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From YouTube: Board of Education General Session Meeting, February 3, 2021 Item 4.02 2020-2021 Reopening Update
Description
Item 4.02 2020-2021 Reopening Update
B
B
The
maryland
school
reopening
guidance
that
had
been
written
in
august
was
updated
in
mid-january
to
reflect
dr
sammon's
comments
and
statements.
Dr
chan
maryland's
acting
deputy
secretary
of
public
education,
public
health.
Excuse
me,
while
encouraging
educators
to
be
vaccinated,
stressed
that
administration
of
the
vaccine
should
not
be
a
determining
factor
in
the
reopening
of
schools.
B
B
They
have
approved
our
planned
reopening,
which
include
many
mitigation
strategies.
He
affirms
dr
chan's
comments
and
that
vaccine
should
not
be
the
deciding
factor
in
the
reopening
of
our
schools.
We've
all
recommend.
Excuse
me.
We
have.
We
have
all
the
recommended
and
appropriate
mitigation
strategies
in
place
in
our
schools
and
throughout
our
offices
and
satellite
locations.
B
B
We
believe
that
we
will
begin
this
process
next
week.
Dr
mcmahon
will
now
share
some
information
regarding
our
implementation
of
the
hybrid
model
and
timeline
for
reopening.
Then
I'll
ask
dr
kalyanarama
to
share
his
thoughts
regarding
the
reopening
of
schools.
We
will
then
welcome
discussion
with
members
of
the
board,
dr
mcmahon.
C
So
you
may
ask
why
well
there
needs
to
be
time
to
get
acclimated
back
to
the
school
buildings.
Establish
those
routines
get
in
pla.
You
know
actually
participate
in
the
the
protocols.
As
designed
when
we
move
on
and
we
look
at
the
teaching,
we
can
see
that
the
teachers
will
be
teaching
from
their
classroom
and
the
cleaning
will
happen.
C
The
high
touch
surfaces
constantly
during
the
day
the
rooms
will
be
cleaned
at
the
end
of
each
day,
and
then
they
will
be
thoroughly
cleaned
on
wednesday
and
on
friday
late
afternoon
evening,
so
teachers
will
be
teaching
both
virtually
and
in
person.
Students
and
you
can
see
from
this
chart
that
cohort
a
while
those
students
are
in
person.
C
As
we
move
into
the
next
piece
we
can
see,
what
does
a
classroom?
Look
like
one
of
the
fears
was
students
would
be
sitting
on
their
chromebooks
all
day.
No,
that
will
not
happen.
You
can
see
from
this
picture
that
the
elementary
students
in
this
picture
are
engaged
at
their
desks
socially
distanced
from
one
another,
but
the
chromebooks
are
in
this
case
in
their
backpacks,
because
they're
going
to
be
used
as
tools
and
to
supplement
learning
and
in
some
cases,
especially
in
elementary
school
for
cultural
arts.
C
The
day
just
like
it
looks
now
right,
we
have
a
virtual
schedule
and
that
hybrid
schedule
will
mirror
it
almost
perfectly,
with
the
exception
that
the
midday
that
will
remain
there.
It
actually
has
time
for
recess
and
for
lunch
and
for
literacy
time
where
the
virtual
students
are
doing
that
at
home
on
their
own.
C
What's
next,
is
the
timeline
to
bring
back
the
students
so
you'll
see
that
this
is
a
chart
here
of
just
february
it's
just
february,
because
that's
where
we're
focused
on
bringing
back
the
small
groups
initially
at
cat
north
and
the
developmental
centers,
many
of
which
you
may
remember,
were
already
engaged
in
the
fall
before
we
had
to
close
and
then
you'll
see.
That's
the
11th
and
this
followed
by
the
16th
we'll
get
the
remaining
elementary
students
in
the
developmental
centers
then
on
the
18th
cats
south
will
open.
C
They
need
a
little
more
time
because
they
were
not
engaged
back
in
the
fall.
Then,
on
the
22nd
we
have
the
edie
regional
centers
for
the
elementary
schools.
They're
listed
right
there,
for
you,
phoenix
academy
also
has
a
needy
center
and
then
j
albert
adams
and
mary
moss.
They
will
join
us
on
the
22nd,
the
alt-ed
program
and
finally,
on
the
25th.
C
Our
secondary
regionals
are
secondary
autism
classrooms
and
then
the
remaining
students
at
the
phoenix
academy,
it's
exciting
so
then
march
comes
and
on
march
1.
We
bring
back
eci
pre-k
through
5
all
students,
and
that
includes
the
acc
classrooms
and
the
autism
classrooms
in
the
elementary
schools
on
march,
8th,
we're
joined
by
grade
6,
9
and
12.,
that's
exciting
for
us,
orienting,
the
6th
graders,
the
9th
graders
and
then
bringing
back
the
seniors
all
three
of
those
uniquely
different
from
one
another
but
exciting.
C
At
that
same
time,
the
magnet
program
students
in
those
grades
will
also
start
and
last
but
not
least,
on
the
22nd,
the
remaining
students
in
the
district
in
grades,
7,
8,
10
and
11..
By
that
time,
all
the
schools
will
have
a
chance
to
really
press
on
all
the
pieces
establish
the
routines.
The
patterns
figure
out.
If
anything
needs
to
be
adjusted
ever
so
slightly,
and
we
will
be
in
go
mode
for
the
full
complement
of
our
learners
on
the
22nd
of
march.
C
So
what
will
our
students
experience
so
initially?
What
they'll
experience
is:
hey
we're
returning
to
school,
and
we
have
to
see
what
these
new
routines
and
patterns
look
like.
There'll
be
new
patterns
at
your
schools
for
for
car
riders
and
bus
riders,
where
students
enter
the
building
and
exit
the
building
will
be
new
for
many
of
them.
C
Yes,
many
many
parents
have
been
worried.
Are
we
gonna
take
some
time?
We're
gonna
take
some
time
on
the
first
day
to
orient
everybody,
but
more
than
that
every
day
there
will
be
some
time
where
the
hybrid
learners
really
get
a
chance
to
talk
amongst
themselves
and
and
experience
what
it
means
to
be
at
school.
C
Some
some
of
our
learners
for
the
first
time
and
for
many
of
our
learners
for
the
first
time
in
the
buildings,
the
new
school
buildings
they're
going
to,
we
want
to
get
them
oriented
with
their
new
teachers,
their
classmates,
and
I
don't
mean
new
teachers
in
the
sense
they're.
Getting
a
new
teacher.
I
mean
seeing
their
teacher
for
the
first
time
that
they've
only
saw
seen
to
that
point
in
time.
Virtually
their
classmates
their
new
school
and
becoming
comfortable
at
the
on
the
first
day.
C
Certainly
will
take
an
extra
bit
of
time
in
the
very
early
morning
to
orient
them
a
bit
a
little
bit
more
relationship
building
time,
and
so
we
may
have
a
small
asynchronous
time
that
we
will
have
with
our
virtual
learners.
We
know
we're
going
to
do
that.
We
haven't
yet
established
how
much
time
that
will
be,
but
the
families
will
always
all
receive
detailed
information
if
you're
a
hybrid
family
and
if
you're,
a
virtual
family
about
what
that
will
look
like
coming
back.
C
So
take
a
minute
to
look
at
this
picture,
because
this
is
as
close
as
we
get
to
what
our
students
will
look
like
notice
that
the
students
are
more
than
six
feet
apart
in
this
picture,
they
all
have
their
backpacks
near
them.
They
all
have
their
masks
on
there's
a
teacher
in
the
front
who
seems
to
have
her
laptop
there
and
the
rest
of
their
friends.
C
Now
this
follows
up,
and
you
see
the
little
young
man
here
in
the
front.
You
don't
see
a
chromebook
out.
You
see
him
working
with
this
marker
and
paper.
There's
been
a
lot
of
people
asking
about
that.
You
see
the
water
bottle
there,
so
this
is
very
similar
to
what
you'll
see,
and
this
is
taken
from
the
teacher's
perspective.
Who
is
working
on
that
laptop
right
there
and
can
see
the
students
at
home
and
most
likely,
these
students
can
also
see
the
students
on
the
whiteboard
in
their
classroom.
C
C
C
You
can
see
that
these
are
the
trapezoid
shaped
desks
very
different,
but
yet
the
main
pieces
are
in
place
all
right.
The
main
pieces
that
you
saw
everywhere
else
are
in
place
here:
students
separated
students
have
their
backpacks
teachers
on
a
laptop,
and
the
remaining
part
of
the
class
is
shown
up
on
the
whiteboard
we
move
on.
We
see
this
high
school
classroom
same
idea,
they're
sitting
all
around
a
few
of
them
have
laptops
out
some
of
them.
C
C
She
has
an
idea
that
I
thought
was
pretty
ingenious.
On
the
a
days
the
students
will
sit
at
the
desks
with
the
little
yellow
diamonds
and
on
the
b
days
they
will
sit
at
the
desks
with
the
little
blue
dots
she
has
it
set
up
that
way.
She
doesn't
have
to
move
as
much
of
the
furniture.
She
still
has
a
a
place
for
the
teacher
in
the
front
of
the
room
and
there's
plenty
of
walking
space
around
for
teachers
and
students
to
maneuver
that
classroom.
C
Now
this.
This
is
important.
It's
a
short
little
video,
but
I'm
going
to
tell
you
what
to
watch
here.
If
you,
if
you
will
allow
me,
the
students
in
this
case
are
on
the
top
left
and
they
have
their
water
bottles
and
their
backpacks
their
purses
or
whatever
they're
the
teacher
on
the
top
right
right.
She
has
her
hand
in
the
air
and
then
at
the
bottom.
You
have
a
split
screen.
C
C
D
Like
a
river
of
fire,
it
destroys
everything
in
its
path.
Oh
my
gosh
and
I
see
at
home.
Most
of
you
have
grabbed
a
detail
if
you're
ready
to
find
another
detail
grab
it
with
your
other
hand,
now
don't
forget
whisper
that
detail
into
your
hand.
Let
me
see
you
whisper.
It
whisper
the
detail.
You
found
awesome
all
right,
let's
see
if
we
can
find
one
more
detail
to
support
our
new
main
idea.
C
B
B
E
Thank
you,
dr
orlando.
Thank
you
to
the
board.
I
really
wanted
to
just
be
here
to
be
able
to
answer
your
questions.
I
am
going
to
share
a
few
slides
if
that's
okay,
just
to
walk
us
through
some
updated
guidance
that
has
come
out
since
the
last.
The
last
time
I
was
before
the
the
board
about
a
month
ago.
I
think
it'll
at
least
help
to
answer
some
of
the
questions
that
you
may
have
and
then
I'm
sure,
based
on
experience,
there
will
be
a
number
more
so
give
me
one.
Second.
E
Believe
you
can
see
this,
so
I'm
gonna,
I'm
gonna,
move
through
this
rather
quickly
and
just
focus
on
the
things
that
have
changed
in
the
interim
since
the
last
time
I
was
here,
we've
talked
about
the
benefits
of
getting
kids
back
to
school,
and
I
will
not
belabor
that.
But
the
one
thing
I
do
want
to
note
is
that
recommendations
will
be
updated,
updated
based
on
new
knowledge
and
that's
what
we
really
want
to
talk
about
here
about
a
week
and
a
half
ago,
mdh
provided
some
updated
guidance,
identifies
the
following.
