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From YouTube: Special Board Meeting 03-01-21
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A
D
So
I
would
like
to
welcome
everyone
to
our
special
board
meeting
today
is
monday
march
1st
2021
so
happy
first
day
of
march,
I'd
like
to
call
this
meeting
to
order
and
madam
clerk,
if
you
would
do
the
vote.
A
C
D
Madam
clerk,
could
you
please
recite
to
us
the
board
meeting
agenda
postings.
E
Madden,
chair
pacina
and
trustees,
I
request
the
approval
of
the
board
of
trustees
special
board
meeting
agenda
posting
for
monday
march
1st
2021.
The
original
agenda
was
posted
on
friday
february
26
2021
at
3
36
pm
the
agenda
was
posted
on
the
school
district
website
and
at
the
caldwell
district
office.
G
D
D
Okay,
hearing
none
I'd
like
to
ask
for
a
vote
all
those
in
favor,
please
say:
aye
aye,
any
opposed,
nay,
okay
motion
carries
so
tonight
we
need
is
a
special
meeting
agenda.
D
We're
gonna,
we're
gonna,
be
talking
about
our
district,
continuing
school
operation
plan
for
2020
and
2021
school
year.
So,
let's
see
we
can.
C
D
That
I'd
like
to
say
to
our
patrons
that
are
listening
on
our
staff.
That's
listening
is
that
you
know
from
the
beginning:
we've
had
a
plan.
We've
followed
our
plan.
We
have
made
amendments
to
our
plan
as
necessary
with
numbers
that
have
occurred,
but
we
we've
had
a
really
good
plan
and
our
plan
has
worked.
D
So
that's
one
of
the
things
that
you
know
I'd
like
to
state
that
with
any
new
information
and
we're
always
asking
for
new
information,
whether
it
be
medical
professionals
that
come
and
talk
to
us
on
a
panel
or
whether
it
be
surveys
from
our
students,
our
staff
and
our
patrons.
C
Plan
the.
C
And
we
made
those
amendments,
so
just
wanted
to
put
that
out
there
for
our
patrons
and
our
in
our
staff.
So
dr
french.
D
C
Chair
and
trustee,
so
at
our
board
meeting
on
february
8th,
you
know,
there's
a
there
was
a
the
emotion
was
made,
as
you
know,
and
the
question
I
have
is
like
well.
C
Part
of
our
plan
is
to
review
that
plan
and
I
think
we've
also
received
some
new
information
and
updates,
and
so
we
we
just
and
my
thoughts
and
our
feelings,
are
that
just
to
review
and
make
sure
that
if
we
need
to
revise
this
plan,
we
do
want
to
look
at
the
information
that
we've
received
from
southwest
district
health,
and
I
I
would
like
the
board
to
just
you
know:
let's
talk
about
what
this
plan
entails
and
as
we
go
forward
with
health
information,
I'm
I
don't
know
if
anyone
that's
that's.
C
C
D
Matrix
that
cdc
has
or
southwest
district
clinic
or
I'm
sorry
southwest
district
health
department.
You
know
how
did
those
colors
coincide
with
our
colors
or
our
coding?
So
could
you
explain
that.
C
C
C
And
then,
if
you
go
to
the
health
alert
system,
the
menu
bar
for
help
alert
and
then,
if
you
scroll
down
see
this
is
the
southwest
district
health.
C
You're
doing
really
well,
your
list
shows
up
here.
Oh
okay,
it's
I'm
sorry!
So
up
go
ahead
and
go
back
up.
I
apologize
so
where
it
says
the
idaho
back
to
school
framework.
You
when
you
click
on
that.
What
you
see
is
that
the
orange
and
yellow
are
the
yellow
for
the
for
our
school
district
plan.
That's
kind
of
how
we
read
it
and
then
red
is
red.
Orange
yellow
is
yellow
their
gray
is
our
green.
Okay!
Sorry!
I
was
hoping
because
you
know
they
used
to
have
that.
H
C
Right:
okay,
we
didn't
change
the
colors
because
it
became
very
you
know
correct,
and
when
we
talk
those
colors,
you
know
we
have
made
some
changes.
Even
in
the
way
we're
operating
the
county
might
be,
in
a
certain
say,
low
risk
or
medium
risk
and
we've
we
have
done
some
changing,
which
you
know
in
january.
We
did,
we
had,
we
were
in
a
orange
yellow
and
we
did
bring
students
back.
C
We
were
in
remote
and
our
we
were
in,
we
brought
kids
back
and
then
our
county
has
continued
to
we've
seen
decreases
in
positivity
rates,
so
we
have
made
the
adjustments
there,
but
we've,
you
know,
really
tried
to
look
at
the
plan
before
we
made
a
change
right
and
yes
trying
to
project
out
what
might
happen
in
the
next
two
weeks.
We
tried.
We
did
a
two
week.
That
was
our
goal.
It's
like
looking
at
every
two
weeks.
What
would
it
look
like
and
then
we
did
hear
back
from
folks?
C
Please
don't
change
on
a
dime,
it's
really
hard,
so
trying
to
project
out
what
could
be?
What
could
be
the
scenario
after
spring
break?
You
know,
I
think,
that's
where
we
were
just
trying
to
project
that
on
february
8th.
So
almost
a
month,
two
months
later,
we
were
trying
to
look
at
a
two-month
time
frame
to
make
a
projection
on
march
29th
so
and
that's
really
challenging.
So
it's
nice
that
you're
willing
to
come
back
tonight
because
of
course
I
enjoy
seeing
you
and
to.
C
Date,
what
is
the?
What
is
the
health
situation
in
our
county
now
and
madam
chair
and
trustees?
We
did
invite
dr
souza
and
dr
augustus
and
I
believe,
they're
here
with
us
this
evening.
I
don't
know
you
probably
want
to
turn
some
time
to
them.
Yes,
okay,
yes,
please!
So.
Can
you
hear
us,
dr
souza,
dr
augustus,.
J
J
D
Okay,
thank
you.
Thank
you
for
attending.
We
appreciate
you
being
present
and
we
appreciate
the
information
that
you
can
share
with
us.
We
are,
you
know
almost
at
the
end
of
our
school
year.
In
a
sense,
we've
decided
that
we're
going
to
stay
in
in
the
plan
that
we
have
right
now,
until
march
29th
and
and
in
march
29th.
D
Our
board
had
decided
that
we
wanted.
We
want
to
bring
our
elementary
children
back
four
days
a
week,
and
then
we
were
still
thinking
about
leaving
our
secondary
students
in
hybrid
stage,
but
you
know
we
want
we'd
like
to.
We
see
that
the
numbers,
the
numbers
are
dwindling,
I'd
like
to
believe
that
those
numbers.
C
D
We
don't
want,
you
know
our
students
to
suffer
our
staff
to
suffer
our
community.
Suffer
so
we'd
like
to
just
ask
you
what
your,
what
your
thoughts
are
and,
let's
start.
F
K
Yes,
okay,
so
I
think
things
are
relatively
good
in
caldwell
right
now
we
only
have
two
current
inpatients
at
west
valley
with
covid.
K
K
K
J
J
So
you
know
literally
a
90
reduction,
which
is
great.
Our
employee,
call-offs
are
also
down.
Our
hospital
capacity
is,
is
good
yeah,
I
think
there's
just
dr
augustus
called
him
out.
There's
there's
two
wild
cards
in
this
situation.
J
One
is
the
new
variants
and
you
know
they're
picking
up
steam
across
the
united
states,
and
last
week
was
the
first
week
after
many
weeks
of
decline,
we
actually
had
a
national
uptick
in
cases
europe,
which
is
right
in
the
same
kind
of
latitudes
that
that
we
are
also
had
an
uptick
within
the
last
two
weeks
after
similar
downturn,
so
that
that's
a
wild
card.
J
We
don't
know
what
it
means
which,
when
we
get
to
maybe
recommendations
on
your
your
your
policies
to
me
just
means:
don't
let
up
now
in
terms
of
masks.
J
We
gotta
finish
this
race,
we're
like
at
25
miles
in
the
marathon.
Let's,
let's
cross
the
finish
line,
strong
and
standing,
the
the
other
wild
card
is
vaccination,
and
you
know
everybody
knows
that
the
the
entire
country
has
struggled
with
to
some
degree
with
distribution
of
the
vaccines
we
too
in
idaho,
have
I
mean
we're
making
good
progress,
but
not
nearly
as
quickly
as
all
of
us
would
like
to
see.
So
those
are
the
two
variables
you
know.
D
Okay,
I
have
a
question,
dr
on
the
variance
you
know
in
the
different
strain
on
this
copic
virus.
Is
there
anything
that
we
know
like
who
it's
affecting?
Do
we
have
any
any
information
on
that?
Is
it
still
very
new?
I
know
that
every
day,
information
changes
and
knowledge
changes.
Is
there
anything
that
we
know
about
these
new
strains.
J
Actual
increases
in
in
viral
shedding
for
people
who
are
infected.
That's
that's
part
of
it.
It's
more
complex
than
that,
there's
a
a
signal
that
they
may
be
more
serious
in
terms
of
the
disease
they
cause,
although
not
largely
at
least
two
of
the
variants
appear
to
you
know,
really
be
no
more.
J
Let's
see
how
should
I
say
this:
the
vaccine
is
as
effective
against
them
as
the
other
strains
of
covid,
knight
or
stars
cov2
that
we've
been
following
the
south
african
variant
may
be
different,
but
there's
still
good
news
on
the
vaccine
for
even
even
the
south
african
variant
b1351,
and
that
that
is
that
the
vaccine
still
appears
to
protect
against
death
and
severe
illness
and
and
really
that,
that's
been
what
has
been
the
challenge
with
this.
This
virus.
J
J
You
asked
about
who
it's
infecting
there.
You
know
some
weeks
back.
There
was
news
that
children
may
be
more
vulnerable
to
these
new
variants
than
to
the
original
strains.
J
I'm
going
to
be
honest
with
you
guys.
I've
not
updated
my
my
knowledge
base
on
that
in
the
last
couple
of
weeks.
I
don't
know
if
dr
augustus
has.
K
I
have
not
either
so
I
don't
know
if
there's
new
data
on
that.
J
Yeah,
I
think
the
bottom
line
is.
We
should
think
about
this
as
largely
a
a
more
contagious
version
of
the
same
virus,
which
now
that
community
activity
is
coming
down,
that
that's
great
news
that
that
means
like
now
is
the
time
to
win
the
race
finish.
The
last
mile
wear
our
masks
and
win
outsmart.
