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A
A
Good
evening
and
welcome
to
this
workshop
for
the
board
of
education,
I'm
board
president
joanna
beige
tobin
tonight.
The
board
will
learn
more
from
superintendent
george
arlatto
about
upcoming
changes
to
quarantining
of
students
as
a
result
of
exposure
to
persons
with
covet
19
and
to
contact
tracing
protocols.
This
workshop
is
open
to
the
public.
However,
there
is
no
public
testimony.
A
A
B
B
As
a
I
requested,
the
meeting
via
dr
tobin,
to
spend
some
time
with
you
this
evening
to
discuss
some
of
the
implications
to
the
board's
recent
decision
to
no
longer
quarantine,
close
contacts
that
are
asymptomatic.
B
So
since
the
board's
decision
on
wednesday
or
during
this
past,
during
your
meeting
last
week,
I've
been
working
with
my
staff,
as
well
as
dr
kaliana
ramen,
and
his
team
at
the
department
of
health
on
how
best
to
operationalize
this
decision
of
the
board.
B
So
the
purpose
is
is
tonight
is
in
bringing
the
board
together
is
to
be
certain
that
each
of
you
understands
how
we
aacps
will
continue
this
work
moving
forward.
So
as
we
continue
to
work
with
our
partners
at
the
department
of
health,
the
decision
was
made
that
we
would
no
longer
contact
trace,
as
it
makes
little
sense
to
identify
to
go
through
the
process
of
contact,
tracing,
identify,
close
contacts
and
then
not
take
any
action
with
those
close
contacts
as
they
are.
B
B
Any
student
that,
of
course,
is
positive
for
covet
will
continue
to
isolate
for
10
days
and
any
student
that
is
symptomatic
should
quarantine
and
test
those
pieces
are
still
in
place,
and
although
the
board's
decision
is
that
no
asymptomatic
student
will
quarantine,
there
are
some
exceptions
that
I
wanted
the
board
to
be
aware
of,
and
that's
in
large,
that's
a
large
part
of
why
we
are
here
this
evening.
B
So
there
are
examples
like
household
close
contacts
will
still
have
to
quarantine,
as
will
close
contacts
in
the
child
care
settings,
for
example,
before
care
and
aftercare.
They
have
their
own
rules
that
we
must
follow,
and,
additionally,
those
close
contacts
identified
by
an
external
entity
will
also
have
to
quarantine.
So
somebody
outside
of
aacps
as
we
would
go
through
the
process,
so
I
guess
sort
of
the
best
way
to
to
to
wrap
your
head
around.
B
B
So
there
will
be
some
students
that
will
have
to
quarantine,
depending
on
on
the
specifics
of
their
case
and
as
it
relates
or
not
directly
to
aacps,
and
then
I
know.
Certainly
dr
k
is
gonna.
He'll
he's
got
lots
to
say
about
each
of
these
about
each
of
these
areas,
but
certainly
those
students
that
are
identified
as
part
of
an
outbreak
will
also
have
to
quarantine,
because
outbreaks
are
determined
by
the
department
of
health,
not
aacps,
and
certainly
the
department
of
health
retains
their
authority
to
impose
quarantining
and
closures.
B
Regardless
of
the
decision
that
we
have
made
that
the
board
has
made-
and
I
know
that
dr
k
has
got
some
things
to
say
about
that-
and
then
we're
glad
he
and
I
are
glad
to
take
some
questions.
So
let
me
turn
over
dr
k.
I
know
he's
got
some
information
to
share
with
you
and,
as
always,
dr
k.
Thank
you
taking
time
out
of
your
busy
schedule
to
spend
with
us.
C
Thank
you,
dr
arlatos.
Thank
you
to
the
board.
I
just
wanted
to
thank
you
for
having
this
time
this
afternoon
or
this
evening
to
discuss
this
issue.
It's
obviously
top
of
mind
and
give
you
a
little
sense
of
where
we
are
as
a
county
just
to
frame
this
discussion
county
and
estate
to
frame
this
discussion
and
then
talk
a
little
bit
more
about
how
how
we,
how
we
think
about
the
this
issue
at
school
with
schools
and
what
we're
doing
for
students
so
in
the
county.
C
What
we're
seeing
is
that
the
situation
is
getting
worse
in
the
sense
that
cobit
is
spreading,
we're
seeing
our
hospitalizations
they've
more
than
doubled
in
the
past
three
weeks
in
the
in
the
two
county
hospitals
to
nearly
a
hundred
hundred
folks
hospitalized
for
covet
we're
seeing
outbreaks
and
and
dr
orlando
mentioned
outbreaks,
we
look
at
outbreaks
across
a
variety
of
settings.
Schools
is
only
one
of
them:
nursing
homes,
assisted
living
facilities,
corrections,
homeless,
homeless,
shelters.
C
Any
situation
where
there's
a
lot
of
people
who
are
or
more
vulnerable
are
brought
together
is
considered
a
setting
that
we
would.
We
would
investigate
for
outbreaks
we're
seeing
outbreaks
increase
we've
seen
over
a
two-thirds
increase
in
outbreaks
over
just
past
two
weeks.
C
Excuse
me
we're
just
starting
to
get
some
data
from
the
maryland
department
of
health
in
terms
of
percent
positivity.
Over
the
past
two
weeks,
that's
increased
from
five
to
ten
percent.
Obviously
there's
a
gap
in
data,
but
we
know
the
cases
are
increasing
because
all
the
other
indicators
that
go
with
that
are
going
up
and
and
even
with
the
schools
we're
seeing.
The
number
of
cases
amongst
school-age
students
is
increasing
right,
and
so
that's
the
direction
that
we're
headed
over
the
next
few
few
weeks
to
a
month
or
more.
C
Even
we
need
vaccinations
to
continue
to
increase
and
there's
continued
uptake
of
that.
But
we
do
have
to
be
realistic
about
the
time
scale
that
vaccinations
work
on
somebody
gets
starts
getting
vaccinated
now,
they're
not
get
that
full
protection
for
another
six
weeks
right.
Somebody
needs
boosters
needs
to
come
now
and
get
it,
but
there's
all
of
a
sudden.
Everybody
is
coming
in.
C
So
there's
a
lot
of
moving
pieces
and
I
think
we
need
to
make
sure
that,
as
we
are
looking
at
what
we
want
to
do
in
schools-
we're
not
just
looking
over
the
long
term,
but
we're
also
looking
at
the
short-term
piece
and
how
we're
bringing
that
all
together,
because
we
do
need
to.
We
do
need
to
look
at
how
we
keep
students
in
school
over
the
next
couple
of
months,
which
are
going
to
be
really
challenging.
To
be
quite
honest
because
of
that
rising
case
rate.
C
And
how
do
we
do
to
do
that
in
a
way
that
allows
us
to
not
just
keep
them
in
there
for
the
next
two
weeks?
But
for
the
next
two
months
right,
because
one
of
the
things
that's
really
important
to
remember
about
what
we're
doing
with
contact
tracing
and
quarantine
is
really
meant
to
decrease,
spread
decrease
the
chances
of
outbreaks
and
keep
more
students
ultimately
in
classrooms.
Right.
C
If
you
don't
do
contact
tracing,
if
you
don't
do
quarantining,
you
run
the
risk,
particularly
at
higher
case
rates
like
we're,
seeing
we're
going
to
see
more
outbreaks,
and
so
you
end
up
paying
for
it.
Anyway,
with
closures
and
more
more
children
being
taken
out
of
the
classroom,
but
now
they're
being
taken
out
because
they're
sick,
not
because
they're
quarantined
and
we
broke
that
transmission,
so
we
do
need
to
balance
those
two
factors.
It's
not
easy,
but
it
is
something
that
we
do
need
to
consider.
Particularly
at
this
moment.
C
When
we
look
at
options
for
decreasing
quarantine,
something
that
dr
alato,
our
and
both
of
our
teams
have
been
talking
about
for
for
a
good
number
of
weeks
months
now
we
recognize
this,
both
from
an
operational
standpoint,
the
burden
of
contact
tracing
on
both
the
health
department
and
the
school
and
the
school
system
staff,
and
also
the
impact
on
students
in
terms
of
missing
days
in
school.
C
C
I
think
it
was
a
num,
probably
about
a
month
ago,
when
we
talked
about
the
modified
options
and
that
the
ones
that
came
out
from
the
maryland
department
of
health
and
maryland
state
department
of
education,
some
modified
options
in
terms
of
keeping
students
in
the
classroom,
things
like
test
estate
protocols,
weekly
screening
testing
and
then
modify
quarantine
with
well
with
with
consistent
mass
usage.
Those
were
three
of
the
additional
options
that
were
put
on
the
table
in
in
looking
at
and
reading
about,
the
decision
that
the
board
made
last
week.
C
I
think
our
assumption
is
that
it
tracks,
along
with
option
three,
the
modifying
quarantine
when
mass
usage
is
consistent.
It
one
of
the
core
pieces
of
that
is
that
it
is
identified
as
the
highest
closing
the
highest
risk
for
in-school
transmission,
though
it
does
ensure
that,
with
the
mass
usage
that
we
are
decreasing,
the
number
of
students
being
quarantined.