E
Factors
was
key
to
getting
students
back
into
school
to
effectively
implement
safety
requirements,
and
dr
alato
talked
about
what
those
were
distancing,
masking
cleaning
disinfecting,
just
a
small
sample
of
what
those
are
seeking
to
limit
transmission
in
the
school
environment.
So
exclusions,
quarantines
contact
tracing
managing
cases
and
outbreaks,
and
I
just
want
to
refresh
our
understanding
of
that-
and
I
have
talked
about
this
before
the
school's
ability
to
manage
operational
issues
and
providing
parents
and
care
givers
opportunities
to
choose
options.
E
This
is
from
mdh,
and
so
I'm
not
going
to
really
speak
to
I'm
going
to
speak
to
that
second
bullet
point,
the
most,
since
that's
the
one
that
falls
to
the
health
department.
We
said
that
we
would
update
our
health,
our
guidance
based
on
new
findings
and
so
reopening
case
rate.
Metrics
are
no
longer
a
part
of
our
guidance
in
line
with
changes
in
the
maryland
and
cdc
guidance.
E
We
we
made
some
slight
updates
to
our
testing
contact,
tracing
and
managing
cases,
but
really
fundamentally,
they
are
on.
They
are
the
same
as
when
we
were
talking
about
this
in
september
october
and
then.
Lastly,
of
course,
vaccines
are
a
new
section
that
addresses
their
role,
and
this
updated
guidance
from
the
health
department
is
is
has
been,
was
published
earlier
today
and
is
available
on
our
website.
E
E
Based
on
something
that
we
were
starting
to
pick
up
on
in
late
december,
but
was
really
demonstrated
through
a
number
of
research
papers
that
came
out
in
january
that
data
from
around
the
country
shows
that
the
case
rate
for
those
in
school,
but
students
and
staff
is
similar
to
the
case
right
in
the
community.
That
means
that
when
the
case
rate
is
low
in
the
community,
it
tends
to
be
low
in
students
and
staff.
Alternatively,
when
it's
high
in
the
community,
it's
going
to
be
high,
but
around
the
same
number
in
students
and
staff.
E
So
the
the
main
issue
that
we
were
concerned
about
initially
was
about
schools,
schools
being
an
opportunity
for
spreading
and
super
spreading,
and
what
this
shows
is
that
schools
are
not
promoting
accelerated
spread
in
the
community.
Is
there
potential
for
spread
in
school?
Yes,
of
course,
there's
potential
in
every
single
interaction,
but
it
because
it
is
because
what
we're
seeing
is
that
it's
relatively
in
line
it's
not
providing
disproportionate
spread
or
accelerating
spread,
and
that's
really
a
critical
point
to
note
this.
E
E
This
is-
is
that
it
will
be
available
students,
family
and
staff
at
no
cost
for
symptomatic
and
asymptomatic
people,
and
all
of
our
testing
sites
are
available
for
that,
including
our
community
pop-ups,
which
are
located
in
communities
with
lower
access
and,
worse
coded
outcomes,
which
are
predominantly
our
title.
One
school
areas
as
well.
There's
a
large
overlap
between
that.
E
So,
while
we
noted
that
testing
will
be
offered
at
that
seven
to
then
seven
to
ten
day
window,
it's
not
going
to
shorten
the
length
of
quarantine
and,
of
course,
cases
can
be
community
acquired
a
school
acquired,
and
it
may
not
always
be
clear
and,
of
course,
vaccines
which
we
mentioned.
Educators
are
in
phase
1b
and
we
will
be
beginning
educators
next
week.
The
pace
of
the
vaccination
is
based
on
vaccine
availability
to
the
health
department.
E
If
you've
been
following
the
news
at
all,
you
know
that
health
departments,
including
ours,
have
gotten
a
decreasing
number
of
vaccines
as
vaccines
go
to
other
entities,
and
so
this
does
make
it
make
it
a
little
bit
hard
for
us
to
say
how
many
people
we're
going
to
vaccinate
each
week
because
we
don't
know
the
number,
until
usually
friday
or
saturday,
of
how
many
vaccines
we're
getting
the
following
week.
So,
as
we
know
more
and
as
we
get
more
advanced
advanced
notice,
we
are
going
to
be
able
to
provide
that
to
the
community.
E
Then.
Lastly,
just
want
to
give
you
this
situation
where
we're
at
for
a
lot
already
shared
this.
So
I
have
less
work
to
do
on
this
one,
but
our
case
rate
for
21
days
now
has
been
decreasing
steadily
a
result
of
the
restrictions
that
were
put
into
place
in
mid-december,
and
actually
this
slide
is
a
couple
of
days
out
of
date,
because
our
case
rate
is
indeed
down
to
27.
E
E
A
F
F
I
would
like
to
know
your
thoughts
about
the
role
that
the
vaccine
is
going
to
play
in
this
pandemic
here
in
anne
arundel
county,
and
I
guess
my
question
is:
how
do
I
convince
the
teacher
who
has
heard
a
different
narrative
which,
and
that
teacher
believes
that,
in
order
for
it
to
be
safe
for
him
or
her
to
return
to
school,
they
have
to
have
both
doses
of
the
vaccine,
that's
something
that
is
on
the
mind
of
many
of
our
teachers
out
there.
So
I
would
appreciate
your
response.
Thank
you.
E
E
Schools
do
not
are
not
demonstrating
rapid
spread
of
coded,
and
so
that
means,
like
I
said,
they're
they're
fairly
in
line
with
community
rates,
and
so
schools
don't
pose
a
disproportionate
risk.
I
think
that's
a
really
important
part
of
this,
and
the
second
is
that
vaccine
availability
is
beyond
the
control
from
the
states
or
even
the
feds.
At
this
point,
it's
based
on
manufacturing
capacity,
and
so
as
we
as
we
return
to
as
we
return
to
school
and
note
that
school
return
isn't
really
based
on
the
based
on
case
rates.
E
As
we
vaccinate
more
people,
it
will
become
safer
and
safer,
but
at
core
the
mitigation
efforts
that
the
school
system
is
putting
into
place.
Those
are
the
things
that
are
going
to
improve
safety
right
now
today,
masking
distancing
the
schedule
all
that
kind
of
thing.
So
we
really
think
of
vaccines
as
another
mitigation
strategy
that
we
absolutely
want
to
get
in
teachers,
arms,
but,
like
anything
else,
it's
going
to
take
anything
else
with
the
vaccines.
That
is
it's
going
to
take
some
time.
A
G
H
H
You
know
my
my
question
is
just
you
know.
My
question
is
just
you
know.
We
have
a
lot
of,
I
guess.
Well,
I
guess
the
science
has
changed
right.
It's
now.
We
know
it's
safe
to
return
to
school,
but
people's
mindset
about
returning
to
school
has
not
changed
right.
A
lot
of
our
teachers
still
feel
that
it's
unsafe,
I
mean,
and
that's
warranted.
I
mean
it's
still
a
fairly
new
virus.
H
I
guess
what
can
you
say
tonight
to
those
hundreds
of
teachers
watching
that
it's
safe,
that
it's
safe
to
go
to
school
right?
I
don't
think
that
they're
concerned
some
of
them
are
about
themselves
because
we
seem
to
have
a
fairly
large
amount
of
young
teachers.
But
what
do
you
say
to
them?
Who
have
multi-generational
households
right,
grandparents,
great
grandparents?
H
E
E
E
What
we're
finding
in
the
schools
is
that
these
mitigation
strategies
are
effective,
they're,
effective
at
decreasing
the
spread
they
require
everybody
in
the
community.
Frankly,
you
know
just
to
be
really
blunt.
The
more
people
who
want
school
open
are
going
to
need
to
limit
their
activity,
that's
it.
F
E
Wrong,
I'm
not
representing
the
school
system,
but
whoever
the
school
system
you're
supposed
to
write
to
address
those
individual
factors,
that's
always
been
a
part
of
our
covet
response,
is
that
there
are
individual
circumstances
that
require
attention,
but
for
the
large
majority
of
people,
if
you're
keeping
your
mask
on,
if
you're,
adhering
to
the
distancing,
we
really
are
seeing
minimal,
spread
in
schools
and
that
spread
is
proportional
to
spread
in
the
community.
So
we
we're
alert.
H
When
you
study
school
systems
around
the
country,
have
you
noticed
when
schools
open
the
community
race,
the
community
rate
increases
not
because
of
a
direct
spreading
in
the
schools,
because
once
again,
a
change
in
people's
mindset?
I
mean
to
a
lot
of
families.
Schools
like
that
center
part
of
their
lives,
right
sports
academics.
After
school
programs,
I
mean
you're
worried
that
you're
work
you're,
making
your
work
scheduled
around
your
kid's
schedule.
Now
the
school's
bubble
go
back
to
normal
right,
go
back
to,
I
guess
somewhat
normal.
H
E
So
I
will
say
that
what
we,
what
we
do
see
is
that
when
schools
open,
we
see
other
activities
occurring
after
school
or
not
after
outside
of
school
as
well.
That's
why
I
can't
emphasize
that
point
about
it.
It's
hard
to
say:
okay,
spread
is
happening
in
school
versus
due
to
those
outside
of
school
activities,
that
kind
of
come
as
a
byproduct
of
being
in
school.
So
I
don't
know
the
answer.
A
G
G
G
E
Sure
so
so,
let's,
let's
let's
I
guess,
distinguish
between
asymptomatic
and
symptomatic.
This
is
where
we
do
need
parents
to
keep
children
home
who
have
any
symptoms
and
to
to
get
them
tested.
That's
that's
a
cornerstone
of
of
the
return
to
school
for
asymptomatic.
That's
why
the
distance
in
the
mask
is
critical.
That
is,
that
is
the
way
we
decrease
potential
spread
amongst
asymptomatic
from
sorry
from
asymptomatic
individuals,
both
from
that
person,
who's
asymptomatic
and
to
others
who
do
not,
who
are
not
were
not
infected.
E
So
mass
are
key
to
that
in
terms
of
contact
tracing
we
there
are
a
lot
of
different
scenarios.
We've
encountered
a
lot
of
them,
so
you
know
if
parents
are
if,
if
a
parent
has
it
and
the
child
was
exposed,
we
will
of
course
track
that
and
monitor
it,
but
we
would
make
decisions
based
on
based
on
time
time
of
exposure.
You
know
quarantine
time,
all
of
that.
It's
hard
to
it's
hard
to
game
out
each
scenario
here,
but
suffice
it
to
say
that
we've
we've.
E
G
G
E
I
don't
I
don't
have
it
in
front
of
me,
but
the,
but
I
off
the
top
of
my
head
a
I
was
one
of
the
groups
working
on
a
return
to
school.
There
may
be
partisan
liens
to
some
of
those,
but
we
did
look
at
work
that
was
based
in
based
in
science
and
based
in
public
health
knowledge.
We
looked
at
a
number
of
other
state
guidelines.
We
looked
at
cdc,
of
course,
mbh.
E
G
E
Well,
this
is
something
that
we've
been
looking
at
and
we
continuously
looked
at
over
the
past
four
months.
I
guess
since
october
beginning
of
october,
and
as
we
were
looking
at
this
over
the
course
of
january,
as
I
mentioned,
additional
literature
came
out,
mdh
came
out,
the
cdc
will
come
out
with
new
guidance,
but
there
will
always
be
new
guidance
coming
out.
You
know
at
some
point
we
have
to
say
there's
enough
of
a
change
that
we
are
updating.
G
Okay
and
then
my
my
last
question
is
about
the
vaccinations
and
the
slow
roll
of
those.
I
know
that's
beyond
your
control.
