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From YouTube: Reactivation Task Force Meeting | July 24, 2020
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A
To
walk
through
some
of
these
things,
and
we
want
to
hear
from
our
medical
friends
who
are
on
the
call
who
may
either
want
to
speak
up
and
explain
what
they've
been
doing
or
wait
till
later.
To
answer
some
questions,
we
took
the
plan
to
the
board
for
first
reading
this
past
monday.
We've
had
lots
of
feedback,
we
shared
the
plan
widely,
so
go
ahead
and
answer
that
second
slide.
If
you
would,
the
second
reading
comes
this
following
monday,
just
quickly
the
sequence
we
had
engaged
with
you,
we
had
lots
of
internal
groups
working.
A
We
published
our
plan
a
week
ago,
wednesday.
That
was
the
same
afternoon
that
governor
mcmaster
held
a
press
conference
and
asked
all
school
districts
to
bring
all
children
back
five
days
a
week.
There
was
a
lot
of
emotional
response
to
governor
mcmaster's
request
from
multiple
perspectives,
but
but
the
predominant
voice
was
that
the
state
simply
isn't
ready
to
do
that.
A
That's
my
language,
not
the
not
the
medical
professionals,
language
necessarily,
but
our
coded
rate
is
too
high.
If
we
were
to
make
this
decision
today,
we
could
not
start
many.
If
any
students
back
in
school,
we
we
are
hoping
still
to
get
some
more
refined
metrics,
but
we'll
continue
to
monitor
the
situation.
We
won't
start
schools
unless
the
medical
professionals
say
that
we
can.
My
bias
is
that
we
have
90
at
least
90
different,
separate
buildings.
A
We
have
6
000
employees,
some
of
them
under
certain
circumstances,
are
comfortable
coming
back
to
work
and
we
have
many
children
who
are
highly
vulnerable
and
need
to
come
back
to
work.
So,
regardless
of
what
the
decision
is
for
the
masses
for
most
children,
if
there's
any
way,
we
could
offer
a
few
children
an
opportunity
to
come
back
as
soon
as
possible
after
september,
8th
in
person.
We
would
like
to
try
to
do
that,
but
before
we
could
do
that,
we
do
need
some
more
refined
metrics
on
the
next
slide.
A
A
So
we
have
said
we
would
do
that
every
30
days
or
every
month,
so
that
that
gives
two
two
week
cycles
of
data
to
look
at
and
that
so
monthly.
We
would
make
a
new
determination
regarding
how
many,
if
any
children
could
come
back
to
school,
the
state
department
requires
that
we
really
ramp
up
the
quality
of
any
virtual
instruction
that
we
provided
last
spring.
That
is
a
no-brainer
for
us.
A
We
still
can't
get
access
to
100
of
our
children,
no
matter
what
we
do.
So
that's
a
concern
about
a
a
remote
start
and
then
the
last
requirement
is
a
legislative
requirement
that
at
least
for
the
4k
kindergarten,
through
eighth
graders,
that
we
put
five
extra
days
at
the
beginning
of
the
school
year
to
bring
children
back
in
small
groups
to
assess
where
they
are
and
determine
how
to
serve
them
best
as
we
move
forward.
A
A
We
are
going
to
continue
to
follow
the
advice
of
medical
experts,
and
if
we
can
open
safely
with
any
small
number
of
students
I
mentioned,
we
have
90
buildings.
If
we
could
bring
one
child
back
per
building
that
would
be
90
children
we
could
serve
if
we
could
bring
five
children
back
per
building.
That
would
be
450
children.
We
could
serve
so
we're
not
talking
about
huge
numbers,
but
if
it's
safe
to
open
for
some
children
under
any
condition,
we
want
to
start
to
do
that.
A
We've
successfully
ran
a
day
care
program
with
a
small
number
of
children
for
roper
hospital
all
spring
long
at
meminger.
We
did
not
have
a
coveted
positive
case
until
the
first
of
july,
and
that
was
one
of
the
adults.
You
know
with
no
certainty
that
the
infection
was
caused
by
being
at
minniger
elementary.
A
So
we
think
we
know
how
to
do
this,
but
we
can't
do
it
without
three
things:
coming
together:
parents
who
want
their
children
there,
teachers,
who
feel
comfortable
being
there
once
they've,
seen
the
safe
guidelines
and
medical
professionals
who
take
a
look
at
the
that
specific
situation
and
say
this
appears
to
be
as
safe
as
we
can
possibly
make
it.
So
our
next
steps
just
to
quickly
recap
for
everyone.
A
We're
we've
met
with
several
groups
this
week
and
we'll
give
you
an
opportunity
to
give
us
some
feedback
before
we
take
our
final
recommendations
to
the
board
monday.
I'm
immediately
following
the
board's
approval,
we'll
be
doing
that
parent
survey.
We
will
also
survey
our
teachers
to
see
what
their
preferences
are.
What
their
feelings
are.
A
A
So
we
will
have
primarily
two
groups
of
parents,
those
who
want
virtual,
who
want
to
enroll
in
our
full-time
virtual
academy
for
longer
term,
until
conditions
improve
and
if
they
enroll
in
the
virtual
academy,
they
will
have
a
chance
to
opt
out
at
the
end
of
every
grading
period,
so
kindergarten
through
the
eighth
grade.
If
you're
in
the
virtual
academy,
you
can
get
out
at
the
end
of
the
first
nine
weeks,
if
you're
taking
a
high
school
course,
that
course
doesn't
finish
till
the
end
of
the
semester.
A
So
you
would
be
committing
to
the
k-12
virtual
academy
for
a
whole
semester
if
you're
at
taking
a
hike,
high
school
course
for
the
rest
of
our
parents.
They're
saying
at
some
point
we
want
in
person-
and
we
understand
that
we
may
be
on
a
temporary
remote
schedule
until
we
it's
safe
to
reopen
school,
begin
reopening
staggering
in
the
scheduled
reopening
of
schools
august
31st
to
september
4th
will
uses
those
five
days
that
we
need
to
bring
our
k-8
children
in
we'll
bring
them
in
a
few.
A
At
a
time,
teachers
who
want
to
come
to
work
that
week
will
be
paid
by
the
legislature
to
come
to
work.
Those
are
extra
employment
days
for
them.
If
they
do
not
feel
comfortable
coming
to
work,
they
don't
there's
no
pressure
for
them
to
come.