This
little
ball
of
lipids.
D
And
I
have
a
question
that
I
personally
so
if
we,
if
we've
had
the
vaccine,
how
important
is
it
to
still
continue
to
use
the
mask.
I
J
You
know
so
a
long.
The
true
answer
is,
we
don't
know
for
sure
all
right,
I've
had
the
vaccine.
I
could
still
get
infected.
If
I
get
infected,
I
mean
that's
a
proven
fact
right.
J
I
hope
everybody
in
the
room
and
listening
knows
that
we
know
there's
breakthrough,
for
I
mean,
in
other
words,
people
who've
had
the
vaccine,
who
then
go
on
to
acquire
the
infection
when
they
do,
though
they're
more
likely
to
be
asymptomatic
or
they're,
more
likely,
to
be
mildly,
symptomatic
and
those
those
are
both
associated
with
generally
a
lesser
risk
of
transmitting
this
virus,
but
that
risk
is
not
zero,
so
you
know
I'm
still
wearing
my
mask
every
day
at
work
all
day
whenever
I'm
anywhere,
except
in
an
office
by
myself,
with
the
door
closed,
it's
universal,
you
know
if
you
guys
return
to
all
in
person.
D
B
I
guess
I've
got
a
question
and
this
goes
for
either
one
of
you
I
know.
Last
year
there
was
there
were
some
discrepancies
between
the
various
health,
governmental
health
agencies,
discrepancies
and
their
advice,
and
some
politicization
of
some
of
their
advice
is
that,
are
you
still
sort
of
seeing
that
or
are
we
seeing
more
alignment
with
decision
makers
from
the
governmental
health
level.
K
D
H
K
I
would
say
at
the
elementary
school
level
things
look
pretty
good
when
you
review
the
events
that
have
happened
there.
There
are
not
that
many
reported
spreading
events
in
elementary
school
and
why
that
is.
I
am
not
100
sure
these
kids
seem
to
have
a
ramped
up
immune
system
and
respond
quicker
than
we
as
adults.
Do
they
don't
seem
to
spread
it
as
much
so
the
more
we
can
do
the
safer
it
gets,
though.
J
I'd
probably
echo
what
dr
augustus
just
said.
J
You
know
throughout
this
thing
decision
making
has
been
pushed
down
to
the
the
lowest
level.
I
think
the
last
time
I
had
a
chance
to
visit
with
you
folks.
I
thanked
you
for
making
hard
decisions
and
putting
safety
at
kids.
First,
balancing
that
safety.
You
know
that
their
health,
their
their
education,
their
mental
well-being
and
I
stand
by
those
same
comments.
J
You
know
we
do
have
examples
right
right
here
in
southwest
idaho
of
schools
that
are
open
and
full-time
in-person
attendance,
the
more
things
you
do,
the
better.
So
to
answer
your
question,
you
know
I
again
the
policy's
been
pushed
to
you.
I'm
not
gonna.
Tell
you
what
your
policy
is.
I
agree
with
dr
augustus.
More
is
better.
J
So
you
know
you
can
open
windows
as
things
start
warming
up
great,
but
but
the
masks
really
have
to
be
universally
applied
and
universally
enforced,
and
you
know
I
understand,
I
mean
kids
are
kids,
they
move
around
a
lot,
they
move
into
their
bubbles
in
their
spaces.
That's
one
of
the
things
about
a
mask.
It's!
It's
like
a
a
wearable
version
of
creating
distance.
G
D
C
J
Agree
and
speaking
of
exercise,
you
know
that
that
means
like
actually
wearing
masks
and
indoor
sports.
That
means
adhering
to
you
know
the
the
people
on
the
sidelines
and
the
spectators
are
masked
up.
People
in
the
locker
rooms
are
masked
up,
mask
mask
it
works
and
double
down
on
what
dr
augustus
said
about
us.
Aligning
our
recommendations,
I
mean
really
for
the
last
eight
months
since
july.
We've
been
consistent
on
on
this,
this
point
of
masking
being
the
the
most
important
thing
that
that
we
can
do
to
protect
one
another.
D
Okay,
any
follow-up
questions
after
french.
Oh
no!
I
was
just
okay.
No
thank
you
all
right!
Anybody
else
have
any
questions
for
the
doctors.
Anybody
present
in
the
room
really
good,
okay!
Well,
thank
you
very
much,
dr
souza
and
dr
augustus.
We
really
really
appreciate
your
being
able
to
be
here
with
us
and
and
giving
us
information
I'll
make
sure
you
guys
get
a
dozen
tamales
as
soon
as
possible.
G
D
D
G
I
was
looking
for
that.
It
may
have
been
a
little
later
than.
D
Four
o'clock
and
caleb:
it's
called
the
copen
19
incident
right
by
school
district.
It's
the
very
last
attachment.
So
this
just
came
out
and
I'm
pretty
sure
if
I
wrote
this
big
in
the
subject
line
read
or
whatever
I
wrote
like
all
caps,
because
you
won't
have
time
to
see
this.
I
don't
think
so.
This
was
sent
by
southwest
district
health.
D
So
this
is
an
incident
rate,
my
school
district,
which
they
have
just
started,
so
you
may
have
seen
it
the
last
time
we
met
they
sent
this
out
and
I
tried
to
keep
it
on
the
board
docs
again.
Once
again,
I
just
wanted
to
let
everyone
know.
This
school
operation
plan
has
been
on
our
agenda
every
month.
What
sorry?
Every
monday
you've
met.
H
D
Been
on
there
and
I
try
to
make
sure
that
all
of
these
all
of
the
information
you're
recently
receiving
from
southwest
district
health
or
health
professionals
survey
questions
responses.
They
are
also
available
for
public
views,
so
this
is
available
for
public
view
and
you
can
see
this
is
the
incident
rate
by
school
district,
which
is
really
kind
of
it's
newish.
We
have
not.
I
saw
it
once
back
in
I
think
november.
D
D
The
incident
rate
by
school
district-
I
don't
think
I
I
think
you
can
see
that
and
you
can
see
it
in
canyon
county
who
is
at
yellow
and
who
is
in
their
green.
So
we
are,
I
can't
read
it
from
here,
but
we
are,
if
you
could
point
out:
okay,.
D
D
I'm
like
oh,
but
this
so
this
is
valley
view,
and
so
I'm
thinking
marcin
is
your
that
oh
I
want
to
be,
but
this
is
the
value
school
district
which
is
awesome.
Okay.
Does
that
help
sorry?
I
was
just
going
along
if
you
wanted
to
go
back
to
the
caldwell
slide
thanks,
so
that
just
came
out
today
and
which
one
is
the
bottom
one
right
there,
the
gray
one
this
is
napa
and
then
the
gray
one
is.
D
G
L
D
Okay,
what
I
find
interesting
is
that
of
the
bigger
school
districts.
You
know
we've
been
able
to
maintain
in
gray,
you
know
of
the
bigger
school
districts,
the
other
school
districts
that
look
the
the
areas.
Big
is
like
carmine
melba,
but
you
know
there's
smaller
school
districts,
but
you
know
as
as
many
kids
as
we
have.
D
A
D
Is
reported,
that's
based
on
the
data
represents
the
daily
incident
rate
for
10
000
people
that
live
in
each
school
district,
so
that
is
your
school
district,
that's
patrons
as
well
right
and
the
data
is
averaged
over
two
weeks.
It
represents
the
residents
of
the
school
district,
not
students
or
staff
associated
with
that,
because
our
staff
doesn't
necessarily
not
all
of
them
live
in
like
caldwell.
They
may
live
outside
of
the
district
boundaries,
but
that's
how
they're
monitoring
it.
So
we
have
to
know
that
some
some
of
our
staff
live
here.
Yes,
right.
H
G
D
Of
gives
you
an
idea
of
what
they're
watching
by
a
school
district?
Okay,
so
that
you
know
in
canyon
county
as
we've
talked
about
it
before
we,
you
know
we
don't.
The
virus
doesn't
live
by
a
school
boundary
line
right,
so
as
people
drive
back
and
forth.
Yes,
I
think
that's
why
we've
been
monitoring
it
and
watching
it
to
see
how
I
do
appreciate
that
I
appreciate
where
we're
at.
H
D
Just
knowing
that
we're
still
interconnected
with
the
other
school
districts
because
of
where
our
families
live
or
our
teachers
may
live
correct.
Okay,
all
right
families
need
work.
Yes,
okay,
okay,
that's
the
french
and
veteran
chair.
Yes,
go
ahead,
I'm
interested!
So
I
just
had
a
quick
question:
do
our
buildings,
our
middle
school
high
school
buildings,
have
windows.
L
D
Yeah
he
may,
I
can
speak
to
some
of
it,
not
a
chair.
Interestingly,
no,
not
all,
not
all
of
them
have
windows
that
open,
but
I
I'm
visiting
with
I.
D
D
We've
done
some
we're
looking
at
rebalancing,
making
sure
your
airflows
moving
in
the
right
direction.
There
are
some
emails
going
back
and
forth
today
with
teachers
and
principal
about.
What
would
you
do?
You
know,
but
not
all
buildings
have
windows
that
open
you,
as
you
may
or
may
not
know.
Washington
elementary
and
van
buren
are
green
schools,
so
their
windows
do
not
open
so.
D
B
Months
ago,
it
seems
like
years
ago
right
to
talk
about
different
filters
to
be
able
to
put
in.
D
To
help
mitigate
some
of
the
the
virus
spread,
so
was
that
something
that
was
done
at
the
time?
Yes-
and
I
don't
know
if
april
wanted
to
speak,
she
works
really
close
with
bernie,
but
I
would
the
answer
is
yes,
so,
even
if
we
can't
open
windows,
we
have
specialty
filters
that
are
filtered
in
the
air.
That
is
correct,
but
we're
still.
D
I
I
mean
it's
an
ongoing
work
and
I
I
I'm
not.
I
don't
want
to
take
bernie
sander,
because
he
has
a
great
presentation
to
study
the
work,
but
I
I
can
I'll
say
this
and
april
can
correct
me,
but
I
hvac
improvements
at
kabul.
High
school
alone
are
almost
a
half
a
million
since
the
three
started
to
work
three
years
ago
and
improving
their
air
flow
system,
the
air
conditioning
the
heat
and
it's
a
big
project.
Obviously
that
takes
some
time.
G
A
D
D
More
technical
than
I
I
went
through
the
presentation
I
watched
that
I'm
like
well,
that
is
interesting,
but
the
goal
is
to
create
such
an
atmosphere
where
particles
follow
the
ground
so
that
they're
not
in
the
air,
so
we're
ongoing.
