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From YouTube: June 26, 2020 CCSD Reactivation Task Force Meeting
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B
Erika
good
morning,
everyone
Mike,
if
you
go
ahead
and
put
the
slides
up,
we
sent
them
ahead
of
time,
but
I
know
that
it
will
help
us
to
look
at
them
on
the
screen.
For
those
of
you
who
don't
have
ready
access,
as
you
are
joining
us
this
morning,
the
first
slide.
If
we
can
skip
it,
just
simplifies
who
we
are
and
what
we're
hoping
to
accomplish
as
a
team-
and
that
is
this-
we
start
as
quickly
as
possible
for
as
many
students
as
possible.
B
B
We
have
pages
and
pages
we
hundred
pages
of
different
details
from
different
departments,
but
Erica
Edward
tried
to
boil
these
down
to
just
a
few
slides
that
we
will
highlight
this
morning
in
the
areas
of
the
recovery
and
continuity
of
learning,
the
logistical
considerations
and
business
practices
and
give
you
a
chance
on
those
highlighted
items
to
provide
your
ideas
and
suggestions.
Then
we
will
tell
you
how
you
can
become
more
involved
to
give
more
direct
feedback.
B
Should
you
like
and
take
specific
questions
that
you
might
have
about
where
to
go
next,
so
we
could
advance
to
the
next
slide,
just
a
reminder
that
we're
aligning
with
the
state
accelerate
IDI
recommendation
and
our
strong
recommendations,
but
not
garments.
The
Senate
and
House
the
General
Assembly
yesterday
passed
the
recommendations
coming
from
the
state
accelerate
South
Carolina
committee.
They
provided
funding
for
five
additional
days
for
children
in
grades
K
through
8.
Those
days
need
to
be
placed
on
the
beginning
of
the
school
year.
They
also
provided
funding
for
summer
programming
for
children.
B
That
programming
must
be
delivered
face-to-face.
If
it's
not
delivered
to
face,
we
will
not
be
reimbursed
for
it
we're
also
looking
at
the
chambers,
we
ignite
report
their
safe
opening
report
and
we
are
collaborating
with
MUSC
on
their
back
to
business
in
a
in
a
version
of
back-to-school
plan.
It
helps
us
make
sure
that
the
practices
and
procedures
we've
implemented
our
best
practice.
So
next
slide
simply
shows
you.
The
review
of
the
South
Carolina
accelerate
IDI
report
and
the
link
at
the
bottom
will
take
you
to
the
entire
report.
B
If
you
would
like
to
see
it
east
on
Monday
and
the
next
slide
with
each
of
these
bullets
tells
you
the
sections
of
their
strong
recommendations
in
phase
one
to
get
started.
Yesterday,
DHEC
released
their
ratings
of
every
county,
with
respect
to
whether
we
are
at
high
risk
medium
risk
or
low
risk.
Musc
has
also
had
a
version
of
metrics
on
their
web
page
for
several
months.
They
updated
every
every
week.
Dhec
will
update
theirs
every
week.
Right
now,
I'm
charleston
is
rated
high.
B
In
our
percent
of
Kovach
cases,
per
hundred
thousand
population
were
rated
high
in
our
percent
of
Kovan
19
positive
results
for
the
getting
tested
and
were
rated
high
in
the
the
increase,
the
trend
in
the
increase
of
cases
so
because
we
had
those
high
ratings.
We
pulled
back
from
our
recommendation
to
the
pool
that
our
students
in
grades
K
to
8
start
those
additional
5
days.
If
the
state
is
giving
us
in
on
August
11th,
not
right
now,
the
scheduled
start
date
for
all
of
our
students
is
August.
B
18Th,
we'll
be
understanding
that
the
first
5
days
for
k-8
students
will
be
funded
by
the
state
and
actually
add
five
days
to
their
school
years.
So
we
have
to
can
solve
that
yet
they,
the
state
recommendations,
then
quickly.
We've
already
implemented
all
the
rest
of
these
things.
The
task
force,
surveying
staff
surveying
parents.
B
We
started
we've
done
that,
once
we've
sent
out
another
survey
this
morning,
looking
at
what
we
can
do
to
provide
social,
emotional
and
mental
health
supports
looking
at
our
areas
that
don't
have
broadband
services
thinking
about
how
to
get
connectivity
for
all
of
our
children
and
then,
of
course,
developing
policies
so
that
we
can
run
our
own
virtual
school.
So
all
those
things
you'll
hear
more
about
this
morning,
we're
right
in
line
with
the
state
Nations.
B
The
next
page
is
simply
the
cover
page
of
the
report
and
we're
going
to
move
right
into
the
following
page,
just
a
couple
of
general
things.
The
first
is
the
school
start
date
in
August
not
already
mentioned
that
we'll
plan
to
start
on
August
18th
on
for
grades
k-8.
Those
would
be
the
five
additional
days,
but
we'll
also
start
our
high
school
students
that
on
those
days,
if
it's
safe
to
do
so,
we
have
to
look
at
conditions
and
find
out
in
particular
whether
that
trend
that
upward
trend
we're
seeing,
has
begun
a
downward
slope.
B
If
it
had
not.
We
are
in
jeopardy,
if
not
being
able
to
open
on
a
traditional
schedule
and
we'll
have
to
revert
to
online
school
again
for
everyone.
So
do
you
want
to
say
a
little
bit
more
about
that?
This
is
Carolyn
Belcher
or
chief
academic
officer.
C
C
That
would
mean
probably
breaking
into
some
holidays
in
order
to
cover
it
and
or
reaching
out
to
the
state
to
see
if
there's
an
option
of
get
on
the
back
end,
which
is
unclear
right
now
so
curious
if
family
is
particularly
on.
This
call
have
a
strong
point
of
view
on
what
might
work
for
them
again.
This
is
trying
to
figure
out
how
we're
going
to
maximize
and
well
use
as
additional
five
instructional
days
for
K
to
8.
D
D
I've
gotten
some
feedback
from
parents
and
in
secondary
feedback
from
parents
from
teachers
just
encourage.
You
know
supportive
of
the
five
days,
but
hoping
that
we
could
do
it
at
a
different
time,
because
I
think
lots
of
people
are
hoping
to
do
summer.
There
they're
what
they
can
do
of
a
summer
vacation
right
before
school
starts,
and
so
I've
had
a
couple.
People
suggest
you
know
doing
it
during
some
of
the
Thanksgiving
holiday
or
spreading
spreading
it
out
over
the
year.
Firstly,
I
don't
think
adding
it
at
the
end
of
the
year.
D
E
C
F
This
is
Meg
orchard
here
we
do
have
a
little
bit
of
flexibility
in
October
when
we
initially
had
family
data
conferences,
which
are
usually
a
great
tool
to
communicate
with
parents,
but
in
the
absence
of
testing
from
last
year,
I
don't
know
how
valuable
those
could
be
in
this
current
year
with
the
data
we'll
have
to
share
with
parents.
So
perhaps
that's
an
opportunity
to
rethink
that
day.
It
does
get
tricky
in
November
because
we
have
a
required
Election
Day.
Also,
this
particular
fall
is
really
tight.
F
B
G
This
is
Paul
asked
for
parent
of
a
rising
second
grader
and
kindergartner
I
guess.
My
question
is
maybe
bigger
than
the
five
days
and
whether
it's
sort
of
around
this,
in
the
context
of
you,
know,
I,
think
some
of
our
goals
are
one.
How
do
we
catch
students
back
up
to
the
extent
they
have
fallen
behind
to?
G
How
do
we
maximize
learning
time
in
this
really
interesting
and
challenging
environment?
And
then
three?
How
do
we,
you
know,
keep
students
as
on
track,
as
we
can
I
guess
in
with
those
kind
of
objectives
in
mind,
we
looked
at
anything
a
little
more
ambitious
than
just
adding
five
days.
Hoo-Wee
that
you
know,
would
we
experiment
with
maybe
year-round
school
or
extended
days
or
something
that's,
maybe
much
more
ambitious
than
just
adding
the
five
days
to
the
exhibit
that
the
district
even
had
the
latitude
to
do
that.
C
C
I
love
that
we
should,
if
we
can
move
away
from
the
classic
agrarian
calendar,
that
would
be
a
dream.