They
simply
won't
receive
the
extra
pay,
so
those
are
extra.
Employment
days
doesn't
harm
their
contract
at
all.
If
they
choose
not
to
come
to
work.
Our
recommendation
is
that
september.
A
8Th
is
the
first
day
of
school
and
that
we
start
for
everyone
on
september,
8th
in
whatever
mode
appears
to
be
safest
and
best
for
everyone.
At
that
time,
we
talk
weekly
with
the
superintendents
in
orey,
georgetown,
berkeley,
dorchester,
both
dorchester
districts,
college
and
beaufort,
so
of
all
of
those
districts
at
this
time.
All
but
berkeley
are
also
planning
for
the
september
8th
start
date.
So
that's
just
a
very
quick
run
through
one
more
time.
A
We
want
to
look
at
the
achievement,
loss
slide
and
emphasize
what
happens
when
we
look
at
this
is
from
the
brookings
institute.
The
citation
is
on
the
slide.
If
we
look
at
when
schools
closed,
the
children
who
are
in
the
top
quartile
at
the
75th
percentile
actually
gained
a
little
between
the
school
close
and
the
the
end
of
the
school
year,
and
they
usually
continue
to
gain
some
over
the
summer.
Those
are
at
the
bottom.
A
Fourth
in
the
25th
percentile
have
learning
loss
when
they're
not
in
school
and
that's
exacerbated
by
the
extended
close
over
and
and
the
time
off
over
the
summer.
So
when
we
do
start
back,
our
teachers
are
going
to
have
a
particularly
difficult
challenge
with
the
learning
gap,
having
grown
quite
a
bit.
A
B
B
We've
completed
installation
at
three
schools
and
we're
doing
the
analysis
and
layout
of
schools
at
the
middle
school
level,
hoping
to
get
the
high
schools
next
week.
So
that
would
put
us
in
a
position
that,
in
a
scenario
where,
based
on
the
on
the
on
the
covet
data
in
the
area,
we
can
bring
as
many
children
possible
back
into
the
school.
Obviously,
if
the
conditions
don't
exist,
the
dividers
are
there.
We
have
less
kids
in
the
school.
B
I've
gotten
a
lot
of
questions
from
a
lot
of
faculty
members
and
parents
about
the
air
conditioning
systems.
A
number
of
them
have
done
some
research
and
looked
at
reports
and
there's
a
gao
study
that
says.
54
of
the
schools
have
failing
hvac
systems
and
we
are
nowhere
nowhere
near
that.
We
did
a
complete
analysis
in
the
summer
and
feel
very
confident
in
our
systems
and
have
done
a
number
of
things
to
ensure
those
are
operating
at
peak
condition
from
a
bus
perspective.
B
A
Thank
you
jeff
ellen,
so
we
are
ready.
That's
great
maggie
go
ahead
and
advance
the
slide.
We
have
three
discussion,
questions
for
you
and
that's
the
remainder
of
our
agenda
today,
but
we
wanted
to
pause
before
we
started
the
discussion
ellen.
I
want
to
turn
it
over
to
you
to
introduce
any
of
the
medical
experts
who
may
have
been
able
to
join
this
call
today
and
give
them
an
opportunity
to
explain
what
they've
been
doing.
C
C
These
guys
this
staff
has
done
a
fantastic
job,
really
gathering
information
for
us
listening
to
some
of
our
concerns
and
really
trying
to
find
solutions
for
how
we
are
going
to
re-enter
school
safely,
not
only
for
our
students
for
our
task
as
well,
I
mean
for
our
staff
as
well.
So
today,
dr
ed
o'brien
has,
I
think,
been
delayed.
I'm
not
sure
if
he's
joined
us
yet
or
not,
but
we
also
have
two
of
our
liaisons
that
are
working
with
us
very
closely.
E
E
So
we
do
look
at
the
cdc.
We
look,
what
dhec
is
mandating.
We
look
at
the
american
academy
of
pediatrics,
so
you
know,
all
of
this
information
is
a
researchable
that
we
have
provided
in
our
playbook
and
we
have
diligent
higher
level
medical
directors
who
look
over
the
information
with
a
fine-tooth
comb.
We
have
a
team
of
experts
through
musc
which
we're
very
fortunate
to
have
that
resource,
and
we
look
through
line
by
line
to
ensure
that
nothing
is
outside
of
evidence-based
practice.
A
They
looked
at
the
incidence
rate
per
100
000
people
in
the
in
the
in
the
population
of
a
particular
area.
They
looked
at
the
trend
in
the
infection
rate,
so
is
the
trend
going
down
over
time
or
going
up
over
time
and
suggested.
I
believe
that
we,
we
have
a
downward
trend
for
at
least
14
days,
and
they
also
looked
at
the
number
of
positive
tests,
the
percentage
of
positive
tests,
assuming
that
the
number
of
tests
it
tests
given
is
adequate
or
or
for
the
conditions
at
the
time.
A
A
Folks
on
this
call
will
know,
and
then
our
rate
of
infection
per
the
number
of
people
being
tested
is
also
about
twice,
as
high
has
been
running
about
twice
as
high,
as
is
recommended
by
dx.
So
dhec
looked
at
those
three
criterion
and
they
said
here's
what
we
consider
to
be
high.
Here's
what
we
consider
to
be
medium,
here's
what
we
consider
to
be
low,
so
nothing
over
an
infection
rate
of
in
testing
anything
over
10
is
considered
too
high
to
open
schools
and
we
were
running
over
20
percent.
A
So
what
we
had
asked
in
usc
to
do,
and
that's
what
dr
swett
was
going
to
try
to
help
with,
was
to
develop
some
more
finely
tuned
metrics
that
look
at
a
particular
community
or
a
particular
group
of
children
who
might
need
or
want
to
come
back
to
school,
as
well
as
the
teachers
who
might
be
willing
to
come
and
teach
those
children
see.
If
we
could
set
up
the
the
testing
protocols
or
whatever
would
be
required
to
create
that
and
incubate
that
particular
site
for
a
safe
restart.
A
And
so
when
you
hear
us
talk
about
needing
more
more
granular
metrics.
That's
what
we're
talking
about.
But
in
the
meantime
the
folks
at
musc
have
really
had
been
overwhelmed
with
the
amount
of
work
that
needs
to
be
done.
They're
a
state
agency
and
they
have
lots
of
organizations
they
have
to
serve
and
we
simply
haven't
been
able
to
get
to
those
metrics
as
quickly
as
we'd
hoped.