I
just
want
you
to
view
the
most.
I
want
to
sure
I
want
to
ask
your
teachers
and
staff
and
you
that
we,
this
is
ongoing
and
we've
been
working
on
it
all
year
for
you
many
years.
D
Oh
yes,
that's
right,
yeah
and
I
think
it
will
be
ongoing
after
because
those
are
those
are
issues
that
have
to
be
addressed
and
our
custodians.
We
wanted
to
thank
them
because
they
have
had
to
help
okay.
Well,
they
do
help
to
help
change
those
filters
to
help
bring
it
to
our
attention
that
there's
an
issue,
so
I
mean
they're
just
key
to
that,
so
we're
grateful
for
them
as.
I
Right
yeah,
there
we
have
the
merv
13s
they
haven't
put
in,
we've
put
them
in
where
we're
almost
getting
ready
to
go
through
the
cycle.
We've
been
putting
them
rotate
in
three
months,
so
there
are
coming
up
on
the
rotation,
so
we'd
have
those
in
place.
As
far
as
the
windows,
that's
correct,
the
the
washington
van
bure,
those
are
the
ones
that
do
not
have
operable
windows,
but
we
do
have
the
mark
13s
put
in
place,
so
we
have
the
maximum
filtration.
We
possibly
can.
D
Okay,
thank
you.
So
one
of
the
topics,
so
one
of
the
items
I
want
to
bring
up
this
evening
is
that
I
know
that
I've
received
a
lot
of
emails
from
patreons
and
and
teachers
and
people
that
are
concerned
about
our
reopening
plan.
I
know
that
my
fellow
trustees
have
also
received
them,
because
I've
been
also
added
to
those
emails,
and
you
know
some
of
the
the
questions
that
have
been
asked.
I
kind
of
wanted
just
to
broadly
maybe
just
kind
of
just
talk
about
about
it.
D
A
little
bit
we
talk
about.
We
and
we've
talked
up
here
at
our
board
meetings,
a
lot
about
the
mental
health
issues
that
are
that
our
students
go
through
in
the
fact
that
those
mental
issues
you
know
could
be
increasing
due
to
the
fact
that
the
kids
are
not
in
school.
D
You
know
one
of
my
questions,
just
throwing
it
out
there
to
to
the
district
office
is,
you
know,
have
we
have
the
suicide
rates
gone
up,
dr
french,
or
or
china?
You
know
from
previous
years
to
this
last
pandemic
period.
I
mean
I
know
that
there
there
could
be
a
lot
of
attempts
that
we
don't
know
that
are
unknown,
but
just
just
to
if,
if
we
have
a
way
of
knowing
do,
we
have
numbers
at
this
time.
D
I
do
have
some
information
about
four
years.
D
Of
data
in
the
17.
A
A
Three
in
the
1819
school
year
you
didn't
have
any
in
the
1920s
career.
We
had
two.
D
And
this
year
we
are
zero
and-
and
that's
you
know,
I
don't
know
venezuelan
trustees.
So
I
don't
know
how
that
speaks
to
parents
or
parent
issues
or
because
we
are
aware
of
not
necessarily
in
our
school
district
but
other
districts
where.
G
H
D
Know
so
it's
it
is
widespread
right
that
that
that
feeling
of,
I
guess
you
know
lots
of
hope,
possibly
right
so,
but
I
based
on
what
we
have
and
some
of
that.
Well,
it's
very
confidential
information
and
there
are
some
we
cannot
get
all
of
that
and
then
and
anything
shared
with
the
counselor
is
confidential,
so
yeah
and-
and
I
am
no
way
intent
to
minimize
any
you
know
of
these
deaths
when
ever
they
have
happened
or
you
know
in
no
way
shape
or
form.
D
D
Okay,
if
that's
an
issue-
and
this
is
just
maybe
going
off
topic-
but
you
know,
let's
get
some
more
funding
into
our
school
district,
so
we
can
have
more
programs
that
are
geared
towards
mental
health
issues,
not
where
band
teachers
have
to
deal
with
something
like
this,
which
you
know.
D
I
know
that
a
lot
a
lot
of
our
professionals
are
trained
for
many
things
in
many
different
aspects
of
a
student's
life,
but
you
know
a
band
teacher
is
going
to
teach
band
you
know,
and
so
that
you
know
I
think
about
that,
a
lot
and-
and
then
I
think
you
know
yeah.
If
we
bring
our
kids
back
to
school,
they
do
socialize,
but
then
also,
how
do
they
socialize
is
it?
Are
they
still
socializing
texting
through
their
phone
at
the
lunchroom?
D
You
know?
Is
it
different
than
before,
and
then
also,
I
think,
about
the
counselors
that
we
have
at
our
schools?
Sometimes
it
may
be.
I
don't
know
if
miss
wilson
is
on
the
line
for
the
with
the
high
school.
You
know
if
she
could
talk
to
the
to
the
fact
of
what
our
counselors
you
know
like
during
this
pandemic
time.
What
are
they,
what
are
they
working
on?
What
is
their
the
scope
of
their
work?
You
know
scheduling.
Are
they
you
know?
D
A
F
Madam
chair
trustees,
yes,
can
you
hear
me
okay?
Yes,
I
see
I
have
a
very
large
head
up
there
on
that
screaming
in
the
room.
I'm
glad
for
that.
So
if
I
understand
your
question,
I
would
answer
it
just
by
saying
that
the
counselor's
job
looks
very
similar
to
what
it
does.
During
normal
school
operations.
F
They
are
seeing
students
we
are
open.
Our
school
is
open.
We
have
students
every
single
day
and
many
many
students,
more
than
half
of
our
students,
come
to
school
three
times
a
week
so
three
days
a
week,
so
we
are
very
much
open
and
so
a
counselor's
day
like
today
they
were
registering
eighth
graders
for
ninth
grade
for
high
school,
so
they
were
over
one
of
the
middle
schools
and
they
will
be
at
the
other
middle
school
next
week.
F
So
I
would
say
that
mental
health
is
a
priority
because
all
of
our
counselors,
all
four
of
our
counselors,
are
trained
mental
health
professionals,
and
so
that
is
their
primary
job
and
we've
tried
to
shuffle
their
duties
so
that
that
can
be
a
priority,
not
just
for
emergencies,
because
they
always
take
priority.
When
a
student
is
in
need,
our
counselors
always
will
make
that
a
priority,
but
so
that
they
can
also
prioritize
preventative
measures
and
being
proactive
with
students.
F
So
but
their
day
is
spent
much
like
it
is
any
other
day
we
have
more
than
700
students
on
campus
on
any
given
day,
so
they
see
students,
they
conduct
504s,
they
are
doing
scheduling
and
it
depends
the
amount
on
on
the
time
of
year.
It
is
like,
for
instance,
today
I
would
say
they
spent
100
of
their
time
scheduling,
but
they
were
doing
that
in
front
of
kids,
presenting
the
courses
that
we
are
going
to
offer
next
year.
D
Yes,
it
did
thank
you,
miss
wilson
and
and
to
kind
of
piggyback
a
lot.
The
information
I
want
to
give
out
to
the
public
right
now
is
you
know
just
the
the
questions
that
I've
seen
or
the
concerns
that
I've
seen
from
patreons
in
the
emails
that
we've
gotten
some
of
them
talk
about.
You
know
how
their
students
are
their
grades.
Are
the
they're
dropping?
D
F
Yes,
madam
chair,
we've
implemented
this
year
when
we
saw
that
a
lot
of
students
were
struggling
academically
because
they
do
have
reduced
time
face
with
their
teachers.
So
we
implemented
this
semester
and
we
did
it
a
couple
of
times
before
christmas.
But
wednesdays
are
intervention
days.
We
were
using
those
for
just
online
tutoring,
but
we
knew
that
students
needed
to
see
their
teachers
face
to
face.
So
we
run
our
buses
on
their
regular
bus
routes.
F
It's
about
50
minutes
with
each
teacher
working
on
whatever
it
is
that
they're
missing
making
up
tests
or
quizzes
if
they
miss
them
or
getting
extra
help
on
assignments,
and
we
have
seen
great
improvement
in
grades
and
we've
actually
seen
good
attendance,
so
students
who
don't
come,
who
are
not
struggling,
who
are
just
trucking
along
like
they
should
be?
F
So
that
is
pretty
good
and
we
have
seen
good
good
improvement
in
grades
over
time.
Okay,.
D
D
And
need
to
they
can
contact
the
high
school
office
and
in
and
get
to
the
nitty-gritty.
F
D
B
So
principal
wilson,
I
wonder
if
you
can
talk
about
attendance
for
a
minute
and
compare
attendance
from
the
previous
couple
years
to
this
year.
Like
you
know,
as
far
as
percentage
of
attendance
and
issues
around
attendance,
you
know
be
it
students
with
jobs
and
things
like
that.
F
Yes,
madam
chair
trustee
manning,
I
can
talk
a
little
bit
about
that,
so
we
have
been,
and
april's
gonna
have
to
remind
me
because
she
probably
has
better
information
than
me,
but
just
at
the
last
few
weeks
I've
looked
at
we're
at
about
85
to
87
attendance,
and
I
think,
on
a
normal
year.
F
We're
closer
to
93
is
that
april
will
have
to
correct
me,
okay,
and
so
I
think,
we're
just
in
a
really
unique
situation
where
sometimes
students
are
sick
with
strep
or
something
happens
in
their
family
and
they
have
to
help
a
family
member
move,
or
you
know
they
have
a
dentist
appointment
or
something
you
know,
there's
sick
for
other
reasons
or
out
of
school.
F
For
other
reasons,
other
than
covid,
and
at
this
point
in
time
our
students
have
the
option
to
attend
online,
even
if
it's
their
assigned
day,
so
an
a
student
who
should
be
in
class
with
their
teacher
on
an
a
day,
but
they
have
you
know
something
happen,
but
they're
able
to
get
online
and
and
be
present
in
their
class
on
a
google
meet.
F
We
do
not,
we
don't
count
them
absent,
they
can
be
there
they're
they're
participating
in
the
class,
but
then
but
then
there
are
just
some
students
that
are
just
sometimes
you're
sick
and
you
cannot
do
class.
You
know
you
have
to
be
in
bed
that
day.
So
you
know
we
still
have.
The
process
of
parents
can
call
in
and
excuse
their
students,
but
it
is.
I
think
that
it
is
difficult
right
now.
