN ONLY TEACH STUDENTS IN THEIR CLASSROOM.

WE ARE LACKING AT ONE TO ONE STAFFING.

THE SCHEDULE HAS HALF DAY MORNING HALF DAY AFTERNOON.

THOSE TEACHERS WILL BE STUDENT.

TEACHER WHO REMAINING VIRTUAL, WILL TEACH THE STUDENTS WHO O ARE VIRTUALLY FULL-TIME.

AND WILL ALSO PROVIDE VIRTUAL FOR THE OTHER HALF OF THE DAY.

WE DO KNOW WE HAVE STAFF THAT CAN COVER THOSE ASPECTS.

WE HAVE SAID THAT WHILE THERE WILL BE TWO TYPES O OF RESPONSIBILITIES WE HAVE CASE BAGGERS MANAGERS FOR ALL THE PROCEDURAL ASPECT OF THE STUDENTS LIFE.

MANY OF THEM ARE THE DIRECT BUT MANY O OF THEM ARE NOT.

WE WILL HAVE TO RECONFIGURE STUDENT GROUPING LIKE WE'VE HAD TO DO ALREADY THIS YEAR.

PACED ON TEACHER SHORTAGES.

AND WE ARE ALREADY VERY EFFECTIVE I WILL DOING THAT AS IT IS.

I KNOW IT'S A LOT OF INFORMATION.

WE HAVE TEACHERS WHO WILL TEACH VIRTUALLY.

WE HAVE FACE TO FACE.

WE HAVE TEACHERS WHO WILL HAVE INSTRUCTIONAL RESPONSIBILITIES AND ALL TEACHER WILL RETAIN THEIR CASE MANAGEMENT.

>> IT SOUNDS LIKE A GREAT PLAN.

I KNOW THAT THESE STUDENT NEED TO BE BACK IN THE CLASSROOM.

I FULLY SUPPORT DOING THIS.

I KNOW WE WILL MAKE ADJUSTMENT ALONG WAY.

I AM DEFINITELY IN SUPPORT OF MOVING FORWARD WITH THIS.

IT'S CLEAR I WILL LAID OUT.

BUT THE OTHER ASPECT OF YOU KNOW THE MOTION ON THE TABLE I JUST AM NOT COMFORTABLE SUPPORT.

>> I THINK IT'S NOT WE'RE NOT COMMITTING TO THE ONE DAY A WEEK.

YOU COULD ACTUALLY LOOK AT ANOTHER WAY AND WE RIGHT SIZE WHO GOES BACK WHO -- IF I THINK NEED MORSE DEVELOPMENT.

IS WHAT IT SAYING.

AND YET WE DON'T I THINK IT'S -- I PEOPLE FEEL IMPORTANT TO PUT IN THERE.

WE DON'T WANT TO SEEM LIKE WE'RE DONE.

WE LOOKED AT THIS ONCE AND WE DON'T ONE DAY NOT SOMETHING THAT RECOMMENDED.

I THINK THERE'S A LOT THIS WILL BE LEARNED BY ROLLING O OUT THE CITYWIDE AND MAYBE NEW OPPORTUNITY WILL ARISE OR AS OTHERS HAVE SUGGESTED WE NEED TO NARROW TO MORE VULNERABLE FOR THOSE WILLING TO COME BECOME AND BACK AND TAKE A LOOK AT THAT.

DOES THAT SEEM DR. HUTCHINGS DOES THAT SEEM LIKE A VALID DESCRIPTION OF WHAT YOU'RE GETTING FROM OUR MOTION IS THAT WE'RE NOT ENDORSING THE ONE DAY PER WEEK.

WE'RE SAYING IT'S EL THERE NEEDS TO BE MORE DEVELOPED IN TERMS OF LOOKING AT THE MOST VULNERABLE AND WHAT WE CAN DO FOR THIS M.

>> THAT IS ONE O OF THE DETERMINING FACTORS ON WHETHER THE COULD COME TO

[03:25:02]

FRUITION COULD COME INTO FRUITION.

YES MADAM CHAIR.

IT'S BASED UPON BUILDING.

>> MOVING FORWARD BEYOND THINGS CLEARLY HAVE TAME LINE IT WOULD REQUIRE COMING BACK TO BOARD WITH MORE SPECIFICS.

>> YES.

AND ONE THING WE DID HAVE IN PRESENTATION THAT WE DIDN'T HAVE PRESENTATION TODAY.

WERE THE ADDITIONAL UPDATE TO MOVING FORWARD.

I MENTIONED AT THE BEGINNING OF THE PRESENTATION.

WASN'T IN SLIDE.

WE DO HAVE THOSE SET DATES TO REPORT TO THE BOARD EVERY BOARD MEETING AND WORK SESSION BETWEEN NOW AND JANUARY.

THAT WILL OPPORTUNITIES FOR US TO PROVIDE CONTINUOUS UPDATES TO THE BOARD ON PROGRESS.

>> ANYONE ELSE HAVE DISCUSSION BEFORE I CALL FOR A VOTE.

I WILL MAKE ONE COMMENT.

DOESN'T SOUND LIKE MY COLLEAGUE SUPPORT THIS AMENDMENT.

I WILL REITERATE.

TO ME WE LEAVE STUDENT ON THE TABLE WHO HAVE EXTREMELY VULNERABILITIES.

WITHOUT THIS AMENDMENT.

I HAVEN'T HEARD REASSURANCES WE WILL GET THESE 9-12 STUDENTS WHO HAVE VERY HIGH NEEDS.

INTO THE CLASSROOM.

WITHOUT THIS LANGUAGE.

AND I THINK THAT YOU KNOW, WHAT THE SPIRIT OF THE MOTION IS IF THOSE INTAGS SITUATION STUDENT WITH IEP, TO MAKE SURE THEY GET THE OPPORTUNITIES UNDER THE LAW AND ALSO YOU KNOW THESE STUDENTS WHO HAVE VERY DIFFICULT SITUATIONS WITH RISK FROM DOMESTIC VIOLENCE, WITHOUT DEVICES.

I PERSONALLY DON'T SEE WHY WE WOULDN'T STATE AS A BOARD THAT NEEDS TO BE DONE ON THE TABLE NOW.

WE DON'T NEED HOPE FLOODGATE.

I PERSONALLY THINK IT'S SENDS THE WRONG MESSAGE.

IF WE'RE CATEGORICALLY TAKING WHOLE POPULATION OF OUR STUDENTS OFF THE STABLE FOR IN PERSON OPTION.

MY VIEW IS THAT WITH THE AMENDMENT, THE SUPERINTENDENT HAS A INCREDIBLE AMOUNT OF LATITUDE TO DO THIS IN THE MANNER CONSISTENT WITH THE PARAMETERS THAT GENTRY SET OUT IN TERM OF CONSTRAINTS AND ALL OF THOSE SORTS OF THINGS.

I JUST WORRY THAT WE ARE TAKING A BROAD EXCLUDEING PROD POPULATION FROM THIS OPTION.

AND OBVIOUSLY THERE'S SOME LANGUAGE IN THERE ABOUT LOOKING AT THINGS LATER.