One
of
the
core
pieces
of
that
is
that
it
requires
both
the
contact
both
between
the
person
who
has
covet
and
the
close
contact
to
both
be
masked
in
that
setting.
When.
D
C
Look
at
vaccination
rates.
We
look
at
vaccination
rates
amongst
12
to
17
year
olds.
In
the
county
we
have
approximately
81
percent
of
12
to
17
year
olds,
having
received
one
dose
about
74
percent,
fully
vaccinated,
that's
good!
It's
not
enough
to
it's
not
enough
to
stop
transmission
or
stop
in
its
tracks,
but
it's
certainly
a
good
level
of
a
good
level
of
vaccination
and
one
that
I
think
allows
us
to
to
move
forward
with
high
school
and
middle
school
with
a
modified
quarantine
option
that
relies
solely
on
the
masking
with
elementary
schools.
C
I
think
we're
in
a
different
position.
We
see
that
and
while
the
and
the
data
here
isn't
as
crisp
but
because
it's
been
affected
by
that
by
the
state
it
issue,
but
we
see
that
the
vaccination
rate
for
for
one
dose
for
the
five
to
11
year
olds
or
elementary
school
cohort
is
somewhere
in
the
30
to
40
percent
range.
I
don't
have
an
exact
number
to
give
on
that
and
our
and
our
full
vaccination
rate
is
somewhere
in
the
10
to
15
range.
C
It's
a
very
different
landscape
to
consider,
in
terms
of
in
terms
of
going
to
that
modified
quarantine
option
for
elementary
schools.
We
certainly
would
would
like
to
see
a
much
higher
vaccination
rate
for
two
reasons:
one
both
to
protect
students,
but
also
to
to
help
decrease
the
potential
for
spread
at
that
level
of
vaccinations
spread
just
much
easier
frankly
and
then
the
other
piece
is
is
around
outbreaks.
C
We
do
know
that
the
state
is
looking
to
change
the
definition
of
outbreaks
based
on
our
experience
with
what
we've
been
seeing
with
students
and
we're
anticipating
putting
that
into
play
at
the
top
of
the
year.
So
in
january
it
will.
C
It
will
allow
more
more
cohorts
or
more
classrooms
to
stay
in
school,
but
outbreaks
are
still
are
still
situations
where
we,
as
the
health
department,
do
have
to
investigate
that
do
have
to
exercise
quarantine
authority.
We
are
required
to
ensure
that
we
are
not
promoting
spread
of
spread
of
the
uncontrolled
spread
of
disease
in
any
of
these
any
of
these
types
of
settings
where,
as
I
mentioned
before,
there
are
more
vulnerable
individuals,
schools
included,
and
I
listed
some
of
the
other
types
of
facilities
that
that
qualify
that
way
as
well.
C
A
Dr
colony
rahman,
thank
you
so
much
and
thank
you
again
for
taking
time
to
be
with
us.
You've
been
described
as
the
ninth
member
of
our
board,
but
thank
you
again.
We
appreciate
it
especially
on
such
short
notice.
A
E
Go
ahead,
yes,
thank
you.
Thank
you
for
being
here,
dr
collina
ramen.
It's
good
to
see
you
again.
I
do
have
two
questions
for
you.
E
E
E
However,
the
if
we're,
if
we,
if
we
can't
if
we
can't
live
up
to
what
our
and
I'm
assuming
we
will,
because
it
was
the
action
of
the
board,
but
if
we
can't
live
up
to
our
our
motion,
the
other
week
that
past
seven
to
one,
what
are
we
prepared
to
do
to
keep
as
many
elementary
school
students
in
school?
Can
we
implement
a
robust
test
to
stay
or
weekly
testing
program
and
how
would
that
be
funded?
How
would
do
we
have
this?
The
staff
for
that?
E
Can
you
elaborate
more
on
what
we're
going
to
do
for
the
elementary
age?
Kids,
because
I
think
I
think
I
think
we're
right
where
we
need
to
be
for
middle
and
high
school,
but
I
also
worry
about
our
youngest
students
being
home
for
10
days,
some
of
them
without
a
parent
managing
quarantine,
learning
on
their
own.
C
So
I'll
start
and
then
turn
it
over
to
dr
arlata
pretty
quickly
in
terms
of
the
test
to
stay
and
the
weekly
testing.
You
know
these
are
options
that
we've
discussed
with
dr
alato
and
his
team
and
the
the
logistics
of
doing
that
is
really
that's
a
that's
a
school
system
question
we're
happy
to
help
advise
on
how
to
implement
that,
and
so
I'm
going
to
turn
it
over
to
dr
alado
talk
a
little
bit
more
about
what
you
know.
Our
discussions
on
this.
B
Yeah,
thank
you,
dr
kane.
Thank
you,
mrs
shaw,
and
we've
discussed
this
on
a
number
of
occasions.
The
while
I
I
love
the
idea
of
tests
to
stay
operationally.
We
would
need
people
and
tests,
and
so
we
would
have
to
have
somebody
in
every
one
of
our
schools.
B
That
is
that's
available
to
do
that
test.
That's
not
something
that
the
school
nurses
can
take
on
in
their
roles,
and
so
we
would
have
to
find
personnel
and,
as
you
well
know,
we're
challenged
right
now
across
the
board
and
finding
personnel
in
a
number
of
different
positions.
B
So
I
don't
think
that
that
that
either
test
to
stay
or
even
weekly
testing,
we
attempted
to
start
a
pilot
with
weekly
testing
and
we
had
such
little
interest
from
parents
that
wanted
to
voluntarily
allow
their
child
to
be
tested
on
a
weekly
basis
that
it
just
made
no
sense
for
us
to
move
forward
that
we
did
attempt
that
in
a
pilot
phase,
and
there
were
just
so
there
weren't
any
takers.
There
were
very
few
parents
that
were
willing
to
allow
their
children
to
be
tested
on
a
weekly
basis.
B
So
if
those,
though
it
provides
some
real
operational
challenges
for
us
in
in
accessing
tests
and
then
having
personnel
to
conduct
those
tests.
E
Okay,
hopefully
we
can
re-look
at
weekly
testing,
given
the
emotion
that
passed
seven
to
one
I,
I
would
assume
that
more
people
would
take
us
up
on
that,
given
the
changed
landscape.
But
my
second
question
back
to
dr
kaliana
rahman,
is
you
mentioned
that
the
outbreaks
definition
will
change
at
the
top
of
the
year?
Can
you
educate
us
as
to
what
that
definition
will
be.
E
Okay,
I
really
hope
we
can
live
up
to
the
to
the
motion
that
we
that
we
passed.
I
know
all
of
us
want
our
kids
in
school
and
women
want
to
avoid
healthy
students
remaining
home
for
10
days
and
I'm
amongst
those
parents
in
that,
and
that
thought
so.
Thank
you
for
joining
us
again
tonight
and
I'll
I'll
yield
back
to
the
next
colleague
thanks.
A
Thank
you
very
much.
Miss
scholheim
ms
dent.
F
Madam
president,
I'd
like
to
reserve
my
position
until
I
hear
everybody
else's
stuff
comments
and
thoughts,
and
then
I
will
answer
any
other
questions
that
I
may
have.
Thank
you.
A
Okay,
thank
you.
Miss
dent
mr
silkworth.
G
I
think
one
of
the
I
know
dr
k
mentioned
that
one
of
the
things
that
must
be
stressed
is
I
was
looking
at
some
data
when
it
comes
to
cases
by
vaccination
status
and
if
you
take
well
it's
kind
of
hard
for
you
to
see
this,
but
the
bottom
line
is
it's
pretty
clear
that
those
folks
that
are
vaccinated
are
having
much
more
of
an
issue
with
covet
than
than
others.
So
I
I
guess
my
question
is
piggybacks
off
of
miss
scholheim's
question.
G
The
cdc
has
in
fact
come
out
in
support
of
tests
to
stay.
B
There's
there's
absolutely
a
resource
issue.
Can
we
get
my
understanding?
Is
that
that
getting
access
to
the
tests?
That's
something
we
would
have
to
work
through
with
dr
k
and
his
team
to
see
if
we
can
access
enough
tests
and
then
having
personnel
at
every
school
test
to
stay
depending
on
the
design
of
the
program
could
be
testing
those
students
every
day
during
a
seven
day
period.
B
It
could
be
on
day
three
five
and
seven
during
a
seven
during
the
seven
day
period,
and
we
would
have
to
have
the
resources
in
order
to
that,
we
would
have
to
have
both
the
test
kits
and
and
the
availability
of
staff
to
do
that
to
conduct
those
tests
for
those
students
that
have
been
identified
as
close
contacts.
G
Right
well,
it
seems
to
me
that,
as
a
board,
we'll
have
to
do
whatever
we
have
to
do
in
terms
of
trying
to
access
resources.
So
that
means
that
we
may
be
needing
to
contact
the
state
department
of
education.
I've
had
contact
today
with
one
of
our
local
senators.
County
executive
is
sitting
on
some
money,
and
it
just
seems
to
me
that
if
tests
to
stay
is
the
way
to
go
in
whatever
form
that
we
decide
that
we
need
to
try
to
find
the
resources
to
be
able
to
do
that.