Come
true
for
this
chief
academic
officer.
I.
Think
the
challenge
is
a
financial
one,
obviously
to
pay
to
cover
the
cost
of
teachers
over
the
period
at
that
time
is,
at
this
point,
cost
prohibitive,
particularly
given
the
larger
economic
climate
of
the
community,
but
I
think
the
the
opportunity
here
and
we'll
talk
more
about
this
I
think
on
subsequent
cost.
C
Since
this
one
is
very
much
about
safety
and
the
key
priorities
that
were
considering
to
launch
well
is
how
do
we
do
that
accelerating
of
instruction,
rather
than
just
remediation,
given
we've
had
a
real
gap
in
learning
for
the
final
quarter
for
all
students?
So
there
are
a
few
different
things.
We're
thinking
about.
One
is:
where
are
their
options
for
extended
day
or
Saturday
school,
particularly
for
kids,
who
need
it
the
most?
Are
there
curricular
tools
that
would
lend
themselves
more
easily
to
a
combination
of
virtual
and
in-person
instruction?
We
I
think
we
did.
C
So
that's
a
massive
professional
development
undertaking
that
we
want
to
make
sure
that
we're
thinking
through
and
doing
well
and
making
sure
that
we're
being
reasonable
on
teachers
have
also
had
to
go
through
a
traumatic
time.
So,
looking
forward
to
sort
of
sharing
our
thoughts
and
getting
your
input
subsequent
calls,
you
have
a
better
sense
of
how
we're
thinking
about
that.
H
Good
morning
Paul,
my
name
is
Nev
McIntosh
I'm,
a
high
school
ela
teacher
and
just
in
response
to
your
question,
I'd
like
to
make
a
suggestion
and
and
provide
a
thought
here
from
a
teacher's
perspective.
Just
recently,
Georgia
has
decided
to
waive
its
standardized
testing
throughout
the
state
and
and
I
know.
There
are
a
number
of
teachers
here
on
this
call
who
can
also
share
their
thoughts,
but
just
to
summarize
the
amount
of
time
that
we
have
for
lack
of
a
better
word.
Some
compromised
instruction
within
our
classroom
is
usually
around
standardized
testing.
H
Time
and
and
I
hear
exactly
what
you're
saying.
I
have
an
eight-year-old
daughter
who's
going
into
fourth
grade
next
year,
I'm
very
concerned
about
how
her
math
skills
are
going
to
look
from
March
to
the
fall.
So
one
thing
that
I'm
looking
at
from
a
teacher's
perspective,
is
how
can
we
make
sure
that
our
testing
is
as
accurate,
valid
and
helpful
to
both
teachers
and
students
as
possible
and
and
I
know?
H
So
to
answer
your
question,
I
agree
with
you,
you
know
five
days
is
not
going
to
be
enough
to
catch
up
our
kids,
especially
in
a
title
one
school
where
I
teach,
but
with
that
being
said,
if
we
can
look
at
this
as
an
opportunity
to
maybe
reconsider,
will
the
standardized
test
be
ample
information
and
and
and
reliable
information
considering
what
our
students
have
gone
through
this
past
year?
And
how
can
we
work
with
the
state
and
the
federal
government
to
make
that
request?
If
that's
what
the
school
district
would
like
to
do,
I
mean.
C
C
Is
it
okay
if
I
transition,
dr.
Post
away
to
a
conversation,
maybe
about
what
we're
thinking
around
school
reopening
I'm
gonna
hand
this
off
in
a
moment
to
dr.
Williams,
who
is
secondary
schools
and
Miss
Simmons,
who
leads
all
of
our
elementary
schools
across
the
system?
I
think
the
headline
here
is
prior
to
the
spike
in
increased
amounts
of
virus
right
now
we
really
wanted
to
make
sure
that
we
had
as
many
possible
kids
safely
returned
to
school.
So
principals
have
done
a
lot
of
work
to
figure
out
what
that
means
for
their
particular
buildings.
I
Great
morning,
everyone
so
Callens
absolutely
correct
and
that
we
actually
tasked
our
principals
with
you
know,
looking
at
their
building
capacity,
looking
at
their
staffing
and
thinking
creatively,
not
like
they
traditionally
think
about.
If
you
could-
and
you
know,
given
the
current
circumstances,
if
you
could
bring
back
a
total
amount
of
scholars,
what
would
that
percentage
be
safely?
So
principals
did
some
things
like
looking
at
their
cafeterias,
looking
at
their
media
centers,
looking
at
extra
meeting
room
they
had
and
how
those
could
possibly
be
turned
into
learning
centers.
I
Also
again,
looking
at
their
staffing
and
thinking
through.
Am
I
using
every
single
person
on
my
staff
as
creatively
as
I?
Could
if
someone
do
certify
that
could
teach
multiple
classes
throughout
the
day,
so
principals
turn
those
plans
in
on
yesterday,
myself,
along
with
Michele
Simmons
and
her
directors
and
the
executive
directors.
I
But
these
kiddos
were
probably
already
behind
before
we
started
that
extended
school
closure,
so
we
had
to
pay
specific
attention
to
them.
So
they
did
look
at
that
group
as
the
stable
group
as
being
that
group
that,
despite
if
we
had
to
I'm
gonna
stay
the
game.
If
we
had
to
go
to
some
type
of
hybrid
schedule,
like
maybe
an
eighth
a
bday,
those
kiddos
would
still
have
to
come
back
every
single
day.
So
on.
I
That's
briefly,
what's
been
happening
is
a
part
of
that
safe
school,
restart
analysis
that
has
been
conducted
by
schools
and,
like
I
said
we
have
a
preliminary
analysis
for
each
school
and
we're
very
proud
to
say
that
they
all
really
thought
through
that
and
really
were
creative
and
innovative
in
that
process.
Any
questions
about
that
that
anyone
may
have.
K
Have
one
question
for
scuse
me
Simmons
for
dr.
Williams
in
in
the
preparation
plan
for
the
high
school
I
know
that
the
plan
was
novalee
on
how
to
bring
kids
back
in
the
classroom.
But
we
have
special
ed,
kids
or
areas
of
concerns
of
that
of
those
nature
who
are
really
confined
to
one
class
per
se,
and
so
how
we,
how
we
dealing
with
our
special
need,
kids
or
an
expression,
each
area.
I
That
kiddos,
sir,
will
be
in
that
stable
group
that
I
mentioned
and
I
should
have
been
more
specific.
So
the
stable
group
of
kids
that
need
to
come
back
daily
would
include
our
EC
scholars,
which
would
be
special
education
on
Reverend
Mac,
but
also
we're
looking
at
our
ela
and
we're
also
looking
at
our
kids
that
may
already
be
below
the
20th
percentile
as
well,
that
have
some
learning
gaps.
So
they
would
be
in
that
stable
group
that
we're
looking
at
coming
back
every
day
in
every
building.
Sir
okay.
J
J
B
C
Well,
I
think
one
of
one
of
our
challenge
is,
as
folks
can
probably
infer,
is
that
when
we
have
a
building
where
we
are
an
unable
just
by
a
lot
of
efforts,
either
because
the
school
is
already
at
capacity
or
just
the
way
that
the
physical
space
is
organized
to
have
all
the
children
come
back.
What
do
we
do?
C
How
do
we
schedule
our
time
and
I?
Think
probably
folks
have
seen
a
lot
of
this
nationally
as
a
lot
of
districts
are
grappling
this,
we
asked
a
team
of
principals
across
the
district
to
come
together
at
multiple
grade
levels,
had
some
charter
school
representatives
to
come
up
with
different
ideas
on
how
to
make
this
work,
and
they
came
up
with
a
few
different
options,
an
alternating
schedule
of
an
A
or
B
day,
there's
a
possibility
of
an
AAV
B
day
and
then
alternating
weeks.
C
So
one
group
of
kids
would
be
in
the
school
from
Monday
to
Friday,
and
another
group
of
kids
is
doing
virtual
instruction
Monday
to
Friday
and
I.
Think
one
of
our
questions
is:
how
do
we
think
about
those
alternating
schedules?
We
know
that
it's
important
that
feeder
patterns
are
aligned,
because
if
you
have
multiple
children
in
the
household,
you
want
to
make
sure
your
kids
are
going
to
school
in
the
same
days.