BUT I DON'T KNOW WHEN THAT LATER IS.

AND AT THAT POINT THERE ARE SOME STUDENTS WHO RIGHT NOW MAY HAVE THE NEED.

I HAVEN'T BEEN PERSUADED OTHERWISE.

THOSE STUDENTS NEED TO BE ON THE TABLE.

IT GOES BACK TO TRANSPARENCY AND COMMUNICATING WHAT THAT MEANS.

DOESN'T MEAN THE FLOODGATES ARE OPEN.

IT'S INCREMENT METHODICAL APPROACH.

THAT'S MY PERSONAL VIEW.

>> I THOUGHT THEY AMENDED TO SAY -- >> WE HAVE TO VOTE ON THE AMENDMENT AND MOTION.

WE HAVEN'T VOTED ON ANYTHING YET.

I JUST HAVING DISCUSSION BECAUSE AFTER THE MOTION THESE ARE NOT ONES THAT ARE TOTALLY ANTICIPATED.

>> LIKE THEY ARE SOMETIMES.

I HAVE DISCUSSION AFTER THE MOTION.

BECAUSE USUALLY WE HAD ROBUST DISCUSSION BEFORE HAND.

THESE WERE NOT MOTION THAT WERE NECESSARILY ANTICIPATED.

>> CAN SOMEONE PUT THE WRITTEN MOTION.

>> DID YOU -- MAYBE YOU COULD SHARE THE SCREEN OF WHAT YOU -- I THINK RAMEE,

[03:30:02]

YOU ARE READING IT.

>> MISS GENTRY WROTE THE MOTION.

I JUST CHANGED 8 TO 12.

>> I THINK MEESE NIELSON HAS THE LANGUAGE.

>> I DON'T HAVE IT ON MY SCREEN.

>> OKAY.

.

I WILL HAVE TO SAY A COMMENT FROM ALL LEARNING FOR ALL STUDENTS BECAUSE WE'RE NOT GOING TO BE ABLE TO NECESSARILY PHASE IN ALL STUDENTS FROM PRE-K THROUGH 12.

>> I REALLY THINK THAT'S A GOOD POINT.

I WOULD HATE FOR ANOTHER FRIENDLY AMENDMENT FOR WHAT I CONSIDER MORE OF A SLIP OF MY TONGUE.

I WILL DEFER TO THE I WILL DEFER TO BOARD CLERKS.

>> I THINK IF RAMEE CHANGES IT; HELLO.

>> I'M THINKING THAT KIT BE AMENDED.

>> RAMEE CAN CHANGE IT.

>> IT CAN YES.

I THINK SHE'S FINE WITH IT.

RAMEE.

BOTH FOR THIS AMENDMENT LANGUAGE THAT WE'RE LOOKING AT AND IF FOR ANY REASON THAT ALL IS IN THE OTHER ONE IF WE END UP GOING TO THAT.

THAT WORD SHOULD NO BE THERE.

>> >> BEGINNING WITH OUR MOST VULNERABLE STUDENTS.

I DON'T KNOW.

AND TAKE OFF THE WITH OR SOMETHING.

.

>> MY MOTION BASED O ON WHERE WE ARE.

IN THE PLANNING.

THAT AS I UNDERSTAND IT.

I THOUGHT THE STUDENT WERE NOT COMING BACK TO JANUARY.

I THOUGHT L STUDENTS WERE COMING BACK WITH THE GENERAL EDUCATION CLASSROOM.

MAYBE I'M MISTAKEN.

THERE'S SOME COMING BACK.

THERE'S SOME SPECIFIED AS COMING BACK BEFORE THEN.

IT'S THE ONES.

DR. HUTCHINGS COULD YOU CLARIFY THAT.

ON THE -- THERE WAS -- WASN'T THERE A GROUP OF L STUDENTS COMING BACK BEFORE -- OR MAYBE NOT.

>> THE L STUDENTS COMING IN JANUARY.

SPECIFICALLY STUDENTS WITH DISABILITY WERE THE PRIORITY.

>> CAN I ASK QUESTION.

INTENT OF THIS LANGUAGE AND MAYBE FOR MISS GENTRY AS WELL.

I WAS GOING OVER WHAT'S ON SLIDE FOUR.

SLIDE FOUR SAYS VULNERABLE STUDENTS AT RISK.

EG ALL THE GROUPS.

SPECIAL EDUCATION.

HOMELESS.

SO FORTH.

THE INTENT NOT TO EXCLUDE THE GROUP.

THAT'S THE HIGHEST PRIORITY.

THE INTENT TO BRING THOSE STUDENT BACK FIRST; RIGHT?

>> THAT'S RIGHT.

WE HAVE NO PROBLEM WITH THE MOTION THAT MISS GENTRY AND THE AMENDMENT MADE.

OUR TEAM.

THAT'S IN LINE WITH WHAT OUR TEAM HAS BEEN DISCUSSING.

ADDING THAT PRE-K-12 COMPONENT ALLOWS US TO FLEXIBILITY TO EXTEND IT FURTHER THAN PRE-K-8 AS WE INITIALLY TALKED ABILITY.

-- ABOUT.

THIS IN LINE WITH PRIORITIZATION MATRIX IN THE DIRECTION WE WERE GOING.

>> I SEE THE POINT DISABILITY ONE HAS SPECIFIC DATE AND THE OTHER DOESN'T.

[03:35:06]

I THINK AGAIN THAT WE -- I DON'T THINK IT'S REALLY THAT BIG OF AN IMPACT IN TERMS OF HOW GENERAL IT IS WITH DATES.

I DON'T KNOW.

>> I WILL JUST -- I WILL CALL FOR A VOTE ON THE AMENDMENT.

WHICH IS ADDING THROUGH 12 INSTEAD OF 8.

O OKAY EVERYBODY.

NOW WE -- NOW IT'S BACK ON TO YOU.

STAFF AND DR. HUTCHINGS IN TERMS OF NEXT STEP IN IMPLEMENTING THE PROGRAMS. WE HAVE -- WE HAVE ONE MORE THING.

AND THAT IS ABOUT THE DRAFT PRESENTATION WHICH WE WILL NOT TAKE LONG ON THIS.

WE WILL GET SOME COMMENTS AND THEN WE CAN ALSO COMMENTS BY E-MAIL.

[8. Draft Presentation for Joint City Council/School Board Budget Work Session--20 mins.]

THIS FIRST TIME WE DISCUSS THIS.

AND WE'RE JUST GOING TO SPEND I WILL ASK FOR DR. HART.

TO BE PRESENT TO GO OVER THE DRAFT.

I CAN'T GET THE WORDS OUT AT THIS POINT.

AS WE GO INTO THE WHOLE CIP BUDGET SEASON.

WE HAVE TO KEEP IN MIND THAT OUR BUDGET WILL BE A CHALLENGE FOR FY-'22.

WITH THE DOWNTURN IT WILL HAVE IMPACT ON US.

I HOPE WE WILL GO INTO THIS BUDGET SEASON KEEPING THAT AT THE FOREFRONT AND KNOWING THAT WE ARE GOING TO HAVE TO ONCE AGAIN PRIORITIZE WHAT WE BELIEVE IS MOST FEASIBLE.