G
I
I
have
a
question.
The
second
question
for
dr
k,
and
that
is
that
in
a
lot
of
the
scenarios
we're
talking
about,
if
negative
and
asymptomatic,
can
you
give
us
a
definition
of
what
you
consider
asymptomatic
to
be
because
some
people
might
totally
have
different
definitions
of
what
that
is.
C
So
there's
a
excuse
me,
there's
a
there's:
a
flow
sheet
we've
followed
on
symptoms
to
to
determine
who's
asymptomatic
who's.
Not
we
recognize
that,
particularly
during
this
time
somebody
may
have
one
symptom
like,
for
instance,
a
cough
or
a
runny
nose
right,
very
common
among
students
and,
frankly,
amongst
all
of
us,
and
so
our
our
health
staff
go
through
that
go
through
that
checklist.
So
it's
not
it's
not
a
free-form
kind
of
question.
We
are
going
through
that
pathway.
G
Right,
well,
I
know
we're
going
through
that,
but
as
I
look
at
some
of
the
scenarios
that
are
being
offered
it
talks
about
if
negative
and
asymptomatic
the
student
may
remain
in
the
classroom
but
who's
making
that
determination
about
asymptomatic.
B
That
that
that's
left
to,
of
course,
first
to
foremost
the
parent,
mr
silkworth,
the
parent
should
be,
of
course
they're
with
their
child
and
if
they
are
appearing
at
all
symptomatic
since
the
beginning
of
this,
we've
asked
them
to
keep
their
children
home
we've.
Also
during
the
course
of
the
day,
children
might
not
feel
well,
and
so
teachers
and
other
staff
have
identified
students
that
become
symptomatic
during
the
school
day
and
those
students
are
sent
down
to
the
school
nurse
right.
A
Thank
you,
mr
silkworth.
Miss
frank.
H
I
will
try
to
keep
my
questions
brief.
Thank
you
to
mr
silvera's
comments.
I
would
absolutely
support
using
financial
resources
at
our
disposal
to
help
with
this
in
any
fashion,
but
I
would
be
concerned
about
using
our
school
nurse
nursing
staff
if
they
have
been
the
the
testers
from
the
beginning,
they
were
out
there
on
day
one
they
have
been
the
vaccine
clinics.
H
I've
talked
to
many
nurses,
they're
they're
very
burned
out,
and
I
think
that
if
we
did
some
sort
of
test
to
stay,
we
need
to
keep
that
in
mind
that
these
these
folks
have
been
non-stop
since
this
started
and
that
this
shouldn't
be
left
to
them.
I
would
just
my
question
for
dr
kalyan
rahman
is
as
we
discuss
the
percentage
of
hospitalizations.
C
Yeah
so,
first
of
all,
I
appreciate
the
comments
about
our
school
health,
nurses
and
staff.
They
they
have
obviously
their
core
functions
which
they
do
every
day,
irrespective
of
kobit
and
then
covet
on
top
of
that
in
terms
of
hospitalizations
in
the
county,
as
I
mentioned,
we've
got
about
a
hundred
combined
between
the
two
hospitals
right
now
that
represents.
C
I
can't
give
you
a
fixed
percentage,
but
I
can
tell
you,
in
terms
of
capacity,
that's
added
another,
about
15
to
20
percent
of
capacity
for
hospitals
roughly
and
generally
they
run
at
about
70
percent
to
be
able
to
handle
temporary
surges
in
volume,
not
long
term
like
what
we're
talking
about
surges
in
volume.
It's
the
reason,
the
governor
put
into
place
the
the
levels
of
action
that
he
did
last
week
at
1200
and
1500
aggregate
covet
hospitalizations
in
the
state
and
we've.
B
C
I
don't
have
the
number
for
our
our
county,
but
I
do
have
the
that
at
the
state
level,
it's
somewhere
around
30,
or
so
at
least
as
of
mid
last
week.
H
Total,
okay
yeah.
I
said
that
was
a
little
high.
Thirty
total
pediatric.
Okay,
that's!
That
was
my
question.
Thank
you.
A
Thank
you
miss
frank,
miss
corcodel.
I
Thank
you,
dr
tobin
and
dr
kalanarama
for
joining
us.
I
I
wanted
to
bring
up
the
release
from
msde
that
was
released
today.
I
don't
know
how
many
of
my
colleagues
had
a
chance
to
read
it,
and
I
would
if
I
I
could
just
read
a
couple
of
brief
sentences
from
it,
because
I
believe
it
would
well
frame
my
question
for
dr
kalianorama.
My
first
one-
and
this
is
a
quote
across
the
state.
I
We
must
keep
schools
open
for
in-person
instruction
to
ensure
excellent
educational
opportunities
and
strong
outcomes
for
all
students,
especially
those
who
have
been
historically
underserved
and
most
impacted
by
the
suspension
of
in-person
learning,
said:
state
superintendent
of
schools,
mohammed
chaudhary.
This
is
a
strong
consensus
from
researchers
that
schools
can
and
should
stay
open
for
in-person
instruction
and
that
school
leaders
must
use
every
tool
at
their
disposal
to
do
so.
I
Given
the
adverse
effects
closures
have
on
students
and
their
families,
we
have
seen
the
devastating
impact
of
school
closures
and
long-term
virtual
instruction
on
student
learning
here
in
maryland
and
across
the
country
when
cover
19
transmission
increases
and
health
measures
become
necessary.
Schools
must
be
the
last
places
to
close
with
unprecedented
federal
and
state
resources
and
tools.
We
can
keep
schools
safely
open
for
in-person,
full-time
learning
and
then
he
goes
on
to
elaborate
of
some
of
the
outcomes
objectives
reiteration
of
mask
uses
as
a
mitigating
strategy.
I
So
this
is
more
affirmation
of
what
I
believe
we
have
been
consistently
hearing
from
our
from
our
state
partners,
and
so
dr
kalyana
rahman.
I
I
know
it
was
incredibly
helpful
for
us
in
decision
making,
as
well
as
for
the
community,
to
be
better
prepared
and
to
recognize
and
I'll
put
one
more
caveat,
given
the
absence
of
the
regular
town
halls
that
we
used
to
see
from
some
of
our
elected
officials
from
you
know,
the
county
executive's
office
et
cetera,
et
cetera,
because
we
were
in
a
state
of
emergency
that
has
been
taken
away
from
the
public,
and
so
I
believe
I
have
heard
from
many
folks
that
our
school
board
meetings
have
become
one
of
a
couple
available
few
resources.
I
So
with
that
in
mind,
are
you
able
to
share,
or
are
you
preparing
to
be
able
to
be
shared
with
the
school
board?
A
set
of
standards
by
which
would
determine
when
we
are
in
that
dire
situation
further
to
help
us
track
how
the
numbers
are
going
to
inevitably
affect
so
that
we
are
not
reading
about
in
the
newspaper.
So
to
speak.
I
guess
about
how
all
of
a
sudden
things
are
changing,
and
I
know
we
can't.
I
C
So
we've
been
firmly
ensconced
in
the
red
zone
for
quite
a
while.
Now
I
think
that
is
our
challenge,
and
you
know
we've
seen
in
in
prior
instances
where
the
cdc
has
had
to
create
additional
reds
to
convey
even
greater
severity.
I
believe
we're
in
that
position.
C
You
know
I
mentioned
at
the
top
of
this
conversation
of
hospitalizations
and
our
outbreaks
and
that
those
are
are
clear.
Indicators
of
what
is
occurring
now
give
us
one
example:
I've
been
asking
my
staff
about
how
many
cases
are
we
seeing
how
many
cases
in
students
in
aacps
today
have
we
see
and
I've
gotten
an
updated
number
every
few
hours?
C
Why
we,
today,
as
a
health
department,
we
put
out
a
public
health
war
to
indicate
the
severity
of
the
situation
that
we're
in
as
we're
entering
the
holidays
as
we're
entering
what
is
typically
the
worst
of
cold
and
flu
season,
which
is
when
covet
is
also
going
to
be
most
active
and
as
we
are
going
to
see
more
omokharan
cases,
and
so
I
think
that,
and
that's
why
I
also
said
you
know.
C
I
think
that
as
we
as
we
look
to
keep
students
in
classrooms,
we
also
have
to
understand
the
challenging
moment
that
we're
going
to
have
just
in
terms
of
the
sheer
number
of
cases
right
which
we
are
all
in
agreement.
You
know
children
are
positive
for
kilvaid
or
you
know
anybody
who's
bothered
for
cobit
is
gonna,
have
to
stay
home
and
isolate
right,
we're.
Seeing
more
and
more
of
that-
and
I
think
our
you
know
what
what
I
am
just
very
honestly.
C
That
will
take
more
that
will
take
more
children
and
put
them
in
in
quarantine
right,
and
one
thing
that
I
want
to
take
this
opportunity
to
say
is
that
the
more
kids
who
are
vaccinated,
the
more
likely
they
are
going
to
be
to
be
able
to
stay
in
school,
stay
safe
and
also
are
not
really
eligible
for
quarantine,
because
you'll
remember
that,
even
before
considering
these
options,
if
you're
vaccinated,
you
did
not
have
to
quarantine,
it's
really.