F
The
motivation
piece
is
difficult
right
now,
for
students
to
maybe
become
motivated
to
be
in
school,
because
it's
easy
to
say
that
they,
you
know
they
only
go
a
couple
days
a
week
or
or
whatever
that
is.
We
do
run
each
week,
our
list
of
students
that
are
failing
classes
and
our
list
of
students
that
are
not
coming
to
school
on
a
regular
basis
that
have
missed
that
have
been
absent.
F
90
of
the
time
they
have
not
been
in
attendance
90
of
the
time,
so
they've
missed
10
of
the
days,
and
we
compare
that
those
the
students
that
will
typically
get
a
phone
call
and
if
it
is
egregious
they
will
have
a
home
visit,
and
so
karen
cameron
conducts
those
for
us.
She
takes
either
the
sro
or
or
another
personnel
with
her
and
visits
just
to
see.
What's
going
on,
sometimes
the
students
have
moved
and
we
just
find
that
out
by
going
to
their
house.
So
there's
all
kinds
of
things
going
on.
B
I've
got
another
question
to
principal
wilson
and
this
one
has
to
deal
with
sort
of
academic
rigor.
I
guess
so
comparing
previous
school
years
to
this
one
as
far
as
how
much
curriculum
that
teachers
get
through.
F
Great
question,
madam
chair
trustee
manning,
I
don't
have
a
percentage
but,
as
you
know,
we
changed
our
schedule
this
school
year
and
we
went
to
quarters
and
we
did
that
with
the
purpose
of
helping
students
be
able
to
manage
the
amount
of
coursework
they
had
at
one
time.
So
we
typically
have
seven
periods
right
now
we
have
five,
so
students
are
keeping
track
of
less
classes
each
day
and
then
also
so
that
teachers,
when
they
do
have
the
students
they
have
them
for
a
longer
period
of
time.
F
So,
typically
in
a
seven
period
normal
year,
seven
period
day,
our
periods
were
52
minutes
long
and
now
they're
75
minutes
long.
So
students
have
five
classes,
75
minutes
a
piece
every
day,
monday,
tuesday,
thursday
friday,
and
so
because
of
our
change.
So
they
have
a
short.
So
basically,
we
have
four
semesters,
because
each
quarter
is
a
semester
and
students
are
earning
credits,
every
quarters
every
quarter
so
that
it's
got
its
pros
and
cons.
F
It
goes
quick,
that's
for
sure,
but
this
semester
this
in
this
since
christmas,
there
is
actually
some
extra
days
in
there
and
we
have
been
in
school.
Most
of
the
time
in
remote,
rather
than
being
or
in
hybrid
rather
than
being
all
remote,
but
I
would
definitely
say
that
teachers
have
had
to
rework
their
pacing
of
their
curriculum.
They've
had
to
probably
make
some
choices,
because
some
things
are
just
not
possible.
Like
some
of
our
teachers,
they
had
to
go
to
an
online
curriculum
or
they
had
to.
F
We
had
to
purchase
some
supplies
or
curriculum.
We
also
had
to
make
some
choices
because
some
classes
have
to
be
every
day,
and
so
we
we've
been
sorting
through
all
of
that
all
year
and
some
things
we
were
not
able
to
offer
this
year
that
we'll
offer
next
year,
so
there's
definitely
been
some
cutting
out
of
material
and
programs
that
we've
offered.
F
F
One
thing
that
has
helped
is
this:
quarter
going
to
that
every
day
is
a
google
meet
or
in-person
learning.
So
it
is
a
different
lesson
every
day.
So
it's
not
monday
is
one
lesson
and
then
tuesday
the
same
lesson
is
delivered
again.
It's
monday's
a
lesson
tuesday's
a
lesson
thursday's
a
lesson,
friday's
a
lesson
wednesday.
You
get
help
if
that
makes
sense.
F
Yeah,
yes,
absolutely
so,
so
I
think
when
we
began
this
journey,
the
thought
was
that
an
ab
day
and
a
day
students
would
get
a
lesson
if
they're
in
person
and
then,
if
they're
at
home,
they're
working
on
something
that
the
teacher
has
assigned
and
then
tuesday,
the
kids
that
were
at
home,
would
come
in,
get
a
lesson
review
what
they
did
the
day
before,
and
the
kids
from
the
day
before
would
be
at
home
working
on
something.
So
we
started
out
that
way.
F
It
was
extremely
laborious
and
difficult
really
to
keep
track
and
to
really
keep
moving
in
the
class.
So
this
semester
we
implemented
where
whether
the
student
is
at
home
or
in
class,
the
teacher
conducts
a
google
meet
every
day
four
days
a
week,
and
this
I
in
fact
I
just
observed
one
of
our
really
great
teachers,
christy
burch.
I
just
observed
her
last
friday.
It
was
great
I
was
in
my
office.
I
was
on
a
google
meet
with
her.
She
was
showing
her
screen
and
working
through
problems.
F
The
kids
faces
were
all
up
on
the
screen,
but
she
was
also
upstairs
teaching
a
class,
and
I
left
the
google
meet
about
halfway
through
and
walked
upstairs
into
her
classroom,
and
she
has
10
kids
in
class.
Doing
the
exact
same
thing
that
I
had
just
seen
on
the
google
me.
So
the
teachers
are
doing
a
new
introducing
new
material
four
days
a
week
and
the
kids
are
either
getting
that
in
person
or
they
are
on
a
google
meet.
Getting
that
information.
D
No,
that's
not
happening
at
the
middle
school,
so
that
is
a
caldwell
high
school
specific
caleb
set
the
set
them
up
so
that
they
had
the
technology
to
do
that.
That
was
a
request.
Yeah.
A
B
So
principal
wilson,
so
if,
for
some
reason,
if
the
the
board
changed,
the
direction
is,
and
kids
at
the
high
school
level
went
back
to
school
four
days
a
week
or
whatever,
how?
How
would
that
look?
F
It's
the
question
of
the
night.
I
guess
I
think
that
ultimately,
teachers
and
definitely
administration
and
students
alike,
would
love
to
have
a
regular
school
year
and
just
be
back.
The
reality
is
the
things
that
the
doctors
talked
about.
You
know,
there's
there's
all
those
factors
that
you
all
are
considering
as
well
as
this
other
piece
of
motivation
and
education
and
just
functionality
of
the
school
and
can
we
can
we
have
school
like
we
used
to
have
it
and
the
reality
is
there'll,
be
things
that
we
won't
be
able
to
do.
F
We
won't
be
able
to
physically
distance
most
of
our
classes,
especially
core
classes,
have
30
kids
in
them
30
students.
So
there
should
be
no
doubt
that
that
it's
not
possible
to
distance
in
the
size
of
classroom
that
we
have
there's
no
way
to
distance.
F
F
I
think
the
middle
schools
are
different,
though
I
think
that
the
kids
are
very
hungry
for
the
normal
school
events
that
we
have
prom
talent
show,
mr
chs.
F
They
want
those
activities
because
that's
the
fun
part
of
being
in
school,
and
that
is
your
motivation,
sometimes
for
doing
that,
math
class
or
that
english
class,
because
you
know
we're
going
to
have
an
assembly
that
day
or
we're
going
to
have
you're
going
to
see
your
friends
and
so
that's
a
piece
of
it
and
whether
if
we
come
back,
if
we
have
mass
gatherings,
I'm
not
sure
we
want
to
have
1400
kids
in
the
gym
right
now,
but
there's
also
a
piece
of
the
way
that
we
are
instructing
right
now
with
only
50
percent
of
our
kids
at
a
time
is
classroom
management
is
great.
F
It's
non-existent.
Teachers
don't
have
to
do.
They
don't
have
to
deal
with
students
talking
in
the
back
of
the
class
or
being
out
of
their
seat
when
they
ask
them
to
because
class
size
is
so
small
15
students.
The
teacher
can
give
very
individualized
help
in
person
just
to
their
students.
If
you
put
30
kids
in
a
classroom,
there
will
be
classroom
management
issues.
F
Those
kids
haven't
been
together
all
year,
and
I
know
dr
french
has
talked
about
that
with
the
elementaries
that
they
haven't
been
with
their
friends
or
in
class
with
their
friends
at
least
they
don't
even
know
the
other
classmates
and
high
school
students
tend
to
be
more
independent,
so
they
probably
know
their
classmates
because
they've
been
with
them
for
a
long
for
many
years,
but
they
haven't
been
in
a
classroom
with
them.
So
I
anticipate
some
discipline
will
increase.
F
We
have
had
no
fights
at
coldwell
high
school
all
year.
We
have
had
very
minimal
discipline
issues
and
I
anticipate
bringing
everybody
back
that
that
will
change.
It.
Just
will
change
the
whole
dynamic
of
our
school,
which
is,
is
you
know
we're
used
to
that?
We're
used
to
having
all
of
those
students
all
the
time,
but
it's
it's
different
being
that
it's
at
the
end
of
the
school
year,
but
we're
making
plans
and
we're
ready.
You
know
we.
F
We
have
some
things
in
place
that
where
we
will
welcome,
if,
if
you
choose
to
bring
everybody
back
we'll,
you
know
we're
going
to
have
some
culture
building
things,
some
being
able
to
implement
incentives
and
some
of
those
fun
things
that
we
used
to
do
italian
sodas
on
fridays.
You
know
those
kind
of
normal
things
that
we
haven't
been
able
to
do,
but
maybe
we
will
be
able
to
do.
F
I
think
that
in-person
instruction,
as
far
as
the
rigor
in-person
instruction
is
always
going
to
be
better
we're
not
an
online
school,
and
our
teachers
are
not
online
teachers.
However,
they
have
learned
to
be,
and
they've
done,
a
very
good
job
of
it,
but
they
are
in
person,
teachers
and
that's
gonna,
be
the
best.
F
That's
always
gonna,
be
the
best
option,
for
students
to
learn
is
to
be
face
to
face
with
their
teachers
and
that
magic
that
the
art
of
teaching
that
happens
when
a
student
and
a
teacher
can
connect
over
content
that
they
both
love.
So
that's
the
magic
of
it.
D
B
Principal
wilson,
just
on
on
some
of
the
things
that
you've
mentioned
tonight,
I
guess
I
I
didn't
either
understand.
D
B
B
Them
for
the
other
four
classes
and
what
happens
to
that
teacher?
That's
in
the
other
four
classes
that
they
don't
need
help.
So
I
guess
it's
kind
of
a
staff
question,
but
you
know
really.
The
the
system
that
we
had
set
up
was
was
so
the
teachers
had
that
wednesday
off
to
be
able
to
plan
prep
and
prepare,
and
so
we've
kind
of
doubled
up
on
them
now.