So
you
can
make
childcare
arrangements
on
different
days
if
that
makes
sense.
So
in
d2
that
the
kareo.
L
C
Think
we're
gonna
have
to
have
an
you
know.
I
will
ask
Ellen
nits
our
school
nursing
to
jump
in
here
to
make
sure
that
I'm
answering
this
correctly
but
we're
gonna
have
if
we
do
have
infections
we'll
have
to
respond
to
those
as
a
school
side
basis,
so
make
sure
that
we're
closing
a
particular
school
or
classroom,
and
then
maybe
just
that
schedule
accordingly.
It
would
not
necessarily
be
a
system-wide
change.
C
M
You
know
that
same
day,
so
what
we
are
able
to
do
is
prevent
any
further
spread
of
transmission
by
being
able
to
make
those
phone
calls
and
do
an
investigation
and
have
people
either
follow
an
isolation
or
quarantine
depending
upon
what
the
DHEC
guidance
you
know
lets
us
do
so
and
from
there
we
would
do
the
same
thing.
We
would
follow
DHEC
guidance
on
what
that
means
for
to
the
class.
M
C
Miss
Bush
we're
gonna,
come
in
further
in
the
presentation
to
go
through
more
safety
protocols
which
might
make
you
feel
more
comfortable.
As
you
see
how
we're
thinking
about
keeping
kids
at
a
distance
if
they
are
physically
present
in
school,
do
you
have
a
strong
reaction
to
the
alternating
schedules
of
the
alternating
weeks?
C
L
Not
particularly
I
think
in
our
house
all
we
kind
of
know
what
we're
going
to
do,
which
is
strictly
virtual,
whether
it's
through
CCSD
or
some
kind
of
homeschooling
program.
My
husband
is
a
worker
in
the
hospital.
He
goes
work
every
day
and
this
week,
not
in
my
immediate
house
but
my
immediate
family.
We
have
had
a
kovin
case
and
we
had
to
figure
out
how
to
manage
it
and
it
doesn't
really
sit.
You
know
it
doesn't
really
impact
you
until
it
comes
home
and
thinking
a
baby
day.
O
P
Ahead:
okay,
thanks
Evan:
this
is
Willa
Hobbs
I,
don't
have
young
children
in
the
system,
but
I'm
just
thinking
about
the
importance
of
continuity,
for
especially
our
younger
scholars
and
when
I
think
about
an
alternating
week.
I
can
imagine
it
in
my
head
just
how
long
it's
gonna
take
the
children
to
get
used
to
come
to
school
again
by
the
time.
Wednesday
rolls
around
you're
finally
back
into
the
routine
of
things
and
then
they're
going
to
be
gone
again
really
soon.
I
O
O
H
Would
just
I
would
just
like
to
make
a
comment
on
the
a
be
alternating
schedules:
I
teach
at
a
title,
one
school
where
most
of
our
students
do
qualify
for
that
subgroup.
That
dr.
Williams
has
been
mentioning.
We
have
a
higher
percentage
of
EC
students.
We
have
a
higher
percentage
of
Els.
We
have.
We
have
that
percentage
of
students
who
are
below
the
20th
percentile,
and
so
one
thing
that
we've
been
discussing
as
as
faculty
and
staff
members
is
that
again
going
back
to
the
continuity.
H
This
would
be
a
difficult
schedule
for
our
students
that
we
serve
to
consistently
maintain
and-
and
we
do
like
the
idea
of
looking
at
the
feeder
patterns
to
determine
what
would
work
out
best
for
for
our
area,
and
just
so
you
can
identify
the
area
in
which
I'm
at
I'm
at
North
Charleston,
High
School.
So
so
we
have.
We
have
received
feedback
and
I've
shared
that
with
the
superintendent
and
this
tailor.
But
a
number
of
our
teachers
have
said
the
ad
schedule
would
be
very
challenging
for
the
population
we
serve.
C
This
that's
very
helpful.
I
think
also
I,
think
it
highlights
our
our
dilemma
as
we
try
to
figure
out
how
best
to
balance
what's
right
for
is
as
many
kids
and
families
as
we
can,
because
we
know
this
is
a
hardship
on
families.
Who've
been
put
in
the
position
of
having
to
balance
responsibilities
in
the
way
that
Miss
Bush
was
talking
about
earlier
of
sick
relatives
at
home,
child
care
and
educating
their
children.
C
We
obviously
want,
as
many
gets
back
as
safely
as
possible
as
quickly
as
possible
and
trying
to
negotiate
what's
going
to
be
as
easy
as
possible
on
families
in
this
time
is
not
easy.
So
appreciate
your
insight
and
look
forward
to
continuing
the
conversation.
I
think
you
can
see
that
there's
not
an
easy
consensus
that
emerges
on
this
as
we
start
to
talk
about
it.
C
If
it's
okay
with
you,
dr.
post
of
it
I'll
jump
over
just
make
sure
that
we're
sharing
some
information
on
the
k-12
virtual
school,
so
we
are
planning
to
put
together
a
unique
k12.
Virtual
School
I
want
to
be
explicit,
with
parents
on
this
calling
across
the
community
that
this
will
be
different
than
what
we
in
the
spring.
C
It
does
allow
opportunities
for
families
to
sign
in
at
different
points,
to
take
aspects
of
the
course
at
the
time
that
works
for
their
family
and
then
have
some
direct
instruction
from
teachers
at
a
steady
time.
Over
the
course
of
the
of
the
course.
Your
we're
gonna
do
that,
particularly
for
k5.
We're
looking
at
an
outside
vendor
and
for
middle
school
and
high
school
are
lucky
in
South
Carolina
that
there's
a
robust
virtual
course
catalog
from
the
state
that
is
aligned
to
the
state
standards
and
Carnegie
units.
C
It's
already
in
place
and
we
have
a
subscription
with
edgenuity
that
helps,
allow
us
to
offer
AP
courses
and
extended
courses
as
well.
So
the
k-12
school
is
designed
for
those
families
to
think
it
isn't
the
right
time
to
send
their
children
back
to
school.
We
would
right
now
our
plan
is
to
allow
magnet
or
school
choice
families
to
maintain
their
position
than
their
current
school.
C
So
when
they
do
feel
like
it's
a
if
they
can
send
their
child
back
to
school,
but
I
want
to
make
sure
that
I'm
being
explicit,
it
will
be
run
by
a
distinct
faculty
and
not
necessarily
connected
to
the
home
school.
Although
the
child
will
so
be
enrolled
in
their
home
school,
so
receive
counseling
from
that
school
and
support
services
from
that
school
questions
about
what
we're
thinking
about
for
the
k-12
virtual
model.
E
Kind
of
this
whole
topic
is
the
students
that
we
know
that
have
been
most
at
risk
tend
to
also
be
the
parents.
We're
not
getting
ahold
of
and
I
just
want
to
make
sure
that
there's
some
sort
of
plan
to
reach
out
to
those
families
directly
to
make
sure
that
they're
aware
of
these
different
options,
because
they
might
not
know
that
there's
a
parent
survey
they're
not
going
on
the
website-
and
things
like
that.
E
C
That
and
I
know,
I
know
that
we
wanted
to
centralize
some
of
the
survey
processes
to
make
sure
that
we
were
getting
information
quickly
and
to
lighten
the
burden
on
school
faculties,
particularly
given
a
lot
of
adults
are
not
in
the
building
right
now
who
are
not
240
day
employees
so
we're
down
to
a
modest
faculty
at
this
point.
But
the
aim
is
to
make
sure
the
principals
and
and
folks
on
the
school
side
who
know
the
families
the
best
can
reach
out
and
try
to
make
individual
personalized
contact.
C
F
C
A
good
question
Meg,
which
is
part
of
the
reason
it's
so
important
for
us
to
survey
families
to
know
exactly
how
many
families
are
interested,
because
it's
not
probably
going
to
be
nice
and
neat
that
we
have
the
same
percentage
across
every
school
building.
Some
schools
have
may
have
a
higher
population
of
families
who
are
interested
and
that
fact
that
homeschool
differently
I
think
the
reality
is.
We
don't
know
the
answer
to
that
question.