You
know
the
focus
was
on
unvaccinated
individuals
in
the
outbreak
setting.
C
C
I
Thank
you,
and
as
a
follow-up
to
that,
you
had
mentioned
some
testing
possibilities,
and
I
I
I'm
not.
I
cannot
recall
because
we,
you
know,
we
get
brief
summaries.
We
don't
get
documents
or
anything
like
that
or
powerpoints
to
reference
back
to
when
we
get
our
updates
from
dr
alato,
but
there
was
a
a
change
on
the
cdc
website
as
it
related
to
pcr
testing
and
that
they
were,
as
of
december
31st,
withdrawing
the
request
to
seek
authorization
and
withdrawing
from
a
considerate
being
considered
a
eua.
I
I
don't
know
what
that
you
know.
It
sounds
like
a
nice
way
of
you
know
backing
it
out.
I
guess,
and
so
could
you
go
over
what
tests
we
are
using
currently
in
school
and
what
the
game
plan
is
december
31st
when
we
return
to
school,
if
we
are
and
does
that
affect
our
supply
chain,
if
we
chose
to
explore
different
options
or
just
flat
out
needed
it
out,
of
necessity
for
because
of
case
rates
and
such.
C
So
I'm
not
quite
sure
what
you're
referring
to
in
terms
of
the
eua
and
the
test.
If
you,
if
you
send
that
to
me,
I
will
be
able
to
take
a
look
at
that.
There
are
a
lot
of
tests
that
have
been
approved,
so
you
know
it
really
matters
the
specificity
on
that.
I
The
summary
that
I
I
read
on
it
was
on
the
site
was
that
basically,
there
are
some
tests
that
are
no
longer
going
to
be,
I
guess,
considered
usable
or
should
be
used,
and
so
I
was
wondering
if
that's
one
of
them,
so
when
we
get
back,
I
thought
it
would
be
good
to
know
if
what
we're
using
and
that
lab
test
is
using
for
our
sports
program
and
our
employee
programs
on
vax
or
test
is
using
that
particular
test,
because
I
I
believe
in
the
details
and
I'm
not
an
expert
or
anything,
but
I
know
they
try
to
put
that
information
as
plain
english
as
possible,
but
my
understanding
was
that
it's
not
considered
appropriate
to
use
based
on
its
outcomes.
C
I
will
I
will
take
a
look
at
that,
but
the
the
last
thing
that
I
remember
about
that
it
has
to
do
with
more
of
it
being
a
lab
technical
change
and
updating
their
pcr
methods
as
opposed
to
a
test
going
away.
I
I
don't
believe
this
is
going
to
have
any
significant
implication
for
for
us
or
anybody
at
this
point,
but,
like
I
said,
if
you
can
send
me
that
specific
link
I'd
be
happy
to
look
at
that
and
give
you
my
assessment.
I
I
will
definitely
do
that.
I
know
that
you
were
included
in
the
email
that
was
originally
forwarded
to
me
as
an
alert.
So
I
will.
I
will
push
that
out
to
you
specifically
but
yeah.
I
I
I
think
it's
important
for
us
to
recognize
number
one
is
the
state
is
saying
loud
and
clear
that
they
feel
that
we
could
capture
resources,
which
does
make
me
question
our
lack
of
in
the
current,
with
all
of
the
impacts
that
it
has
had,
particularly
on
our
our
administrators
of
the
schools,
because
they
have,
they
can't
do
both
jobs,
and
that
remains
a
high
level
concern
of
mine
and
I
think,
making
sure
that
we
have
good
tests
in
place
and
are
leveraging
every
single
available
resource.
I
That
would
be
key.
Is
there
a
reason,
though,
dr
kalianarama,
why
the
school?
This
is
my
last
question:
it's
more
of
a
follow-up
of
why
this
school
system,
you
know
all
of
our
recreational
athletics,
all
of
the
businesses
for
the
most
part
in
the
county
and
around
the
area
and
civic
organizations,
are
being
well
supported
by
the
health
department
and
I'm
not
aware
that
they
have
to
use.
I
Could
you
explain
why
the
school
system
is
placed
in
that
unique
position,
because
I
know
in
the
beginning
we
talked
about
this
when
kobut
first
hit
a
little
bit
and
in
those
coming
summers,
but
more
of
a
refresher
and
update
as
it
were
as
to
that
situation,
and
can
the
health
start
department
start
hiring.
For
example,
people
give
us
a
hand
or
something
because
we're
not
supposed
to
be
in
health
business
but
which
I
know
you
know
and
have
been
working
hard
on,
but
nonetheless.
I
I
You
know
we
have
principals
and
vice
principals,
who
are
on
the
phone
from
what
I'm
being
reported
on
in
principles
non-stop
until
10
9
10
o'clock
at
night
working
on
contact
tracing.
That's
what
I'm
referring
to
specifically,
which
I
believe
led
us
to
some
of
this
decision
that
we
had
made
of
recent,
because
that's
where
the
impacts
are
happening
more
than
anything
there's
a
lot.
We
can't
control,
but
the
duties
assigned
to
our
workers
are,
and
so,
if
you
wouldn't
mind.
C
C
We
work
with
that
setting
so
the
school
system
to
say
who
are
your
contacts,
and
that
is
the
piece
that
aacps
has
to
do.
We
can't
do
that
because
we
don't
know
the
school
system
and
as
comparison,
if
there's
somebody
positive
in
a
nursing
home,
we
do
the
same
thing
with
the
nursing
home
administrators
clinical
staff.
We
do
the
same
thing
in
in
a
correction
setting
with
the
corrections
officers.
C
It
is
different
in
a
business
right,
because
those
are
adults,
those
are
adults
and
we
well.
Let's
pick
a
random
thing.
Somebody
works
at
a
restaurant,
we're
going
to
ask
that
person
who
are
you
contact?
Who
are
you
in
contact
with,
but
even
with
larger
businesses
that
have
certain
restrictions
in
terms
of
who's
coming
and
going
we'll
work
with
businesses
around
that
contractor,
so
the
school
system?
I
Thank
you.
I
just
you
know
that
is,
I
think,
one
of
the
biggest
snags
of
of
it
all
for
for
a
lot
of
folks,
because
it
does
it's
having
an
impact,
and
you
can
well
imagine
our
administrators
having
to
differentiate
their
role
as
principal,
and
their
role
is
sharing
bad
news
as
such,
but
yeah.
I
just
would
encourage
everybody
to
continue
to
look
for
things.
I
It
is
the
same
situation
that
you
reported
to
us
at
the
beginning
and
onset
of
covid
when
we
tried
to
reopen
schools
last
year,
but
I
think
it's
good
to
make
sure
that
we
keep
it
framed
and
in
the
forefront
so
that
I
think
it
helps
reduce
and
alleviate
some
of
the
the
stressor
points
and
assumptions
that
people
make
as
to
what's
going
on.
Thank
you.
Thank.
A
You
miss
corcodell,
ms
I'm
a
story.
J
Thank
you
and
thank
you,
dr
kalyan
rahman,
for
being
here
with
us.
I'm
sure
you're
going
to
hear
that
a
lot
over
the
course
of
the
night.
So
my
first
question
would
be,
and
I'm
not
I'm
guessing
we're
going
to
go
more
into
this
as
the
night
goes
on.
But
when
it
comes
to
omicron,
I
know
there's
not
a
lot
known
for
certain
about
this
new
variant,
but
I
just
want
to
pick
your
brain
about
what
health
officials
do
know
at
this
time
so
related
to
vaccines.
J
What
is
the
time
period
for
when
vaccines
start
to
lessen
in
their
efficacy
and
since
a
lot
of
our
well
a
lot
of
our
high
school
students
were
able
to
take
or
were
eligible
to
take
the
vaccine
early
in
the
school
year,
and
I've
heard
things
like
two-month
periods
for
johnson
johnson
six
months
for
advisor.
So
as
we
pass
that
threshold,
when
we
talk
about
students
being
vaccinated,
will
we
prefer
that
they
have
the
booster?
J
When
we
talk
about
contact
racing,
even
though,
with
our
new
quarantine
policy
that
might
not
be
as
useful,
but
when
we're
trying
to
track
students
will
we
rely
more
on
them
having
a
booster
shot
as
we
meet
that
vaccine,
I
don't
want
to
say
wearing
off
or
expiration
date,
but
that's
the
only
term
analogy
I
can
think
of.
We
rely
more
on
that
secondary
shot
than
we
would
the
initial
one
as
we
go
throughout
the
school
year.
C
So
I
think
a
good
way
to
think
about
the
vaccines
to
covet
vaccines
and
I'll
get
to
omicron
in
a
second.
But
a
good
way
to
think
about
the
vaccines
is
that
some
vaccines
provide
lifelong
protection.
Some
have
shorter
time
frames,
there's
a
reason
we
get
flu
boosters
or
tetanus
boosters
right,
the
immunity
that
they
offer
slowly
decreases
over
time.
Some
of
those
time
scales
are
different
with
flu
shot.
We
do
that
every
year.