A
But
the
playbook,
the
back
to
business,
which
they've
converted
to
a
black
back
to
school
playbook,
has
been
immensely
helpful
in
in
helping
us
assure
that
we
have
the
what
we
would
consider.
The
five
star
gold
seal
for
creating
the
kinds
of
environments
that
would
be
safe
for
reopening,
so
the
first
discussion
question
centers
around
you
probably
had
time
to
read
it
on
your
screen.
A
A
We
might
offer
a
temporary
option
of
starting
back
on
september,
8th
with
remote
learning
it
if,
unless
there's
some
miraculous
fall
off
in
the
infection
rates
in
our
area
in
the
next
three
weeks,
that's
what
we'll
have
to
do
for
the
majority
of
our
children
who
whose
parents
want
them
to
start
back
in
person
when,
when
we
start
back
in
some
schools,
we
won't
have
the
capacity
to
bring
all
the
children
back.
Who
want
to
come
back
so
carolyn?
B
Hey
dr
postway,
just
before
passing
it
along
can,
I
just
add
something
to
the
numbers:
real,
quick,
please.
So,
just
as
a
data
point,
we
do
track
internally,
based
on
the
data
provided
from
dhec,
we
tracked
a
seven
day
average
in
charleston
and
I'm
looking
at
the
the
data.
Here.
We
peaked
on
a
seven
day,
average
in
charleston
on
july
13th
and
we're
down
to
211.
B
A
Thanks
jeff,
I
think
it
would
be
helpful
for
the
board
and
public
on
monday
to
have
a
little
chart
that
they
could
see.
That
shows
whatever
data
that
we
have
that
aligns
with
the
dhec
data.
So
we
can
see
what
the
trends
look
like
if,
if
you
and
your
staff
have
an
opportunity
to
put
that
together,
I
do
think
that
that
visual
would
be
really
helpful.
A
We'll
also
have
in
monday's
slides
what
the
dhec
metrics
are,
because
we
didn't
display
that
publicly
before,
and
I
think
it
would
be
helpful
for
people
to
see
that
so
carolyn.
You
want
to
say
just
a
word
about.
I
think
we
talked
about
it
with
this
group
before,
but
if
you
could
just
remind
us
all
about
the
aabb.
F
The
reason
why
this
is
a
good
instructional
choice,
too,
is
as
we're
starting
to
see
other
districts
come
out
in
front.
The
aabb
means
that,
if
I'm
in
the
a,
if
I'm
a
student
in
the
a
group
I'm
going
to
school
on
monday
and
tuesday
for
in-person
instruction
at
the
end
of
tuesday,
that
gives
the
teacher
a
chance
to
have
the
child
download
any
assignments,
get
any
written
packets
and
have
instructions
for
what
would
happen
on
at
home
or
virtual
instruction
for
wednesday,
thursday
and
friday.
F
Our
plan
just
to
make
sure
that
we're
getting
the
systems
and
safety
procedures
up
and
running
safely
is.
If
we
are
able
to
open
in
person.
We
will
have
wednesday
without
large
groups
of
students.
We
may
have
small
groups
of
students
come
in
for
testing
or
iep
meetings
or
other
things,
but
that
would
be
a
faculty
workday
to
make
sure
that
we're
getting
ready
for
virtual
instruction
at
home
instruction
once
we
think
we've
got
it.
The
the
children
know
the
routines,
the
adults
know
the
routines
likely
around
four
weeks
in.
F
A
Thank
you
carolyn.
Well,
you
know
that
that
is
still
a
nightmare
of
child
care
arrangements
for
parents,
but
based
on
feedback
that
the
parents
on
this
call
gave
us.
We
knew
that
that
that
was
better
than
in
every
other
day
sort
of
situation,
so
that
that's
where
we
are.
The
virtual
academy
opens
full
time
september
8th
and
then,
as
I
said,
if
you
enroll
in
that
particular
option,
that's
a
nine-week
commitment
for
k-8
and
the
semester,
commitment
for
students
taking
high
school
courses.
A
G
G
You
guys
might
have
mentioned
this
on
the
last
slide,
but
have
you
guys
shared
yet
the
timeline
to
do
the
local
school
assessments
to
have
those
all
complete
in
terms
of
sort
of
putting
schools
into
the
categories
of
notwithstanding
all
the
kind
of
trends
in
the
incident
rates?
But
once
students
are
able
to
get
back
into
the
schools
whether
those
schools
will
qualify
for
100
versus
the
aabb
both
when
will
that
be
complete?
G
B
So
we
have
not
put
out
numbers
to
any
school
yet
and
and
the
ch
the
challenge
is
the
concern
of
it
being
incomplete
because
we
don't
have
the
busing
capability
yet.
So
we
would
hate
to
have
false
hope
that
for
somebody
that
says
why,
I
sure
hope
we
can
bring
all
the
kids
back
and
then
we
only
find
out.
We
can
only
bring
half
you
back
because
of
the
buses.
So
I
it's
it's
it's
something
we've
been
trying
to
trying
to
get
keep
both
of
them
moving
at
the
same
time.
B
But
I
I
completely
understand
the
need
to
to
want
to
know
that
as
a
parent
before
making
that
decision,
and
I'm
hopeful
that
by
the
end
of
next
week,
we'll
have
gone
through
the
last
of
the
middle
schools
and
the
high
schools
when
we
get
off
the
line.
I'll
I'll
talk
to
dr
postelwaite
about
the
possibility
of
releasing
the
elementary
school
information
which,
with
with
bussing,
is
the
most
separate
and
distinct
from
the
middle
and
high
school
because
they
operate
on
on
two
different
tiers.
C
I
may
add
a
another
aspect
of
that
is,
is
that
this
is
ever-changing
information,
so
we
don't
have
control
of
covid.
If
we
had
control,
no
one
in
the
world
would
be
in
the
situation
we're
in
right
now.
So,
even
though
we
put
out
information,
it's
going
to
be
extremely
important
for
everyone
to
realize
that
we
have
to
move
as
it
moves
and
that
could
be
in
an
upward
trend
or
a
downward
trend
and
we're
going
to
have
to
learn
to
adapt.
C
And
if
we
don't
do
a
good
job
of
that,
you
know
we
won't
be
able
to
stay
in
school,
but
if
we're
able
to
to
flow
with
it
and
and
meet
the
criteria
where
we
can
keep
our
our
students
and
staff
straight,
the
better
off
we'll
be.