THERE'S A JOB OF TRYING TO SHIFT HOW WE PRESENT THIS INFORMATION.

WE TOOK THE FEEDBACK FROM THE BOARD AS WELL FROM THE CITY COUNCIL FROM LAST YEAR'S JOINT MEETING.

AND TRIED TO REALLY FOCUS ON HAVING KEY TAKEAWAYS FROM THE CITY COUNCIL TO HAVE AS WELL AS PROVIDING A NARRATIVE AROUND WHAT WE ARE ASKING.

>> I'M JOINED WITH DR. HART.

SHE DISCUSSED THE DRAFT PRESENTATION.

WE NEED TO BE CONCISE.

SUSAN, IF YOU ARE THERE IF YOU COULD PULL THE PRESENTATION UP FOR US.

NEXT SLIDE PLEASE.

THE STORY WE WOULD LIKE TO CONVEY HOW WE GOT TO WHERE WE ARE.

HOW WE ARE TACKLING THOSE CHALLENGES IN THE PRESENT AND WHEN WE WOULD LIKE TO TAKE OUR CAPITAL IMPROVEMENT PROGRAM IN THE FUTURE.

NOW I WILL TOSS IT OVER TO MISS ERIKA WOOD.

[03:40:05]

>> THANK YOU.

>> I WILL GO OVER THE PAST AND YOU HAVE SEEN THIS BEFORE.

EVEN ON THE CONSERVATIVE END OF THE LIFE CYCLE OF BUILDING, WE WOULD EXPECT BUILDING TO LAST 60 YEARS.

THIS IS JUST SHOWING THAT THE AVERAGE AGE OF OUR BUILDINGS IS 55 YEAR.

THAT'S BECAUSE OF THE FIVE NEW REALLY NEW FACILITIES YOU CAN SEE ALL OF THE BUILDING TOWARD THE LEFT OF THE COLUMN AT THE -- CLOSE TO 55 YEARS OR GREAT.

THIS INCREASES OUR MAINTENANCE COST.

>> YOU ALL HAVE SEEN THIS REALLY QUICK BEFORE.

EVEN ON THE CONSERVATIVE END WE EXPECT IT TO LAST 60 YEARS.

FIVE REALLY NEW FACILITIES YOU CAN SEE ALL OF THE BUILDINGS TOWARDS THE LEFT OF THE ARE CLOSE TO 55 YEARS OR GREATER.

SO WE JUST NEED TO BE MORE EFFICIENT.

WE CAN GO TO THE NEXT SLIDE, SUSAN.

GROWING ENROLLMENT, I WOULD CAVEAT THIS YEAR'S ENROLLMENT CHART IS BASED ON LAST YEAR'S NUMBERS AND ENROLLMENT.

THIS YEAR WILL BE A COMPLETE OUTLIER.

AND I'M LOOKING FORWARD FOR THE CHALLENGE AS WE DO EXPECT THAT COVID HAS HAD AN IMPACT ON OUR ENROLLMENT.

BUT IN THE OVERALL AND LOOKING AT OUR ENROLLMENT GROWTH THAT WAS EXPECTED AT LEAST BASED ON LAST YEAR'S PROJECTIONS, EVEN WITH ALL OUR CAPITAL PROJECTS THAT WE ANTICIPATE PROPOSING IN THIS YEAR'S CIP.

WE ANTICIPATE STILL BEING 2,000 SEATS SHORT.

CAPACITY WILL BE A DRIVING FORCE FOR THIS UPCOMING BUDGET.

THE NEXT SLIDE PLEASE, SUSAN.

AND THEN JUST LOOKING AT OUR NEEDS GAP.

SO THESE ARE ALL THE THINGS YOU'RE FAMILIAR WITH BUT JUST REITERATING IT.

THE YEARS OF DEFERRED MAINTENANCE, AND A LOT OF LAST YEAR WE FOCUSED ON THE TARGETED FACILITIES CONDITION ASSESSMENT.

PRIORITIZATION OF THOSE PROJECTS.

IT'S IMPORTANT TO NOTE WE ARE ADJUSTING THE CRITICAL NEEDS OF OUR BUILDINGS POSITION IN THIS YEAR AND THE EARLY YEARS OF CIP.

ADDITIONALLY WE'RE TRYING TO MAXIMIZE THE MODERNIZATION THAT WE DO HAVE TO MAKE SURE WE'RE ABLE TO ACCOMMODATE OUR STUDENTS.

LASTLY, WE KNOW OUR CIP HAS EXPANDED TO INCLUDE MORE OF  IT'S NOT JUST THE FACILITIES BUDGETS ANYMORE.

WE INCLUDE TRANSPORTATION BUT AS WELL AS TECHNOLOGY AND TEXTBOOKS AND CURRICULUM INSTRUCTION MATERIAL.

WE KNOW DURING THE PANDEMIC, THOSE FUNDS HAVE PROVED TO BE NEEDED NOW MORE THAN EVER.

I'LL TURN THE NEXT SLIDES OVER TO DR. ALICIA HART.

>> ERICA PRESENTED ON THE PAST.

I'M GOING TO TACKLE THE PRESENT AND REALLY WANT TO FOCUS ON THE TWO KEY AREAS OF THE CIP BUDGET.

AS ERICA ELUDED TO EARLIER, WE CONTINUE THE TARGETED FACILITIES ASSESSMENT.

THIS WAS A LIMITED ASSESSMENT THAT ADDRESSED CRITICAL NEEDS AT FIVE SCHOOLS AND TRANSPORTATION FACILITY.

IT WAS COMPLETED IN 2019.

WE ALSO WANTED TO SHARE THE IMPACT COVID HAS HAD.

ESSENTIALLY FOR US, AS TERRIBLE AS THIS PANDEMIC HAS BEEN, IT HAS ALLOWED US AN OPPORTUNITY TO ADVANCE SOME OF OUR PROJECTS VERSUS TAKING A PHASED APPROACH OVER MULTIPLE YEARS.

FLOORING INSTALLATION PROJECT GROUPS REPLACEMENT AND HVAC UPGRADES.

WE'VE BEEN ABLE TO IMPLEMENT SOME STRUCTURAL CHANGES TO INCLUDE FUNDING FOR FULL TIME EMPLOYEES IN THE CIP BUDGET, AS WELL AS EDUCATIONAL FACILITIES BUDGET.

NEXT SLIDE.

SO YOU ALL HAVE SEEN THIS SLIDE BEFORE IN ANOTHER PRESENTATION.

BUT JUST WANTED TO SHARE WITH OUR CITY COUNTERPARTS.

SOME OF THE NOTABLE PROJECTS SO FAR THUS YEAR IS THE STADIUM RENOVATION AT TC WILLIAMS. BOTH KELLY AND JOHN ADAMS. WE ARE CURRENTLY WORKING AT THE GYMNASIUM.

NOW WE ARE TRANSITIONING IN TO HOW WE ARE ENVISIONING THE FUTURE OF THE CIP BUDGET.