So
that's
kind
of
what's.
F
Madam
chair
trustee
butler,
so
we
run
a
five
period
schedule,
and
so
let
me
let
me
go
back
so
we
have
run
a
five
period
schedule
for
a
shortened
day.
All
year
long,
even
when
we're
in
remote
we
had
designated
periods,
it
was
shorter
when
we
were
in
remote
and
we've
extended
it
a
little
bit,
but
we
end
at
the
same
time
just
some
finagling
of
the
schedule.
F
But
we
have
we've
done
that
all
year,
and
so
when
we
were
in
remote
before
and
we
didn't
have
students
physically
coming
on
campus
teachers
were,
we
would
go
through
the
bell
schedule
and
if
students
needed
tutoring
during
that
time,
teachers
could
do
that
virtually
during
their
the
kids
assigned
period,
so
physical
science
first
period,
the
teacher
would
conduct
a
virtual
tutoring
session.
F
That
is,
that's
always
been
a
thing
at
kabul
high
all
year
long
and
the
teacher
would
just
schedule
that
with
a
student
and
then,
if
you
remember,
I'm
not
sure
when
we
started
it,
but
I
believe
it
was
october.
F
We
started
having
special
populations
of
students
coming
in
on
wednesdays,
and
so
that
included,
students
on
ieps,
504s,
el
students,
migrant
homeless
and
also
students
who
are
not
on
track
to
graduate,
and
I
feel
like
there
might
have
been
another
category
in
there
as
well,
but
all
students
who
who
did
not
have
internet
and
we
started
bringing
those
students
on
campus
starting
in
about
october.
F
We
really
ramped
that
up
in
november,
just
because
we
were
seeing
a
lot
of
students
struggling
and,
in
particular
those
students
in
special
populations.
So
those
students
started
coming
on
campus
and
we
kept
with
the
shortened
45
minute
period
and
then
in
the
afternoons
teachers
have
time
to
plan
collaborate,
review
assessment
data.
F
We
provide
professional
development,
just
we
tailor
it
to
whatever
the
teachers
need
in
the
afternoon
and
that
begins
at
12
45
on
wednesdays,
and
it
has
been
fairly
consistent,
either
12
30,
when
we,
when
we
started
doing
these
intervention
wednesdays.
It's
now
12
45,
the
students
are
released
for
lunch.
F
So
now
that
we
are
doing
those
interventions
like
I
said,
we
extended
the
period
a
little
bit
because
we
want,
and
then
the
students
stay
on
campus
and
eat
lunch,
so
those
students
go
to
all
five
periods.
Now,
if
it's
a
student
who
drives
and
they're
only
maybe
failing
one
class
period,
those
students
will
just
come
for
that
one
class
period,
but
the
teachers
are
there.
They
still
get
a
prep.
They
still
have
that
wednesday
afternoon
time,
but
the
students.
F
So
if
the
student
is
a
bus
rider,
I
hope
this
is
answering
your
question.
If
a
student
is
a
bus
rider,
then
they
would
arrive
at
7
30
when
the
buses
arrive,
eat
breakfast
go
to
all
five
periods
if
they
are
not
failing
a
class
that
they
that
they
would
go
to
normally
the
teacher
can
have
alternative
assignments
or
they
can
work
on
something
quietly
by
themselves.
F
While
the
teacher
helps
the
other
students
that
are
in
there
and
then
the
next
period
they
move
on
to
the
next
class,
so
I
hope
that
helps,
I
think
so.
B
B
Talking
about
the
the
teachers,
you
know
you
say,
the
the
class
management
has
been
really
good
has
been
phenomenal,
but
it's
it's
hard
to
see
just
to
balance
that,
with
with
the
fail
rate
that
we're
talking
about
so
it's
like
so
do
we
need
some
excitement
in
the
classrooms
to
keep
those
grades
up.
So
it's
it's
balancing
that
in
my
mind,
where,
where
we've
got
these
these
great.
B
A
D
All
right
well,
thank
you,
mrs
wilson.
Melissa
trustees
have
any
other
questions,
trustee
gordina
any
questions
for
mrs
wilson.
No.
D
F
Chair,
can
I
just
mention
one
other
thing
too,
is
that
we
have
a
lot
of
students
struggling
more
than
we
want
to
see
more
than
we've
had
in
previous
years.
I
think
that
the
steps
that
we've
taken
to
help
students
has
helped
a
lot,
and
I
do
want
to
recognize
that
we
have
many
many
many.
In
fact
most
of
our
students
are
not
failing
anything
and
not
that
many
more
are
only
failing,
maybe
one
class.
So
we
do
have
student.
You
know
our
top
10
students
are
still
our
top
10
students.
L
F
Taking
ap
classes
that
have
very
rigorous
curriculum,
they're
going
to
take
their
ap
exams,
and
so
I
do
want
to
validate
that.
We
have
many.
The
majority
of
our
students
are
not
failing
anything
and
they
are
doing
very
well
so
kudos
to
our
teachers
for
keeping
that
rigor
and
kudos
to
our
students
who
are
working
hard
and
showing
up
every
day.
F
And
you
know
there
are
still
good
things
happening
and
it's
easy
to
focus
on
the
negative,
and
we
are
absolutely
there
to
help
everybody.
But
we
have
some
students
who
are
working
incredibly
hard
and
doing
well.
F
D
Okay,
so
we've
heard
from
a
lot
of
different
folks,
I
you
know
I
was
hoping
that
my
intent
for
this
meeting
was
to
hopefully
get
get
a
lot
of
information
out
to
our
patrons
and
a
lot
of
information
to
us
trustees.
D
We
do
talk
about
our
reopening
plan,
how
it's
a
living
document
we
never
intended
to
say
this
is
the
way
it's
going
to
be
until
the
end
of
time.
You
know
this
is
the
way
it's
going
to
be
until
the
end
of
the
school
year.
It
is
a
living
document
as
we
see
numbers
as
we
see
information
new
information
from
southwest
district
office.
We
we
amend
our
opening
plan
to
fit
those
numbers
and
to
fit
what
is
best
for
our
community.
D
So
I
know
that
we
we're
asked
to
have
a
special
school
board
meeting
tonight
and
I'd
like
to
hear
what
the
trustees
have
to
say
so
trustees-
and
I
know
that
as
it
stands,
we
have
our
plan
and
correct
me
if
I'm
wrong.
Keely
you've
got
our
minutes
there.
So
I
know
that
the
last
motion
that
we
had
you
know
she's
our
cook
of
the
year.
We
love
her
and
the
last
the
the
last
meeting
that
we
had.
H
D
M
D
Visit
some
some
classrooms
and
how
the
students
sit
as
it
is
where,
where
they
sit
physically
distancing
and
how,
after
everyone
comes
back,
what
how
they
will
be
sitting
in
there.
I
know
that
our
principal
at
sacagawea,
mr
webster's,
has
that,
on
the
back
of
his
mind,
is
the
plan
for
that
school
and
how
to
keep
our
kids
as
safe
as
possibly
as
possible,
and
so
we
we
know,
that's
what
we
that's.
D
What
our
motion
was
at
the
time
and
then
we
spoke
about
our
secondary
schools,
and
I
believe
our
motion
was
that
our
secondary
schools
will
stay,
hybrid
and
and,
like
I
said
in
in
if
we
stated
that
it
was
going
to
be
until
the
end
of
the
school
year.
I
just
want
to
reiterate
the
fact
that
I
know
that
there's
a
board
we
have
decided,
we
had
decided
from
the
very
beginning
that
our
plan,
our
school
plan
reopening
plan,
would
change
as
the
numbers
changed.
D
So
I
just
want
to
put
it
out
there
to
our
patrons
and
apologize
if
that
was
not
what
what
some
people
understood.
So
I
just
want
to
put
it
out
there
so
where
we
are
right
now
I
don't
I'd
like
to
ask
the
trustees
what
their
comments
are
their,
what
their
concerns
are,
and
so
I
like
to
have
some
some
good
dialogue.
B
Chairman
please
so
yeah
as
we
look
at
you
know.
We
started
the
the
reopening
five
months
ago
and,
and
they
were
right,
we
have
looked
at
it
and
revised
it
and
tweaked
it
and
fixed
it
and
added
to
it
and
changed
it
and
that's
what
we
said
we
would
do
and
for
those
patrons
and
staff
that
sort
of
wonder
you
know,
did
you
really
do
that?
Why
did
you
do
that
and
we
indicated
as
such
at
the
bottom
of
every
page,
it
says,
subject
to
change
based
on
cdc,
southwest
district
health
and
csd
information.
B
So
I
mean
that's:
we've
we've
been
up
front
with
the
public
staff,
and
so
you
know
as
we
as
we
have
engaged
stakeholders
and
engaged
community
health
experts,
local
state
and
national.
You
know
and
we've
surveyed
parents
and-
and
you
know
we're
trying
to
do
the
best
thing
we
can.
B
So
looking
at
page
two
of
the
operations
plan-
and
so
this
is
this
document
for
those
of
you
who
are
online,
you
know
how
to
get
to
board
docs.
I
think
it's,
the
first
document,
that's
listed,
it's
called
the
csv
digital
plan,
revised
2021,
and
so
I
just
want
to
read
a
couple
of
things
on
here,
so
we
built
flexibility
into
this
plan.
B
Excuse
me,
decisions
regarding
the
operation
of
schools
throughout
the
20
20
21
school
year
will
be
based
on
consultation
with
health
experts,
community
spread
and
available
science.
So
we
wanted
to
make
decisions
based
on
medical
science
and
research
and,
honestly,
it's
an
ever-changing
ever-evolving
situation.
New
studies
are
coming
out
every
week.
B
B
So
after
our
last
meeting
with
15,
when
we
had
made
the
decision
to
go.
B
15
two
weeks
ago,
just
two
weeks
ago,
we
made
the
decision
to
reopen
our
k5
schools
and
have
them
go
four
days
a
week
at
school
and
one
day
virtually
and
then
at
that
time
we
had
decided-
and
I
think,
based
on
the
numbers,
I
mean
we're
doing
our
best
to
interpret
the
numbers.
B
B
You
know
looked
at
southwestern
health,
the
incident
rate,
which
is
down
to
1.29
per
10
thousand
and
the
canyon
county
daily
incident
rate
per
10
000,
which
is
down
to
1.4,
and
it
was
you
know,
back
in
december,
mid
december
late
december,
it
was
6.32,
so
we've
come
down
substantially:
canyon,
county
positivity
rate.