But
that
means
it
means
that
it's
complicated
for
our
families.
Just
bottom
line.
G
Yeah,
thank
you
for
that.
Both
y'all
and
all
just
one
last
comment.
Then
I'll
go
back
on
mute.
I
promise
is
just
that.
I
think
even
just
what
you
shared
just
now
is
super
helpful.
So
again,
even
if
there's
not
a
clear
decision
yet
I
think,
like
you
know
the
communications
we've
seen
even
in
the
last
week,
I
think
have
been
really
beneficial.
G
Here's
what
we
know
now:
here's
the
sort
of
risks
and
benefits
we're
weighing
here
are
the
decisions
we're
trying
to
figure
out.
You
know,
even
even
that
I
think,
is
just
so
helpful
in
terms
of
sort
of
lowering
the
temperature
a
little
bit
across
the
community,
helping
people
feel
a
little
bit
more
at
ease
and
and
also
just
in
terms
of
kind
of
getting
people
ready
for
the
change
in
and
enrolling
them
kind
of
making
them
full
participants
in
this
change.
B
Well,
it's
the
message
and
just
to
piggyback
onto
what
ellen
said
about
the
caveats
and
the
asterisks.
The
other
challenge
related
to
communication
is,
if
we
put
out
a
number
of
a
particular
school
and
say
that,
with
the
covet
protocol
that
we've
established,
we
could
bring
every
kid
back
as
to
ellen's
point.
B
B
H
This
is
kate,
I
I
just
I
want
to
add
on
to
what
paul
said
and
kind
of
and
address
the
discussion
question.
I
do
think
it's
reasonable
and
a
responsible
way
for
us
to
go
back
on
september,
8th
virtual
as
needed.
I
think
we
you
all
have
come
up
with
what
you
know.
We've
got
to
go
by
dhec
metrics
and
whatever
else
you
all
can
come
up
with,
I
think
bringing
small
groups
back
of
the
neediest
kids
is
something
we
definitely
should
do.
H
But
one
thing
I
think
I'd
like
to
see
just
based
on
the
feedback
that
I've
gotten
and
I
hate
to
create
more
work
for
you
guys,
but
I
agree
with
paul
in
that.
I
think
we
need
some
kind
of
communication
from
the
schools
to
parents
and
it
even
can
be
something
that
you
know
everybody's
getting
the
same
thing,
but
it's
coming
from
schools
and
we
don't
have
to
commit
in
this
very
first
communication
to
how
many
kids
are
coming
back.
H
I
just
think
when,
when
I
look
at
all
the
emails
we're
getting-
and
I
know
what
I
know
from
being
on
these
calls-
you
guys
are
so
far
ahead
of
things
and
I
think
parents
just
need
to
hear
even
you
could
send
a
communication
and
link
all
of
these
meetings
that
we've
had.
If
people
watch
those
they'll
they'll,
I
think
just
be
more
confident.
I
had
a
parent
call
me
yesterday
and
suggest
you
know:
could
we
could
we
do
a
virtual
tour
of
the
schools
before
parents
decide?
H
You
know
whether
they're
going
to
send
their
kids
virtually
or
or
back
to
school?
And
I
said,
oh
god,
that's
a
heck
of
a
lot
of
work.
This
person
volunteered
to
help-
and
I
don't
know
that-
that's
what
we
need
to
do,
but
I
think
this,
even
if
we're
not
saying
x,
number
of
kids
are
coming
back.
We're
saying
this
is
what
we're
working
on
we're
going
to,
let
you
know
as
soon
as
possible.
We
know
everything
is
changing,
but
you
know
just
letting
the
parents
know
the
work
that
y'all
are
doing.
A
Thank
you
thank
you
and
paul
mister
asked
for
while
you're,
perhaps
if
you
could
unmute
and
explain
to
people
what
you
do,
and
I
just
want
to
acknowledge
that
mr
asper
has
been
extraordinarily
helpful
in
urging
us
to
communicate
what
we
know
when
we
know
it,
and
he's
also
offered
to
help
to
the
extent
that
he
can
with
trying
to
think
about
these
more
granular
metrics
or
data
points.
That
would
give
comfort
to
teachers
and
students
and
give
us
some
way
to
guide
scientifically
the
decisions
we're
making.
G
G
But
what
I
did
share
with
them
is
that
I
I
do
have
a
relatively
deep
amount
of
experience
professionally
in
both
analytics
and
then
sort
of
turning
one
of
the
things.
I
think
that
that
we
could
we
do
have
a
potential
opportunity
to
do
which,
which
doctor
post
the
way
to
actually
appreciate.
I
think
you
did
started
to
do
a
little
bit
more
of
this
even
earlier
on.
The
call
is
just
help.
G
People
understand
what
are
the,
what
are
the
metrics
or
other
sort
of
guidelines
that
the
district
is
using
to
make
some
of
these
decisions.
So
to
me
that
looks
like
just
talking
about
over
and
over
again
those
three
kind
of
components
of
the
metrics
that
doctor
posterweight
listed
the
two-week
incident
rate
and
trend
and
incident
rate.
The
two-week
percent,
positive
rate
kind
of
helped
people
understand
what
those
mean
and
how
their
individual
actions
and
our
communities
actions
can
impact
those.
G
I
A
You
thank
you.
I
know
it
was
his
his
intent
to
join,
but
we
all
have
a
lot
of
empathy
for
what
we've
only
imagined
things
are
like
for
our
medical
community
right
now.
We
have
a
couple
minutes
left
for
discussion
of.
Does
this
slide
about
the
start
date
if
anyone
else
would
like
to
chime
in
and
if
not
we'll
move
to
the
next
discussion,
which
is
about
parent
options,
so.
J
Dr
postwaite,
could
I
interrupt
for
just
a
minute?
Please
jamie.
I
just
wanted
to
speak
to
paul
and
kate
and
what
your
questions
were
about
parent
communication
and
being
a
building
leader,
something
that
I'm
in
the
process
of
planning
right
now
is
a
zoom
meeting
for
parents
to
give
them
the
opportunity
to
just
have
clear
communication,
because
sometimes
you
know
it
can
be
confusing.
J
A
Thank
you
jamie
and
to
be
fair
to
our
principals.
I
think
it
wasn't
we.