ONE THING WE'VE SPOKEN TO THE BOARD ABOUT IS FINANCIAL SERVICES DEPARTMENT, AS WELL AS OTHER KEY STAKEHOLDERS AS WE ARE DEVELOPING THIS BUDGET.

WE ARE WORKING TO ESTABLISH A PROCESS FOR RECURRING FCAS.

AGAIN, IT IS BEST PRACTICE TO HAVE REOCCURRING FCAS TO DEVELOP YOUR CIP PROGRAM.

WE ARE WORKING ON IMPROVING THE ACCURACY OF OUR COST ESTIMATION PRACTICES.

[03:45:01]

WE DO UNDERSTAND THAT, YOU KNOW, WHEN WE ARE PRESENTING ESTIMATES AT THAT TIME, IT'S A SNAPSHOT AT THAT TIME.

IT'S NOT ALWAYS TAKING IN TO CONSIDERATION THE MULTIPLE FACTORS THAT COULD ESCALATE THAT COST.

SO WE WANT TO BE MORE AWARE OF THAT AS WE MOVE IN THE FUTURE PLANNING PROCESS.

AND THEN WE ALSO WANT TO MAKE SURE ON THE OPERATIONAL SIDE THAT WE ARE CONTINUING AND MAINTAINING OUR FOCUS ON INCREASE PREVENTIVE MAINTENANCE BECAUSE WE UNDERSTAND THAT ULTIMATELY THAT PLAYS A PART IN TO OUR CIP PROJECTS AS WELL.

NEXT SLIDE.

AND SO THIS IS ANOTHER SLIDE THAT SCHOOL BOARD HAS SEEN.

PRETTY FAMILIAR WITH.

SO I'M NOT GOING TO GO THROUGH THIS VERBATIM.

BUT WE WANT IT MAKE SURE WE ARE STRESSING THE FACT THAT WE ARE ALIGNING OUR 2231.

WE WANT TO BE ABLE TO INCLUDE THIS SLIDE FOR REALLY THE CITY'S REFERENCE SO THEY CAN UNDERSTAND THAT IT'S IMPORTANT FOR US TO FOCUS ON TYING OUR CIP BACK TO THE EQUITY FOR ALL 2025 PLAN.

NEXT SLIDE.

AND SO NOW AGAIN STILL FOCUSING ON OUR FUTURE, WE'RE SEPARATING THIS OUT SPECIFICALLY TO SPEAK TO OUR CAPACITY INITIATIVES AND NONCAPACITY INITIATIVES.

ON THE CAPACITY SIDE, WE WILL CONTINUE THE HIGH SCHOOL BUDGET.

INCORPORATING THE KELLY AND GEORGE MASON.

THE ELEMENTARY SWING SPACE CONSIDERATION.

WE ARE TALKING ABOUT DEFERRING TRANSPORTATION PROJECT DUE TO THE WHEELER STUDY.

ALSO FOCUSING ON THE PATRICK HENRY COMPLETION FUNDS.

FOR NONCAPACITY, TSA STANDS FOR TARGETED FACILITY ASSESSMENTS.

HVAC, ROOF, UPGRADING OUR KITCHEN PROJECTS, REEVALUATING ALL OF THE PROJECTS CURRENTLY WITHIN THE CIP BUDGET.

NOW I'M TURNING IT BACK OVER TO MS. GULICK.

>> WE'RE NOT ANTICIPATING MAJOR CHANGES TO OUR CAPACITY PROJECT AS PROPOSED.

WE DO KNOW WE HAD A SIGNIFICANT DEFERRAL OF HIGH SCHOOL PROJECT FUNDS IN THE SPRING.

SO WE ANTICIPATE THAT WILL CONTINUE TO HOLD THOSE DOLLAR VALUES IN THE YEARS THAT THEY ARE.

THE ONE CHANGE WE ARE PROPOSING IS THE CITY HAS BEEN WORKING ON A WHEELER STUDY.

WE ARE PROPOSING TO PUSH IT BACK BECAUSE WE DON'T ANTICIPATE THAT A SOLUTION WILL BE  HAS BEEN PRESENTED TO US OR THAT THE FUNDS THAT WE CURRENTLY HAVE ARE NECESSARILY CAPTURING THE FULL NEED OF THAT PROJECT.

WE CAN GO TO THE NEXT SLIDE.

AS FAR AS DOUGLAS MACARTHUR, THIS IS GETTING TO WHAT WE ANTICIPATE TO BE THE KEY FOCUS AREAS OF THE CONVERSATION AT THE JOINT WORK SESSION.

WE WANT TO TALK ABOUT WHAT WE'RE DOING TO ADDRESS SOME OF THE COST EXPOSURE THAT WE'VE DISCUSSED IN THE PAST RELATED TO DOUGLAS MACARTHUR.

I WILL SAY THE PROJECT TEAM, WE'VE HAD SIGNIFICANT SUCCESS IN GETTING THE ANTICIPATED PROJECT COSTS DOWN.

SO WE WILL CERTAINLY PROVIDE AN UPDATE ON THAT TO THE SCHOOL BOARD AT SOME POINT IN THE FUTURE.

JUST SO YOU KNOW THE TYPES OF THINGS WE'RE LOOKING AT ON OUR SIDE IS REDUCED PROGRAM WHICH WE HAVE REDUCED EXTENDED LEARNING AREAS AS WELL AS REMOVING THE COMMUNITY ROOM.

THESE ARE THE TYPES OF THINGS WE'RE CONSIDERING DOING ON OUR SIDE.

THERE ARE CERTAIN THINGS WE ARE REQUESTING FROM THE CITY.

WE THOUGHT IT WOULD BE A GOOD OPPORTUNITY TO PUT THESE IN HERE.

INCLUDING POTENTIALLY DESIGNATING PARKING.

WE HAVE A REQUIREMENT TO UNDERGROUND UTILITIES.

EITHER TO HELP GET US FUNDING FOR THESE THINGS OR TO HELP SEE IF THERE'S A WAY THAT MAYBE WE COULD PURSUE THESE AT A LATER DATE OR SOMETHING TO THAT EFFECT.

IF WE CAN GO TO THE NEXT SLIDE.

JUST THE KEY DISCUSSIONS AND REALLY THE THINGS WE THINK YOU'RE PLANNING TO TALK ABOUT, AND WE HOPE YOU DO, THIS IS ESPECIALLY CRITICAL FOR THE HIGH SCHOOL PROJECT AS WE ARE HOPING TO HAVE A DECISION ON THE FULL SPACE PROGRAM FOR THAT PROJECT BY THE BEGINNING OF NEXT YEAR.

AS I STATED BEFORE, THE WINTER WHEELER MASTER PLAN AND THE IMPACT THAT WILL HAVE ON OUR TRANSPORTATION FACILITY, AS WELL AT THE PERMANENT SWING SPACE.

[03:50:05]

THE FEASIBILITY STUDIES WE WERE DOING PRIOR TO CLOSURE IN MARCH HAVE BEEN TEMPORARILY BEEN PUT ON HOLD.

THERE'S BEEN FURTHER STUDY WE'VE BEEN DOING RELATED TO THOSE THINGS.