B
The
goal
is
to
get
five
percent
or
less.
We
are
right
on
the
cusp
of
that.
As
of
february
13th,
we
were
at
5.6,
so
our
rates
are
coming
down
and
we
have
built
into
our
plan
the
ability
to
interpret
you
know
the
health
conditions,
as
it
says,
in
our
plan,
the.
B
So
you
know,
looking
at
category
two
talks
about
minimal
to
moderate
community
spread
category
three
talks
about
high
or
critical
community
spread.
I
don't
think
we're
in
red.
I
know
we're
not
in
red,
I
don't
think
we're
in
yellow.
I
I
believe
now
we
are
in
the
low
community
spread
which
puts
us
into
the
green
category
and
if
that's
the
case,
if
that's
what
we
decide,
then
we
might
want
to
think
about
revising
our
plan,
not
revising
our
plan,
revising
our
motion
and
revising
our.
B
B
I
didn't
think
we
would
get
to
the
green
section
this
soon,
but
when
we're
at
1.4
and
0.985
for
this
for
the
commonwealth
school
district
incident
rate
so
less
than
one,
I
believe
we
are
in
the
low
community
spread,
and
so,
if
that's
the
case,
then
I
think
we
need
to
consider
consider
that
as
moving
forward
with
our
secondary
schools
in
particular,
which
we
had
said
two
weeks
ago
and
I
even
promotion
to
stay
hybrid.
B
No,
I
I
don't
think
we
should
say
hybrid.
Actually,
I
think
we
should.
I
think
we
should
open
up
secondary.
I
mean
there
are
pros
and
cons
to
it.
You
know
we
talked
with
the
doctors
about.
B
You
know
multiple
mitigation
strategies
or
you
know
layered
mitigation
strategies
as
far
as
what
can
schools
do
with
kids
in
their
buildings.
Maths
by
far
is
the
most
important
ventilation
and
error.
That's
another
important
thing,
but
then
there
are
also
three
other
important:
mitigating
strategies.
B
D
Days
a
week
as
well
as
the
elementary
that's
where
I'm
at
okay,
so
as
we
have
it,
I
know
that,
like
you
stated
vice
chair
manny,
the
green,
I
believe,
is
every
day
five
days
a
week,
so.
D
Miss
mills-
if
you
could
speak
to
that
please,
chair
trustees.
I
have
reviewed
the
plan
and
it
does
not
say
five
days
a
week,
but
I
can
tell
you
from
the
instructional
task
force.
That
was
the
attempt
to
be
in
four
days
and
we
had
an
e-learning
day
established
because
of
when
we
wrote
this
in
june.
D
D
B
D
And
I
would
also
say
if
I
may
again,
this
was
written
in
june
and
we
have
learned
a
lot
from
that
and
to
that
wednesdays
are
incredibly
critical
for
professional
development
as
well
as
the
learning
time
the
plc
time,
and
so
I
we
can
take
it
back
to
the
passport.
We
would
take
your
direction
on
that,
but
the
intent
was
in
person.
D
Well,
madam
chair
vice
chairman
trustees,
and
just
add
on
to
what
jody's
saying
I
know
that
was
that's
where
we
were
going,
because
we
thought
we'd
start
in
green
and
we
sure
wanted
the
students
to
know
how
to
use
a
chromebook
and
how
to
access
google
meets,
and
thankfully
our
teachers
have
been
able
to
guide
them
through
that.
So
they've
had
to
learn
that
along
the
way.
D
So
I
appreciate
that,
but
our
what
we
don't
want
to
do
is
lose
the
momentum
we
have
with
how
we
are
using
technology
and
how
it
is
it's,
not
a
electronic
worksheet.
It's
actually.
We
are
using
like
technology
to
create
to
produce
to
collaborate.
Students
are,
I
mean,
that's
we'd
really
like
to
see
that
continue
to
expand
k-12
all
grades.
D
We
did
have
that
discussion,
and
so
I
think
that's
something
that
you'd
have
to
consider
and
as
we
watched
community
and
the
community
spread
and
where
we're
at
right
now
projecting
out.
So
we
are
projecting
out
another.
What
three
weeks
four
weeks
on
march
29th,
something
you
have
to
count
I'll,
say
three.
G
D
We're
out
this
is
what
we
believe
will
be,
and
then
how
do
we
get
people
prepared?
Because
we
did
hear?
Please
don't,
please
don't
make
a
change
and
do
it
so
quickly
that
we
don't
have
time
to
prepare.
Don't
you
know
we
need
at
least
two
weeks
to
make
it
get
everybody
on
board
child
nutrition,
transportation
and
then
to
just
gear
up
as
an
educator
right
so
anyway,
those
I
don't
want
to
lose.
What
we're
gaining
with
the
technology.
H
D
So
let's
say
we
open
up
in
in
green
and
we
leave
wednesday
as
a
virtual
date
or
would
that
an
e-learning
date?
I
think
we
need
yeah.
We
need
to
figure
out
in
you
know
we,
where
the
board.
I
think
that
that
information
that
knowledge
should
come
from,
I
would
think
trustees.
You
tell
me
what
you
feel
that
it
should
come
from
the
planning
committee
of
what
would
be
best
for
our
staff
and
our
students
for
that
wednesday.
You
know
that
if
we
need
to
keep
a
personal
development
day.
L
D
Students
in
on
wednesday,
students
are
running
a
shortened
schedule
on
wednesday,
and
then
they
just
like
in
the
2018-19
school
year
at
a
certain
point
in
the
day,
students
are
that's
the
end
of
their
day
and
then
the
teachers
have
about
an
hour
and
a
half
to
plan
and
collaborate,
review
student
data,
review
student
learning
achievement
and
have
those
conversations
to
say
how
do
we?
How
do
we
get
these
students
or
help
the
students
in
the
next
level
or
this
group
of
students?
D
Historically,
that
one
hour
and
a
half
been
enough,
you
know,
yes,
I
will
say:
yes,
I
think
it's
I'm
sure
teacher
for
being
there.
There
are
some
that
would
love
more
right,
but
I
think
it's
at
the
right
balance
of
the
time
needed
and
then
the
conversation
they
have
we've
been
now
well
I'll,
say
fifth
year
of
that
time
and
you
see
it
being
utilized.
D
That
time,
building
leadership
is,
you
know,
utilizing
that
timeline.
It's
just
a
part
of
that
planning
that
collaborative
effort
to
help
students
achieve
so.
Yes,
I
think
it's
an
adequate
amount
of
time.
That
was
a
long
answer
for
yes,
madam
chairman,
dr
french,
you
stayed
at
e-learning
and
you
said
something
else.
Oh
sure,
I'm
sure.
L
D
So
I
heard
monitor
stay
virtual,
so
virtual
to
me
is
what
we're
doing
where
our
students
are
not
on
campus,
that
it's
it's
a
remote
learning
for
teaching
the
teachers
on
campus
students
at
home.
E-Learning
to
me
is:
students
are
on
campus
under
the
guidance
of
the
of
their
teacher
learning
more
about
how
to
capitalize
and
utilize
technology,
so
they're,
actually
in
the
presence
of
the
teacher
learning
using
technology.
D
To
decide
if
we're
going
to
what,
because
in
our
plan
the
intent
of
the
instructional
passport
was
that
it
would
be
an
e-learning
date,
and
that
was
at
the
beginning.
That
was
so.
Does
it
work
now?
Would
it
work
with
what
we're
trying
to
do
now?
I
think
that
we,
I
know
that
jody's
met
with
instructional
coaches.
D
H
D
D
What
I
can't
speak
to
is
if
we
go
back
in
person
five
days
a
week,
taking
away
that
remote
opportunity
right,
except
for,
like
our
coasters
or
our
idla
kids,
whether
there's
less
planning,
I
think,
given
the
course
of
this
year,
there's
as
much
planning.
Also
we
recognize
in
the
last
meeting.
I
think
trustee
swashbuckle
brought
this
up.
D
It's
not
necessarily
learning
loss,
but
it's
more
of
learning
opportunity
that
has
been
lost,
and
so
teachers
are
are
required
now,
more
than
ever
to
start
differentiating
instruction
because
of
the
groupings
of
kids
and
the
ability
of
the
kids
and
the
ability
and
the
skills
of
learning.
D
So
I
would
say
if
I
was
spitballing
right
now,
I
would
recommend
that
wednesdays
stay
the
way
they
are
at
least
for
the
time
being,
until
I
do
have
an
opportunity
to
get
back
to
the
passport
to
talk
about
where
they're
coming
from,
because
they're
in
the
trenches
they're
the
ones
that
are
out
in
the
world
within
this.
But
I
do
recognize
that
right
now,
there's
not
a
teacher
that
we
have.
We
have
an
amazing
four
teachers
and
there's
not
a
teacher
right
now.
D
That
is
not
most
worried
about
their
most
at-risk
child,
as
well
as
as
well
as
their
multi-past
child
and
they're,
literally
differentiating
and
personalized
learning
for
each
child,
and
that's
where
the
wednesdays
are
coming.
D
Yeah
that's
important
to
them,
okay,
so
on
and
then
one
comment
or
one
question
that
I
have
is:
okay,
so
let's
say
we
open
up
and
I'm
just
thinking
ahead.
You
know
anything
that
could
happen.
I
would
hope
that
you
know
our
numbers
go
down.
We
hope
that,
due
to
the
vaccinations
due
to
the
fact
that
the
kids
are
wearing
their
masks
due
to
you
know
just
our
bodies
being
better
able
to
fight
this
virus,
that
we
would
stay
in
green
and
then
next
year
would
be
normal.
D
That'd
be
great,
but
if
the
numbers
go
up,
I
mean
we
should
have
a
rate
of
what
our
numbers
have
to
be
correct,
that
we'd
have
to
go
back
to
hybrid
right
and
and
follow
the
plan
because,
like
we've
stated
all
along,
you
know
we're
following
the
plan
and
you
know
if
our
numbers
are
great:
let's
stay
green
for
the
whole
year,
the
rest
of
the
year,
but
you
know
if
our
cases
go
up
and
we're
still
it's
not
like
we're.
Gonna
go
okay,
we're
green!
We're
done!
You
know,
shut
your
your!
D
G
D
D
It
has
been
out
there
all
along
the
way
and
it
has
been
good
to
guide
the
conversation
and
you
know
because
you
can
become
emotionally
emotionally
charged
over
the
situation
and
and
make
decisions
either
on
an
emotion
or
we
can
make
it
on
a
good
discussion
and
based
on
fact-
and
I
would
you
know,
we
have
to
watch
that
if
something
should
happen
and
we
you
know
have,
and
I
mean
if
we
had
a
big
outbreak
I'd,
would
we
not
address
it?