C
What
we're
finding
with
the
with
the
pfizer
and
the
moderna
is
that
at
around
the
at
the
six
month,
point
is
when
we
recommend
the
booster,
because
we
start
to
see
a
more
significant
decrease
in
the
protection
that
the
vaccine
offers
at
that
time,
and
that
kind
of
is
roughly
in
sync
with
what
we
thought
might
happen,
particularly
because
it's
in
that
category
of
viruses
that
are
more
similar
to
the
flu
in
terms
of
how
they
operate
right,
they're,
always
changing
they're,
always
mutating.
C
You
need
that
updated
level
of
protection,
and
so
that
gets
us
to
omicron.
Omicron
is
simply
another
variant.
It's
a
variant
that
we
care
about,
because
it
is
more
transmissible.
What
we're
seeing
is
that
it
does
move
faster
in
populations.
It
does
transmit
faster
than
delta,
we're
still
trying
to
understand
the
severity.
C
C
What
is
the
severity
if
you
have
not
been
vaccinated
and
what
is
the
severity
if
you
have
been
vaccinated,
we're
it's
a
little
tough
to
tell
right
now
it's
it's
it's
preliminary
data,
but
it
looks
like
the
severity
is
pretty
high
if
you
have
not
been
vaccinated
and
that
getting
vaccinated
does
decrease
the
severity
of.
C
I
would
recommend
to
all
students,
certainly
anybody,
17
and
younger
got
the
fizer
vaccine.
That's
the
only
one
that
was
available
in
that
age
range,
and
so,
if
it's
been
more
than
six
months
since
your
second
dose,
please
get
your
booster.
Now
is
a
good
time
and
it's
important
to
keep
that
protection
up,
particularly
as
we
heading
into
the
into
the
dead
of
cold
and
flu
season.
There
may
be
a
few
18
years
and
older
who
got
the
moderna,
although
I'm
not
sure
how
many
there
are,
but
the
same
thing
applies.
J
Right
so
I
guess
simply
put
my
question:
would
be
if
you're
a
teen
who
got
your
vaccine
in
march,
and
it's
been
for
well,
I'm
not
gonna,
say
we're
coming
up
to
march,
but
it
is
only
three
months
away
in
march
of
2022,
you
have
not
gone
to
booster.
Your
only
vaccination
was
that
of
a
complete
year
later.
J
Will
that
be
enough
to
keep
a
student
from
being
quarantined
or
being
seen
as
at
risk?
If
they
are
in
close
contact,
will
that
protection
be
enough?
Or
will
the
new
policy
be
hey?
You
need
to
get
a
booster
in
order
for
that
protection
to
be
at
the
level.
We
need
for
you
not
to
be
considered
a
risk
if
you're
near
someone
with
covid.
C
We
are
absolutely
looking
at
and
when
I
say
we
I
mean
at
the
federal
level
and
state
level,
when
does
when
do
boosters
become
required
as
meaningful
evidence
of
vaccination
right
at
some
point,
if
enough
time
has
elapsed,
that
initial
vaccination
series
is
not
sufficient
anymore,
and
so
when
do
you
need
to
get
that?
So
I
don't
know
when
that
is
going
to
change.
That's
not
a
decision.
C
We
would
make
at
a
county
level,
that's
a
decision
that
would
come
more
from
a
state
or
more
likely
at
the
federal
level,
but
that
is
absolutely
on
the
table
for
discussion.
A
Thanks
mrs
missouri,
ms
ellis.
K
Thank
you
real
quick.
I
just
want
to
elaborate
very
briefly
on
my
understanding
of
the
contact
racing
we
have
going
on
right
now.
This
isn't
really
a
question.
I
have
a
couple
of
questions,
but
just
anecdotally,
I
I
have
a
student
who
was
identified
or
identified
as
a
close
contact
outside
of
school,
and
my
student
was
contacted
by
the
health
department.
K
Another
time
my
student
was
identified
as
a
close
contact
inside
of
school
and
was
contacted
by
school
administrator.
So
I
think
that
that
is
what
miss
crocodile
was
speaking
to
in
terms
of
who's
who's.
Doing
those
calls,
but
back
to
the
discussion
of
I
I
hear
some
concerns
about.
You
know
perhaps
still
trying
to
implement
tests
to
stay
and
I'm
I'm
always
in
favor
of
being
as
safe
as
possible.
K
C
This
was
30
about
at
least
a
week
ago,
when
our
hospitalizations
were
about
a
thousand
in
the
state.
I
don't
have
the
breakdown,
just
you
know
from
the
numbers
we're
about
a
tenth
of
the
population
and
we
tend
to
track
along
that
line.
So
right.
K
C
C
C
K
That
would
be
very
helpful.
Thank
you
right,
so,
I'm
concerned
about.
K
I
think
we
have
seen
that
we
have
many
many
hundreds
upon
hundreds
of
students,
healthy
students
being
kept
out
of
school
and
that's,
I
think,
the
cause
of
the
board
action
last
week,
and
so
I'm
a
little
concerned
about
the
the
resources
on
the
test
to
stay
program,
and
you
know
the
fact
that
it's
going
to
con
continue
to
to
stress
our
administrators,
who
are
just
simply
overwhelmed
right
now
and
we've
we've
heard
from
them
and
I'm
concerned
about
keeping
again
healthy
students
out
of
school.
K
And
finally,
you
said,
I
think,
in
our
12
to
17
age
range
at
least
80
percent
have
had
one
dose.
71
are
fully
vaccinated
and
you
indicated
that
that's
not
a
high
enough
level
to
to
be
comfortable
with
not
continuing
with
some
sort
of.
K
Monitoring
of
closed
contacts-
if
I
understood
you
correctly
and
I'm
trying
to
understand,
are-
are
we
still
realistically
looking
to
stop
the
spread
versus
protect
the
infected
from
serious
illness?
Because
I
I
and
I'd
like
to
know
what
the
current
numbers
are,
and
I
don't
know
what
information
you
have
there?
K
C
So
I
do
want
to
correct
something
you
said,
so
I
did
note
that
I
did
note
the
vaccination
in
which
12
to
17
year
olds
was
about
81
for
one
dose
and
74
for
for
both
doses,
I
did
say
actually
that
I
thought
it
was
reasonable
for
the
modified
quarantine
for
that
age
group,
precisely
because
so
many
had
been
vaccinated,
but
I
also
did
say
that
at
that
level
there
will
still
be
transmission.
It's
not
enough
to
really
cut
down
the
spread,
so
both
of
those
things
are
true.
C
Then
you,
so
you
know
that's
something
that
we
have
to
do,
that
we
are
looking
at
is
we
know
that
you
have
to
get
to
at
least
probably
90
to
95
to
get
that
population
immunity
effect
right
so
do
I
think
that
would
curtail
transmission?
Yes,
that
would
bring
it
down
significantly
that
that
level
of
vaccination
only
comes
with
mandates.
C
Typically,
we
don't
see
vaccination
levels
rise
above
about
85,
maybe
87
percent,
that
last
10
to
15
takes
a
mandate,
and
so
so
I
just
wanted
to
clarify
what
I
did
say
and
I
and
I
contrasted
that
to
our
elementary
school
students,
whose
vaccination
rates
understandably
are
much
lower
right
because
it
was
just
approved
something
like
five
six
weeks
ago
in
terms
of
when
do
we
learn
to
live
with
it?
When
do?
Does
it
become
endemic?
C
That's
what
we're
working
towards
right,
we're
working
towards
it,
and
I
think
our
challenge
is
that
there
are
these.
There
are
these
waves
of
infection
that
come
upon
us.
Nobody
wants
omicron.
Nobody
wants
the
delta
wave,
that's
happening
now
and
we're
trying
to
figure
out.
What's
the
way
we
balance
both
of
these.
In
this
setting,
both
of
these
very
legitimate
concerns
right,
how
do
we
keep
kids
and
staff
safe?
How
do
we
keep
kids
in
school,
and
you
know
we're
trying
to
we're
trying
to
sort
through
that
and
make
sure
that
we
have?
C
K
Right,
okay,
yeah,
I
mean
I
think
I
understood
you
correctly.
That's
why
I
brought
up
the
12
to
17
age
group,
because
I
know
you
were
you
were
indicating
that
they're
they
have
a
higher
rate
of
vaccination,
and
so
that's
that's
the
part
where
it
started
to
pique
my
interest
about
where,
where
are
we
trying
to
go
with
this,
you
know?
Are
we?
Are
we
realistically
going
to
stop
the
spread
of
of
covid
and
I'm
I'm
still
not?
K
C
And
you
know
we
don't
have
the
we
both
operate
in
systems
where
we
don't
get
to
say.
Well,
you
do
you,
we
are
responsible
for
everybody,
and
so
that
is.
That
is
why
I
want
to
at
least
put
on
the
plate.
What
the
trade-offs
are
that
we're
talking
about
doesn't
mean
you
can't
make
a
decision,
but
we
have
to
walk
into
them
with
clear
eyes
as
to
what
that
trade-off
is.
K
C
We
say
that,
but
then
our
hospital
systems
get
overwhelmed
and
we
have
to
then
make
a
societal
decision
right.
Those
individuals
have
said
that,
but
they're
still
going
to
the
hospital
and
now
those
who
want
care
you
know
did
everything
else
are
struggling
to
get
care.