C
We
do
want
to
make
sure
they're
clear
on
ramps
and
off
ramps
for
families
at
the
end
of
quarters,
at
the
end
of
the
semester,
just
to
make
sure
that
we're
wrapping
up
the
destruction
and
because
the
online
courses,
while
online
to
South
Carolina
standards,
are
not
going
to
follow
the
same
curricular
tools
that
we're
going
to
use
in
traditional
face-to-face
instruction
or
hybrid
instruction,
that's
offered
at
the
school
level.
So
it's
it's.
C
It's
gonna
be
easier
for
a
student
to
transition
at
a
natural
transition
point
versus
coming
in
in
the
middle
of
the
semester,
and
that
allows
us
I
think
some
planning
time
to
make
sure
that
thoughtful
about
things
like
class
size
and
safety
and
and
and
making
sure
that
everyone
is
in
a
good
place.
I
think
optimistically.
My
hope
is
if
a
family
is
choosing
to
return
their
child
to
school,
we're
in
a
better
place
around
the
virus,
transmission.
C
C
The
idea
that
there's
been
some
trauma,
and
it's
back
on
the
thank
you
the
wraparound
supports
like
how
do
we
think
about
what
the
school
should
do
to
recognize,
that
there's
trauma
posed
for
the
shutdown
and
all
that
families
are
balancing,
as
Miss
Bush
highlighted
earlier,
and
the
recognition
that
in
the
country
right
now,
there's
been
a
movement
to
make
sure
that
we're
curtailing
police
violence
and
making
sure
that
were
tackling
institutional
racism,
so
in
that
environment,
what
makes
school
welcoming?
How
can
we
make
kids
connected
to
each
other?
Q
It's
nationally,
recognized
called
prepare
and
we
are
working
through
that
model
because
we
see
the
pandemic
and
the
social
justice
issues
as
crises,
and
so
in
that
model
the
the
P
stands
were
prevent
and
prepare
for
crisis,
so
obviously
we're
in
the
preparing
for
the
return
of
our
students
in
this
crisis.
The
R
stands
for
reaffirm,
which
is
reaffirming
physical
health
and
wellness
and
the
perceptions
of
safety
and
security.
We
all
know
that
physical
safety
has
to
be
ensured
before
we
can
get
to
squit,
kids,
psychological
safety.
Q
We
have
those
naturally
in
place
with
our
community
partners,
with
Department
of
Mental,
Health
and
MUSC
and
and
some
other
partners
that
we
use
quite
frequently
Dean
Orton,
and
then
we
have
embedded
supports
with
our
psychologists
and
our
social
workers
and
our
guidance
counselor.
So
how
do
we
make
a
system
or
we
can
support
students
in
a
more
robust
manner?
Q
Oh,
that
might
mean
looking
at
how
people
operate
on
a
daily
basis
a
little
differently
and
then,
of
course,
the
R
stands
for
responding
to
this
mental
health
phase,
which
was
that
I
was
just
talking
about.
How
do
we
ensure
that
once
we
know
which
students
are
at
risk,
that
we
have
services
for
them?
Q
We
already
have
all
of
the
videos
for
4k
to
5th
grade
and
we're
actually
working
with
them
to
produce
six
to
eight
grade
videos
so
that
it
doesn't
matter
if
you're
in
person
or
not
in
person,
we're
working
with
our
partners.
The
International
Institute
for
sorted
practices
to
work
on
our
listening
circle
process,
which
we
use
for
adults
and
students
to
tackle
some
of
our
racial
and
social
issues.
Q
And
so
we
have
protocols,
we're
developing
and
looking
at
developing
a
district
level
team
to
support
schools
in
that
process,
as
well
as
following
guidance
from
some
national
organizations
like
the
National
Association
of
School
Psychologists
have
a
lot
of
resources
that
work.
We're
tapping
into
at
this
time,
but
also
continuing
to
support
families.
We
will
be
starting
the
family.
The
family
support
line
has
been
in
place
since
April,
it's
still
operating
right
now.
Q
Alcohol
level
is
low,
but
we'll
be
Manning
that
again
soon
in
July
and
continuing
to
offer
our
staff
circles,
we
have
been
listening
circles
for
staff
care
and
we're
really
gonna
have
to
leverage
our
community
partners
to
help
with
the
staff
piece.
That's
not
something
that
we've
traditionally
focused
a
lot
on.
We
spend
our
time
on
students,
so
that's
kind
of
where
our
thinking
is
right
now
and
where
our
group
is
in
our
process.
C
D
That
I'm
may
I
continue
to
be
amazed
at
what
you
all
are
doing
is
a
response
to
kovat,
and
so
that
sounds
wonderful.
I
might
have
a
resource
that
I
could
connect
you
with,
for
the
teacher
adults,
the
adult
side
of
things
so
I'll
just
send
you
an
email
on
that,
but
I
think
that
work
sounds
amazing.
Thank
you.
B
Thanks
everyone
aye
we're
going
to
move
on
to
the
next
slide,
we're
trying
to
watch
our
time.
We've
used
about
half
of
our
time
talking
about
the
instructional
side
of
things
that
we
now
would
like
to
thank
all
of
the
learning
services,
team,
Carol
and
Jennifer
Michelle
Joe
for
being
with
us
this
morning
and
participating
by
sharing
who
you
are
in
this
work.
B
I
I
find
the
people
with
whom
I
work
tremendously
impressive
and
I
hope
that
those
of
you
who
are
joining
a
call
can
see
how
diligently
we're
working
to
try
to
make
sure
have
thought
of
everything
that
we
can
possibly
do
to
support
teachers,
children
and
families.
During
these
really
challenging
times,
I
think
you'll
see
the
same
thing
is
true
on
the
logistical
side.
Jeff,
do
you
want
to
start
by
sharing
your
slides
since
first
up
is
classroom,
design
and
installation,
and
if
so,
would
you
like
Maggie
to
take
these
slides
down?
N
L
R
N
Of
shown
pictures
so,
first
off,
it
is
taken
most
of
our
time
because
it
is
the
longest
lean
item.
As
far
as
developing
classroom
space
to
maximize
the
number
of
kids
that
we
can
safely
safely
put
in
each
classroom,
we
first
began
by
developing
a
spacing
criteria,
both
with
and
without
dividers
that
that
criteria
was
distributed
to
the
school,
so
they
can
begin
to
look
at
it
on
their
own
and
we
are
trying
to
get
get
out
there
in
the
field
to
each
school
we've
gotten
through
pretty
much
all
the
elementary
schools.
N
At
this
point,
we've
done
a
full
mock-up
with
dividers.
We've
done
a
number
of
different
iterations
with
different
types
of
desks
and
we've
begun
to
order
the
plexiglass
to
use
for
those
dividers,
and
it
makes
a
significant
difference,
especially
at
the
elementary
school
level,
to
increase
capacity
without
dividers
with
dividers.
It
essentially
doubles
the
number
of
kids
that
we
can
safely
have
in
a
classroom
if,
in
fact,
they
can
stay
at
their
desks,
that's
obviously
a
key
factor
and
will
be
a
challenge
for
our
school.
N
G
N
Go
every
time
you
move
the
cursor,
it
shows
you
another
pop
down
here
all
right,
so
this
is
a
an
elementary
school
classroom,
the
general
size
of
our
newer
classrooms.
You
can
see,
we've
got
the
desks
in
for
student
pods,
and
this
shows
a
capacity
of
24
students.
We've
got
six
of
these
setups
here.
The
plexiglass
dividers
are
cut
and
put
into
an
X
format,
and
we
construct
or
task
them
to
a
wooden,
a
wooden
post
on
each
end.
N
You
can
see
that
there
is
a
difference
in
the
way
the
desks
are
arranged,
the
one
in
the
foreground
and
the
rest
of
them.
We
call
the
foreground
one,
the
pinwheel
and
that
actually
puts
the
students
farther
away
from
each
other.
If
you
look
at
one
of
the
other
layouts
at
the
kid,
a
child
is
sitting
the
child
sitting
to
their
media
side
to
the
right
side.
If
you
look
at
the
one
just
beyond
the
rocking
chair,
the
child
can
reach
around
the
glass
in
the
setup
in
the
foreground.
N
This
is
an
early
ed
classroom.