I
do
want
to
express
myself
publicly
on
this
one,
I'm
very
disappointed
our
teachers
deserve
to
be
swiftly
inoculated,
they're
in
group
1b.
This
is
not
a
a.
This
is
nothing
to
do
with
the
the
county's
response.
I
know
you
would
get
the
vaccinations
and
arms
if
you
had
them.
G
Vaccinations
should
be
given
to
our
teachers,
both
private
and
public
immediately,
and
I
know
that
you'll
do
a
fabulous
job
once
you
have
them,
and
I
wish
the
approach
was
more
centralized
and
not
so
decentralized.
But
how
are
we
considering
variants
in
all
this,
because
we
have
the
south
african
variant?
We
have
the
uk
variant.
We
we're
on
this
downward
slope
yeah,
but
we
is
that
is
all
this
new
guidance
accounting
for
variants
and
their
spread
in
our
community.
E
So
the
variants
there
are
three
variants
that
are
that
have
appeared
in
the
united
states.
Two
of
them,
two
of
them
have
appeared
in
the
state
of
maryland,
and
the
main
hallmark
of
these
variants
is
that
they
transmit
more
easily
and
more
rapidly,
and
that's
what
has
that's
what
we've
seen
in
the
countries
of
their
origin
and
other
countries
that
they
that
they've
appeared
in
you
know
these
these
guidelines,
just
to
be
frank,
don't
specifically
address
them.
E
The
same
mitigation
strategies
are
applicable
to
them,
just
the
vigilance
required
is
higher
and
the
reality
is.
Is
that
we'll
have
to
continue
to
monitor
our
case
rate
variance
or
not
as
to
what
people
are
doing,
even
without
the
variance
we've
seen
our
case
rates
go
up
real
high
that
have
made
reschool
reopening
challenging.
So
from
our
standpoint,
the
variance
certainly
would
make
that
harder.
If
they,
you
know
if
they
start
to
gain
traction
and-
and
we'll
have
to
respond
to
that.
G
E
G
I
E
So
the
two,
the
two
ones-
the
modern
and
divisor,
their
efficacy-
is
95
preventing
severe
disease
death,
and
these
are
these
are
noted
at
I
believe,
28
days.
So
that's
after
the
second
dose,
by
the
way,
because
the
first
dose
for
sort
of
the
time
between
the
first
and
second
dose
for
pfizer
is
three
weeks
and
the
time
between
first
and
second
for
moderna
is
four
weeks.
So
we're
looking
at
data
at
28
days
after
the
second
dose.
E
J
J
E
E
K
I
know
you've
been
working
very
closely
with
anne
arundel
county
public
schools
in
making
sure
that
we
have
as
many
opportunities
for
as
many
students
as
possible
and
in
the
course
of
this,
when
we
get
started
with
pro
and
and
start
launching
the
programs.
Are
there
any?
Do
you
anticipate
that
your
advice
on
how
we
gather
and
when
we
gather
would
be
different
for
core
reopening
compared
to
our
co-curricular
and
extracurricular
activities?
That
does
include
sports,
as
well
as
from
sports
to
robotics
and
the
gamut.
E
In
those
in
those
extracurricular
activities,
you
know,
we've
we've
noted
that
those
activities
or
additions
will
add
to
the
add
to
the
mixing
right
that
creates
new
cohorts.
That
then,
are
not
present,
and
that
should
just
be
kept
in
mind
is
that
it
is
additional
cohorts
that
are
being
created,
the
believe
it
was
last
week-
or
maybe
it
was
the
week
before
the
cdc
did
put
out
a
study
on
sports,
particularly
high
intensity
contact
sports.
E
It
was
wrestling
that
they
noted,
and
so
you
know
the
the
the
guidance
that
we've
provided
around
high-risk
sports
stands.
High-Risk
sports
have
a
higher
risk
of
transmission,
and
so
it's
just
something
that
needs
to
be
kept
in
mind
as
as
extracurricular
start
is
that
high-risk
activities-
and
it's
certainly
not
limited
to
sports
things
like
choir
or
singing
of
some
sort,
would
fall
into
that
risk
category
as
well.
You
have
to
keep
these
the
risk
categories
of
those
extracurriculars
in
mind
as
well.
K
K
E
Yeah,
you
know
the
reality.
Is
it's
a
continuum
so
the
more
you
do,
the
more
your
risk
profile
grows
and
there
isn't
really
a
great
way
to
say
that
there's
a
line
right
like
three
is
okay,
the
four
is
not
it's
just
that
each
one
incrementally
adds
risk
and
I
think
that's
been
kind
of
the
defining
challenge.
E
Just
to
draw
an
analogy
on
setting
restrictions
in
the
in
the
public
space
around
decreasing
case
rates.
Is
you
have
to
draw
a
line
somewhere
to
be
able
to
get
an
effect?
You
know
I
I
I
don't
have
a.
I
don't
have
a
solid
answer
for
you.
These
are
always
balancing
different
factors,
balancing
equity
amongst
different
activities.
K
E
Sequentially,
as
opposed
to
in
parallel,
means
that
if
some,
if
you
do
start
to
see
cases,
there's
there's
just
fewer
opportunities
for
that
cohort
people
being
in
different
culverts
and
that's
kind
of
the
that's
kind
of
the
hallmark
of
risk,
and
we
talked
about
the
cohorts
that
the
new
cohorts
that
occur
from
extracurriculars
and
if
you
have
people
in
multiple
cohorts,
starts
to
add
up
right.
So
this
is
one
way
to
manage
that
to
have
standard
seasons.
K
E
Know
that
you
can
draw
parallel
that
way
they
have
their
own
risk
profiles
right
like
it
depends
on
the
sport.
It
depends
on
how
many
students
there
are,
how
many
competitions
there
are.
So
it's
hard
to
do
the
math
like
that
that
you
know
you
put
the
slider
bar
up
here.
You
go
the
slider
part
down
on
the
other
one
it
just
doesn't.
It
just
doesn't
work
as
cleanly
as
that.
K
I
know
that
you
have
expressed
concern.
You
expressed
concerns
in
the
fall
and
the
winter
months
concerning
some
of
our
private
schools
and
our
club
athletic
programs
as
it
related
to
the
impact
of
contact
tracing,
and
you
mentioned
tonight
that
we
are
working
in
partnership
with
you
to
ensure
that
the
continuity
and
integrity
and
intent
of
of
how
contact
tracing
works,
relevant
in
schools
is
maintained,
and
so,
as
we
roll
into
this,
is
there
a
threshold
by
which
you
would
be
raising
a
flag
of
concern
based
on
available
contact
tracing
resources?
K
E
One
of
the
things
we
talked
about
last
time
a
month
ago
was
that
a
contact,
sorry
not
a
contacted
case
rate
of
50
and
climbing
that's
not
really
a
reasonable
time
to
reopen
because
of
the
stresses
it
says,
on
contact
tracing
and
the
number
of
positives.
We
are
in
a
much
better
place
right
now.
We
have
the
capacity.
K
L
E
First
of
all,
ms
antoine,
thank
you
for
that,
and
I
intend
to
continue
to
be
as
honest
as
possible.
Based
on
what
I
know,
and
so
your
question,
I
think,
is
a
really
good
one
about
closing
and
what
would
trigger
that.
I
think
that
what
we
you
know
what
we
have
laid
out
around
outbreaks
and
spread
in
schools
that
would
be
a
trigger
to
close
particular
schools
if
needed.
E
If
you
have
that
many
closures,
so
I
think
what
we
would
you
know
what
how
we
would
think
about
it
is
that,
if
the
case
rate,
if
if
one
or
two
conditions
starts
to
present
itself,
one
you
start
to
see
in
school
spread
that
would
be
a
trigger
to
close
schools,
maybe
not
all
the
schools
right.
If
it's
only
happening
in
one
school,
you
don't
you
don't,
I
would
we
wouldn't
recommend
closing
the
system
down
we'd
recommend
figuring
out
what
was
happening
in
that
school.
E
But
if
it
starts
to
happen,
you
know
multiple
schools
throughout
the
system
that
would
warrant
understanding.
Why
is
it
due
to
the
case
rate
going
up
and
that
you
know
that
has
implications
that
we've
seen
that
in
in
as
a
case
where
we
went
up
pretty
much
lots
of
different
types
of
sectors
and
businesses
were
affected,
and
we
didn't
expect
the
schools
to
be
different
from
that
standpoint.
So
it's
one
of
these
situations
where
we
have
to
see
what
you
know
what
its
impact
is.
E
L
Thank
you
for
that,
so
I'm
picking
and
choosing,
because
I
had
a
set
of
questions-
and
I
only
have
two
in
this
moment,
so
I
guess
I'll
talk
about.
I
ask
you
about
vaccinations
again
that
depend
on
that.
Dependency
is
outside
of
the
school
system's
control,
outside
of
your
control
as
the
county's
health
officer.
L
How
can
they
get
access
if
anne
arundel
county
doesn't
receive
it
if
state
of
maryland
we're
in
a
in
an
area
where
we
benefit
quite
well
from
being
able
to
go
somewhere
else
and
get
what
we
need
done
pretty
efficiently
other
states,
even
what
would
teachers
and
and
staff
would
you
recommend
them
standing
by
until
those
vaccines
come
in
or
do
you
recommend
that
they
go
elsewhere
if
the
vaccination
is
available,
since
they
are
within?
Consider
a
first
responder.
E
Yeah,
you
know,
I
think
the
problem
we
really
have
is
that
there's
limited
vaccine
supply
there
really
isn't
anywhere
to
go
in
any
meaningful
way.
You
know
I'm
sure
a
few
people
could
get
it
by
going
somewhere
else,
but
we're
talking
12
000,
plus
staff
at
aacps
right.
It's
not
going
to
really
do
it
because
the
other
counties
are
struggling
with
the
same
exact
problem
we
are,
which
is
that
they
don't
have
they're,
not
getting
enough
vaccine.
E
So
you
know
they're
just
like
we're
fitting
to
vaccinating
futures
and
zap
at
acps,
they're
committing
to
vaccinating
their
public
school
system
and
their
private
school
system
and
their
child
care
providers
as
well.
So
you
know
I
I
I'd
love
to
say
there
was
an
answer.
There
really
isn't
that's
kind
of
the
problem,
we're
all
dependent
on
just
getting
looking
at
vaccine
production,
increasing
and
new
vaccines
being
deployed
for
us
to
be
able
to
increase
our
number
of
people.
We
can
vaccinate.
L
E
So
these
are
the
symptoms
of
covet
that
we've
been
talking
about
so
things
like
runny
nose,
cough
fever,
shortness
of
breath,
muscle
aches,
nausea.
Now
not
all
of
those
will
be
visible
to
somebody
else
right,
but
ones
that
you
can
tell
if
somebody
just
doesn't
look
good
if
they've
got
the
runny
nose
or
the
cough,
certainly
for
for
the
students,
that's
what
the
school
health
staff
is
there
for.
They
see
something.
You
know
some
of
those
symptoms,
that's
a
that
is
the
time
to
get
them
to
school
health
staff.
E
If
they
see
that
amongst
other
staff,
I
will.
I
will
leave
that
to
dr
alado
as
to
how
they
manage
that.
But
that's
exactly
why
you
know.
I
emphasized
that
people
that
come
to
to
school
if
they
have
any
symptoms
and
of
course
you
know,
there's
going
to
be
a
number
of
people
who
develop
symptoms
during
the
course
of
a
school
day
right.