So
we
you
know
we.
We
continuously
struggle
with
this
idea
that
you
may
have
your
own
choices
and
they
affect
you,
but
they
also
ripple
out
to
others,
and
we
do
have
to
balance
those.
A
Thank
you,
ms
ellis,
so
I'm
going
to
reserve
the
last
spot
for
myself.
Ms
den
did
you
want
to
ask
your
questions.
F
Yes,
thank
you,
so
my
first
one
is
more
of
a
statement,
and
so
I
really
just.
F
My
question
for
you,
dr
k,
I'm
not
gonna,
put
you
your
name
up
is
more
of
we
do
have
to
get
students
in
we
do
have
to
get
through
the
season
of
the
variant
that
we're
in
right.
Now.
I
understand
that,
but
at
such
time
there
is
a
time
where
we
have
to
revisit
how
much
time
is
too
much
time
for
a
student
to
be
out
of
student
out
of
school,
and
so
with
all
the
research
that
I've
done.
F
There's
about
a
48-hour
question
or
concern
that
happens
to
where
you
get
from
the
time
that
you
either
take
the
test
or
if
a
person
choose
to
not
take
the
test
that
the
symptoms
of
the
of
the
coronavirus
kind
of
they
kind
of
bring
them.
What
is
the
word?
F
I'm
looking
for
you,
you
kind
of
know
if
you
got
it
or
you
don't
right
and
my
question
for
you,
though,
is
that
I,
I
honestly
believe
that
five
days
is
a
long
time
given
that
we've
gotten
enough
research
over
the
last
year
to
know
that
students
that
are
asymptomatic
after
about
the
first
72
hours.
F
Don't
necessarily
have
you
know
in
that,
and
they
don't
have
the
symptoms,
don't
necessarily
test
positive
right,
and
so,
as
a
result
of
that,
is
there
any
research
that
you've
done
or
can
you
do
some
research
to
determine
if
five,
if
five
days
is
too
many,
is
two
days
to
less?
What
is
the
point
to
where,
between
those
two
to
five
days,
that
a
student.
D
F
C
So
I
I
assume
you're
talking
about
somebody
who's,
asymptomatic,
who's,
a
close
contact,
correct,
correct
that
and
that
you
know
that's
why
the
a
program
like
a
test
to
stay
program
which
looks
at
a
seven-day
window
of
testing
within
that
seven
day
window
to
ensure
that
we
see
from
the
beginning
of
this
pandemic.
We
talked
about
the
development
of
symptoms
or
transmission.
C
You
know
transmission
capability
between
2
to
14
days,
and
we've
been
shrinking
that
that
endpoint
of
14
days
in
and
in
and
in
based
on
the
fact
that
not
the
transmission
cancer
current
day,
12
or
13,
it's
just
much
less
likely
and
we're
trying
to
you,
know
we're
trying
to
make
that
window
as
narrow
as
possible.
So
people
we
can
decrease
the
biggest
bulk
of
the
risk,
but
not
eliminate
all
of
it.
And
so
that's
why
something
like
a
test
to
say.
C
You
know
a
seven
day
allows
that
that's
why
something
like
the
quarantine
option,
with
mass
with
masking
allows
kids
to
return
right
as
long
as
everybody
was
masked
on
that
encounter,
but
that
masking
is
really
critical
to
that
to
that
to
that
reduction
in
transmission.
So
I
think
you
know
this
is
a
reflection
of
different
ways
to
try
to
get
at.
How
do
we
decrease
the
burden
on
students
from
quarantining,
while
also
keeping
the
risk
of
transmission
lower
as
well,
and
not
taking
not
not
increasing
that
unnecessarily?.
F
All
right,
so
let
me
make
you
make
make
my
question
a
little
bit
clearer.
My
import.
My
problem
is:
is
that
I'm
really
trying
to
understand?
I
understand
the
test
step
and
I
understand
the
seven
day
window.
I'm
asking:
is
there
any
research?
That's
been
doing
so
it's
a
seven
day
window.
I
get
that,
but
all
of
the
research
says
two
days
two.
You
know
a
number
five
seven
whatever
that
number
is
I'm
asking.
F
Is
there
a
way
for
us
to
do
research
to
find
out
that
students
that
did
return
back
to
school
after
that
window?
And
maybe
this
is
not
a
question
for
you?
F
Maybe
it's
a
question
for
dr
alato
or
whoever
is
doing
the
testing
to
find
out
that
they
test
positive
or
not,
and
the
reason
why
I'm
asking
that
question
is
because,
if
the
the
from
the
comments
that
I've
received
is
that
the
bulk
of
the
students
are
returning
that
are
asymptomatic,
never
tested
positive
for
code,
even
if
they
had
contact
tracing
if
they
was
exposed
to
it,
they
didn't
test
positive.
F
So
I
think
the
intent
here
is
for
us
to
keep
students
that
are
asymptomatic
in
school
if
their
parents
out
there
that
don't
want
to
test.
I
get
it
there's
a
rule
for
that
too,
but
I
just
want
to
know.
Is
there
any
quantitative
data?
That's
been
done
on
students,
and
maybe
again
maybe
it's
not
you.
Maybe
it's
more
from
the
school
perspective
that
they're
finding
out
that
students
that
are
staying
out
of
school
really
wasn't
asymptomatic.
D
C
So,
that's
not
something
that
we
could
do
those
those
types
of
studies
are
being
done
at
statewide
levels,
in
fact,
the
cdc
into
endorsing
tests
to
stay.
You
know
just
this.
Past
week
week
they
put
out
a
couple
of
studies.
One
was
from
illinois
blanking
on
the
state.
The
other
state
does
require
much
larger
groups
of
students
and,
frankly,
the
power
of
the
state
health
department,
or
even
the
cdc,
to
be
able
to
analyze
that
data.
So.
C
That's
not
a
study,
we're
going
to
be
able
to
do,
unfortunately,
but
what
the?
What
that
data
shows,
both
from
the
couple
of
studies
that
were
just
published
and
also
from
previous
ones,
is
that
test
to
stay
is
fairly
successful
in
keeping
kids
in
classrooms
without
increasing
the
rate
of
transmission,
because
it's
catching
those
who
do
turn
positive.
I
don't
know
that
they
looked
at
testing
beyond
that
time
frame
to
see
who
converts
because
remember
these
are
not
experiments.
C
F
And
then
my
last
question
is:
is
that
you
said
for
the
ones
that
did
was
exposed
or
to
a
positive
cold
effects?
A
person
have
exposed
a
positive
result.
Those
individuals
were,
did
the
contact
tracing,
they
came.
F
They
were
given
the
time
frame
that
they
had
to
be
away
from
the
school
as
a
result
of
that.
If
they
do
test
within
that
say
two
to
five
day
window,
the
suggestion
is
for
them
to
continue
to
wear
the
mask
even
after
they
return
back
to
school.
Is
that
accurate.
F
B
Yes,
currently,
all
students
are
to
be
masked
in
all
schools
in
the
state
of
maryland.
That's
an
ms!
That's!
A
state
department
of
education,
rule
that
was
put
in
place
and
is
in
place
until
I
believe
february.
25Th
is
when
that
sun
sets
and
a
decision
will
have
to
be
made
to
either
extend
it
or
alter
it
or
eliminate
it
in
some
way.
A
Thank
you
very
much,
miss
dent.
So
a
couple
of
things
I
want
to
say
before
I
ask
questions
so
summarizing.
What
I'm
hearing
from
my
colleagues
in
various
ways,
I
think,
is
the
concern
that
what
we
have
now
with
regard
to
quarantine
is
a
really
blunt
instrument
in
some
ways
which
you've
you've
eliminated,
dr
kanye
rahman
and
dr
a
lot
of
the
reasons
for
it.
A
Speaking
for
my
own
district,
it
is
the
most
vulnerable
students
already
who
are
the
most
likely
to
also
then
not
be
able
to
have
parents
at
home
with
them
and
not
be
able
or
have
parents
who
have
to
choose
between
keeping
their
job
and
staying
home
with
their
kids
and
that's
a
a
lot
of
difficulty
to
put
on,
in
some
cases
a
remarkably
young
child
and
so,
as
you've
appropriately
said,
dr
connie
rahman.
This
is
about
balance,
but
that
is
part
of
what
we
have
to
balance
here.
A
A
The
cdc
is
talking
about
test
to
stay,
and
I
believe
I
read
it
once
earlier
today,
but
in
the
statement
that
came
from
state
superintendent
chautery
from
the
msde
earlier
today,
there
was
in
fact
a
reference
to
test
to
stay
and
there
is
a
possible
layer,
and
so
I
think
it's
pretty
clear
that
we-
and
I
say
we
as
a
board-
we
as
a
district,
we
as
a
state,
are
going
to
need
to
work
to
figure
out
what
it's
going
to
take
to
offer
schools
what
they
need
to
support
test
to
stay,
because
we
are
now
in
the
throes
of
omicron.
A
I
suspect,
if
I
understand
the
way
things
work,
there
will
be
other
variants,
and
so
we
are
going
to
have
to
navigate
these
situations
as
they
keep
coming.