You
can
see
the
different
style
desks
in
this
classroom
in
which
we've
created
the
Plexiglas
dividers
on
the
on
the
rectangle
desk
in
the
foreground,
and
the
I
don't
even
want
to
call
the
shape
beyond
that.
The
the
other
shapes
beyond
that
again,
an
X
that's
put
on
the
table
and
we'll
use
a
bead
of
silicon
just
to
secure
that
Plexiglas
to
to
the
to
the
table.
N
Another
example
across
the
four
person
configuration
this
is
a
picture
of
a
high
school
classroom
without
dividers,
we've
maximized
the
placement
of
desk
by
positioning
the
back
row
against
the
wall,
and
you
can't
really
tell,
but
the
desks
are
in
a
triangle
format,
essentially
to
minimize
the
maximize.
The
number
of
desks
that
we
can
put
in
here
the
desk
closest
to
the
door
would
not
actually
be
there.
That's
within
six
foot
of
the
door.
N
That
desk
would
actually
be
where
I'm
standing
when
I
took
this
photo,
but
for
a
high
school
classroom
generally,
we
believe
we
can
get
sixteen
to
seventeen
students
in
there
in
both
elementary
and
high
school.
Our
initial
calculation
was
twelve
I
mentioned
on
the
Elementary's.
We
can
get
probably
24
in
a
high
school
without
dividers
16
to
217.
The
Plexiglas
is
the
longest
lean
item.
N
It
will
take
our
summer
to
to
complete
this
for
the
elementary
schools
that
need
need
the
dividers
and
then
we're
obviously
looking
at
spaces
in
the
middle
and
high
school
to
see
if
it
would
be
helpful.
We
do
have
some
middle
and
high
schools
with
desks
that
are
similar
to
the
Elementary
schools
in
which
we
may
be
able
to
add
dividers
and
certainly
for
the
specialty
classrooms
like
science
labs,
but
we
would
want
to
have
dividers
where
we
have
fixed
desks
that
can't
be
moved.
N
We
would
want
to
put
dividers
between
the
students
and
classrooms
like
that,
so
we're.
Well
underway
to
move
it
out
on
this
project
and
it's
it's,
it's
going
to
be
something
that's
going
to
take
the
whole
summer
so
with
that
I'm
going
to
stop
sharing
here
and
if
we
can
go
back
to
the
other,
slides
I
can
walk
down
through
some
of
the
other
items
that
are
on
there.
The
next
one
below
classroom
design
is
is,
is
PPE.
N
Ppe
is
still
subject
to
a
lot
of
discussion,
whether
it
be
masks
for
everyone
or
masks
for
sum
or
masks
for
some
in
certain
situations.
We
believe
at
this
point
that
the
supply
line
has
has
caught
up
with
the
desire
at
this
point,
so
I'm
not
that
concerned
about
not
having
those
in
hand
right
now.
We
have
enough
masks
for
all
staff
members
we
haven't
ordered
the
children's
masks
at
this
point.
Ellen
is
also
Ellen.
N
This
is
also
spending
a
lot
of
time
looking
at
face
shields,
finding
a
way
to
allow
those
to
be
used
in
lieu
of
masks
for
teachers.
That
makes
things
a
lot
more
comfortable.
Students
can
see
the
teachers
mouth
moving,
which
is
helpful,
especially
for
our
younger
kids.
Again,
something
we're
researching
very
very
closely,
but
will
be
a
decision
that
we
will
have
to
make
before
school
opens
related
to
who
and
who
doesn't
wear,
masks,
plus
transportation.
N
We've
got
word
from
the
state
that
they're
going
to
support
50%
maximum
capacity,
which,
on
an
average
bus
yields
us
36
students.
That
is
the
high
end,
because
they've
also
reported
that
students
cannot
sit
in
the
first
two
rows
because
of
the
of
the
bus
driver
and
so
safety
for
the
bus
driver
and
so
in
a
lot
of
our
schools.
Transportation
at
this
point
is
the
long
pole
in
the
tent
and
would
limit
the
number
of
kids
coming
to
school.
N
We're
looking
at
a
lot
of
a
lot
of
different
options
to
increase
capacity
for
as
many
schools
as
we
can
by
either
having
a
third
tier
of
buses
of
specially
or
unofficially
so,
the
official
way
to
do
it
would
be
to
change
school-bell
times
to
create
a
third
line
of
scheduling.
So
we
would
run
3:00
in
the
morning
3:00
in
the
afternoon.
N
Instead
of
two
and
two
that
could
create
some
earlier
starts
and
it
could
create
some
later
starts
as
well
as
the
finishes,
so
that
would
be
very
hard
to
do,
but
would
increase
our
capacity
by
a
third
we're
also
looking
at
if
we
keep
with
the
two
tiers,
the
second
tier
having
additional
runs
to
get
more
kids
to
the
second
tier
school.
So
ant
analysis
continues
on
that.
N
Next
one
is
cleaning
a
disinfection
right
now.
The
plan
is
that
we
will
disinfect
our
touch
surfaces
and
our
bathrooms.
During
the
day,
building
fogging
would
occur
once
a
week
in
a
school.
I
have
received
some
information
from
parents
that
are
very
concerned
about
materials
that
chemic
chemicals
that
were
using,
and
this
is
no
different
than
the
chemicals
we've
used.
In
the
past,
we've
been
using
the
fogging
chemical
we've
been
using.
The
disinfecting
chemicals
in
our
schools
have
been
using
them
on
a
regular
basis.
It
just
may
increase
their
frequency.
N
We
want
to
make
sure
that
things
are
from
a
student
perspective
and
we
believe
that
we
can
get.
We
can
get
there.
The
disinfection
for
the
whole
building
is
a
great
concept,
uses
hydrogen
hydrogen
peroxide.
We
have
used
those
in
high
school
locker
rooms
pretty
much
daily
over
the
course
of
the
time
that
I've
been
here.
Fog
in
a
school
will
will
make
a
positive
difference
and
there
wouldn't
be
any
safety
issues
with
the
kids
coming
in
the
following
day,
and
we
actually
have
enough
disinfecting
machines
to
do
that.
N
At
this
point
we
put
in
an
order
last
month
and
have
those
rolling
in
now
a
bus
cleanliness.
We
would
clean
between
the
morning
and
afternoon
runs
disinfection,
wise
and
at
the
end
of
the
day,
security
for
our
schools,
and
these
are
some
of
the
questions
that
are
going
to
be
have
to
be
finalized.
And
that's
why
they're
there
in
yellow
visitor
protocol,
how
we
hand
the
building
entrances
the
consensus
I've
received
so
far
from
principals
and
teachers
that
I've
talked
to
is
they
they
support
minimizing
schools?
N
The
only
visitors
would
be
essentially
Proctor's
that
may
be
filling
classrooms
or
any
other
full-time
needs
that
the
schools
that
the
schools
have
at
this
point
lunch
nutrition
services,
lunch
and
breakfast.
If
it
was
up
to
me,
I
would
want
kids
that
come
to
the
cafeteria,
but
I
understand
that.
There's
a.
N
Having
kids
moved
to
the
cafeteria
and
wanting
them
to
eat
in
classrooms,
and
that's
something
that
will
be
subject
to
discussion,
we
can
deliver
meals
to
the
classrooms,
but
that
does
increase.
That
does
increase
our
pest
control
needs
and
that
and
that's
fine.
It
does
require
us
to
pay
for
delivery
and
pickup
of
the
trash.
That's
fine.
We
can
deal
with
that,
but
I
would
also
be
interested
and
walk
to
work
through
this
with
our
schools.
N
Will
you
let
the
kids
out
of
class
during
the
day,
and
this
might
be
one
opportunity
for
them
to
go
to
the
cafeteria,
pick
up
their
meals
and
come
back
to
the
classroom
that
could
increase
their
ability
to
stretch
it
out
a
little
bit?
If
we
do
it,
one
classroom
at
a
time
and
also
I
would
still
have
a
cleanup
to
do
in
the
classrooms,
but
it
may
be.
Maybe
something
will
consider
HVAC
systems.
Let's
talk
about
that.
N
A
little
bit
two
of
the
things
that
we've
done
is
we've
analyzed
and
studied
and
reviewed
tested
all
of
our
equipment
in
every
school.