We
asked
them
to
hold
back
on
on
issuing
much
until
after
our
board
voted,
because
we're
always
leery
of
getting
out
ahead
of
our
board,
particularly
in
in
situations
such
as
this
one,
where
our
circumstances
change
so
quickly
and
the
guidance,
and
this
isn't
a
criticism,
but
the
guidance
as
people
learn
more
changes
because
they
were
getting
smarter
about
how
best
to
respond
any
other
contributions
on
the
start.
Date.
Discussion.
I
I
think
miss
knits
went
through
the
schools
and
stuff
so
that
parents
and
teachers
know
exactly
the
protocols
and
guidelines
and
the
safety
measures
that
are
in
place
so
that
they
have
a
full
understanding.
If
their
students
do
go
back
face
to
face,
it
could
change
their
opinion
and
then
also
you've
already
discussed
the
aabb
option.
Is
it
possible
to
say
for
schools
if
we
have
all
students
come
back?
I
This
would
be
an
a
a
b
b
school
and
then
again,
as
you
noted,
things
are
always
changing,
and
so,
if
some
of
those
students
were
to
go
virtually,
perhaps
they
could
be
a
100
school
with
the
students
that
are
remaining
so
just
identifying
the
schools
in
general.
If
they
have
all
the
students
that
are
registered
there
to
come
back,
they
would
be
in
aab
school.
But
if
things
were
to
change,
they
could
go
100
percent.
I
think
that
parents
and
teachers
would
just
need
those
two
things
before
filling
out
those
surveys.
I
A
What
it
looks
like
from
the
time
a
child
gets
on
the
bus
coming
to
school,
going
through
the
routines
that
at
school
and
so
forth.
So
someone
is
working
on
one
video,
not
one
for
every
school,
but
a
video
now,
but
those
are
excellent
points.
We
need
to
make
sure
we
we
have
the
syncopation
of
those
things
so
that
we're
not
asking
surveys
to
be
returned
before
teachers
and
parents
have
that
kind
of
information
that
it's
extraordinarily
helpful.
Thank
you.
Thank
you
anything
else.
A
On
start
date,
discussion,
let's
move
on
then
to
how
we
want
to
think
about
the
parent
options.
So
we've
talked
about
this
already.
We
want
to
make
the
actual
survey
form
itself
pretty
simple,
but
behind
it
there
would
be
more
explanation
for
the
parents
who
who
want
to
look
at
the
exactly.
What
am
I
signing
up
for
here
so
that
the
the
enrollment
options
carolyn,
I
think,
you're-
probably
the
better
person
to
talk
about
these.
F
I
thought
someone
had
a
question:
I'm
sorry
ma'am,
I'm
good
to
go
so
on
and
on
enrollment
options.
So
you
know
we
with
respect
to
what
we
were
just
discussing.
So
I
we
understand
that
parents
need
to
understand
the
capacity
of
the
building,
but
essentially
when,
when
we
send
out
the
enrollment
form,
the
headline
would
be
that
my
preference
is
that
my
child
would
return
to
some
in
person
to
in-person
instruction
and
then
the
clarity
would
be
whether
it's
an
aabb
or
we're
able
to
offer
the
week.
F
And
if,
under
that,
we're
also
going
to
be
clear
that
if
the
virus
levels
in
the
system
are
not
lowered,
we
were,
we
would
prefer
a
remote
at
the
school
100
percent
online
learning
experience
temporarily
and
then
the
virtually.
I
think
one
of
the
things
we're
worried
about
from
our
perspective
is
the
virtual
academy
is
intended
for
those
families
that
knew
almost
from
the
beginning
of
this
process.
That
going
back
to
school
was
not
the
right
fit
for
them.
They
have
medically
vulnerable
folks
in
their
family.
F
They
are,
homeschooling
was
working
for
their
child
and
they'd,
rather
wait
a
full
year
before
they
think
about
going
back
again
now,
because
the
virus
levels
have
shifted
in
not
the
right
direction.
Although
I'm
happy
to
hear
that
we're
getting
some
promising
news,
please
wear
your
masks.
Please
wear
your
masks.
I
want
to
make
sure
that
we
we
recognize
that
we're
not
going
to
open
until
we
know
that
we
actually
can't
so
we
want
to
say
to
parents
like
we
get
it.
You
want.
F
A
A
I
don't
know,
if
that
words
even
environmentally
correct
anymore,
but
high
energy
high
caffeine
level,
fully
caffeinated
on
school
approach.
So
does
that
seem
like
the
the
the
right
choice
so
that
we
can
begin
sorting
and
matching
our
desire
for
those
who
want
to
come
back
to
school
as
quickly
as
possible
is
to
match
those
children
with
the
teacher
that
they
will
have
when
they
come
back
to
school,
so
that
there's
the
least
disruption
possible?
I
Amy
bramble
here
again,
I'm
sorry
to
have
another
question,
but
just
in
terms
for
parents
and
planning,
you
say
that
the
students
can
switch
on
and
or
on
and
off
at
elementary
level.
At
the
nine
weeks-
and
I
was
wondering
with
starting
school
on
september,
8th
with
the
nine
weeks
in
the
calendar
that
is
written
now
be
pushed
back
a
couple
weeks,
because
you
know
if
a
parent
is
going
to
do
child
care
pay
for
services.
They
need
to
know.
You
know
when
they
if
they
can
switch
on
and
off.
A
That's
a
really
good
question:
what
what
we're
bringing
to
the
board
monday
is
not
not
a
revision
of
the
entire
calendar.
It's
a
recommendation
to
start
september
8th.
We
need
to
get
clarification
from
the
state
officials
about
what
leeway
we
will
have
now
that
charleston
county
has
been
approved
as
an
e-learning
district.
A
Might
we
use
some
of
the
days
that
are
currently
scheduled
for
teacher
work
days
and
also
student
instruction
days
with
the
e-learning
option
and
the
way
that
students
will
be
able
to
download
work
on
their
devices
and
then
they
don't
actually
have
to
be
online
to
complete
that
work
at
home?
If
we
could
do
something
like
that,
it
will
allow
us
to
make
up
some
days
during
the
year
and
not
push
so
far
into
june,
but
to
to
answer
your
question
directly.
I
A
Point,
thank
you.
We've
had
a
lot
of
questions
about
child
care.