It
has
to
start
at
some
point
and
it
might
start
at
that
time.
A
A
A
E
Yeah,
so
so
just
separating
those
two
just
because
the
child
care
situation
is
a
little
bit,
it's
just
a
little
bit
harder
but,
as
you
know,
might
be
relevant
for
the
pre-k
kind
of
age
band,
but
in
terms
of
the
distancing
guidelines,
those
really
haven't
changed.
Well,
we
are
we
meeting.
My
staff
have
been
to
schools
and
have
been
to
some
day
cares
to
observe
how
they're
operating
it's
always
in
the
context
of
either
a
complaint
or
a
request
for
assistance.
E
F
E
Indoors,
usually
not
in
the
classroom,
but
in
another
space
and
I'm
talking
about
the
schools
now
not
the
child
care,
and
so
it
you
know
it's
just
going
to
be
important
to
to
not
just
ensure
mass
wearing
is
happening,
but
the
mask
breaks
are
an
important
way
to
to
kind
of
let
off
steam
and
then
in
the
in
the
child
care
setting.
It's
you
know
it's
a
little
harder.
Kids
can
keep
masks
on,
but
they're,
not
as
good
at
that.
E
But
I
I
don't
you
know,
I
don't
know
the
answer
to
pre-k
and
k
is
in
terms
of
how
good
are
they?
I
just
don't
know
the
answer
to
that.
I'd
be
happy
to
look
into
that
a
little
bit
from
an
experiential
standpoint
what
others
have
found,
but
I
think
that,
overall,
what
we
found
is
that
they're
fairly
directable
to
if
they
start
to
target
their
masks,
to
put
it
back
on.
A
A
A
A
H
E
So
that
that
gets
to
what's
the
what
is
happening
in
terms
of
cases
in
schools
is
there?
Are
we
seeing
multiple
multiple
classrooms
being
closed?
Are
we
seeing
evidence
spread
within
schools
within
a
school
sorry
and
then
within
schools?
Plural,
I
think
that's
our
challenge.
There
isn't
a
bright
line.
There
isn't
a
easy
to
read,
guide
that
says
this,
this
bad,
this
good.
It's
a
continuum
like
all
of
our
risk,
and
so
part
of
it
is
going
to
be
communication
about
what's
happening
and
understanding
that
there
will
be
cases
in
school.
E
As
long
as
there
are
cases
in
the
community
you're
going
to
find
that
some
of
them
are
going
to
be
in
people
who
are
either
students
or
staff
at
school,
and
I
think
the
big
question
we're
going
to
have
to
be
able
to
be
be
able
to
manage
is,
is
school,
promoting
that
spread
or
is
it
simply
a
reflection
of
community
spread?
And
it's
not
always
easy
to
answer
that
question,
because
it's
not
always
easy
to
tell
where
it
was
detected.
H
E
E
H
I
J
Yes,
thank
you,
so
I'm
just
trying
to
take
everything
in
that
I've
been
hearing
and
if,
if
I
put
it
all
together,
what
I'm?
What
I
think
I
hear
you
say
is
as
of
now
based
on
the
new
guidance
based
on
the
trends
and
with
the
vaccine
coming
on
to
the
landscape
in
whatever
pace
it
comes,
we
are
at
present
at
a
moment
where
it
looks
like
it
would
be
safe
to
go
back
into
school.
E
E
People
getting
outside
of
their
homes
as
it
gets
warmer,
is
better
restrictions
being
loosened,
makes
it
a
little
bit
more
challenging
and
a
good
way
to
add
them
all
up
and
say
you
know
in
aggregate
it's
going
to
be
better
and
heavier,
and
it's
going
to
be
worse,
but
I
think
that's
why
you
know
we
repeatedly
talk
about
watching
the
trends
is
his
position
of
understanding?
What's
coming,
but
not
its
magnitude
or
timing,
and
that's
right,
that's
the
challenge
we
all
face
right,
that's
the
that's!
What
makes
this
hard.
J
E
J
J
J
This
is
perhaps
most
abundantly
here
and
now
for
the
you
know,
we
we've
all
been
the
recipients
of
many
many
many
many
many
emails,
as
I'm
sure
you
have
too,
and
people
feel
very
strongly
about
this,
but
these
are
the
realities.
I
think
that
that
I'm
hearing
have
to
be
a
part
of
the
picture
as
we
understand
it.
So.
A
K
L
A
H
Great
just
a
few
questions.
First,
I
think
we've
heard
it
from
dr
colley
on
that
it
is
safe
to
return
in
the
building
at
this
time.
The
science
backs
him
up
and
I
trust
his
experience,
but
I
think
there's
still
some
concern
on
how
we
do
it.
I
kept
saying
this
earlier
still
people's
mindset
and
I
think
a
teacher
said
it
once
people
need
to
be
comfortable
in
order
to
really
do
the
best
job
they
can
do
so.
First
question
is
a
teacher
with
accommodations
teachers
that
have
requested
a
since.
B
So
the
accommodation
process,
mr
smith,
has
the
recommendation.
Request
process
has
been
going
on
for
months
and
months
and
originally
in
in
november,
and
so
our
hr
office
has
been
working
diligently
to
move
through
those
requests.
We
have
gotten
through
all
of
the
elementary
requests
and
they're,
focusing
now
on
secondary
request,
secondary
school
request,
so
middle
school
and
high
school
based
folks,
that
per
that
teacher
or
that
staff
member.
That
has
requested
an
accommodation
and
it's
not
yet
been
through
the
process
they've
not
yet
heard.
B
H
Then,
to
the
training
aspect,
I
think
seeing
the
videos
and
the
clips
that
were
in
the
presentation,
I
think
that
probably
helped
a
lot
of
board
members
and
a
lot
of
people
at
home
with
a
grasp.
What
it's
going
to
look
like.
I
know
we've
seen
bits
and
pieces,
but
I
think
something
comfortable
is
comfort.
H
Adhesive,
like
that,
really
helps.
So.
My
next
question
is:
what
type
of
training
will
teachers
get,
because
the
virtual
environment
is
completely
different?
I
mean
some
similarities,
some
differences,
but
you
know
overall,
it's
something
new
to
the
teachers.
What
type
of
training
will
they
be
using
that
pd
time
on
wednesday
to
go
over
what
to
expect
best
practices
and
procedures,
not
on
the
health
aspect,
but
on
how
to
get
the
information
out
to
students,
maybe
how
to
make
sure
students
are
maintaining
those
safety
guidelines.
B
Some
of
it
has
been
a
la
carte,
meaning
that
the
teachers
pick
and
choose
the
less
the
the
the
modules
that
they
want
to
engage
with.
We've
also
had
afternoon
and
evening
professional
development
around
teaching
in
the
hybrid
environment
right
it's
new
for
all
of
us,
and
so
it's
a
great
question.
So
so
it
has
been
going
on
for
months.
B
It
will
continue
and
we'll
continue
after
we
open
and
through
the
spring
and
I'm
sure
into
the
summer,
we'll
continue
to
provide
professional
development
as
teachers
get
more
comfortable
and
they
want
to
learn
more
about
teaching
and
learning
in
this
environment.
Dr
mcmahon
has
something
to
share
on
professional
development.
C
I
would
echo
your
thoughts,
dr
alato,
and
and
just
add
the
fact
that
their
setup
at
home
is
very
similar
to
what
they'll
receive
in
the
classroom
the
only
additional
pieces.
Many
of
them
are
already
working
with
two
monitors
at
home,
but
for
the
ones
who
aren't
they'll
be
an
additional
monitor
so
that
they
can
see
both
what
they're
presenting
and
their
students
at
home.
But
it
is
very,
very
similar
and
their
setup
will
be
done
for
them
when
they
arrive
at
the
at
the
building.
H
What
the
virtual
learning
learning
environment
is
going
to
look
like
right,
all
the
ins
and
outs.
Not
just
I
guess
you
know
a
brief
powerpoint
but,
like
you
know
what
transitions
will
look
like
what
lunch
will
look
like
extracurriculars
enrichment
hour
recess?
Will
they
sit
down
because
you
know,
I
think,
we've
all
seen
a
lot
of
teachers
still
they're
in
there's
some
sort
of
confusion
out
there
right
they're
saying
that
they
don't
see
every
that
they're,
not
getting
all
the
information
they
would
like
to
get
right.
H
H
I
think
it's
only
human
nature
to
be
fearful
of
the
unknown,
and
I
think
I
think
what
we
can
do
at
least
is
try
to
quell
a
lot
of
those
fears
by
just
showing
them
hey
what
it's
going
to
look
like
what
to
expect
and
how
you
should
deal
with
it.
If
you
have
any
questions,
you
can
ask
them
to
your
supervisor
there,
and
if
they
can't
respond,
you
know
they
just
go
up
the
chain
with
it.
Is
there
any
plans
for
something
like
that.
B
Mister,
let
me
jump
in
first,
dr
mcmahon
and
then
and
then
you
can
share
about
professional
development.
I
just
want
to
tease
something
out,
mr
smith,
that
you
shared
you
stated
not
just
professional
development
but
sort
of
the
unknown,
as
teachers
and
students
begin
to
enter
the
building.
So
as
teachers
return
and
return
ahead
of
students,
much
of
how
the
buildings
will
operate
will
be
on
a
building-by-building
basis
and
so
it'll
be
important
for
the
teachers
to
get
back
without
the
students
and
so
that
the
principal
can
have
meetings.
B
They
can
talk
about
hallway
movement,
hallway
monitoring,
a
traffic
flow
as
well
as,
as
you
are
referencing.
The
instruction
in
the
classroom
is
my
smart
board.
Working
with
my
monitor
working
with
my
document
camera.
Our
tech
teams
are
amazing,
they've
been
out
in
schools
for
months
making
sure
all
the
right
tables
and
all
the
right
hookups
are
are
ready
for
the
teachers,
but
we
want
the
teachers
to
get
their
hands
on
it
and
and
feel
it
out,
and
so
so
much
of
this
comfortability
I'll
use.
B
C
And
going
right
along
those
lines
today,
professional
growth
and
development
sent
a
package
of
materials
out
electronically
to
secondary
principles
at
the
middle
and
high
schools.
Elementary
principals
already
received
those
and
in
fact
each
each
school,
just
as
dr
alato
said,
it's
unique
for
a
physical
environment.
It's
also
unique
professional
development,
wise
and
so
each
principal
and
their
leadership
team
will
take
that
on
and
will
make
choices
between
now
and
when
their
students
return.
H
Okay,
great
and
then
just
lastly,
I
guess
the
parent
side
and
in
the
student's
eye
will
we
put
out.
I
don't
know
informational
videos
or
something
that
says
you
know
whatever
turn
to
school.
Look
like
right,
you're
gonna
stand
at
your
bus.
Stop
at
this
time,
get
on
the
bus.
Gonna,
look
like
that
walk
into
the
schools.
It's
gonna
look
like
that.
You
can
expect
this
system
down
the
first
day.
Are
we
gonna?
Is
there
something
like
that
planned.
C
The
communications
committee
and
all
the
people
around
them,
as
well
as
the
communications
office,
is
working
on
both
a
video
and
they're
working
on
some
stills
that
will
go
up
on
the
website
that
really
showcase
a
little
bit
like
you
saw
today
in
the
powerpoint,
but
even
in
some
additional
detail.
So
people
have
a
feel
for
when
they
leave
their
house
to
when
their
students
get
dropped
off,
and
vice
versa
on
the
way
home
what's
happening
for
the
day,
whether
you're
an
elementary
student
middle
or
high
school
student.