WE DO KNOW THAT THE SWING SPACE DISCUSSION WILL STILL NEED TO BE HAD AS PART OF THE CIP.

AND IF YOU CAN GO TO THE NEXT SLIDE I BELIEVE THAT IS IT.

WE DO KNOW NOW THAT THE JOINT WORK SESSION IS ANTICIPATED TO BE AFTER THE SUPERINTENDENT'S PROPOSED CIP.

SO WE WILL BE ABLE TO ADD ADDITIONAL ATTACHMENTS AND INFORMATION ON TO THIS PRESENTATION FOR THE JOINT WORK SESSION ONCE WE HAVE THAT BUDGET AND ALL ITS ASSOCIATED DOCUMENTS DEVELOPED.

DOMINICK, WERE YOU SUPPOSED TO SAY THAT? I'M SORRY.

I'LL TURN IT BACK OVER TO MR. TURNER.

>> NO WORRIED.

BUT YES, THE JOINT WORK SCHEDULE IS SCHEDULED.

WHAT WE'RE TRYING TO DO IS FINALIZE YOUR PRESENTATION BY THE FIRST OF NOVEMBER.

AND THEN BE ABLE TO POST THE PRESENTATION AND ALL OF THE ATTACHMENTS INCLUDING THE SUPERINTENDENT'S PROPOSED BUDGET.

SCHOOL BOARD MEMBERS AND THE CITY COUNCIL WILL BE ABLE TO HAVE THE MATERIALS A FEW DAYS AHEAD OF THE ACTUAL JOINT WORK SESSION TO BE ABLE TO REVIEW ALL OF THAT MATERIAL AND BE AT THE WORK SESSION PREPARED TO HAVE A CONVERSATION AROUND THOSE KEY DECISION POINTS.

THANK YOU.

>> OKAY.

SO DO WE HAVE ANY  OH, YES WE DO.

I JUST HADN'T SCROLLED UP, SCROLLED DOWN TO WHERE I NEED TO BE.

MS. LOREBER.

>> I JUST WANT TO THANK YOU ALL.

THIS IS THE FIRST YEAR WHERE WE HAD THIS DRAFT REPORT SHOWN TO US THAT I DON'T FEEL LIKE IT NEEDS TO BE CHANGED IN A MILLION WAYS.

AFTER IT NEEDS TO BE CHANGED AFTER THE BUDGET IS PRESENTED.

BUT I LOVE IT.

IT'S CLEAR.

I THINK YOU CAN UNDERSTAND EVERYTHING.

SO I JUST WANT TO SAY COMPLIMENTS TO YOU ALL.

I HOPE I'M NOT THE ONLY ONE WHO FEELS THAT WAY.

BUT IT REALLY SEEMED GREAT TO ME SO THANKS FOR ALL YOUR WORK.

>> GREAT.

NEXT UP, MS. GREENE.

>> THANK YOU, CHAIR ANDERSON, AND THANK YOU MR. TURNER, MS. GULICK AND DR. HART.

MY QUESTION IS FOR YOU, MS. GULICK, DO YOU THINK YOU WILL HAVE THE UPDATED NUMBERS BEFORE THE MEETING? IT WOULD BE GREAT TO HAVE THE MOST UPDATED INFORMATION.

>> I BELIEVE MS. WRUNGEL DOES THE REPORT.

WE'LL HAVE FINAL ENROLLMENT FOR THIS SCHOOL YEAR.

THE ENROLLMENT PROJECTIONS THEN ARE IN DEVELOPMENT KIND OF THROUGH THE MONTH OF NOVEMBER.

AND I ANTICIPATE WILL PROBABLY TAKE JUST A LITTLE EXTRA WORK THIS YEAR BECAUSE OF THE COVID IMPACT TO ENROLLMENT THROUGHOUT THE NORTHERN VIRGINIA REGION.

SO THE ENROLLMENT PROJECTION WILL NOT BE FINAL FOR NOVEMBER 17TH, BUT THE ENROLLMENT NUMBER WILL BE.

>> THANK YOU.

>> AND DR. RIEF.

>> THANK YOU FOR THE PRESENTATION.

I DO AGREE IT WAS A LITTLE MORE STREAMLINED AND A LOT OF IMPROVEMENTS.

I'VE MADE THIS COMMENT PROBABLY MANY TIMES.

BUT JUST TO AGAIN EMPHASIZE THAT I THINK LESS IS MORE.

WE ONLY MEET WITH COUNCIL SO MANY TIMES.

AND PEOPLE ARE REALLY INTERESTED IN HAVING A CONVERSATION.

AND I NOTICE WHEN I'VE BEEN IN THESE MEETINGS, THAT A LOT OF PEOPLE ARE DOING OTHER THINGS BECAUSE THEY'VE ALREADY VIEWED THE PRESENTATION.

AS I WENT BACK AND LOOKED THROUGH THE PRESENTATION LIKE A LITTLE BIT MORE CLOSELY, I'M GOING TO GO OUT AND SAY THAT DON'T TAKE THIS THE WRONG WAY, BUT I THOUGHT SLIDES 810 WERE A BIT OF A WORD SALAD.

A LOT OF IT WAS KIND OF REDUNDANT ACTUALLY TO WHAT I SAW IN SLIDES 5 AND 6.

SO THAT'S A PLACE WHERE I THINK IT COULD BE PARED DOWN.

BECAUSE AGAIN, LESS IS MORE.

AND THAT SLIDE IN PARTICULAR THAT TALKS ABOUT OUR PRIORITIES, WHICH I MEAN, IT'S A PRIORITIES, IT'S A IT FEELS LIKE WHEN EVERYTHING IS THE PRIORITY NOTHING IS THE PRIORITY.

AND THE OTHER THOUGHT I HAD WHEN I WAS LOOKING AT THAT IS, HAS COUNCIL RECEIVED A COPY OF OUR STRATEGIC PLAN? ARE THEY UP TO SPEED ON WHAT OUR NEW STRATEGIC PLAN IS? THAT'S ANOTHER THING THAT WOULD BE GOOD TO INTRODUCE AT THIS MEETING IN CASE NOT

[03:55:01]

EVERYONE ON COUNCIL IS FAMILIAR WITH THE STRATEGIC PLAN.

THOSE ARE A FEW BIT OF COMMENTS.

>> THANK YOU, DR. RIEF.

I JUST WANTED TO SAY WE NEVER GET OFFENDED BY FEEDBACK FOR PRESENTATION THAT WE'RE GOING TO BE PRESENTING.

THIS IS THE OPPORTUNITY FOR US TO HEAR BACK FROM YOU.

ALSO, WE VALUE THAT INPUT BECAUSE WE WANT TO MAKE SURE WE'RE DELIVERING WHAT THE BOARD WOULD LIKE TO SEE AT THIS PARTICULAR MEETING.

SO THANK YOU FOR THE INPUT.

>> I'M JUST GOING TO JUMP IN HERE FOR A MOMENT BEFORE MS. GENTRY.

ONE OF THE THINGS WE TALKED ABOUT IS DOING SOME SORT OF PRIORITIZATION EXERCISE.

ACTUALLY, DR. RIEF MADE ME THINK OF IT TRYING TO GET PEOPLE MORE ENGAGED.