In
fact,
parents
have
been
in
some
private
and
other
public
entities
have
reached
out
to
say:
if
you
don't
open
schools,
could
you
provide
child
care,
and
so
we
honestly
believe
we
could,
but
it's
it's
contradictory
to
say
that
we
can't
open
our
schools
to
teach
children,
but
we
could
open
our
schools
to
provide
child
care.
So
we
we
know
child
care
is
huge
for
folks.
A
If
we're
able
to
open
our
schools,
we
do
have
a
division,
that's
interested
in
exploring
whether
there
are
facilities
that
would
be
available
for
paid
child
care
options
when
kids
are
on
the
off
day.
So
that
has
nothing
to
do
with
this
parental
option
discussion,
but
just
to
let
you
know
some
of
the
intensive
and
extensive
work
that's
going
on
right
now
again,
we
have
no
idea
if
we
could
pull
that
off,
but
we
know
it's
a
it's
a
critical
need
for
folks
back
to
the
survey.
Thank
you
amy.
K
Yeah,
this
is
mary
carmichael,
charles
to
math
and
science,
but
coming
from
a
parent
perspective
as
well.
One
of
the
things
that
I
think
parents
do
want
to
hear
on
their
own
personal
school
level
is
understanding,
and
I
think
this
will
it's
gonna
be
a
heavier
lift.
I
understand
there's
lots
of
moving
pieces
of
this,
but
they
want
to
know
in
elementary.
Is
my
child
going
to
be
in
this
safe,
cohort
or
pod,
or
whatever
we're
going
to
call
it
within
an
elementary
school
in
middle
school?
K
A
Thank
you,
mary.
I've
made
note
that
that
information
needs
to
be
in
the
survey.
We
know
that
at
the
elementary
level-
and
I
believe
jeff
has
and
carolyn
have.
This
is
in
written
guidance
to
principals
just
recently
that
at
the
elementary
level,
we
believe
we
can
hold
children
in
cohort
groups
and
teachers
would
rotate
rather
than
moving
the
children.
It
becomes
a
little
more
difficult
at
the
middle
school
level.
A
If
we
want
to
avoid
tracking
students
at
a
certain
level
of
achievement
and
not
having
them
mingle
with
peers
who
who
may
be
achieving
at
a
different
level,
but
who
have
a
lot
to
offer
in
in
by
way
of
analytical
thinking,
they
just
don't
happen
to
have
the
same
level
of
math
skills
that
we
typically
organize
children
to
teach
around
at
the
middle
and
often
at
the
high
school
level.
So
we
get
your
question.
We
think
we
have
a
good
solution
at
the
elementary
level.
A
A
L
A
A
I,
I
am
probably
the
person
who
is
most
reluctant
to
make
that
call.
Now.
I
am
still
really
hopeful
that
the
rates
will
continue
to
fall
in
a
way
that
would
allow
us
to
offer
some
children
an
opportunity
to
come
back,
for
example,
no
matter
what
people
do
to
provide
wi-fi
in
in
broadband
access
and
free
service.
We
have
children
without
electricity,
no
matter
what
we
do
to
provide
virtual
supports.
A
M
I
have
a
quick
question:
chad,
williams,
eighth
grade
math
teacher
at
deer
park
middle
and
this.
I
guess
this
stems
from
something
that
paul
said
and
what
we
just
talked
about
with
the
elementary
is.
Are
there
going
to
be
options
to
say
like
okay,
the
elementary
students
are
probably
the
hardest
for
the
parents
to
manage,
and
they
also
have
the
ability
to
be
the
safest
in
pods
is?
A
That's
exactly
the
kind
of
thinking
that
we
would
that
we
are
engaging
in.
We
don't
have
specific
plans,
but
once
we
get
those
surveys
back,
we'll
know
which
parents
are
open
to
thinking
about
bringing
their
children
back,
and
we
agree
that
elementary
children,
and
particularly
those
who
are
learning
to
read
learning
language
skills
need
to
be
in
school,
given
priority
along
with
a
few
other
groups
of
children.
A
A
A
A
We
have
to
think
about
the
capacity
of
our
schools,
not
just
as
jeff
had
said
what
what
we
know
we
could
do
in
optimal
conditions,
but
what
would
the
capacities
be
in
in
opening
safely
at
a
comfort
level
for
teachers
and
restoring
parent
conference
confidence?
So
we
have
to
think
about
the
capacities
that
we
would
would
recommend,
regardless
of
what
the
analytics
show
about
the
number
of
students
that
that
could
optimally
fit
in
the
school.
A
If
we
can
avoid
it,
and
then
we
have
to
take
into
consideration
the
changing
state
requirements,
they
seem
to
be
pretty
stable
right
now,
but
as
conditions
change,
our
leaders
have
a
responsibility
to
adjust
accordingly.
So
those
are
the
factors
we're
thinking
about
that
we
have
to
consider
together.
That's
part
of
the
massive
complexity
in
the
decision
making.
Can
you
think
of
other
factors
that
we're
not
building
into
this,
that
that
should
be
taken
into
consideration?
Are
there
other?
A
Are
there
aspects
of
these
factors
that
you
want
to
make
sure
we're
we're
looking
at
in
enough
detail
or
can
you
think
of
other
impacts?
For
example,
we
we
know
that
a
hurricane
this
fall,
throws
everything
off
and
creates
another
massive
challenge
for
our
community,
but
but
we're
not
building
that
into
our
thinking,
we're
trying
to
think
otherwise
best
case
scenario:
how
do
we?
How
do
we
stay
on
track
as
we're
putting
the
factors
into
the
decision
making
process?
So
what
are
your
thoughts.
A
Thank
you,
chad,
bill
brigman
is
on
the
call
and
I'll
turn
this
over
to
him,
because
he's
done
an
extensive
work
in
that
area.
I
would
just
want
to
say
first
of
all
it
we
we
would.
We
would
never
want
to
bring
people
back,
knowing
that
we
brought
them
back
into
conditions
where
that
sort
of
widespread
infection
rate
could
occur.
A
None
of
us
has
a
crystal
ball.
None
of
us
knows,
but
if
we
we
would
try
to
take
every
measure
we
could
to
safeguard
against
the
kind
of
conditions
you
just
described
bill.
Are
you
if
you
still
have
connection?
If
you
could
talk
about
the
work
you've
done
with
kelly
services
and
the
way
you
all
are
thinking
about
assigning
substitutes?
That
might
be
really
helpful.
N
Certainly,
thank
you,
chad,
for
your
question.
You
know.