H
H
A
C
C
Sure,
at
the
elementary
middle
and
high
school
level,
so
approximately
34
of
the
high
school
students
will
be
returning
to
hybrid
learning,
approximately
36,
to
37
percent
of
middle
school
and
about
39
to
40
percent
of
elementary
school
returning
for
hybrid
learning
and
of
those.
The
data
on
using
the
bus
is
all
over
the
board
anywhere
from
a
very
low
percentage
in
in
some
areas
to
a
very
high
percentage.
G
There
was
some
some
teachers
reached
out
to
me
about
accommodations
as
it
relates
to
being
vaccinated
so
like
if
you
want,
if
you
know,
you're
going
to
be
vaccinated
and
are
you
going
to
need
an
accommodation,
and
that
might
be
the
right.
The
reason
why
some
teachers
apply
it
versus
not
apply.
Based
on
on
on
that.
G
On
that
knowledge,
and
now
we
know
that
that
there's
a
delay
in
the
rollout
which
has
nothing
to
do
with
the
good
work
of
dr
alato
and
the
staff
or
the
county,
but
more
at
the
state
and
the
federal
level.
And
so
how
are
we?
Are
we
reopening
a
request
for
accommodations,
knowing
that
the
vaccination
of
our
teachers
is
not
as
quick
as
we
would
have
hoped.
B
There's
no
firm,
closing
of
the
accommodation
request
window
it
because
it's
something
that
happens.
We
have
staff
members
every
year
outside
of
covet
inside
of
kovid
for
different
reasons,
and
so,
while
obviously
it
is,
the
numbers
are
exponentially
higher
in
this
current
crisis
that
we're
in
in
the
current
pandemic,
a
teacher
can
always
for
any
reason
and
you've
mentioned
one
mr
scholheim,
and
we
have
seen
several
teachers
said,
wait.
I
thought
I
was
going
to
get
a
vaccine
that
happened
as
fast
I'd
like
to
apply
frustration,
and
they
certainly
can
do
that.
G
That
is
fabulous.
I'm
grateful
that
for
for
the
ongoing
nature
of
that
of
that
process,
the
other
thing
I've
I've
heard-
and
this
will
be
my
last
question
for
this
round.
I
I
definitely
have
more
is
that
teacher
workload.
You
know
our
teachers
work
really
really
really
hard
pre-covered
and
I
would
argue
that
they
work
even
harder
in
this
environment
and
what
I'm
hearing
for
folks
and
it's
not
just
on
the
ones
and
twos
anymore.
G
It's
like
a
flood
that,
although
the
the
pd
on
wednesdays,
is
fabulous,
absolutely
was
useful,
especially
at
the
beginning
getting
up
and
running,
and
now
there
isn't
enough
time
for
individual
planning
and
group
planning.
That's
what
I've
heard
so
I'm
gonna
say
only
use
word
allegedly,
and
so
I
wanted
to
know.
G
B
Yes
and
I'll
let
dr
mcmanus,
I
know
several
of
the
committees
have
talked
long
and
hard
about
the
scheduling
and
producing
the
schedule
that
we're
currently
in
and
as
it
will
as
will
carry
over
into
the
hybrid
environment.
But
the
short
answer
is
no
on
wednesdays.
Those
will
be
mandatory,
professional
developments
that
will
continue
because
it's
important
for
our
teachers
in
this
environment,
in
that
we
are
continuously
learning
and
learning
this
new
environment,
and
so
we
want
to
keep
those.
We
want
people
to
learn
the
new
skills
to
practice.
B
C
So
dr
lotto
we're
critically
aware
of
the
negotiated
agreement
and
the
number
of
minutes
that
have
to
happen
during
the
school
day
or
before
the
teachers
start
in
the
morning
or
before
they
leave
in
the
afternoon,
and
in
fact
all
teachers
have
at
all
levels
right
now
more
than
the
amount
that
is
noted
in
the
negotiated
agreement.
So
with
respect
to
planning
it's
wonderful
that
teachers
want
a
plan,
absolutely
wonderful,
but
at
this
moment
in
time
I
can
assure
you
that
everyone
has
more
than
the
allotted
amount
of
minutes.
C
L
G
Okay-
and
you
know
I'm
not
trying
to
complain
about
pd-
I
just
I
pause
when
I
have
when
I
have
teachers
in
tears
with
me
on
the
phone
on
a
saturday
night
or
sunday
morning,
or
you
know
a
week
night,
and
that
has
happened
not
once
not
twice
but
almost
daily.
At
this
point,
and
so
I
I
you
know
it's
it's
a.
G
I
would
say
that
the
overwhelming
consensus
is
that
it's
a
crushing
amount
of
work,
just
like
our
students
are
feeling
academic
pressure.
Our
teachers
are
too
and
just
staying
above
water.
I
mean
we're,
we're
nothing
without
the
wonderful
teachers
that
that
serve
our
students,
and
so
I
just
you
know,
I'm
gonna
use
two
words
that
we've
used
this
whole
time.
You
know
patience
and
grace
and
and
and
and
flexibility,
and
I
just
I'm
just
putting
it
out
into
the
universe.
I
hope
we
continue
to
evaluate
all
of
this
and
and
act
accordingly.
I
Ms
frank,
I
think
you
okay,
can
you
hear
me
okay?
I
just
we
keep
hearing
about
the
ventilation
and
the
air
quality,
and
I
know
that
dr
a
lot
of
you
and
your
staff
have
gone
over
a
couple
questions,
but
just
in
the
interest
of
making
sure
that
you
know
everybody
hears
it
and
and
feels
a
little
bit
better
moving
forward.
I
just
wanted
to
ask
you
just
to
detail
a
little
bit
more
about
it.
So
I
wanted
to
know
if
you
know
the
recommendations
from
the
state
and
county
health
agencies.
I
I
wanted
to
know
well
I'll,
just
give
them
to
y'all
man,
and
I
think
I
sent
them
ahead
of
time.
What
has
been
done
and
is
there
anything
else
required
to
get
all
of
the
ventilation
and
hvac
systems
up
to
recommended
standards
and
what
needs
to
be
done
to
update
on
a
daily
basis,
and
where
can
the
folks
at
home
find
this
information.
B
So
the
specifics
about
the
systems-
I'll,
certainly
leave
to
mr
shaknovich,
and
he
can
share
those
with
you,
but
in
general
and
yes,
thank
you
for
the
question.
Ms
frank,
we
have
talked
on
a
number
of
occasions
and
it
is
an
important
topic.
It
is
our
hvac
systems
are
all
up
and
running
and
operational.
B
B
I've
had
the
conversation
as
late
as
today's
wednesday,
as
late
as
monday,
with
dr
kaliana
rahman
in
asking
him
yet
again,
are
there
other
things
that
you
would
recommend?
As
we
are
approaching,
the
reopening
of
buildings
with
regard
to
our
hvac
systems
are
the
things
that
you
have.
For
instance,
I've
asked
are
the
things
that
you've
required
of
of
restaurants
or
houses
of
worship
or
other
places
where
people
are
congregating
like
when
we
begin
to
open
schools.
B
Do
you
have
suggestions
that
are
things
or
do
you
see,
deficiencies
in
our
systems
and
and
recommendations
for
improvement,
and
he
has
shared
with
me?
No,
he
believes
that
we
have
as
long
as
our
systems
are
up
and
running
as
long
as
they
are
mixing
as
much
outside
air
as
possible,
and
ours
do
again.
I
I
I
do
want
to
ask.
I
have
a
couple
of
parents,
especially
parents
of
older
children,
who
missed
the
survey
or
didn't
realize
that
it
was
a
reopening
request
because
they
just
didn't
open
it
or
didn't
realize
that.
Will
they
get
a
second
bite
of
that
apple
in
the
last
marking
period
or
at
any
point,
or
is
that
window
closed
for
the
rest
of
the
year?.
B
So
so,
yes,
we
will
allow
a
second
bite
to
use
your
terminology
right
now.
The
answer
is
no
okay.
We
have
to
plan
for
the
reopen.
We
have
to
put
the
right
number
of
students
in
a
classroom.
We
have
to
put
the
right
number
of
students
on
a
bus
coming
from
the
right
neighborhoods,
and
so
that
is
a
very,
very
finely
orchestrated
dance
that
has
to
occur,
so
we
can't
keep
having
people
enter
and
exit
the
system.
B
I
think
that
makes
sense
after
we
get
started
and
things
have
settled
over
the
next
month
or
so
we
will
certainly,
if
a
family,
for
instance
and
I'll
use
the
example
has
a
second
grader
that
they
have
at
home
and
they've
decided
they'd
like
to
go
to
hybrid
environment,
will
allow
and
work
with
that
principle
to
be
able
to
work
with
that
family
to
see.
If
it's
doable,
can
we
bring
that
student
in
to
the
hybrid
environment?
Of
course,
two
key
factors
will
be.
Would
adding
that
student
put
us
in
with
too
many?
B
Will
it
overcrowd
that
classroom
and
not
have
vet
not
allow
us
to
have
the
appropriate,
distancing
and
two
does
that
child
require
transportation
or
request
transportation,
and
would
they
be
able
to
fit
on
the
bus?
We
wouldn't
we
can't
if
there's
only
24
allowed
on
the
bus.
I
can't
punt
25,
26
or
27.,
so
I
hope
that
makes
sense.
So
we
have
to
close
it
down
now
with
the
principals.
B
Are
frantically
getting
ready
for
the
for
the
students
to
arrive
getting
class
schedules
set
numbers
of
students
in
each
classroom
as
well
as
buses,
transportation,
transportation
office
is
doing
that
work
now,
but
we
will,
as
we
settle
into
this
hybrid
process,
if
parents
want
to
move
back
and
forth
we'll
allow
them
to
do
that.
With
the
caveat
that
there
has
to
be
the
appropriate
space
in
the
room
and
on
the
bus.
I
L
J
J
J
Can
that
can
teachers
be
assured
that
they
will
have
the
autonomy
and
the
authority
to
make
sure
that
when
there's
a
problem
that
child
can
be
removed?
And
it's
it's,
it's
a
basically
a
one-time
process
because
we're
talking
potentially
life
and
death
here.
So
so,
how
will
that
work
with
regard
to
enforcement.
B
B
So
we
expect
students
and
staff
included
to
wear
masks
the
appropriate
social
distancing,
not
to
gather
in
groups
to
practice
all
the
right
hand,
sanitization
and
those
things,
and
so
that
is
the
expectation.
It's
the
expectation
that
we
will
spell
out
for
the
students
when
they
arrive
in
the
hybrid
environment
and
talk
about
the
environment
they're
now
going
to
be
in.
B
It
is
the
expectation
that
we
put
out
to
parents
that
they
know
by
accepting
hybrid
and
sending
their
student
that
they
are
committing
their
student
to
following
the
rules.
And
so
is
it
a
one-shot
deal,
as
you
have
put
it
where
you
get
one
bite
at
the
apple
and
if
you
don't
behave,
then
you're
gone.
The
answer
is
no.
That
could
be
the
case
in
a
particular
situation,
but
we
have
a
student
code
of
conduct.
There
is
progressive
discipline
and,
in
the
end,
like
any
disciplinary
matter,
we
want
the
students
to
learn
through
the
process.
B
The
key
is
not
discipline.