SOME SORT OF PRIORITIZATION EXERCISE AROUND THE COLOCATION OPTION.

SO I DON'T KNOW, IS THAT STILL A POSSIBILITY OR DO PEOPLE FEEL STRONGLY ONE WAY OR THE OTHER ABOUT THAT? IS THAT  YEAH, I MEAN, DR. HUTCHINGS, IS THAT SOMETHING THAT  WE TALK ABOUT SO MANY THINGS.

I DON'T KNOW IF YOU'D REMEMBER THAT THAT WE TALKED ABOUT THAT.

>> YES, ACTUALLY AS YOU JUST TALKED ABOUT IT, YES, I DO RECALL HAVING A DISCUSSION DURING BOARD LEADERSHIP.

I THINK THAT IS DEFINITELY SOMETHING IF THE BOARD WOULD LIKE TO INCORPORATE, WE CAN INCORPORATE THAT.

>> I GUESS WE DON'T NEED TO TALK ABOUT IT TONIGHT.

BUT IF YOU THINK IT'S A GOOD IDEA OR HAVE SOME IDEAS ABOUT THAT JUST BECAUSE I FEEL LIKE OTHERWISE THAT THAT CONVERSATION MIGHT GO AROUND AND AROUND.

AND I THINK IT WOULD BE GOOD IF PEOPLE ACTUALLY JUST, YOU KNOW  THAT IT MIGHT MAKE IT CLEAR WHAT THE PRIORITIES ARE FOR COLOCATION.

I DON'T KNOW.

ANY WAYS.

SO NEXT IS MS. GENTRY.

>> THANKS.

AND AGAIN, SIMILAR TO SOME OF MY COLLEAGUES.

I THOUGHT THERE WAS A REAL CRISPNESS TO THIS THAT I REALLY LIKED AND FOCUS.

AND PARTICULARLY, I'M THINKING OF SLIDES 13 AND 14.

YOU KNOW, I THINK THE REALITY IS, IS THAT IN THE SPACE OF THIS TIME AND IN THIS KIND OF FORMAT TO SAY WE'RE GOING TO DISCUSS THE 10 YEAR CIP IS NOT REALISTIC OR PARTICULARLY HELPFUL.

BUT IN CONTRAST, SO I THINK THAT I LIKE THE APPROACH OF LIKE, LET'S REALLY DRILL DOWN TO SOME VERY SPECIFIC TOPICS.

SO I THINK HAVING THE SLIDE, I BELIEVE IT WAS SLIDE 13 ABOUT DOUGLAS SMITH MACARTHUR WAS GREAT.

I THINK IT MIGHT EVEN BE HELPFUL FOR MAYBE THE STAFF TO, YOU KNOW, MAYBE CONTINUE TO SEND THE BOARD JUST A LITTLE BIT MORE INFO PARTICULARLY ON THAT JUST SO THAT WE FEEL READY TO GO AND READY TO KIND OF TALK ABOUT THAT.

AND THE SAME THING IN PARTICULAR, IF YOU CAN ACTUALLY SHOW, I BELIEVE IT'S SLIDE 14.

IF YOU COULD PUT THAT UP.

I'M SORRY, IT MUST HAVE BEEN 13.

ALL THAT TIME I WAS TALKING ABOUT SLIDE 12.

THE PREVIOUS SLIDE.

>> I CAN'T SEEM TO MAKE IT GO BACK.

ONE SECOND.

>> OKAY.

LET'S SEE IF I CAN JUST REFERENCE IT.

SO IT'S AFTER THE DOUGLAS MACARTHUR SIGN.

THE KEY DISCUSSIONS.

THE COLOCATION OF THE SCHOOL SITES.

THERE WAS ALREADY A DISCUSSION ABOUT MAYBE WE DO A SCHOOL EXERCISE ABOUT THAT.

THE WITTER WHEELER MASTER PLAN TRANSPORTATION FACILITY.

MY GOODNESS, WE HAVE BEEN TALKING ABOUT THE TRANSPORTATION FACILITY SO LONG.

BUT I'M NOT SURE THAT WE'VE HAD THAT CONVERSATION WITH THE CITY COUNCIL IN OUR JOINT SESSION.

SO I ACTUALLY  I THINK MY FEELING ABOUT THE CIP OVERALL IS, YOU KNOW, IT IS A TENYEAR PLAN.

IT DOESN'T HAVE THE SAME GIGANTIC CHANGES.

WE CAN SEND THEM INFORMATION BEFORE.

I THINK EACH OF US AS BOARD MEMBERS CAN REACH OUT TO THE PEOPLE THAT WE'RE THE LIAISON TO IN CITY COUNCIL AND SAY, WE'VE RECEIVED THE PRESENTATION.

IF YOU'VE GOT SPECIFIC QUESTIONS ABOUT THE CIP, HAPPY TO TRACK DOWN THOSE ANSWERS FOR YOU OR DISCUSS THEM WITH YOU.

BUT LET'S USE THIS IDEA OF KEY DISCUSSIONS AND REALLY THINK ABOUT THAT BEING WHAT WE DO IN OUR GROUP SETTING.

BECAUSE THAT'S SUCH A UNIQUE SPECIFIC KIND OF MOMENT.

RATHER THAN A KIND OF  I THINK SOMETIMES THESE MEETINGS  AND I DON'T MEAN

[04:00:06]

THIS IN A BAD WAY, IT'S JUST KIND OF WHAT HAPPENS.

IT JUST BASICALLY TURNS IN TO A BIG LIST OF RANDOM ASSORTMENT OF QUESTIONS THAT VARIOUS PEOPLE ARE CURIOUS ABOUT AND THEN THEY GET ANSWERS TO.

AND IT'S NOT REALLY UTILIZING WHAT COULD HAPPEN IF THERE'S A GROUP DISCUSSION AROUND SOME OF THESE MORE, YOU KNOW, COMPLICATED ISSUES.

SO THAT'S REALLY MY ONLY FEEDBACK IS I LOVE THIS APPROACH AND I'M ENCOURAGING US AS WE JUST, YOU KNOW, WE'VE GOT THE SLIDE DECK NOW.

BUT IF WE'RE THINKING ABOUT OVERALL FLOW OF THE EVENING TO THINK ABOUT REALLY LESS ABOUT SOME OF THE, YOU KNOW, FACTS.

BECAUSE WE CAN DELIVER ALL THOSE BEFOREHAND AND MAKE OURSELVES AVAILABLE TO ANSWER THEM AND MORE ABOUT THE DISCUSSION.

THANKS AGAIN, EVERYBODY, ON THE TEAM FOR DOING THIS.

BECAUSE I KNOW YOU HAD PLENTY OF TIME THIS WEEK AND THERE WASN'T PROBABLY ANYTHING ELSE THAT YOU WERE HAVING TO WORK ON OR DO THAT WAS TAKING UP ANY OF YOUR TIME.

SO I'M GLAD YOU HAD ALL THIS EXTRA TIME TO PUT THIS PRESENTATION TOGETHER.

THANKS AGAIN.

>> MR. SUAREZ.

>> THANKS.