A
Unfortunately,
it
is
also
my
understanding
that
the
more
people
that
get
vaccinated,
the
less
likely
we
get
these
variants
moving
through
the
system
and
so
clearly
vaccination
is
we've
been
told
for
a
long
time
is
the
the
best
tool
we've
got
right
now,
and
so
it
does
seem
to
me
that
none
of
us
want
to
see
outbreaks,
but
for
those
who
are
concerned
about
their
child's
school,
having
an
outbreak
and
being
shut
down,
their
child's
athletics,
having
an
outbreak
and
being
shut
down.
A
The
the
the
best
answer
to
that
is
vaccination,
and
so
I
I
I
think
that
message
continually
needs
to
be
given.
This
is
something
people
can
make
a
decision
about
and
control
their
own
situation.
To
some
extent,
my
couple
of
questions
are
about
some
of
the
details
and
to
some
extent
this
goes
back
more
to
dr
arlato's
earlier
comments.
So
dr
arlatta,
you
had
mentioned
at
the
outset
that
there
are
other
agencies,
obviously
that
are
in
a
position
to
quarantine,
children,
whether
it's
it's
parks
and
recs
or
others.
A
What
would
be
the
communication
on
that?
So,
in
other
words,
the
students
in
before
care
or
aftercare
is
deemed
a
close
contact
and
is
required
to
quarantine.
Will
that
information
be
given
to
the
school
so
that
we
are
aware
of
that.
B
Yes,
so
it
in
general,
dr
tobin,
and
it's
a
good
question.
It
depends
on
the
relationship
we
have
without
with
that
outside
entity.
B
So
in
terms
of
before
care
and
aftercare
wrexham
park,
we've
got
a
fabulous
relationship
and
they
would
let
us
know
if
a
student
tests
positive
and
that
they're
doing
contact
tracing
and
that
students
won't
be
going
to
school
and
so
that
they're
going
to
be
asked
to
quarantine
or
isolate
so
they'll.
Let
us
know
that,
but
if
it's
an
entity
that
we
don't
have
a
relationship
with
or
a
family
was
contacted,
they
would
they
would
have
to.
Let
us
know
that
we
wouldn't
know
that
otherwise,
okay.
A
With
regard
to
contact
tracing
and
the
discussion
earlier,
that
that
will
somehow
go
away
if
we
are
to
implement
the
emotion
as
it
was
passed
by
the
board,
I'm
curious
about
any
additional
options,
in
other
words,.
A
Would
it
be
possible
to
have
an
alert,
go
simply
go
to
I
mean
in
the
case
of
an
elementary
school,
a
child
in
your
child's
class
has
tested
positive.
That's
it.
There's
nothing
about
closed
contacts,
there's
nothing
about
any
of
that
information.
A
It's
simply
an
alert
that
tells
a
family
that
this
has
occurred
in
their
child's
class
and
therefore
that
family
could
make
a
decision
if
there's
a
particularly
vulnerable
person
in
their
home
or
whatever,
and
just
additionally
to
that.
I
understand
it's
a
little
different
when
you're
talking
about
middle
and
high
school
students
because
they
go
between
classes,
but
I
guess
the
the
equivalent
there
might
be
something
that's
triggered
triggers
that
particular
student's
schedule
and
therefore
triggers
again
a
similar
alert
simply
to
people
who
have
children
in
those
classes.
A
That
says:
okay,
one
student
in
one
of
your
child's
classes
has
tested
positive.
Is
that
something
we
could
do.
B
We're
gonna
be
doing
that.
Oh
okay,
we've
already
we've
been
planning
that
we've
we've
already
constructed
letters,
we'll
work
with
dr
k
and
his
team
to
make
sure
that
it
meets
all
their
guidelines,
but
we're,
of
course,
we're
we're
not
going
silent.
Dr
tobin
and
members
of
the
board
we're
we're
not
going
into
a
closet
and
going
silent
on
covid.
We
will
absolutely
let
families
know
that
there
was
a
we
early
on
in
our
process.
B
And
so
we're
going
to
basically
going
back
to
have
reconstructed
the
potential
exposure
letter.
So
if
it's
an
elementary
classroom-
and
there
is
a
positive
case-
everybody
in
that
elementary
classroom-
those
families
will
get
a
letter
that
says
there
was
a
positive
case.
B
Your
child
is
asymptomatic.
They
could
continue
to
go
to
school.
Please
keep
a
close
eye
on
them
and
see
if
there
are
any
changes
over
the
next
10
to
14
days
in
their
health
and
any
symptoms,
and
we
recommend
that
you
get
your
child
tested
regularly
because
they
may
have
been
exposed
a
potential
exposure
we'll
do
the
same
thing
for
the
middle
in
high
school.
B
Obviously
those
students
are
taking
six
or
eight
classes
in
a
day
or
over
a
two-day
period,
and
so
we
are
working
now
feverishly
with
our
technology
department,
to
take
this
out
of
the
hands
of
principles
and
assistant
principles
where
we
can
automate
this
based
on
their
schedule
and
the
letters
can
go
out.
But
these
are
things
that
my
team
has
been
working
on
since
wednesday's
decision
in
the
background,
but
we
are
not
going
silent
on
covid.
I
want
to
make
that
abundantly
clear.
A
I
thank
you
for
that.
I
assumed
that
was
the
case,
but
I
thought
it
was
important
for
everyone
to
hear
that
because
I
think
that's
that's,
actually
very
valuable
information
and
potentially
less
confusing
information
for
many
many
families.
I
have
an
additional
question
again
with
regard
to
the
balance
that
we're
talking
about
tonight,
which
is
with
extracurricular
activities.
We
currently
have
a
situation
where
we
have
facts
or
tests
for
high
school
athletes.
A
Now
there's
an
additional
issue
with
that,
which
is
that
we
know
we
hear
from
staff
that
the
the
the
athletic
staff
that
it's
actually
tremendously
difficult
to
manage
that
but
I'll
set
that
aside
for
the
moment
with
regard
to
our
concerns,
is
there
any
thought
to
instituting
similar
tests
or
vax
requirements
for
other
extracurricular
activities?
I
recently
attended
the
first
drama
company
performance
at
annapolis.
High
those
kids
had
not
been
on
a
stage
since
march
of
2020.
A
That
is
tremendously
valuable
to
those
students
again
in
in
with
an
eye
to
keeping
students
in
school.
Would
you
consider
it
valuable
to
consider
that
vax
or
test
option
for
things
like
a
drama
company
or
a
band
or
other
similar
activities
for
students.
B
We
we
certainly
could
the
difference
that
we
made
was
that
our
student
athletes
don't
really
have
the
opportunity
to
wear
masks
as
they're
competing
as
they're
practicing
as
they're
around
their
teammates
and
coaches,
unless
they're
on
the
sideline
or
maybe
in
a
huddle.
We
do
ask
them,
if
they're
sitting
on
the
side
and
say
during
a
basketball
game
to
pull
their
mask
up
where
in
many
of
the
other
extracurriculars
they
do
have
the
opportunity.
B
If
you're
in
the
robotics
club,
you
can
wear
your
mask
while
you're
indoors
and
you're
working
with
your
teammate,
your
robotics
teammates,
the
same
can
be
true
if
you're
playing
a
string
instrument
or
others,
we
have
split
masks
that
we
have
purchased
for
those
that
play
woodwind
or
brass
instrument.
We've
asked
that
the
students,
if
they're
reciting
their
lines
on
stage
that
they
wear
a
mask,
so
that
was
the
difference
for
us
as
we
planned
this
out
with
dr
k
and
his
team.
B
The
separation
was
the
really
the
inability
with
the
student
athletes
to
wear
that
mask
consistently,
while
they're
participating
in
that
activity,
where
that
is
not
necessarily-
or
it
is
the
case
in
for
many
of
the
other
extracurriculars
where
they
can
wear
a
mask
or.
G
A
I
mean
just
to
say:
you've
got
a
musical
going.
People
are
not
going
to
be
singing
with
a
mask
on,
so
you
know
it's
it's
that
that's
what
made
me
curious
about
that.
So.
B
It
is
there's
no
easy
answer,
but
we
certainly
if
we
wanted
to
institute
an
attestation
for
those
other
extracurriculars
with
regard
to
the
vaccine
status
and
if
not
vaccinated
or
choose
not
to
tell
us
like
our
student,
our
current
student
athletes,
then
we
could
add
them
possibly
to
the
to
the
testing
scenario
that
we've
got
going
on
now
and
we'll
have
to.
B
We
would
have
to
work
with
our
vendor
in
that
to
see
if
they
have
the
ability
to
add
staff,
because
we
would
be
adding
a
cert,
a
significant
number
of
tests
during
the
week
for
those
those
students
participating
in
those
extracurriculars.
A
Okay,
thank
you.
I
see
three
hands
if
it
is
okay
with
my
colleagues,
I
will
call
on
the
people
who
each
have
I'm
assuming
one
additional
question,
because
we've
been
relatively
expeditious,
but
again
I
don't
want
to.
A
We
have
a
lot
of
staff.
Dr
connie
rahman
members
of
the
public,
and
I
want
to
be
efficient,
and
I
want
to
remind
my
colleagues
again
that
there
is
an
opportunity
for
additional
follow-up
questions.