Two
things
have
come
out
of
that.
One
is
that
we
do
want
to
try
to
do
some
filter
upgrades
every
time
you
do
a
filter
upgrade,
although
it
does
increase
the
capture
of
materials
in
the
year.
N
Merv
13
captures
50%
of
viruses
and
that
that
would
be
optimal,
but
we
do
have
some
systems
that
we
cannot
get
to
merv
amer
13.
In
addition
to
that,
we've
analyzed
all
of
our
fresh
air
equipment.
Keeping
fresh
air
maximized
into
the
school
is
is
a
desire
and
we've
got
funding
in
place
in
a
plan
in
place
to
replace
the
equipment.
That's
been
identified
for
repair
after
looking
at
every
single
school.
N
I've
got
a
few
more
in
the
next
slide
and
then
I'll
open
to
questions
and
comments.
We'd
love
to
get
some
feedback,
we've
we're
in
the
process
of
upgrading
our
clinics.
You
can
see
the
items
listed
there
for
our
nurses
and
providing
a
safe
environment
for
our
students
in
the
clinic
technology.
I've
got
two
things
with
technology:
one
are
the
numbers
of
devices.
We
believe
that
we
will
have
enough
devices
to
again,
as
we
did
in
the
spring
offer
a
device
to
every
student.
The
second
concern
is
Wi-Fi,
and
that
is
a
two-fold
problem.
N
One
are
the
households
that
have
the
ability
to
have
a
Wi-Fi
and
and
don't
have
the
ability
to
pay
for
Wi-Fi,
and
then
you
have
certain
parts
of
the
county
in
the
remote
areas
that
don't
have
the
ability
to
get
Wi-Fi,
and
so
the
two
things
that
we're
doing
we
have
the
state
providing
us.
At
this
point,
we've
asked
for
4,200
my
five
packs,
so
that
my
Phi
is
that
is
the
device
that
they
take
home
with
their
device
and
allows
them
to
access
using
cellular
service
right
now.
N
It
will
either
be
I
believe
AT&T
and
Verizon,
and
so
we
will
provide
them
with
a
pack
that
is
provides
the
best
connectivity
in
their
home
and
then
we're
also
working
with
our
internet
companies
to
see
about
the
delivery
service
what
they
can
do
in
the
areas
that
don't
have
cell
coverage.
So
two
two-fold
approach
with
with
that,
the
last
four
I
got
four
or
five
left
on
the
list.
Drinking
water
is
a
question.
N
It's
recommended
by
accelerate
IDI,
to
secure
drinking
fountains
and
have
water
bottles
used.
So
that's
being
looked
at
one
of
the
challenges
we
have
is.
We
still
have
17
schools
that
don't
have
bottle
fill
stations
and
so
we're
rapidly
taking
a
look
and
look
at
that,
we
would
want
to
have
bottle
fill
stations
at
our
schools
that
use
water
models
across
the
board
transitions
inside
the
school
who
talked
about
that
with
the
cafeteria
and
food
service.
N
A
little
bit
classrooms,
doors
and
open
doors
are
open
or
closed
related
to
security
and
reducing
touch
surfaces
is
the
opposite
side
of
that
scale.
That's
being
looked
at
safety
signage.
Our
initial
order
for
safety
signs
for
all
schools
is
on
order,
we'll
have
that
in
mid-july
and
we'll
continue
to
assess
where
we
need
signage
and
we'll
continue
to
provide
that
where
needed,
and
then
there's
the
list
of
entry
requirements.
That
are
a
question
mark
at
this
point,
but
we
want
to
do
a
health
log.
N
The
question
is:
how
do
we
do
that
temperature
taking
whether
that'll
be
required
and
hand-washing
and
hand
sanitizer,
we
can't
add
sinks
into
classrooms
that
don't
have
them.
We're
obviously
going
to
have
hand
sanitizer
readily
available,
but
for
right
now
do
we
need
to
do
an
initial
hand
washing
when
students
come
into
school
and
that'll,
be
that'll,
be
a
challenge
in
itself
as
well.
So
a
lot
of
information,
I
talked
very
fast,
but
I'd
certainly
love
to
hear
your
thoughts
and
feedback
on
any
of
these
items.
At
this
point,.
E
E
Questions
I
had
I,
haven't,
really
heard
preschool
and
CD
programs
brought
up
and
I
specifically
work
in
the
Montessori
program
and
so
how
the
dividers
or
social
distancing
with
kids,
who
aren't
just
at
tables,
but
also
at
Matt's,
look
just
to
kind
of
put
that
out
there
and
about
cleaning
the
sinks
in
the
bathrooms
that
are
in
the
CD
and
early
childhood
classrooms.
Yep.
N
So,
on
both
of
those
one
is,
if
we
haven't
already
and
I'm
I
believe
it
was
scheduled
for
this
week
and
I
may
not
have
gotten
feedback
on
it,
but
we
were
going
to
do
an
a
Montessori
mock-up
at
gene
Simmons
and
the
principles
from
those
schools
were
planning
on
showing
up
to
see
that
in
action,
so
they
could
suggest
things
as
furniture
was
moved
around,
so
the
lab
itself
is
being
developed
from
honest
story.
Understanding
it
is
very
different.
The
cleaning
of
materials
in
those
classrooms
has
not
not
been
decided.
N
Yet
that's
on
our
to
do
list
of
do.
We
need
to
clean
materials
that
are
shared
during
the
day
right
now
we
weren't
planning
on
it,
but
it's
something
that
we
at
least
have
to
have
the
answer
of
why
we
wouldn't
do
it
and
what
risk
it
poses.
So
that's
that's
something
that
meets
our
determined
and
as
far
as
individual
sinks
in
the
classroom
that
the
thought
would
be,
we
would
handle
those
just
like
we
do
bathrooms.
They
would
be
disinfected
once
during
the
day
and
once
once
at
night,
questions
good
questions,
good
question.
S
Real
quick,
my
man
hi,
my
name
is
Lauren
I'm,
a
student
I
was
entering
of
classes
like
this
class.
Jason
and
music
would
be
waived
because
of
the
closeness
and
just
learning
that
you're
supposed
to
do
in
this
class
is
great.
N
Question
as
a
trombone
player
past
and
present
I,
don't
want
anybody
sitting
too
close
to
me
when
I'm
playing,
but
I
will
say
that
there's
a
lot
of
dialogue
with
our
specialty
programs,
there
is
guidance
being
put
out
by
the
national
associations
related
to
chorus
and
band
that
will
we'll
be
taking
a
look
at
one
of
the
suggestions
from
the
middle
school
principal
was
to
make
music
appreciation
the
middle
school
class
for
the
first
semester.
So
we
don't
have
to
handle
that
aspect
of
it.
N
Certainly,
that
would
be
much
harder
to
do
in
high
school,
but
all
three
of
those
music
courses
and
PE
are
being
closely
looked
at
to
figure
out
how
we
can
safely
do
those.
Clearly,
there
will
be
differences
from
what
we
see
in
a
normal
and
a
normal
classroom
and
I
appreciate
to
bring
it
up
and
and
know
that
that's
on
our
list-
and
we
probably
ought
to
have-
and
on
this
on
one
of
these
slides
as
well,
because
that's
something
that's
gonna-
require
some
deep
review
employment
planning
across
the
board.
Thanks.
H
Jeff
I
had
a
question
for
you
when
you
were
talking
about
the
HVAC
systems
across
the
district.
You
mentioned
that
there
were
some
HVAC
systems
in
the
district.
That
and
correct
me
if
I'm
wrong
here
that
weren't,
like
Merv,
certified
or
weren't
aligned
with
merv
is
the
plan
to
get
those
aligned
by
by
the
time
school
reopens
or
what's
the
plan
for
those
so.
N
The
plan
will
be
to
take
the
existing
equipment
to
the
highest
level
that
we
can
take
it
from
a
filter
perspective.
We
believe
that
all
of
the
equipment
can
get
to
a
merv
11
level.
We
know
that
not
all
of
it
can
get
to
a
merv
13.
If
we
were
to
replace
the
Merville
Elevens
we
with
new
equipment,
we
just
can't
get
there,
it's
it's
a
significant.