AND I'LL ACTUALLY BE BRIEF THIS TIME.

SO MY ONLY COMMENT IS THAT I THINK IT WOULD BE HELPFUL TO ADD TO THE PRESENTATION OUR MISSION AND VISION THAT WE JUST ADAPTED IN THE STRATEGIC PLAN.

YOU KNOW, I THINK IT'S REALLY IMPORTANT TO EXPLAIN TO COUNCIL THAT WE RECENTLY ADOPTED A NEW STRATEGIC PLAN.

THAT IT HAS THESE EQUITY FOR ALL PRINCIPLES.

AND I PARTICULARLY THINK IT'S IMPORTANT IF WE GET IN TO THESE DISCUSSIONS ABOUT COLOCATION.

IT'S GOING TO BE IMPORTANT WHATEVER WE DISCUSS IN THOSE SORTS OF LINES IS ALIGNED WITH THE VISION AND THE VALUES OF THE BOARD.

I THINK IT MIGHT BE HELPFUL TO INCLUDE THAT.

AND I WOULD JUST ADD, TOO, THAT I THINK I UNDERSTAND THAT YEARS AGO THERE HAD BEEN SOME SORT OF EFFORT TO SORT OF BRAINSTORM A COMMON VISION FOR ACPS AND CITY COUNCIL, LIKE WHERE WE COME TOGETHER.

AND I THINK IT WOULD BE GOOD TO HAVE THAT CONVERSATION AT SOME POINT AND REVISIT THAT AGAIN.

I BELIEVE THERE WERE CONSULTANTS THAT CAME IN WITH THE LAST BOARD AND KIND OF STARTED THAT PROCESS.

BUT IT NEVER REALLY LED TO SOMETHING CONCRETE.

AND I DO THINK THAT SORT OF MS. GENTRY'S POINT, THESE CONVERSATIONS KIND OF RAMBLE.

AND I THINK IT'S BECAUSE THERE'S NOT A JOINT VISION THAT THE CITY AND ITS SCHOOLS HAVE REALLY BEEN WORKING TOWARDS THAT'S BEEN SORT OF WRITTEN DOWN.

>> YES.

YES, THAT WAS FACILITATED.

THAT WAS  YEAH.

SO I GUESS WE, YOU KNOW, SO MUCH TIME HAS PASSED SINCE THAT, THAT WE'D REALLY HAVE TO START OVER AGAIN WITH SO MANY NEW PEOPLE.

THERE WAS THE DISCUSSION AT THE TIME WHETHER TO DO IT RIGHT AWAY OR NOT.

THERE WAS DISCUSSION IF WE WAITED FOR THE NEW BOARD AND COUNCIL WERE ON THAT WE'D LOSE TOO MUCH STEAM.

BUT NOW IN THE END, WE JUST LOST IT BUT AT A LATER TIME.

BUT THAT DOES BRING  THE ONLY THING I'M THINKING ABOUT US, DO WE TALK ABOUT OUR JOINT MASTER PLANNING, WHATEVER THAT'S CALLED, DO WE GIVE EVERYBODY AN UPDATE? DO WE COME TO A COMMON UNDERSTANDING ON WHAT THAT IS? IS THAT TOO MUCH? IS THAT NOT PEER  I DON'T KNOW WHAT MS. GULICK THINKS ABOUT THAT AND I DON'T KNOW WHAT THAT IS.

>> WE CAN  SORRY, DR. HUTCHINGS.

>> I WAS WONDERING IF MS. GULICK KNOWS WHERE THAT IS.

>> SHE DEFINITELY KNOWS WHERE IT IS.

I WAS GOING TO MENTION I THINK WE MAY WANT TO USE OUR CITY SCHOOLS MEETINGS TO KIND OF TALK THROUGH WHERE WE WANT TO GO WITH THAT.

SO THEN AT LEAST IT'S THE CITY AND THE SCHOOLS DETERMINING.

THAT'S A JOINT EFFORT THAT WE  AND THEN WE BRING IT TO THE BOARD AND THEN THEY BRING IT TO THE CITY COUNCIL.

WE CAN DO IT THAT WAY VERSUS THE BOARD KIND OF MAKING IT PART OF WHAT WE WANT TO TALK ABOUT.

LET'S MAKE IT A JOINT EFFORT.

>> YEAH.

BUT I GUESS WE JUST NEED TO BE UPDATED ON THAT AS A BOARD.

MAYBE NOT DURING THAT MEETING, BUT MAYBE GO IN TO IT KNOWING  WE SHOULD PROBABLY KNOW WHERE IT STANDS GOING IN TO THAT MEETING IS I GUESS.

>> I WOULD RECOMMEND WE ACTUALLY DO AN UPDATE FOR THE BOARD, THE DUAL, SO THAT YOU'RE NOT FAMILIARIZING YOURSELF WHILE THE CITY COUNCIL IS THERE, TOO.

>> RIGHT.

I COULD JUST SEE IT COMING UP AND QUESTIONS ABOUT IT, AND I FEEL LIKE WE WANT TO BE AS UP TO DATE ON OUR INFORMATION AS POSSIBLE ABOUT WHERE WE ARE ON THAT.

>> THAT WE HAVE AN UPDATE THAT'S ADDED TO ONE OF OUR BOARD AGENDA MEETINGS.

[04:05:05]

I MEAN, ONE OF OUR BOARD MEETING AGENDAS.

AND THEN THAT WILL ALLOW THE BOARD TO AT LEAST HAVE A BETTER UNDERSTANDING OF WHAT THE JOINT COMMISSION IS ALL ABOUT.

>> RIGHT.

OKAY.

ALL RIGHT.

I DON'T SEE  LET'S SEE.

I DON'T SEE ANYBODY ELSE.

SO MAYBE WE'RE  WHOOPS, SOMEBODY.

MR. TURNER HAS HIS HAND RAISED.

>> YES.

YOU KNOW, AT THE END OF THESE I ALWAYS HAVE TO DO MY CHECKLIST TO ENSURE WE HAVE EVERYTHING THAT WE NEED TO UPDATE YOUR PRESENTATION FOR YOU.

SO I TOOK MY NOTES HERE AND WE WANT TO TRY TO MAKE THESE EDITS AND THEN GET IT BACK TO THE SCHOOL BOARD FOR ANOTHER ONCE OVER ABOUT OF WE FINALIZE THIS PRESENTATION.

WE'RE GOING TO TRY TO MAKE THIS PRESENTATION A LITTLE MORE CONCISE PER DR. RIEF WHILE ADDED IN ANOTHER SLIDE ON OUR MISSION AND VISION FOR ACPS.

WE ALSO WANT TO HAVE A LITTLE MORE DISCUSSION AROUND COLOCATION AS WELL.

>> I THINK THAT  YEAH, I THINK THAT'S SOMETHING TO CONSIDER JUST BECAUSE I DON'T WANT TO HAVE IT  AND I FEEL LIKE IT NEEDS TO BE SOMEWHAT STRUCTURED BECAUSE OTHERWISE I DON'T WANT IT  YOU KNOW, LAST YEAR WE JUST WENT OFF THE RAILS THERE.