D
G
D
D
So,
although
those
things
haven't
gone
away,
it's
just
like
dr
seuss.
That's
that
and
dr
augustus,
you
still
have
to
do
as
much
as
you
possibly
can
so
work
on
putting
kids
in
pods,
making
sure
they're
sent
to
sanitize
stations
there
make
kids
need
to
wear
a
mask,
and
so
do
the
staff
members.
H
H
D
B
I
wanted
to
speak
to
that,
dr
french,
for
a
second,
so
I
found
my
notes
again
what
I
was
trying
to
look
for.
So
when
we
talk
about
layering,
you
know
multiple
mitigation
strategies
together
to
try
and
maximize
protection
for
staff
and
students
mask,
and
I
got
this
from
the
cbc
website
today.
B
The
cdc's
school
guidance
for
code
19
emphasizes
five
key.
Mitigating
strategies
number
one
consistent
and
correct
use
of
masks,
number
two
physical
distancing,
number
three
hand
washing
and
respiratory
etiquettes
number,
four
cleaning
and
ventilation
and
number
five
contact
tracing
in
combination
with
isolation
quarantining.
B
So
if
we
can
maximize
as
many
of
those
as
best
as
we
can,
because
we
know
that
we
cannot
maximize
the
physical
distancing
piece,
we
cannot
do
that,
but
we
can
make
sure
that
everyone
wears
a
mask
a
mask
and
wears
it
properly.
We
can
hand
wash
and
make
sure
that
when
you
sneeze
into
your
hands,
yeah
you
need
to
you
need
to
wash
your
hand,
and
probably
teachers
will
need
to
review
with
students
again.
B
B
I
wouldn't
observe
the
surgery,
but
they
were
very,
very
particular
about
you,
know
washing
themselves
in
and
out
of
an
operational,
and
so
you
know
it's
that
kind
of
thing
that
I
think
we
need
probably
to
review
with
kids
and
then
cleaning
and
ventilation.
Some
schools
are
going
to
be
ventilating
better
than
others.
B
Some
schools
have
the
newer
ventilation
hvac
systems.
Some
schools
have
windows,
some,
don't
some
have
better
air
flow,
some,
don't
some
schools
have
different.
You
know
bigger
size
classes,
some,
don't
some
some
schools,
some
classes
are
smaller.
For
various
reasons.
You
know
a
choir
class
is
bigger
than
say
you
know.
Whatever
class.
You
know.
The
welding
class
has
a
huge
shop
to
work
in
versus
you
know,
maybe
just
your
regular
english
class.
That's
got
30
kids
in
it,
so
it's
not
perfect
and
then
the
last
one
again
is
the
constant.
D
For
everybody,
thank
you.
That's
just
that's
great
information
and
I'd
like
to
add
to
that
not
just
with
our
school,
not
just
in
our
buildings,
but
we
need
to
let
our
patrons
know.
We
need
to
let
our
stakeholders
know
we
need
to
let
our
parents
know
you've
got
to
practice
those
things
at
home
as
well.
D
You
know
we
hear
you.
We
know
that
you
want
your
kids
in
school.
We
understand
we,
we
want
them
in
school
too.
Our
teachers
want
them
in
school,
but
you
know
we
we
need
to
be
safe,
so
you
know
this
is
what
we're
doing
at
and
I'm
looking
at
the
there's
a
camera
looking
at
that,
but
I
should
be
looking
over
there
and
you
know
this
is
what
we're
doing
to
try
and
keep
your
kids
in
school
trying
to
keep
them.
D
You
know
four
days
a
week
at
school
and
hopefully
you
know
get
their
grades
better.
You
know,
have
them
feel
better,
be
able
to
have
a
better
school
year
end
of
the
school
year,
but
you
got
parents.
You've
got
to
do
the
same
thing
at
home.
You've
got
to
help
us
to
keep
this.
These
numbers
down,
as
you
ever
as
you've
seen
before
on
our
map
from
a
southwest
district
health.
D
You
know
we're
in
the
gray,
let's
stay
in
the
gray
and
we've
got
to
really
work
at
this
because
you
know
we
don't
want.
We
want
your
kids
here
and
our
teachers
want
to
be
able
to
teach
our
kids
in
person,
but
you've
got
to
help
us.
You
know,
as
far
as
the
community
goes,
you've
got
to
help
us
stay
with
low
numbers.
D
A
I
I
had
the
privilege
of
having
to
work
in
the
different
youth
areas
for
the
past
two
weeks
that
are
privileged
and,
and
so
I've
been
interacting
with
lots
of
high
schoolers
all
ages,
and
today
in
particular,
they
were
sharing
with
me
what
they
really
they
just
wanted
to
be
in
school,
and
they
they
were
talk.
It
was.
It
was
interesting
because,
like
I
know
how
to
wear.
A
A
And
energy,
what
you
know
principal
wilson
was
talking
about
that
that
that
excitement
it
and
that's
what
we're
needing
right
now
and-
and
so
I
feel
like
that's.
D
And
the
thing
I
love
to
see
is
when
I
drive
by
school,
there's
always
kids,
walking
and
they're
wearing
masks,
even
if
they're
walking
home
or
whatever
it
may
be,
they're
they're
getting
just
they're
doing
what
it
needs
to
be
done.
I
mean,
I
think
we
fought
long
and
hard
for
these
students
and
and
our
teachers,
and
I
think
we
we
just
need
to
keep
positive
and
keep
rolling
forward,
and
you
know
I
think
I
think
we're
all
on
board.
D
I
think
what
just
needs
to
be
done
here
and
I
trust
that
our
school
district,
our
students,
will
do
what
they
need
to
do.
I
know
bernie's
already
doing
with
his
group
what
they
need
to
do,
and
you
know
last
week
I
was,
I
was
ready
to
take
that
plunge
brother.
A
D
But
you
know
it's
it's
just
worrisome,
but
you
you
listen
to
the
to
the
doctors
and
you
look
at
the
numbers
and
I'm
glad
we're
going
that
way.
I
think
we've
done
a
tremendous
job,
not
everybody's
gonna,
not
everybody's
gonna,
agree
with
us
at
all
times
I
mean,
as
we
see
all
the
time
it's
50
50..
So
half
the
people
are
going
to
agree
with
us,
but
I
think
as
a
as
a
parent
myself
and
as
a
school
board
member,
I
think
what
we're
doing
here
is.
D
Thank
you.
I
know
that
I
do
want
to
mention
to
all
the
staff
and
students
and
parents
who
took
the
surveys.
We
read
a
lot.
You
know
we
read
most
of
what
you
had
to
say.
We
understand
that
there
are
still
some
people
that
are
really
scared.
We
understand
that
there's
some
students
that
you
know
that
are
they're
scared
as
well
for
their
health
or
you
know,
and
they've
they've
gotten
used
to
living
a
different
way.
You
know
a
different
plan,
whether
they're,
working
or
whatever,
they're
doing
and
we've
read
your
comments.
D
Whatever
we
decide
tonight,
we
don't
want
you
to
think
that
we're
ignoring
those
comments
that
we've
read
there's
a
lot
of
comments
that
have
tugged
at
our
heartstrings.
D
D
That's
why
we
are
members
of
the
school
board,
because
we're
here
for
the
kids
and
so
and
we're
here
for
the
teachers
and
we're
here
for
the
you
know
the
staff
and
you
know,
but
you
know
we
we're
just
trying
to
do
the
best
that
we
can
so
let's
write
this
out
and
see
what
happens
and
and
and
hope
that
our
numbers
stay
low.
That's
that's
all
I
I
ask
for
right
now,
so
I
don't
know
if
anybody
has
another
comment
or
variety.
B
Yes
say
a
few
things,
I
guess
I'll
start
out
by
saying
that
I'm
extremely
frustrated-
and
I
feel
the
frustration
for
for
why
we're
here
tonight.
B
And
so
the
idea
now
just
to
come
back
two
weeks
later
to
try
and
revamp
that
I
feel
the
frustration
I'm
frustrated.
B
D
D
Here
I
would
like
to
think
that
if
we
had
made
the
decision
the
other
way
two
weeks
ago
and
the
numbers
went
up
by
50,
we
would
still
be
back
here
again
saying:
okay,
maybe
maybe
we
should
review
this,
and
and
so
I
do
feel
that
frustration
was
like.
No,
we
just
did
this
and
we
shouldn't
be
doing
it
again,
because
we've
got
people's
on
every
wish
side
and
what
they
think.
D
But
I
think
one
of
the
things
that
was
new
information
for
me
and
I
don't
know
if
we
can.
B
Get
this
cbc
operational
strategy.
B
D
D
D
D
Yeah
and
madam
chair
and
trustee
butler
I
had
just,
I
think
I
just
received
that
I
believe
it
was
just
like
I'll
double.
H
D
B
If
the
least
thing
we
could
do
is
at
least
decide
on
the
same
colors,
I
know
we
all
have
our
own
teams,
but
seriously
so
their
blue
is
is
below
transmission,
which
is
southwest.
D
The
three
colors
southwest
and
even
the
states
have
four
colors
and
even
here.
D
Full-Time
and
you
know
advising
for
the
physical
distance
distancing.
But
in
the
first
page
and
as
trustee
manning
went
over.
B
D
D
And
so
you
know
between
that,
and
you
know
the
numbers
on
everything
else,
I'm
still
all
in
for
for
reopening
the
four
days
plus
one
I
do.
I
knew
that
new
information
tonight.
D
Are
teaching
in
on
that
asynchronous
day
on
that
wednesday,
but
the
kids
are
getting
the
help,
so
that's
good
and
that's
great,
but
the
kids
are
getting
help.
You
know.
D
000.,
thank
you
I'd
like
to
say
249.,
yes,
249
000.,
so
it
puts
a
you
know
about
420
000
people
in
the
state
by
now
that
have
either
been
infected
with
with
this
disease,
or
if
I've
now
had
the
vaccine-
and
I
know
we're
we're
still
a
long
way
from
from
herd
immunity.
But
that's
a
tremendous
number.
The
fact
that
we
have
more
vaccines
than
cases
after
a
year
of
cases
is
fantastic.
D
Going
into
again
the
warmer
months
where,
if
we
do
have
those
classrooms
that
can
open
windows,
then
we
can
do
that
the
lunchrooms
we
can
get.