Should
they
come
to
you
following
this
session
as
well,
so
I
believe
I'm
going
to
go
back
in
the
order
of
the
original,
so
miss
schallheim,
I'll
call
on
you.
First.
E
Thank
you.
Yes,
just
one
follow-up
question
for
dr
kaliana
rahman,
you
know
data
is
really
important.
It's
been
really
important
in
all
of
our
lives.
Over
the
last
20
months,
it's
important
now
and
we've
had
a
distinct
lack
of
data
both
from
the
county
and
the
state.
Over
these
last
couple
weeks,
I
understand
there
was
a
a
hack
and
an
I.t
issue.
At
first
we
were
told
by
the
state.
E
I
know
you're
not
responsible
at
all
for
the
state's
issues,
though
perhaps
you
can
poke
at
them
a
little
bit,
but
when
can
we
expect
a
full
return
of
all
data,
especially
that
case
rate
rolling
average
data
per
100
000
to
to
be
alive
and
well
and
updated
daily
on
their
site,
as
it
was
pre
december
3rd?.
C
E
Okay,
all
right,
so
you,
but
your
understanding
is
that
the
state
will
be
posting
per
county
data
for
the
case
rates
like
they
were
pre
december
3rd
tomorrow.
That's.
A
Thank
you
I
just
unfortunately,
I
I
forgot
to
mention
that
that
dr
kanya
ram
kalyan
ramen
has
to
leave
at
6
30.
So
if
we
run
up
to
your
last
moment,
dr
kellyanne
roman,
thank
you
again
for
giving
us
the
time
mr
silkworth.
G
Thank
you.
President
tobin.
Dr
dr
k,
I've
heard
some
reports
that
there
are
some
students
out
in
our
communities
that
are
making
decisions
to
try
to
get
covet
on
purpose.
G
C
Yeah,
I
know
we've
certainly
heard
heard
that,
and
I
thank
you
for
bringing
that
up.
Mr
silkworth,
it's
kind
of
the
chickenpox
party
theory
of
kobed.
We
we
don't
want
people
doing
that.
That
is
dangerous
both
to
their
health
but,
more
importantly,
they
are
part
of
families
and
they're
part
of
communities,
and
there
are
a
lot
of
other
people.
You
know
younger
folks
may
be
better
able
to
tolerate
covet,
but
not
all
of
them,
and
certainly
their
parents
and
grandparents
are
in
much
worse
position
to
be
able
to
tolerate
that.
A
I
Dr
tobin,
so
just
real
quick.
I
I
wanted
to
know
a
little
bit
doctor
calling
anarama
if
you
could
share.
There
was
a
comment
that
dr
alata
had
made
a
couple
meetings
back.
I
When
I
had
asked
you
know
we,
we
try
to
make
sure
that
our
stakeholders
are
engaged
and
involved
whenever
possible,
and
I'm
watching
some
of
our
neighboring
districts
be
very
successful
in
partnering,
with
their
health
departments
and
with
the
other
agencies
and
getting
the
stakeholders
in
so
that
they
can
have
sort
of
an
interaction
before
some
of
the
changes
are
made.
So
we
can
make
those
minor
adjustments
to
make
it
as
least
impactful
as
possible
and
have
more.
Overall.
You
know
the
the
equity
model
says.
I
Ideally
we
get
our
stakeholders
involved
whenever
possible,
and
I
know
that
that
was
encouraged
by
our
state
superintendent
by
countless
others
as
the
the
key
to
success
moving
forward,
especially
with
the
hesitation
growing
in
the
communities.
I
Could
you
share
any
updates
as
to
what
your
department
or
the
county
executive,
or
you
and
dr
lada
or
arlato,
are
planning
to
help
folks
navigate
in
ways
of
community
engagement
and
reaching
out
to
the
stakeholders
to
ensure
that
we
are
connecting
with
them
and
recognizing
their
needs
and
what
that
will
look
like
in
the
coming
months?
I
No
dates,
I'm
not
asking
for
dates,
but
I
I
do
get
concerns
from
folks
that
a
health
decision.
I
believe
that
if
I
remember
correctly,
dr
ellardo,
stating
it's
a
health
decision
and
I
had
asked
what
we
had
done
to
reach
out
to
stakeholders
and
although
I
understand
his
intent
was
not
to
shut
everybody
out,
it
did
raise
concerns
as
it
relates
to
some
health
decisions
that
it
sounds
like
we're
going
to
need
to
continue
to
make.
I
And
last
year
I
know
we
had
raised
a
group
to
help
work
with
some
folks
and
I'm
just
wondering
what
we're
doing
for
that.
As
we
continue
to
have
to
navigate
on
the
dime.
I
Yeah,
in
other
words,
art
well
as
these
health
decisions
get
made
and
everything
I
noticed
like.
For
example,
when
rex
and
parks
came
out
with
the
new
protocols,
there
was
multiple
sentences
in
that
news
release
stating
that
it
was
a
collaborative
effort
between
the
health
department,
rex
and
parks
and
the
stakeholders,
such
as
the
parents
who
were
involved,
the
volunteers,
the
coaches
who
were
involved.
I
And
do
you
have
any
plans
to
engage
our
stakeholders
directly
or
in
cooperation
with
dr
alato,
or
maybe
dr
lotto
is
planning
something
and
and
you'll
help
court.
You
know
you'll
help
out
with
it,
but
I'm
wondering
when
we
reach
out
to
the
folks
that
this
is
affecting
before
the
decision
when
possible,
like
it
sounds
like
we've
been
planning
stuff
for
weeks
and
my
apologies
for
taking
that
extra
minute
to
clarify
for
you.
I
But
you
were
asking
some
of
these
are
conversations
that
have
been
happening
for
weeks
and
months,
and
I've
heard
I
heard
that
phrase
a
lot.
So
when
will
the
stakeholders
have
engagement
in
in
these
matters,
especially
given
how
personal
it
is?
It's
it's
it's
about
their
kids
and
you
know
that's
very
personal
for
parents.
B
This
is
mrs
corkdale,
if
I
could
again,
if
I,
if
I
understand
your
question,
our
plan
is
to
push
out
information
about
this
decision,
the
board
had
made
and
then
how
it
will
be
operationalized
this
week,
so
that
all
of
our
families
know
what
this
will
look
like
coming
into
the
new
year.
So
when
they
return
from
the
winter
break.
B
As
you're
well
aware,
the
motion
and
decision
that
was
made
said
that
this
change
would
occur
in
2022,
so
that
will
begin
on
the
third
day
of
january.
When
we
return
from
our
winter
break.
Our
plan
is
to
push
information
out.
We
purposely
did
not
push
anything
out
today
because
of
this
meeting
and
we'll
push
something
out
to
our
all
of
our
families,
as
well
as
all
our
staff.
So
everybody
understands
how
we'll
move
forward
beginning
with
january
3rd,.
I
I
appreciate
that
I
was
referring
more
to
some
of
our
like
neighboring
counties,
who
have
had
town
halls
and
listening
sessions
so
that
when
we
get
to
this
moment
in
time,
we
have
already
had
that
opportunity
of
of
getting
the
feedback
and
some
of
the
things
and
plans
that
you
discussed
with
us
tonight
have
been
in
the
works
for
weeks
and
months
in
conversation,
and
so
I
ask
again
when
and
where
will
our
stakeholders
play
a
role
in
this?
I
I
understand
that
we
made
a
specific
decision,
and
some
of
that
is
I
I
will
at
least
say
for
me
in
as
a
representative
of
some
of
our
stakeholders
and
relying
on
the
information
I
am
receiving
from
them
and
yourself.
I
But
overall,
I
am
not
aware
of
stakeholder
engagement
in
these
decisions,
and
so
I
think
that's
I
mean
that's
part
of
our
whole
equity
lens
and
how
we
tend
to
operate.
So
that's
what
I'm
referring
to.
I
understand
that
the
dissemination
of
specific
information
related
to
our
decision.
That
is
separate
from
my
question.
My
question
relates
to
the
things
that
were
brought
up.
A
Miss
corcodell,
I'm
gonna,
I'm
gonna
jump
in
because
I
know
dr
kalina
rahman
needs
to
leave.
I
think
what
you're
raising
is
a
bigger
issue
that
we
can
follow
up
on
with
regard
to
a
process
quite
frankly,
and
that
might
be
something
that
we
continue
to
engage
in
discussion
about
dr
colleen
rahman.
Thank
you
very
much
again
for
taking
the
time
to
be
with
us.
It
was
hugely
speaking
for
myself
and
I
think
for
my
colleagues.
It
was
tremendously
helpful
you've
given
us
a
lot
to
think
about.
A
As
I
indicated
at
the
beginning
to
my
colleagues,
obviously
there's
an
opportunity
now
for
things
that
may
have
emerged
in
your
thinking
tonight
to
follow
up
with
additional
questions,
if
you
have
them
with
dr
alato
or
dr
colony
ramen
and
his
staff,
and
we
as
a
group
will
probably
need
to
consider
following
up
on
some
of
this,
but
that
will
be
for
a
further
discussion,
and
so
I
think
that
has
brought
us
to
the
end
of
our
session.