Kelly
educational
services
provides
our
substitute
teachers,
so
we've
been
working
this
summer
with
them
looking
at
different
plans
as
to
how
we
could
open
safely
and
provide
subs.
So
the
plan
on
the
table
right
now,
looking
at
sub
usage
by
school
over
the
last
two
years,
is
to
actually
assign
permanent
subs
to
a
building,
so
those
subs
would
actually
be
treated
like
a
ccsd
employee,
the
same
safety
type
protocols,
everything
that's
expected
by
our
employees
as
well.
N
N
So
that's
where
we
are
right
now
we're
we're
actually
looking
at
cost
of
that.
I
think-
and
I
shared
some
information
with
don
kennedy,
our
cfo
earlier
this
week.
It
looked
like
it's
basically
barely
cost
of
I
mean
neutral
from
based
on
sub
usage.
That
we
have
now,
of
course,
will
depend
on
what
how
we
start
on
september,
the
8th.
If
it's
virtual,
we
obviously
would
use
very
few
subs.
If
any,
does
that
help.
M
N
K
Just
on
a
note
on
that
make
sure
they
they
will
then
need
computers,
even
if
they're
in
the
building
and
we're
doing
a
hybrid
model.
At
that
point,
one
of
the
issues
we've
had
is
that
many
times
the
subs
don't
have
access
to
some
of
the
things
that
not
only
training
but
then
need
to
be
issued
by
technology.
O
Doctor
I
meg
orchard
here
I
have
horrible
connection,
so
I
just
have
one
thing
to
add:
a
factor
from
a
lot
of
teachers
we're
seeing
particularly
teachers
that
work
in
maybe
non-general
ed
classrooms,
like
a
special
area
teacher
or
even
some
of
our
alternative
settings
like
liberty,
hill.
I
think
those
are
the
biggest
questions.
I'm
getting
from
teachers
are
in
those
sort
of
environments
which
maybe
are
not
so
dominant
in
our
discussions
because
they
aren't
in
that
sort
of
gen
ed
classroom.
I
A
Thank
you
that's
very
helpful.
We
should
mention
too,
that
the
board
revised
or
heard
accepted
as
information
the
revised
progressive
discipline
plan
that
would
have
to
be
modified
for
the
kind
of
school
start
back
that
we
would
have
we.
We
simply
could
not
we.
There
are
some
things
we
cannot
tolerate
as
as
patiently
as
we
might
have
when
we're
trying
to
teach
behaviors,
but
if
children
simply
won't
wear
face,
masks
and
that's
what
the
protocol
calls
for,
then
we
would
very
likely
have
to
switch
a
child
to
a
virtual
setting.
A
There
are
some
kinds
of
of
student
behaviors
that
we
try
to
to
be
very
responsive
toward
and
and
teach
the
behavior.
We
want
with
a
series
of
interventions
and
while
that
still
will
be
important,
we
when
we
start
back,
we
do
have
a
revised
progressive
discipline
plan
that
will
cover
this
time
that
we're
in
this
very
difficult
period.
A
It's
not
the
same
thing
as
addressing
the
concerns
of
some
of
the
teachers
you've
mentioned,
who
have
daily
physical
contact
with
teacher
with
students.
So
I
I
I
don't
want
to
apply
that,
but
we
needed
that
separate
category.
I
appreciate
it
was
missing
from
our
list,
so
thank
you.
These
are
good
ideas.
Anything
else
come
to
mind.
A
B
Certainly
it's
a
it's
a
great
point.
It's
a!
It
is
a
great
point
and
we
have
been
in
constant
contact
with
both
organizations
as
you're
well
aware,
our
nutrition
services
workers
for
the
most
part
have
not
stopped
working
and
have
had
themselves
in
harm's
way
in
delivering
food,
and
they
they
have
done
an
a
phenomenal
job.
We're
we're
at
about
a
one
and
a
half
million
meal
mark,
delivering
meals
into
the
community
and
offering
it
at
pick-up
sites
and
they've.
B
So
we've
thought
through
a
lot
of
things
with
that
and
have
had
plenty
of
conversations
with
the
staff
to
make
sure
that
they're
that
they're
comfortable
on
that
light,
we
are
pr
we
have.
I
believe
it's
done,
would
be
part
of
a
part
of
the
back
to
school,
video
to
the
point
of
making
parents
comfortable
about
what
they're
going
to
face.
We've
done
the
nutrition
services
portion
that
video
to
show
parents
and
our
other
workers
how
the
food
will
be
prepared.
B
B
First
student
is
coming
in,
and
a
really
good
thing
is
that
their
driver
counts
are
in
really
good
shape
for
the
start
of
the
school
year,
which,
even
if
we've
got
a
capacity
issue,
we've
got
a
better
driver
issue
that
we
faced
last
year
as
we
closed
out
the
last
contract.
So
it's
a
it's
a
point.
We'll
continue
to
reinforce,
I'm
glad
you
brought
it
up
and
we
will
be
making
sure
that
they
have
all
the
same
information
and
we're
taking
their
concerns
into
consideration.
A
Thank
you
any
other
ideas
from
those
who
joined
the
call
this
morning.
Perhaps
you
have
some
thoughts,
suggestions,
concerns
that
didn't
fit
into
the
discussion
categories
that
we
identified
for
you,
but
we
want
to
make
sure
that
we
take
this
opportunity
to
hear
from
you
before
we
work
over
the
weekend
to
get
the
plan
ready
to
take
to
the
board.
A
Most
of
what
we've
talked
about
still
fits
within
the
general
plan
that
the
board
will
be
asked
to
approve
it's
the
implementation
of
it
that
becomes
very
complicated
and
and
requires
this
sort
of
careful
consideration
of
multiple
perspectives
from
everyone
who
has
to
work
together
to
make
this
successful.
So
we
want
to
hear
from
anyone
who
has
joined
the
call,
who
may
be
have
a
thought
or
to
share.
Q
It
was
mentioned
that
if
we
can't
go
back
full
time
that
we
might
be
able
to
bring
small
groups
of
students
back
at
different
schools-
and
I
was
just
wondering
some
schools
have
a
larger
population
of
students
that
we
might
want
to
target
for
this
small
group
instruction,
and
I
was
wondering
if
we
thought
about
how
to
support
those
schools
that
may
have
a
larger
population
of
students
that
than
others
that
that
could
want.
We
would
want
to
be
there.