You
know
I
assume
that
we
can
expand
outside
even
for
lunchrooms
or
breakfast
and
those
things,
and
so
that
idea
of
bringing
fresh
air
is
all
more
encouraging
at
this
point
than
when
we
were.
B
A
D
May
I
may
I
speak
to
yes
trustee
butlers,
just
so
this
information
I
received
from
southwest
last
week.
It
may
have
been
out
sooner,
but
they
brought
it
to
my
attention.
So
I
shared
it
with
you
and
you're
right,
that's
that's
when
I
had
it,
so
I
put
it
so
that
you
could
see
what
we
were
receiving
from
southwest
and
then
I
agree
with
trustee
butler
if
it
had
been
going
the
other
way.
That's
like
I.
D
I
want
to
make
a
standing
request
that,
if
numbers
change,
we
have
this
conversation
and
you
know
we
get
caught
up
and
we'll
quit
changing
your
minds
and
put
well.
If
we
see
something
and
then
it
swings
50
the
other
way,
we
still
need
to
meet
and
talk
about,
what's
happening
in
our
community
and
be
attentive
to
that
and
say:
okay,
you
know
we're
following
it.
Where
are
we
at?
I
think
we
have.
D
D
L
D
C
D
D
D
And
I
agree
with
all
of
the
trustees.
I
I'm
grateful
for
this
surveys
that
have
been
sent
out.
It
kind
of
gives
us
an
idea,
but
we've
also
recognized
that
they've
been
polarized.
You
know
there's
about
50
percent,
yes,
I
know
circle
in
the
middle,
but
I
think
the
comments
have
been
most.
I
appreciated
the
comments
I'm
going
to
give
you
an
idea
of
what
that
person
is
expressing
at
that
moment,
so
it
hasn't
been
for
we
have
considered.
I
have
considered
that.
D
I
don't
believe
it
did
so
I
think
one
of
the
other
things
that
I've
been
thinking
about
is,
and
it's
it's
drastic
and
how
it
sounds,
and
I
understand
that,
but
it's
it's.
The
idea
of
perpetuating
fear
is
that.
L
D
D
Where
I
feel
like
that's
some
of
the
weight
that
we've
put
on
our
students
and
our
kids
is
by
not
opening
up
or
perpetuating
that
fear
and
saying
it's
not
safe,
yet
when
really
it
is
mostly
safe.
At
this
point
you
know
by
almost
any
stretch
of
the
imagination,
but
it's
it's
okay
to
go
outside,
and
so
it's
you
know.
D
All
of
these
activities,
I
think
that
we
can
give
them
that
idea
that
it
is
okay,
there
are
precautions,
but
if
there
is,
it
is
okay
to
do
these
things
again.
I
think
we,
as
adults,
have
have
been
able
to
adapt
faster
in
ways
that
we
work
in
ways
that
we
interact.
D
But
that
we've
ended
up
sheltering
our
kids
a
little
bit
too
much
and
and
putting
that
fear
onto
them
that
isn't
deserving,
and
so
we
can
open
up
even
just
to
give
them
that
little
glimpse
of
hope.
Saying
that
it
is
there.
D
Still
have
25
percent
of
school
years
ago,
so
it's
it's
the
end
because
it
looks
like
the
end,
but
there's
still
a
large
chunk
to
go,
and
I
think
we
can
make
great
strides
in
in
perpetuating
the
hope.
That's
out
there
instead
of
trustee
butler,
can
I
ask
you
a
personal
question
sure
how
many
people
did
you
lose
to
copenhagen?
B
D
If
you
don't
want
to
go
to
school,
that's
fine.
We
have
the
online
options,
that's
that
was
my
next
question.
These
kids
or
parents,
don't
feel
comfortable,
but
do
we
have.
A
D
Principal
wilson
about
what
could
we
do
if
we
can't
really
access
idla
so
that
the
way
their
terms
are
set
up?
We
really
can't
access
them.
So,
for
the
last
I've
guessed
I'll
say
three
weeks
before.
D
The
what-if
scenario,
so
we
do
have
a
plan
of
we
could.
We
would
create
our
own
caldwell
online
idla
type
of
classroom
setting
for
students
who
are
concerned
about
returning
and
would
like
to
continue
in
an
online
setting.
It
would
not.
It
would
be
the
teachers
we
can
hire
our
own
teachers
to
do
it
and
be
very
similar
to
idla.
I
don't
know
if
you're
familiar
with
that.
D
Learning,
oh,
I
was
gonna,
say
academy,
but
I'm
like
a
lion
or
something
they
change
the
a
card.
So
I
do,
but
we
would
set
it
up
similar
to
that.
Okay,
so
that
our
six
through
12
we'd
have
to
you
know,
look
into
that
right
now.
We
were
aware
of
when
we
started
this
conversation.
I'd
say
three
weeks
ago.
D
A
A
D
Those
priorities
because
it's
it's
you're
still
in
school
yeah-
and
this
is
just
you've-
you've
chosen
to
receive
your
education
through
this
means.
So
it's
not
a
okay.
Well,
I
don't
have
to
go.
M
B
B
D
A
D
B
D
Yeah,
so
we're
in
parent
teacher
conferences
is
that
week
that
1819,
so
I
trustee
manny
vice
chairman,
I
don't
disagree.
We
we're
pretty
innovative.
D
D
H
D
B
D
B
D
D
Wilson,
anita
speak
to
you
know
things
that
they're
putting
a
what-if
situation.
She
could
probably
speak
to
what
we
have
planned
in.
You
know
if
the
board
makes
a
motion
to
have
secondary
back,
so
she
could,
but
we
could
have
them
on
the
agenda
if
you're,
okay,
that
might
be,
you
know
something
to
consider
and
it
would
be
under
the
continuing
operation
plan.
M
D
That's
always
on
the
agenda,
but
we
can
ask
them
to
specifically
address
those
two
areas
of
online
future.
Well,
the
online
option
would
be
to
ask
karen
cameron
and
anita
wilson
to
speak
to
what
options
do
we
have
for
the
612
or
the
k5
kids
who
are
yeah
and
then
with
the
planning
committee,
possibly
have
a
little
bit
more
outline
of
what.
D
First
and
yeah
I
mean
trustees,
are
you
know,
ready
willing
able
to.
D
B
D
D
B
D
B
D
B
D
I
would
madam
chair
and
trusted
butler.
I
I
would.
I
feel
that
caldwell
high
school
has
expressed
that
this
has
been
a
very
important
time
for
them
and
I
would
not
want
to
say
they
can't
do
what
they've
been
doing
since
october.
D
Talking
about
bringing
everybody
back,
obviously
the
the
students
that
are
that
are
struggling
that
have
been
coming.
That
would
remain,
but
talking
about
it
being
a
fully
teaching
wednesday,
where
you
have
the
1400
students
in
the
classroom,
it
doesn't
sound
like
that
would
be
the
the
task
force
recommendation.
So.
B
So,
madam
chair,
I
move
to
move
to.
D
B
As
is
unless
or
until
further
notice,
by.
D
D
D
B
G
G
G
A
E
C
D
D
We
understand
that
it
is
an
open,
it's
a
live
document
and
we
can
change.
It
can
change
according
to
what
the
document
was
supposed
to
do.
Well,.
C
D
M
D
They
have
provided
some
good,
solid
information
and
I
appreciate
their
support
of
your
efforts.
I
just
wanted
to
say
that
publicly
because
the
and
then
same
with
southwest
district
health,
I'm
still
meeting
with
them
every
thursday
every
thursday
morning
we
meet
and
just
go
over
the
numbers
projections
and
then
vaccinations.
D
B
L
D
Be
able
to
do
that,
you
know
to
still
do
the
rory
20s
dinner
and
my,
I
guess
a
request
to
you
or
I
realize
it's
always
off,
but
I
think
they're
trying
to
see
if
there's
interest
and
if
we
would
want
a
table
or
two
tables
to
and
to
get
to
attend
the
dinner
and
participate
in
the
event.
D
D
Emotion
because
it's
an
action
item:
okay,
all
those
in
favor
attending
the
campaign-
I'm
sorry,
dr
prince,
are
they
planning
on
on
maybe
coming
in
and
meeting
with
us
at
all
youth
advisory.
D
G
C
D
The
surrender
when
we're
attending
work
session
this
month
and
we're
at
serena
principal
swann
has
students
who
are
ready
and
geared
up
to
share
with
you
the
things
there.
M
G
D
Thank
you,
madam
chair
and
twisty
godina.
As
you
can
see
this
evening,
we
anticipated
that
we
may
have
some
people
come.
We
have
talked
with
caleb
about
relocating
the
meeting
to
caldwell
high
school.
If
we
see
that
we
have
a
group
of
patrons
wanting
to
attend
so
right
now
we
you
know
this
room
is
adequate
and
we
can
physically
distance.
With
that
we've
been
a
support.
You
know
how
many.
G
D
We
just
need
to
know
if
there
are
it's
kind
of
some
patron
interest
we
don't
want
to.
You
know
we
probably
won't
bring
in
student
recognition,
because
that's
usually
who
came
to
our
meetings
with
lots
of
parents
and
kids,
then
recognizing
them
at
this
time.
It
would
be
just
the
meetings
we've
had
so.
Okay.
D
All
right
so
I'd
like
to
ask
for
a
motion
to
approve
the
the
attendance
to
the
mayor's
youth
advisory
council
fundraising
dinner
in
september.
So
I'm.
B
G
D
Okay,
any
further
discussion
hearing,
none
on
our
transfer
vote,
all
those
in
favor,
please
say:
aye.
H
G
D
Motion
carries
all
right
and
future
agenda
items.
I
don't
know
if
we
have
any
anything
you
want.
I
know
that
we've
got
some
that
are
on
our
that
we've
already
discussed,
but
anything
new,
and
I
always
would
like
to
tell
the
trustees
if
you
have
anything
that
you
that
you
haven't
thought
of
today,
you
think
about
it
tomorrow
or
later
on.
Please
let
dr
prince
or
I
know
so
we
can
speak
about
it
to
get
it
on
the
agenda.
Okay,
so
that's
always
an
option.
D
All
right
and
just
everybody
knows
this
week
is
read
across
america
week
and
so
encourage
your
kids,
your
students,
everybody
anybody
to
read.
This
is
the
we
read
every
day,
but
this
is
one
where
we
push
the
reading
to
everybody.
So
all
right,
I'd
like
to
ask
for
a
motion
to
adjourn.
D
Okay,
just
for
a
second
second
miss
trusty
swastiki,
all
those
in
favor,
please
say:
aye.