The
key
is
learning
through
the
process,
and
so
I
would
hope
that
teacher
to
have
a
conversation
with
that
child,
if
necessary,
involve
the
assistant,
principal
or
the
principal
or
the
counselor
or
the
school
psychologist,
if
they're
there
and
involve
somebody
else
and
have
a
conversation
with
that
student
to
say,
you're,
putting
yourself
at
risk
you're,
putting
your
classmates
and
teacher
at
risk
you're
putting
your
family
at
risk.
B
So
I'm
very
confident
that
the
principals
will
enforce
the
rules,
I'm
confident
the
teachers
are
going
to
want
to
enforce
the
rules
and
I'm
confident
the
students
are
going
to
want
to
enforce
the
rules
because
I
believe
their
parents,
this
isn't
mask
wearing
for
our
students
is
not
new
they've
been
doing
it
for
months
and
months
and
months
when
they
go
out
or
they
go
to
the
grocery
store.
Where
they're
in
their
neighborhood
riding
their
bike.
They
are
wearing
masks
and
they
understand
distancing.
B
J
J
I
do
believe
we
are
dealing
with
a
a
a
a
level
of
harm
here
potential
harm
that
that
certainly,
I
think
our
teachers
are
very
concerned
about
and
needs
to
be
attended
to.
You
know
that
that
we
need
to
recognize
that
heightened
level
of
potential
harm,
so
will
there
be
a
process
for
parents
who
are
not
perhaps
following
the
rules
that
we
hope
they
will
follow.
B
Absolutely,
and
just
like
we
were
just
talking
about,
I
would
expect
the
teacher
if,
if
there's
a
student,
that's
not
acting
appropriately
or
that
the
teacher
could
would
reach
out
to
the
family
and
talk
to
the
parents
and
say
boy.
George
is
not
he's
not
wearing
his
mask,
or
he
said
something
about
him
not
about
maybe
not
feeling
well
and
had
a
fever
and
took
some
medicine
before
he
left
in
the
morning.
We
also
will
rely
on
our
school
nurses
and
administrators.
B
Each
of
our
schools
is
required
to
have
a
an
isolation
area,
an
isolation
room
in
the
building
should
a
student-
and
you
heard
dr
k
and
part
of
his
remarks
are.
Inevitably
the
student
will
feel
fine
in
the
morning
and
midday
could
easily
be
gone
to
show
some
coveted-like
symptoms,
multiple
of
those
symptoms,
and
if
that's
the
case,
we
are
required
and
have
established
isolation
rooms
for
that
student
to
go
be
monitored
by
the
by
the
school
health
staff.
B
While
the
parent
has
been
contacted
to
come,
retrieve
the
child
and
have
the
child
seen
by
by
a
medical
professional.
But
yes,
if
we
need
to
engage
the
parents
to
say
we
understand
that
you're,
not
following
the
the
temperature
checks
and
the
symptom
checks
at
home,
and
that
is
the
expectation
we
can
always
go
back
to
virtual
environment.
Okay,.
J
C
Right
so
it's
a
good
question,
and
the
notion
is,
is
that
we
we
are
going
out
aggressively
looking
for
midday,
monitors
and
hr
is
hiring
more
and
more
and
more
of
them
with
the
help
of
our
principals.
With
the
help
of
our
partners
across
the
district,
we
are
gaining
traction
on
getting
more
people
for
the
midday
monitor
role
with
respect
to
the
substitutes.
C
This
is
not
a
new
challenge
for
us
right.
The
substitute
challenge
is
real
in
in
k-12
education
across
the
country,
and
so
we
have
increased
our
notion
of
hiring
substitutes
and
we
also
have
increased
the
movement
to
put
more
permanent,
subs,
more
long-term
subs
in
our
schools,
so
those
subs
they've
just
given
out
this
past
week.
C
The
subs
are
now
going
to
be
available
to
our
principals
on
a
regular
basis,
not
just
on
when,
when
the
phone
rings,
but
on
a
regular
basis,
so
between
putting
more
long-term
sub
substitute
teachers
in
the
buildings
also
looking
to
hire
and
recruit
more
of
them
and
then
recruiting
the
midday
monitors.
That
combination
is
what
we
hope
will
you
know,
move
us
forward
to
be
successful
when
we
do
bring
these
students
back
very
much
like
we
have
in
past
years.
C
M
L
L
L
Thank
you
so,
based
on,
oh,
so,
that's
for
march,
could
we
go
back
to
february
as
far
as
february?
Please,
okay,
thank
you!
So,
based
on
the
time
line,
I
was
unable
to
to
see
whether
or
not
teachers
would
be
coming
in
still
two
weeks
prior
to
the
eleventh
with
which
wouldn't
be
possible
so
when,
when
our
teachers
expected
to
come
in
as
all
the
teachers
as
early
as
the
eighth.
C
So
the
teachers
for
small
groups-
and
we
have
said
all
along
the
teachers
for
small
groups,
would
not
necessarily
be
coming
in
two
weeks
prior
to
their
students.
They
are
coming
in
as
early
as
the
eighth,
but
all
of
the
remaining
teachers
for
the
large
groups
coming
in
the
grade
level
groups.
They
are
coming
in
two
weeks
ahead
of
time
on
the
17th
of
september.
C
L
And
for
after
the
17th,
based
on
the
documentation
that
was
sent
yesterday
and
dr
laro,
you
and
I
spoke
briefly
about
this
earlier-
there
may
be
teachers
on
some
days,
with
the
exception
of
wednesday,
of
course,
that
may
not
have
students
could
telework
be
an
option
for
them
if
they
don't
have
telework.
On
that
day
I
mean,
if
they
don't
have
students
physically
in
the
classroom
on
those
days.
B
Do
you
mean
this?
It's
fine
for
the
teacher,
so
after
they've
returned
on
the
17th,
there
will
be
a
time
period
for
a
number
of
those
teachers,
two
weeks
or
so
that
they
won't
physically
have
students
in
the
building.
They
will
be
teaching
virtually
from
their
classrooms
to
their
students,
while
they're
at
home
within
the
next
two
to
three
weeks
of
students
would
start
to
return.
L
B
L
B
I
I
can't
think
of
of
a
reason
why
they
wouldn't
they
would
just
have
a
limited
number.
So
if
I
were,
for
example,
a
high
school
algebra
teacher,
I
would
have
students
a
cohort
of
students
on
monday
and
tuesday,
and
I
would
have
a
different
cohort
of
students
for
my
algebra
class
on
thursday
and
friday.
It
might
only
be
six
or
ten
students,
but
the
expectation
is
we
would
have,
they
would
have
students
each
of
those
days.
L
L
B
We
have
a
team
that
we've
assigned
from
both
osp
office
of
school
performance
and
our
hr
office
that
have
been
working
on
getting
ready
to
vaccinate
all
of
our
employees.
Of
course,
as
you
know,
it
started
with
a
survey
of
all
of
our
employees
and
the
simple
questions
are
asked:
when
a
vaccine's
available
do
you
want
to
be
vaccinated?
B
This
this
vaccine
team
that
we've
put
together,
has
now
put
in
priority
order
the
the
staff
to
get
them
vaccinated
because
we
won't
get
12
000
vaccines
at
one
time
they're
going
to
be
coming
in
week
to
week
doses,
so
we
have
tiered
how
we
will
who
will
receive
the
vaccine
first,
second,
third
and
so
on.
So
as
you
look
at
this
timeline,
this
is
a
great
example
of
when
we
start
next
week.
B
These
will
be
the
first
people
that
will
be
getting
vaccinated,
those
that
will
be
returning
in
this
order
that
work
in
those
buildings
and
that's
not
just
teachers.
That's
aids,
the
bus
drivers
that
drive
those
students-
that
is
the
secretaries,
the
custodians
in
that
building.
So
this
is
just
a
sort
of
a
visual,
it's
not
a
specific,
but
it's
a
visual
of
yes,
we've
tiered
them.
We've
prioritized
them,
and
it's
in
conjunction
with
our
rollout
of
the
opening
of
schools.
A
H
A
Can't
keep
this
on
both
my
ears.
My
ears
are
cool.
Can
you
hear
me
now?
Okay,
so
my
question?
Oh
yes,
so,
based
on
the
timeline,
dr
geraldo,
so
you
have
one
group
coming
in
march
1st
all
elementary
basically
march
8
specific
grade
levels
at
the
secondary
level
and
then
and
then
there's
a
two-week
flag.
So
I
know
you've
explained
the
reason
for
staggering
and
I
certainly
understand
the
order
of
it.
B
Yes
ma'am,
so
we
thought
long
and
hard
about
what
the
rollout
should
look
like
and
we
feel
like
having
that
additional
time
between.
So
the
eighth
will
be
sixth
graders,
9th
graders
and
12th
graders
and
then
they'll
be
through
the
week
of
the
15th
and
then
beginning
that
next
week,
as
you
say,
the
22nd
will
be
grades,
7,
8,
10
and
11.,
as
we
were
planning
this
out
and
this
rollout
beginning
march.
First
we're
very
cognizant
of
the
fact
that
secondary
schools
operate
very
differently
than
elementary
schools.
B
Elementary
school
students,
for
the
most
part,
will
be
in
their
second
fifth
grade
classroom
for
much
of
the
day
other
than
when
they
go
to
recess.
They
may
go
outside
for
class.
Those
kinds
of
things
secondary
school
students
are
going
to
be
moving
about
the
building,
and
so
the
middle
school
and
high
school
principals
are
keen
on
the
idea
of
getting
those
sixth
graders
at
the
middle
school
level.
The
ninth
and
twelfth
graders
at
the
high
school
level,
and
let's
get
a
feel
for
how
the
building
is
working.
B
We
also
have
to
be
concerned
about
possible
spread
and
the
our
ability
to
keep
up
with
contact
tracing,
because
that
is
going
to
be
in
part
our
responsibility
in
doing
contact
tracing
in
conjunction
with
the
department
of
health.
We
also
know
in
quite
in
all
honesty
that
we're
sure
there's
something
we
haven't
thought
of,
because
we've
never
reopened
before
and
if
we
need
to
make
some
changes,
tweak
the
schedule
change
the
way
things
are
operating
the
secondary
school
because
they
are
so
very
different
than
elementary.
C
Right
there
will
be
a
special
sheet
that
is
sent
out
at
home
from
transportation,
so
they
will
be
signing
off
there.
They
will
be
they
have
already
signed
when
they
signed
for
hybrid
instruction
on
the
registration
form.
They
did
sign
there
and
then
there'll
be
one
additional
sheet
that
goes
home
with
every
student
who
is
in
hybrid
learning,
one
additional
seat.
So
three
sheets
for
every
student,
two
for
every
student,
three,
if
you're
a
bus
being
transported
by
bus.
A
F
I
don't
have
any
questions.
I
would
just
comment
that
I
do
understand
and
appreciate
the
value
of
professional
development,
but
I
would
recommend
that,
at
the
beginning
of
the
return
to
a
hybrid
model
that
our
teachers
would
greatly
benefit,
which
means
our
students
would
benefit
by
having
the
wednesday
time
for
pd
to
work
with
their
colleagues
to
to
help
guarantee
a
safe
and
orderly
return
and
about
planning
time.
F
I
I
I
just
simply
like
to
say
that
it
is
definitely
true
that
they,
our
teachers,
do
have
built
into
the
schedule
planning
time
which
is
consistent
with
what
they're
supposed
to
have
by
contract.
But
I
also
have
to
say
that
our
great
teachers,
since
this
pandemic
has
started
they've,
been
working
20
to
25
hours
over
and
above
their
37
and
a
half
hour
time
to
make
sure
that
lessons
are
rigorous
and
challenge
challenging
for
our
kids.