It
would
be
essentially
replacing
the
entire
unit
and-
and
we
can't
get
to
that
any
time
in
the
near
future.
N
It
would
take
us
until
the
next
calendar
year
to
make
that
to
make
that
happen.
So
our
goal
is
to
first
get
all
of
the
systems
to
the
highest
level
possible,
but
again,
the
lowest
level,
we
believe
is
merv
11
yeah
and
your
and
I
will
say
that
you
know
we're
obviously
in
the
process
of
completely
replacing
the
system
in
your
school
and
that's
still
that's
still
on
track.
Yeah
yeah
that
was
already
planned
and
on
underway.
B
T
So,
at
any
rate,
the
school
board
to
2000
days
ago
adopted
and
improved
the
fiscal
21
next
year's
general
operating
fund
budget.
We
developed
the
budget,
got
it
adopted
without
having
all
of
the
the
plans
around
overnight
team
reactivation
or
the
school
reactivation
without
having
all
those
plans
solidified.
T
T
So,
for
instance,
earlier
this
week
on
the
virtual
school,
my
team
received
the
the
plans
that
the
academic
team
has
almost
first
from
school
options,
and
so
my
team
working
on
the
pricing
on
that
none
of
the
costume
on
that
now
last
night,
I
received
from
from
my
team
the
information
that
the
operations
people
on
the
Jeff
with
the
cover
19
safety
protocols.
So
as
we
get
information
in
as
the
academic
team
finalize
this
options,
we
talk
about
the
a
B
day
or
a
B
week
or
whatever.
T
That
combination
is
as
we
get
that
for
finalize
them
will
have
the
the
pricing
on
that
in
terms
of
being
able
to
fund
those
items
in
the
budget
that
was
just
the
doctor
two
days
ago.
We
have
a
placeholder
or
3.1
million
dollars.
Of
course
we
have
thirteen
point
four
million
dollars
coming
in
from
federal
government.
T
Under
the
cares
funding,
we
have
different
state
revenue
coming
in
and
then
we
also
have
category
categorical
funds
outside
with
your
operating
fund
and
we're
looking
at
as
funding
sources
for
for
these
plans
and
then
in
the
fall
after
the
state
adopts
its
fiscal
21
budget.
We
will
take
a
revised
budget
back
to
our
school
board
to
reflect
the
additional
on
the
updated
state
revenues
that
are
coming
here.
So
at
this
point
we
are
still
trying
to
price
and
cost
all
this
out.
Once
we
get
that
against
the
five.
T
The
plans
that
is
we'll
have
a
young
dollar
amount
to
take
to
the
school
board
and
work
through
that
process.
So
that's
on
the
short
term
on
the
long
term,
right
now
we're
looking
at
fiscal
years,
22
and
23.
So,
two
and
three
years
out
for
them
on
the
current
budget,
that's
coming
up
so
I
do
have
some
significant
concerns
there
to
help
balance
in
the
budget
for
fiscal
year
21,
as
well
as
to
maintain
our
investments
in
the
students
that
need
additional
supports.
T
We
were
able
to
tap
into
our
fund
balance
and
I
sort
of
districts
in
a
strong
financial
position
because
of
the
increase
in
fund
balance
over
the
last
three
or
four
years.
It's
we're
able
to
use
that
those
funds.
In
addition,
we
reduce
spending
in
the
current
fiscal
year
the
spring
about
ten
point:
seven
million
dollars.
So
we
used
that
pin
point
seven
to
roll
into
next
year's
budget
to
support
these
efforts.
T
Those
tight
most
two
funding
sources,
the
the
use
of
fund
balance
and
the
savings
from
the
current
fiscal
year
of
one-time
non-recurring
revenue
sources.
So
I
said
we
get
into
the
out
here
as
fiscal
years.
22
and
23
becomes
a
challenge
to
be
able
to
replace
those
one-time
funding
sources
as
early
as
a
month
ago.
T
I
was
more
optimistic
than
I
am
now,
and
that
was
when
not
the
economy
was
the
reopening,
but
now
now
that
we're
hearing
that
we're
high
risk
area,
that's
great
fear
that
the
economic
recovery
will
not
not
occur
as
quickly
as
we
thought
it
might
have
a
month
ago,
and
so
that
would
put
added
challenges
on
my
ability
to
to
maintain
our
investments
as
we
go
forward
over
the
next
two
or
two
or
three
years.
So
that's
the
update
and
that's
gonna
get
more
solid
financial
numbers.
I'll
report,
those
out.
B
E
Done
Melissa
Reece
here.
My
question
is
just
because
I've
been
getting
since
the
board
meeting
the
other
night,
just
from
lots
of
teachers.
We
have
no
problem.
You
know
we
understand
the
financial
situation,
you
know
of
no
:
no
step
raise,
but
a
lot
of
them
are
asking,
if,
like
the
no
Cola,
is
across
the
board
for
all
the
district
employees
at
75
Calhoun
as
well.
T
This
occurred,
I'm,
not
sure
the
number
of
years
ago,
but
instead
of
us
giving
them
giving
them
20
years
worth
of
experience
and
a
pay
level.
We
capped
that
at
12,
and
so
we
have
a
phased-in
approach
that
would
take
that
up
to
15
years
in
this
current
in
the
current
budget
that
was
approved
only
if
the
teachers
receive
their
step
increases,
but
other
than
other
than
that
there
are
no
other
salary
pieces
anywhere
in
the
district.
B
B
Jeff
I
don't
know
that
I
took
a
moment
to
thank
you
for
all
you've
done.
I
I
certainly
want
to
make
sure
that
we
acknowledge
yeoman's
work.
You
and
the
facilities
group
has
done.
They
were
I,
think
probably
the
first
in
our
state
to
think
about
an
innovative
solution
of
the
Plexiglas
dividers
and
that
has
taken
off
like
wildfire
now
and
it's
just
there's
a
run
on
Plexiglas
or
plexiglass
and
we're
hopeful
that
fabrication
can
occur
and
we
can
be
ready
just
as
quickly
as
it's
safe
to
bring
children
back
to
school
under
any
circumstance.
B
H
You
thank
you,
miss
Simmons,
just
a
quick
question
or
confirmation
for
mr.
Kennedy.
It's
my
understanding
that
the
cares
Act
can
be.
Some
of
the
funding
can
be
allocated
for
salaries
as
as
the
district
can
the
district
confirm
that
and
and
if
so,
what
percentage
right
now
or
is
the
district
looking
at
setting
aside,
or
are
we
just
still
waiting
on
what
Columbia
decides
before
we
can
move
forward
with
the
care
Zach
funding
so.
T
There's
that
funding
there
are
12
categories
in
which
funding
funding
can
be
used.
We've
received
directions
from
the
state.
Already
we
have
it's
an
application
process,
so
we
have
to
develop
a
plan,
submit
an
application
to
the
state
and
then
so
in
that
application
it
lays
things
that
have
to
lay
out
within
those
12
categories,
exactly
where
we
plan
on
spending
funds.
T
So
we
currently
have
a
team
here
in
the
district,
as
consists
of
people
on
my
staff,
as
well
as
the
academic
side
in
the
special
revenue
side
of
the
house,
and
what
we're
doing
now
is
taking
a
look
at
those
tip
12
categories,
taking
a
look
at
what's
needed
in
the
district.
Where
would
be
most
appropriate
to
apply
those
those
thirteen
point,
four
million,
and
so
we
have
not
finalized.
That
here.
T
Part
of
that
also
is
trying
to
I
work
is
is
working
with
our
private
schools
here
in
the
local
area,
because
they
are
authorized
a
certain
portion
of
that,
and
so
those
plans
have
been
developed
and
within
those
plans
there
would
be
a
combination
of
mom,
potentially
potentially
potentially,
staff,
which
would
be
salaries,
of
course,
plus
not
salary,
the
type
of
tax
expenditures.
But
we
have
not
realized
that
yet
if.
C
We
did
that
stuff.
Mr.
McIntosh,
my
sense
is
it's
going
to
be
related
to
things
like
staffing,
the
k-12
online
program,
so
things
that
we
have
to
do
as
an
additional
requirement
to
cover
Cove
it
or
to
reduce
app
additional
bodies
on
campuses
in
order
to
cover
kids
in
a
variety
of
different
classrooms.