AND HALF OF US DIDN'T KNOW WHAT WAS GOING ON.

SO I THINK IT MIGHT BE GOOD IF IT'S STRUCTURED.

BECAUSE WE NEED TO COME TO A CONCLUSION AT A PARTICULAR TIME.

I WORRY IF WE DON'T STRUCTURE IT IN SOME WAY THAT WE WON'T GET THE ANSWER THAT WE NEED, THE JOINT, YOU KNOW, THE MEETING OF THE MINDS THAT WE NEED TO MOVE FORWARD WITH THE DECISION ON THE HIGH SCHOOL PROJECT.

>> MR. TURNER, IF YOU COULD PLEASE ADD IN UPDATED ENROLLMENT NUMBERS PLEASE.

>> THANK YOU.

SO ONE OF THE THINGS THAT WE DID WANT TO DO WITH THIS PRESENTATION AT THE END WITH THE KEY DISCUSSION POINTS IS FOCUS EVERYBODY AT THE MEETING ON THOSE ITEMS THAT WE REALLY WANTED TO HAVE THIS MEETING BE ABOUT.

SO WE DIDN'T GO OFF THE RAILS.

OBVIOUSLY EVERYBODY HAS THE OPPORTUNITY TO TALK ABOUT WHAT THEY WANT.

BUT WE WANTED TO MAKE SURE THAT THIS PRESENTATION FOCUSED IN ON A COUPLE OF SPECIFIC ITEMS THAT WE AS A SCHOOL SYSTEM NEEDED TO HAVE DECISIONS ON AND THEN HAVE A ROBUST CONVERSATION AROUND.

>> SUPER.

SOUNDS GREAT.

THANK YOU SO MUCH.

DR. RIEF.

>> TO THAT POINT, MR. TURNER, IT MIGHT BE HELPFUL RATHER THAN JUST TO JUST LIST THE DISCUSSION TOPICS, TO PUT DISCUSSION QUESTIONS.

LIKE WHAT IS THE QUESTION YOU WANT TO HAVE THE TWO BODIES ANSWER BEFORE THE MEETING IS OVER.

MAYBE THAT WOULD BE A WAY TO STRUCTURE IT.

>> SOUNDS GOOD.

>> ALL RIGHT.

I THINK WE'RE GOOD.

SO IF YOU HAVE ANYTHING ELSE, THEN PLEASE DIRECT IT TO DR. HUTCHINGS.

AND WE'LL SEE IT AGAIN.

WE'LL SEE IT AGAIN I GUESS ON THE 29TH PROBABLY.

BECAUSE WE TENTATIVELY HAVE OUR MEETING ON THE 17TH.

SUSAN, IS THAT RIGHT? OF NOVEMBER.

YOU'RE MUTED.

>> CAN YOU HEAR ME NOW? SO THAT MEETING IS ON THE 17TH, AND I BELIEVE THAT MR. TURNER DID CONFIRM THAT THEY WOULD LIKE IT AT 7 O'CLOCK.

SO I THINK WE'RE ALL SET FOR THAT.

WE'LL GET THAT ON THE CALENDAR.

>> GREAT.

THANK YOU.

ALL RIGHT, EVERYBODY, IT'S GETTING TO BE THAT TIME.

I DON'T THINK WE HAVE ANYTHING ELSE TO TALK ABOUT.

EXCEPT I HAVE  IT'S NOW TIME FOR MY REPORT.

[Additional Item]

SO I'M JUST GOING TO GIVE SOME INFORMATION ABOUT THE UPCOMING PUBLIC HEARING ON THE 29TH AT 4:00 P.M.

ABOUT THE RENAMING.

SO YOU NEED TO SIGN UP BY WEDNESDAY, OCTOBER 28TH, AT NOON ON THE SCHOOL BOARD MEETING PAGE ON THE ACPS WEBSITE.

ALSO THERE'S A JOINT SCHOOL BOARD SUB COMMITTEE MEETING ON MONDAY, THE 26TH.

STARTING AT 5:00.

YES, AND THEN THE JOINT WORK SESSION THAT WE JUST TALKED ABOUT.

SO DR. HUTCHINGS, DO YOU HAVE A REPORT?

[9. Report from Dr. Gregory C. Hutchings, Jr.]

>> JUST ONE QUICK UPDATE AND THAT IS WE ARE GOING TO HAVE OUR SPECIAL KIND OF LIKE EDITION OF ACPS EXPRESS TO GO OUT IN REGARDS TO THE CONVERSATION AND VOTE THAT TOOK PLACE THIS EVENING.

THAT'S GOING TO GO OUT ON FRIDAY.

I KNOW WE'RE NOT GOING TO HAVE IT OUT TOMORROW BECAUSE WE'RE STILL GOING TO BE WORKING ON THAT TONIGHT AND TOMORROW.

BUT WE WILL HAVE THIS OUT ON FRIDAY.

SO I JUST WANTED TO MAKE THE BOARD AS WELL AS THE COMMUNITY AWARE THAT WE'LL

[04:10:05]

BE SENDING OUT HIGHLIGHTS FROM THE MEETING TODAY.

AND TYPICALLY CLEAR AROUND WHAT WE DISCUSSED AND WHAT THE VOTE WAS ALL ABOUT SO THAT WE CAN BE VERY CLEAR ABOUT THAT.

I WILL SEND A DRAFT JUST TO THE BOARD BECAUSE I THINK IT'S GOING TO BE IMPORTANT FOR YOU ALL JUST TO SEE TO MAKE SURE WE'VE CAPTURED EVERYTHING ACCURATELY.

SO WE WILL SEND IT OUT.

WE PROBABLY WILL HAVE A FAST TURNAROUND.

BUT I'LL BE SURE TO INFORM YOU WHEN IT COMES OUT, WHAT THE TIMEFRAME IS AND WHEN WE NEED SOME FEEDBACK FROM YOU.

>> GREAT.

YES, IT'S VERY NEARLY TOMORROW NOW.

SO YES.

ALL RIGHT.

SO NOW WE ONLY HAVE ONE MORE THING TO DO IS THAT'S TO ADJOURN.

ANYBODY?

>> MADAM CHAIR, I MOVE THAT WE ADJOURN.

>> SECOND.

>> SECOND.

>> THERE'S A LOT OF SECONDS.

EVERYBODY IS WITH IT NOW, WITH THE ADJOURNING.

I HEARD MS. GREENE FIRST.

MS. GREENE SECONDED MS. GENTRY'S ADJOURN.

VERONICA NOLAN.

>> YES.

>> JACINTA GREENE.

>> YES.

>> MICHELLE RIEF.

>> YES.

>> CHRISTOPHER SUAREZ.

>> YES.

>> HEATHER THORNTON.

>> YES.

>> NINE YES FOR ADJOURNING.

REMEMBER TOMORROW AT 8 O'CLOCK WE HAVE A MEETING AGAIN.

I AM VERY SORRY.

BUT IT WILL BE SHORT.

IT WILL BE SHORT AND IT'S IMPORTANT.

I DON'T KNOW.

I CAN'T, YOU KNOW.

* This transcript was compiled from uncorrected Closed Captioning.