F
H
H
I
call
it
the
knucklehead
factor,
but
you
know
it's
just
that
you
know
we
deal
with
those
students
that
just
they
just
don't
get
it
right.
There's
knuckleheads
and
I
guess
that's
what's
really
concerning
to
a
lot
of
teachers
too.
I
mean
what
if
I
don't
used
to
get
like,
I
guess
I
think
no.
I
think
it
goes
back
down
to
like
how
the
teachers
were
trained
to
deal
with
this
right.
I
I
would
assume
that
and
the
pbs
right
we're
in
the
trains.
Let's
just
call
them
trainings
right.
H
The
training
for
hybrid
reopening
they're
gonna
go
over.
You
know
how
to
deal
with
the
student.
That's
just
not
getting
it!
That's
just
being
a
knucklehead,
a
student
that
you
know
it's
just
not
doing
this
right
and
then
I
like
what
dr
alato
said.
You
know
there's
always
that
option
of
of
hybrid
learning.
H
Again,
I
mean,
I
think,
it's
safe
to
say
we
got
to
get
the
message
to
parents
that
at
this
point
in
time,
in
person,
learning
is
a
luxury
right
and
if
you're
messing
it
up
for
everyone
else,
you
won't
be
afforded
that
lecture.
You'll
have
to
be
relegated
to
virtual
learning
right.
I
think
it's
just
you
know
punishment
and
consequence,
but
then,
back
to
the
whole
training
part.
You
said
there
was
a
packet
sent
to
the
principals.
H
I
just
think
you
know
I
had
to
share
it,
just
so
we're
all
on
the
same
page
and
I'm
happy
to
receive
it
too,
and
then
I
mean
it
is
there.
Well.
I
guess
I
got
to
see
the
packet
first,
but
I
just
want
to
make
sure
you
know,
there's
uniformity,
because
we
know
some
schools
it's
unfortunate,
but
they
tend
to
not
get
on.
I
guess
on
the
short
end
of
the
stick
when
it
comes
to
uniformity,
but
everyone
needs
to
be
getting
the
same
health
and
safety
guidelines.
H
Yes,
it's
safe
to
do
so,
but
a
lot
of
people
feel
like
we're
not
doing
it
right
and
I
just
think
by
putting
as
much
information
out
there
right,
not
just
in
ways
where
people
actually
receive
it
and
internalize.
I
think
that
will
go
a
very
long
way,
making
sure
that
this
is
successful,
open
opening,
because
I
want
this
to
be
as
successful
as
possible
because
dr
colleague
on
ramen
said
this
early
on
it's
easy
to
open
up
schools.
The
hard
part
is
keeping
them
open.
I
don't
want
us
to
go.
G
What
was
what
was
the
november
time
frame
before
we
didn't
follow
through
with
that,
but
if
we
can
also
get
the
number
of
non-respondents,
I
forgot
to
mention
that
earlier
at
each
school
or
as
a
percentage
or
a
raw
number,
whatever
so
long
as
we
know
also
the
total
enrollment
at
each
school.
That
would
be
great.
G
G
Okay
thanks,
I
I
hope
I
hope
as
soon
as
they're
available,
they
can
start
going
in
arms
and
we
won't
have
to
this.
People
won't
have
to
wait
days,
but
I
totally
understand
having
to
coordinate
with
school
schedules,
the
fire
department
and
by
the
way
props
to
the
fire
department.
Thank
you
for
coordinating
with
us
on
this.
Thank
you
on
this.
Just
incredible.
G
It
will
be
an
incredible
feat
to
get
12,
000
or
so
stuff
vaccinated.
I
know
that
employees
can't
travel
for
pd
right
now
at
all
or
can't
or
have
been
told,
not
to
travel
really
at
all.
So
are
we.
You
know
we're
modeling
that
practice,
because
it
matters
what
we
do
in
our
spare
time.
It
matters
to
all
of
us
we're
all
trying
to
protect
each
other
and
ourselves.
Are
we
going
to
be
putting
out.
G
All
right
it
might
be,
it
might
be
helpful,
just
putting
it
into
the
universe.
I
think-
and
I
think
that's
all
I
have
for
now
and
my
heavy
side
wasn't
it
that
specifically
it's
just
at
this
whole
situation.
It's
just
you
know
I
have
pandemic
fatigue
is
right
alongside
the
rest
of
y'all
and-
and
I
just
want
this
to
be
over,
and
it
really
does
matter
what
we
do
in
our
spare
time
and
how
we
act
and
who
we
have
over
and
please
don't
make
super
bowl
sunday
be
a
super
spreader
event
y'all.
G
I
J
J
J
B
B
We
we
try
and
work
through
grace
and
patience
all
the
time
there
have
to
be
rules
that
we
have
to
set
and
there's
got
to
be
a
standard
that
we're
looking
to
meet,
but
even
prior
to
covid
and
long
after
covet
is
over.
We
work
with
and
you're
using
the
example
of
a
teacher.
We
work
with
teachers
on
an
individual
basis.
B
All
the
time
principals
do
that
if
there's
a
specific
accommodation
or
there's
something
happening
at
that
immediate
time
with
their
family
and
they
need
some
assistance,
but
we
are
always.
We
will
always
look
to
work
one-on-one.
Just
like
we
do
with
a
student.
We
would
work
one-on-one
with
a
teacher
or
one
of
our
employees,
because
we
we
want
to
keep
them.
We
want
to
respect
the
lives
that
they
are
living
and
understand
who
they
are,
and
if
we
need
to
make
adjustments
where
we
can,
we
do
that.
B
We
make
accommodations
all
the
time
for,
and
sometimes
they're
official
and
they're
on
paper
and
they're
for
medical
reasons
and
sometimes
they're
sort
of
off
the
record.
If
you
will
in
that
somebody
needs
some
assistance
or
an
accommodation
that
we
can
that's
been
requested
that
we
can
accommodate.
We
can't
accommodate
all,
and
we
don't
say
everybody
gets
this.
We
do
have
to
have
some
rules
about
like
showing
up
to
work
on
time.
B
There
are
times
where
a
teacher
or
staff
member's
not
able
to
get
to
work
on
time
for
a
particular
reason,
and
we
may
have
to
accommodate
them,
and
we
have
done
that
over
the
individually
and
we've
done
that
here
in
anne
arundel
county
in
the
last
14
15
years
that
I've
been
here.
So
we
do
have
to
set
a
standard
and
ask
everyone
to
meet
that
standard,
and
here
are
the
expectations
and
spell
those
out
clearly
like
a
student
clear,
but
every
case
is
different.
J
B
Who
so
what
we
have
been
told
up
to
today,
and
I
actually
had
a
conversation
with
mr
dykstra
earlier
this
afternoon
prior
to
the
board
meeting
beginning,
we
are
that
the
federal
government,
as
of
right
now,
is
not
waiving
the
requirements,
the
esta
requirements
for
standardized
tests
in
grades
three
through
eight
and
high
school,
algebra
and
government,
and
so
on.
So
we
are
told
to
prepare
to
administer
those
assessments
from
the
state.
Now
there
is
a
new
secretary
of
education,
who'll
be
on
board
here
fairly
shortly.
J
J
B
K
L
C
C
We
do
have
additional
ppe
for
students
with
ieps
and
other
students
with
medical
needs
that
we
are
using
on
a
case-by-case
basis
with
their
parents
as
part
of
a
strategic
coaching
situation
to
build
stamina
towards
wearing
a
mask,
and
so
we
have
masks
that
have
clear
fronts
on
them.
Okay,
we
have
masks
that
wrap
around
the
ears
and
others
that
wrap
around
the
head.
We
have
a
mask
that
goes
over
the
head.
It
doesn't
touch
the
face
in
any
way
has
a
drape
to
it.
C
So
we
have
multiple
masks
with
a
mask
that
hooks
onto
your
glasses
and
hangs
and
attaches
with
magnets
very
loosely
stays
away
from
the
face.
So
we
have
multiple
things
that
we
can
offer
families
to
try
if
they're
part
of
our
process,
if
they
elect
to
go
through
our
process,
called
a
strategic
coaching
process
for
mask
wearing
to
see
if
we
can
increase
their
stamina
to
wear
a
mask
in
the
classroom.
Yes,
ma'am.
C
It's
a
it's
a
actual
process
that
our
special
educators
built
in
conjunction
with
experts
on
how
to
actually
move
students
who
might
have
sensory
issues
from
being
able
to
keep
something
on
their
face,
maybe
for
seconds
two
minutes
and
then
up
even
higher
than
minutes.
I
mean
we
are
talking
about
some
students
who
are
really
going
to
struggle
with
keeping
the
mask
on
or
wearing
the
mask,
so
the
shields
and
the
masks
and
the
various
things.
C
So
that's
part
of
a
process
that
we've
put
in
place
and
as
families
the
developmental
center
families,
all
the
families
with
children
at
the
developmental
centers
have
received
this
information
if
they
want
to
participate
in
that
kind
of
a
process.
Some
of
our
students
who
are
going
to
struggle
to
wear
a
mask
their
families
are
not
electing
hybrid
learning,
so
for
them
it
doesn't
matter
what
some
of
our
families
are
and
in
fact
we
have
engaged
many
of
our
families
in
the
process.
L
C
So,
at
the
elementary
level,
especially
where
we
have
the
midday
break,
the
teachers
will
not
be
with
the
students
during
lunch
or
recess
or
that
literacy
block
the
midday
monitor
would
be
with
the
students,
so
the
teachers
will
be
engaged
in
their
own
duty,
free
lunch
and
a
planning
block
during
that
time.
Yes,
ma'am
thank.
C
A
B
Absolutely
the
the
principals
are
reaching
out
to
those
families
that
that
did
not
respond
to
the
survey,
but
likewise
those
that
may
have
responded
to
the
survey
survey
and
have
chosen
to
remain
virtual.
They
are
some
students
that
they
are
reaching
out
to
families
specifically
to
say
you
know,
maybe
you
maybe
you
would
reconsider.
B
B
We
don't
think
he's
really
engaging
well
in
the
online
environment
and
being
as
successful
as
we
think
he
and
we
know
he
can
be,
and
so
some
of
those
personal
invitations
are
going
out
to
families
of
those
students
that
the
staff
believes
could
benefit
most
by
being
in
the
hybrid
environment
document.
Anything
to
add
to
that
I
know
you
all
have
had
a
number
of
conversations
about
that.
A
That's
that's
wonderful!
Thank
you.
I
I
did
have
the
opportunity
to
assist
with
the
psats
last
week
and
I
I
was
able
to
talk
with
miss
davenport
at
arundel
high
school,
and
I
I
know
that
they're
they're
working
really
hard
to
get
things
ready
there
and
that
was
part
of
the
conversation
was
reaching
those
students
that
they
really
think
could
could
do
well
in
the
classroom
and
yeah
back
to
testing.
There's
there's
a
perception
that
march
1
was
this
date.
A
A
What
what
channels
should
we
go
through,
dr
arlatto,
do
you
do
you
think
to
to
get
the
message
out
there
that
this,
this
just
isn't
good
for
our
students
under
these
circumstances
and
to
get
some
waivers
on
these?
On
the
testing
I
mean
I,
I
know
you,
you
gave
an
explanation.
I
know
we're
hopeful
that
a
new
secretary
of
education
will
make
the
difference.
A
B
B
B
So
I
want
to
make
that
really
clear
for
all
those
listening.
It's
never
been
part
of
the
conversation.