A
Yes,
in
general
terms,
yes,
we
have
to
see
what
the
board
approves
on
monday
if
we
get
permission
to
work
on
a
sort
of
a
case-by-case
basis
with
those
teachers
who
are
comfortable
coming
back
once.
They
are
assured
that
we
what
we
said
we're
going
to
put
in
place
for
putting
in
place
and
we
find
out
which
parents
are
are
willing
to
allow
their
children
to
come
back.
A
But
that
is
a
level
of
detail
that
we've
thought
about
it,
but
we
haven't
done
any
actual
planning
toward
it,
because
we
don't
know
for
sure
what
what
comfort
level
the
board
will
have
with
allowing
us
to
consider
some
of
the
the
specialized
scenarios
providing
the
medical
community,
the
medical
professionals
with
whom
we're
working
visit
those
sites
and
say
that
that's
safe.
So
it's
a
great
question.
I
think
I'm
on
a
zoom
call
with
your
faculty
monday,
so
we
could
talk
about
that
in
more
detail.
Then
that's
a
very
good
question.
C
And
if
I
may
add
dr
posterweight
to
heather's
statement,
we
also
are
working
with
infectious
disease
doctors
at
musc
that
are
part
of
the
musc
back
to
business
plan,
making
sure
that
when
we
do
look
at
options
such
as
bringing
back
small
groups
that
they
are
angry,
they
are
in
agreement
with
that
as
well,
so
and
looking
at
all
the
risk
stratifications
for
it.
So
it
is
something
that
we're
looking
at
very
closely
along
with
our
medical
professionals,
like
dr
poster
white
had
mentioned.
A
C
R
Thanks
ellen,
so
I
just
wanted
to
let
you
know
that
that
recent
disease
activity
by
county
metrics,
we
do
hope
to
update
those
every
monday,
and
so
hopefully,
this
coming
monday
prior
to
the
school
board
meeting
those
metrics
will
be
out,
but
in
the
meantime,
ellen
asked.
If
I
could
do
some
sort
of
back
of
the
envelope
calculations
to
see
where
we
are
and
don't
hold
me
to
these.
What
is
printed
will
will
certainly
be
more
specific,
but
we
do
look
at
seven
day
rolling
averages
for
cases
in
charleston
county.
R
R
But
when
we,
when
I
sort
of
take
what
the
population
of
charleston
county
is
and
look
at
that
over
a
two-week
period,
our
sort
of
incidence
rate
may
drop
from
886
per
100
000,
which
is
what
it
was
with.
The
the
last
numbers
that
came
out
to
around
680
000.,
and
so
that's
certainly
in
the
right
direction.
R
A
Thank
you
for
that.
You
all
have
been
wonderful.
We
want
to
take
this
opportunity
with
folks
on
this
call
to
thank
you
for
everything.
You've
done
the
folks
at
d,
heck
and
musc
have
been
over
backwards
to
help
us.
We
really
appreciate,
on
top
of
everything
else,
you're
doing
you're
taking
time
to
to
to
do
every
single
thing
we've
asked
you
for
so.
Thank
you
so.
I
A
A
Suggestions
strongly
helped
you
points
that
are
submitted
to
safe,
restart
at
charleston
and
then
the
rest
of
our
email
address.
I
will
say
from
today's
meeting
this
has
been
very
helpful.
I
have
six
takeaways
on
my
to-do
list
and
I
should
acknowledge
right
now
that
there
are
several
other
district
leaders
on
this
call.
As
I'll
say,
we
have
six
takeaways
for
our
to-do
list.
A
One
is
to
get
the
communication
from
the
principals
to
the
schools
just
as
soon
as
the
board
approves
the
plan,
and
we
can
help
formulate
the
key
messages
that
principals
then
could
customize
personalize
for
their
school
communities
and
that
that
needs
to
happen
next
week.
The
second
is
this
idea
of
the
virtual
tour,
the
video
we
know
we're
doing
a
district
wide.
There
are
some
principals
who
have
really
created
folks
on
staff,
who
may
be
able
to
do
a
similar
version
for
their
own
schools.
A
The
fourth
is
that,
for
the
parent
survey
form
the
parent
enrollment
form,
parents
need
to
know
more
about
the
protocols.
They
need
to
know
a
little
more
about
the
details
of
each
option.
They
would
appreciate
knowing
the
possible
calendar
implications
and
some
information
about
the
grouping
of
students,
the
number
of
students
who
will
be
in
a
small
group
and
the
extent
to
which
we
think
we
could
could
hold
on
to
that
concept.
A
S
H
I
just
will
echo
what
reverend
max
says
and
I
just
want
to
say
I'm
just
unbelievably
proud
of
the
work
that
all
of
our
ccsd
team
is
doing.
Teachers,
nurses,
you
know
leadership.
It's
just.
I
compare
to
what
I
hear
from
people
in
the
community
who
children
don't
go
to
ccsd
and
y'all
are
just
doing
amazing
work.
H
I
know
you
haven't
had
any
free
time
since
march
and
I
just
really
appreciate
it
and
I
think
we've
we've
got
a
good
plan
and
recognized
certainly
that
things
could
change
tomorrow
and
they
probably
will,
but
we
have
a
plan
in
place
to
address
that.
So
thank
you.
All
parents
who
participated
the
medical
experts,
it's
just
amazing.
Thank
you.
So
much.
A
We
want
to
thank
our
larger
community
for
the
very
courteous
for
the
most
part
way
in
which
people
have
weighed
in
with
very
strong
feelings,
on
on
multiple
from
multiple
perspectives
and
in
in
in
the
most
genuine
sense.
The
decision
about
when
we
can
open
the
schools
belongs
to
the
community.
It
is
the
responsibility
of
the
community.
The
sooner
the
covet
infection
rates
come
down
the
more
safely
we
can
open
schools.
A
So
please
encourage
everyone
to
wear
masks
to
take
care
of
personal
hygiene,
just
remember
to
wash
hands
frequently
into
social
distance
whenever
it's
possible,
so
that
we
can
get
children
back
in
school,
they
need
to
be
with
their
teachers
and
their
teachers
want
to
be
with
them.
So
thank
you
again
for
all
of
your
contributions
and
stay
tuned
for
monday's
meeting.
If
you
feel
we
need
to
have
another
one
of
these
get-togethers
just
reach
out
and
we'll
be
happy
to
do
that,
you've
been
very
generous
with
your
time.
Thank
you
all.