Let
me
also
add
that,
as
you
know,
I
meet
with
the
other
superintendents,
my
colleagues
from
around
the
state
every
friday
morning,
and
we
have
for
months
and
months
and
many
times
dr
salmon
joins
us
for
those
meetings,
and
she
has
never
mentioned
in
all
her
work
with
us
in
reopening
and
focusing
dates
and
now
focusing
on
march.
One
has
never
stated
to
the
superintendents
that
we
should
be
opening
so
that
we
can
get
standardized
testing
underway.
B
B
It
will
be
limited
with
students
returning
in
the
hybrid
environment,
they're
going
to
have
limited
time
in
the
buildings,
and
I
certainly
don't
think
the
best
use
of
their
time
is
sitting
down
taking
a
standardized
assessment
right,
and
so
we
are
as
a
community
the
superintendents
advocating
for
that,
but
I
would
exp.
I
would
think
that
mabe
is
a
great
outlet
for
that
for
your
advocacy,
if
this
board
wanted
to
write
a
letter
to
the
state
board
of
education
and
share
your
thoughts
and
concerns
and
advocacy.
B
B
The
individual
states
then
have
to
establish
what
assessment
they're
going
to
give,
how
they're
going
to
give
that
assessment
and
then,
if
they
want
to
add
any
other
requirements
or
weights,
that
assessment
in
the
state
of
maryland
they've
become
graduation
requirements.
That's
not
the
case
in
all
states
across
the
country.
B
I
would
suspect,
approved
secretary
of
education,
who's
sitting
in
the
seat
as
the
state
superintendent
of
schools
in
connecticut
and
knows
from
the
ground
level
what
it
means
in
these
assessments.
But,
yes,
there's
a
separation
between
what's
required
for
accountability
purposes,
the
federal
level
and
all
the
federal
monies
we
receive.
The
state
is
required
to
have
the
locals,
assess
their
students
in
those
areas,
but
the
high
stakes
portion,
the
high
stakes,
is
related
directly
to
the
state.
A
Okay,
very
good
information.
I
if,
if
you
don't
mind,
I'm
I'm
going
to
ask,
is
there
any
dissent
among
the
board
to
advocate,
for
I
I
hear
two
needs
we
need
to
advocate
for
waivers
from
testing,
but
also
the
release
of
the
graduation
requirement.
If
we're
not
successful,
anyone
feel
differently.
Okay,
so
then
we
can.
We
can
work
on
that
letter.
Great.
That's
all
my
questions.
A
H
Just
quickly,
but
first
to
what
ms
antoine
was
saying
about
the
the
balloons,
I
really
don't
care
about
balloons
I
just
want
to
park
in
space
when
I
pull
up
to
school
on
the
first
day
I'll
be
happy,
I'm
big
dog
on
campus,
but
the
first
one
is
just
the
I
guess,
standardized
testing
I
I
guess
have
the
requirements
for
our
county
changed
for
quarterlys
are
giving
teachers
more
leeway
with
that
right.
They
don't
have
to
be
so
rigid,
quarterly
or
benchmark
assessments.
C
Yes,
I
mean
in
general,
we're
still
doing
quarterlies,
but
we're
we're
into
the
flexibility
and
grace
there
as
well
right.
So
we
don't
want
them
being
high
stakes.
We've
talked
to
the
teachers
about
how
to
best
use
that
tool.
But,
yes,
we
are
doing
quarterlys
because
in
fact,
part
of
our
recovery
plan.
C
H
Okay,
great
and
then
next
about
the
actual
reopening
crofton
high
school.
It's
only
going
to
be
if
we
were
in
a
regular
setting,
we'd
only
be
open
to
9th
and
10th
graders,
as
we
have
it
now.
9Th
graders
are
coming
in
and
then
10th
graders
are
coming
on
a
different
day.
Could
an
exception
be
made
for
crofton
high
school
since
it's
already
so
a
few
people
and
the
10th
graders
have
never
set
foot
into
the
building?
Could
they
both
just
come
on
the
it's
at
the
11th.
B
So
we've
talked
about
that
and
we're
going
to
concentrate
on
the
9th
graders
and
that
transition
to
high
school
and
also
getting
to
know
that
building.
But
then
the
10th
graders,
like
you
say
when
they
come
in
a
couple
of
weeks
later,
that
building
will
be
brand
new
to
them
and
we'll
do
some
time
to
get
them
acclimated
and
do
some
orientation
for
that
building
as
well.
But
we're
going
to
concentrate
on
those
those
ninth
graders
beginning
on
the
8th
of
march.
H
Okay,
I
was
just
asking
because
I
mean
it
makes
sense
why
to
do
it
to
the
other
schools
right,
you
don't
want.
You
know
everybody
in
the
school
bumping
into
each
other.
Just
like
you
don't
want
that
on
the
regular
first
day
of
school,
but
and
then
my
last
question
was
since
schools
are
opening
up.
Of
course,
the
next
question
is
about,
I
guess,
extracurriculars,
not
in
the
sense
of
like
clubs
and
sports,
but
in
the
sense
of
senior
activities
like
prom.
Is
there
any
word
on
that?
H
H
B
B
B
They've
been
wonderful
partners,
while
we
have
not
made
any
well
we've
not
settled
on
anything.
They
are
willing
to
talk
with
us
about
doing
that
and
we're
looking
at
options.
Of
course,
we'd
like
to
have
one
big
problem
with
all
the
seniors
together,
we
might
not
be
able
to
have
500
people
in
a
room,
but
maybe
we
can
have
250.
So
maybe
we
can
do
meads
prom
on
two
different
nights.
We
can
do
alphabetically
or
half
the
students
on
one
day
and
half
the
students
on
another.
B
Those
are
options
that
we
are
exploring
because
we
are,
I
am
committed
to
the
seniors
getting
as
much
as
we
can
get
out
of
their
senior
year.
That's
one
of
the
reasons
that,
with
week,
two
of
the
opening
seniors
are
part
of
that
group
to
get
them
back
into
the
buildings
and
back
into
their
their
schools
and
and
their
senior
years,
and
we're
committed
to
doing
something
as
much
as
we
can
to
as
close
to
normal,
as
you
would
expect
for
both
problems
and
graduations
very
exciting.
It's
it's
we're
working.
K
B
B
N
K
You
know
a
part
of
a
part
of
one
of
our
labs,
but
I
just
I'm
excited
to
do
it
and
I'm
looking
forward
to
it,
but
please
if
we
could
give
as
much
advance
notice
as
possible,
because
the
community,
even
if
we
can
only
do
a
small
portion
in
person,
there's
so
much
invested
in
this
of
time,
energy
and
effort
and
it
it.
It
was
just
one
of
those
unique
thing,
unique
projects
in
and
of
itself.
K
N
K
K
L
L
Intended
concerning
school
reopening,
I
move
that
the
board
directs
the
superintendent
to
look
for
creative
modalities
to
to
minimize
the
risk
of
covet
variant
exposure.
This
includes
the
maximum
use
of
telework
for
teachers
and
staff
who
are
practicable
and
not
inconsistent
with
the
law
or
collective
bargaining
agreement.
J
B
B
L
Okay,
good,
I
I
foresee
this
as
on
a
case-by-case
basis,
just
in
the
last
20
minutes,
I've
had
emails
from
teachers
and
staff
that
say
even
now,
there
are
days
they
don't
have
students,
in
addition
to
that,
there
may
be
special,
especially
administrators
or
others
who
may
benefit
from
teleworking
rather
than
coming
into
the
building,
to
get
the
same
work
done
as
the
motion
indicates,
though
dr
alado.
This
is
under
your
discretion.
L
I
I
am
introducing
emotion.
That
is
not
the
board's
motion
that
to
be
creative
with
the
circumstances,
there
will
be
circumstances
that
are
unforeseen
at
this
moment,
however,
with
the
with
the
conditions
in
place,
the
whole
point
of
this
is
to
minimize
the
risk,
while
educating
students
safely,
and
so
with
that.
I'm
introducing
this
particular.
F
B
B
So
we
are
all
ready
and
have
been
and
will
continue
to
for
the
safety
of
staff,
rotate
staff.
So,
let's
say:
there's
a
office
here
in
central
office,
a
department
where
four
or
five
or
six
people
share
a
cubicle
area.
Well,
I
don't
want
all
six
of
those
people
in
five
days
a
week.
We
are
already
rotating
them
and
we
will
continue
to
do
that
for
their
safety,
so
maybe
there's
just
two
or
three
on
a
given
day,
as
opposed
to
all
six
five
days
a
week.
H
Great
says
you
know,
I
can't
hear
the
feedback,
so
I
can't
tell,
but
dr
law
was
asking
for
some
these
examples.
I
think
an
example
of
my
mind.
What,
if
we,
I,
I
guess,
get
like
get
far
into
virtual
learning,
but
not
all
the
grades
have
come
back.
So,
let's
say
before
the
22nd
and
maybe
like
the
seventh
grade
teacher
feels
like
they're
really
ready
for
when
their
students
return.
H
Maybe
they
could
just
go
home
a
few
days,
but
also
I've
been
told,
like
a
few,
regional
programs
only
have
like
a
handful
of
students
returning
and
maybe
like,
like,
like
zero
of
one
grade.
So
I
guess
they're
saying
like
if
we're
trying
to
minimize
the
spread
they're
trying
to
you
know
minimize
the
bodies
in
the
building
which
just
makes
sense
to
me,
but
that's
my
only.
I
guess
comment.
G
I
understand
that
dr
elata's
been
doing
this
the
whole
time,
and
I
want
to
support
this
motion
to
further
show
my
support
for
dr
arletto
and
the
creativity
and
the
his
leadership
on
this
issue.
So
that's
why
I'm
going
to
be
supporting
it
as
a
an
extra
like
you
know,
we
have
your
back
and
thank
you
for
being
creative.
I
J
K
K
K
A
K
A
F
H
L
This,
as
I
think
miss
childhood,
pointed
out,
adds
to
it
and
it
demonstrates
for
support
the
term
support
kind
of
takes
away
from
that,
because
we
want
we,
as
the
board
of
education,
should
know
that
it's
getting
done
and
right
now,
as
I
shared
earlier,
we're
wanting
one
fight.
That's
across
the
system,
there's
no
us
versus
us
versus
them
within
the
system,
but
if
there
are
are
those
that
are
telling
us
they
do
not
have
that
opportunity?
A
A
Yeah
I
mean
I
I
I
can
support
this.
Okay,
that's
what
I
was
gonna
say
so
I,
as
a
board
member,
introduced
a
motion
several
months
ago,
very
very
similar
to
this
one.
So
I
think
I
think
many
are
aware
of
my
support
for
flexibility
and
that
we
should
not
have
rules
in
place
that
are
in
any
way
arbitrary.
Just
for
the
sake
of
having
everyone
doing
the
same
thing.
So
I
I
agree
with
the
spirit
of
of
the
motion,
but
we
are
in
a
different
place
now.
M
So
the
vote
on
the
amendment
I'm
going
to
read
the
amendment.
I
move
that
the
board
supports
the
superintendent
in
continuing
to
look
for
creative
modalities
to
minimize
the
risk
of
covid
variant
exposure.
This
includes
the
maximum
use
of
telework
for
teachers
and
staff
where
practicable
and
not
inconsistent
with
the
laws
or
collective
bargaining
agreement.
Mr
silkworth
aye,
mr
smith,
michelleheim,
I
miss
frank
aye,
dr
tobin
aye,
ms
corcodell
aye,
ms
antoine.