So
that's
the
way
that
we're
thinking
about
it
as
we
start
to
put
together
some
of
these
plans.
B
Any
other
questions,
I'm
gonna,
move
on
into
health
testing
for
staff
and
students
and
open
the
comments
or
recommendation
column.
You
see
we
have
required
versus
excuse
me
strongly
recommend,
and
our
thinking
right
now
is
that
we
will
strongly
recommend
and
work
with
our
local
health
providers
to
offer
lots
of
opportunities
for
our
students
and
all
of
our
staff
members
to
be
screened
for
covin
19.
Before
they
come
back
to
work.
We
know
that
that's
just
one
one
snapped.
B
We
think
it
would
be
an
extra
precautionary
safety
measure
that
we
could
take
to
make
sure
that
we're
not
starting
school
with
kovat
19
individuals
when
we
could
have
taken
steps
to
make
it.
We
think
that
it
would
not
be
wise
to
try
to
require
that
that
all
students
and
staff
get
tested,
although
we
would
like
to
do
that,
we
don't
think
that's
practical,
so
we're
going
to
highly
encourage
recommend
provide
as
many
oh,
he
says,
our
local
nurse
can
help
support
in
multiple
sites
throughout
the
district.
E
I
was
race
again,
sorry,
I
right
now
make
months
pregnant,
so
I
will
not
be
starting
the
school
year
in
the
building
and
I
know
for
me
like
coming
back
or
the
idea
of
being
around
lots
of
people
with
a
newborn.
It's
just
that
little
tiny
piece
of
mind
whether
it's
just
for
a
week
or
two
weeks,
so
I
would
say
strongly
recommend.
I,
don't
know
if
you
can
require
it.
E
U
This
is
sherry,
I,
I,
don't
I
think
it
would
be
a
logistical
nightmare
to
test
everyone.
However,
I
do
think
installing
those.
U
B
N
So
we've
we've
procured
and
have
in
stock
and
are
using
the
forehead
thermometers
that
requires
an
individual
to
put
the
thermometer
up
to
the
person's
forehead.
It's
a
no
touch,
no
touch
read,
so
those
are
being
used
by
a
number
of
our
staff
they're
on
the
front
lines
as
well
as
those
in
athletics
right
now.
We
feel
very
comfortable
with
that.
However,
obviously
doing
that
for
every
child
coming
in
the
door
and
every
faculty
member
coming
in
the
door
every
day
is
going
to
be
extremely
difficult.
N
N
We
have
one
installed
and
being
used
to
see
how
well
how
effective
it
is
that
the
challenge
with
those
is
that
is,
quite
frankly,
the
cost
there
in
the
thousands
of
dollars
and
if
we
have
to
put
at
least
one
in
every
school
that
that's
a
pretty
significant
investment
and
when
you
look
at
all
of
the
criteria
for
kovat,
it
is
but
one
small
item.
So
the
question
is:
how
truly
effective
would
it
be?
Yes,
it's
an
indicator,
but
it's
a
question
of
whether
we
want
to
go
that
far
or
not.
N
B
Thanks
and
that
probably
made
to
the
point
of
mentioning
two
points-
I
want
to
tell
you
where
I
thinking
currently
is
with
respect
to
students
wearing
masks.
We
know
that
there
are
children
with
health
challenges
who
shouldn't
their
masks,
and
so
my
comments
don't
apply
to
those
children
who
have
specific
health
conditions
that
would
make
wearing
masks
problematic,
but
we
are
thinking
that
from
the
time
a
child
gets
on
the
school
bus
that
they
should
have
a
face
covering
of
some
sort,
a
mask
or
scarf
around
their
faces.
B
We
are
not
permitted
to
put
plexiglass
dividers
or
even
clear,
shower
curtains
to
protect
bus
drivers.
So,
as
a
student
steps
on
to
the
bus,
we
think
they
should
have
a
mask
on
when
they
are
properly
seated
in
their
assigned
seat,
they
could
take
the
mask
off.
They
would
need
to
put
it
back
on
again
before
they
get
off
the
bus
from
the
time
children
step
foot
on
the
school
property
to
begin
to
enter
the
school,
they
need
to
be
wearing
a
mask.
B
They
need
to
keep
the
mask
on
until
they
are
in
their
classroom
at
your
seat,
and
then
they
can
take
the
mask
off.
If
you
just
think
about
what
Jeff
said
about
hoping
that
children
can
walk
to
the
lunchroom
to
pick
up
their
lunch,
it
would
not
be
possible
to
get
hundreds
and
some
in
in
some
cases
more
than
a
thousand
students
through
hunched
lines,
keeping
us
six
foot
distance.
We
would
have
to
start
serving
lunch
at
about
8:30
a.m.
when
you
start
doing
the
math
on
that.
B
So
in
times
like
that
or
when
they
go
to
the
restroom
or
the
whole
class
is
going
to
a
different
location
in
the
building,
they
would
need
to
wear
their
masks
again
until
they're
there
seated,
where
they
are
physically
distance
in
what
we
believe
to
be
a
safe
way.
This
is
a
recommendation
we
continue
to
discuss.
We
will
need
to
take
this
and
many
other
aspects
of
this
plan
to
our
board
on
July
20th,
but
I
did
want
to
mention
where
our
current
thinking
is
about
the
masks.
Any
comments
or
reflections
about
that.
B
B
Frankly,
I
don't
know
the
answer
to
that.
It
was
last
night
and
I
doubt
we've
had
a
chance
to
take
a
look
at
at
what
it
what
it
requires.
One
would
think
that
the
aspects
that
apply
would
would
apply
to
public
schools.
I,
don't
know
how
that
might
impact
our
practice.
I
can't
think
it
would
cause
us
to
exceed
what
we're
currently
recommending.
R
B
Distancing,
we
had
in
place
the
movement
protocols
that
we
put
in
place,
and
they
will
also
advise
us
on
how
to
handle
the
kinds
of
situations
that
you've
just
referred
to.
We
will
follow
that
advice
if
I'm
not
sure
whether
a
doctor,
sweat
from
MUSC
is
on
today's
call
or
not.
If
there's
someone
from
USC
on
the
call,
you
may
want
to
speak
up
about
what
we're
trying
to
do
together.
B
We
are
getting
on
on
on
a
group
call
with
four
experts
from
USC
on
Monday
to
work
out
details
the
again
it
is
a
Good
Housekeeping
Seal
of
Approval
for
school
district
reopening,
so
we
we
definitely
will
do
three
schools
and
with
them
and
then
either
ask
them
to
help
us
with
the
remainder
of
the
eighty,
some
schools
or
create
our
own
team.
That's
trained
to
conduct
these
screening
audits
to
ensure
that
we
have
the
right
kinds
of
practices
and
responses
in
place.
B
Ellen
do
you
want
to
say
something
the
difficulty
we
will
offer
the
code
testing
along
with
the
partners?
Feder
Roper,
st.
Francis
in
USC
have
been
just
amazing
partners
throughout
this
whole
process
and
continue
to
increase
the
screening
opportunities
that
they're
providing
to
communities
in
to
us.
But
there
are
difficulties
knowing
how
many
times
you
need
to
test
throughout
that
incubation
period.
M
Yes,
that's
all
correct
dr.
post
away,
and
so
what
we
are
doing
with
the
screening
is
we're
doing
using
that
as
an
identification
tool
for
that
snapshot
of
time
and-
and
we
are
seeing
that
we
are
actually
finding
some
cases
of
asymptomatic
people
that
are
turning
up
positive
and
by
doing
the
tests
and
putting
those
people
in
isolation.
We
are
actually
able
to
prevent
further
transmission
on
the
front
end,
and
so
that's
why
the
you
know
strongly
recommended
it's
gonna,
be
so
highly
encouraged.
You.
M
All
of
our
staff
and
some
of
our
students
they
want
to
participate
as
well,
but-
and
then
you
know
not
only
working
with
MUSC
back
to
business
or
back
to
school
plan
that
you
know
that
we
are
utilizing.
We
continue
our
partnership
with
DHEC
and
looking
towards
CDC
for
further
guidance
and
making
sure
that
we
are
constantly
staying
up-to-date
with
all
of
their
guidelines
as
well.
So,
as
everyone
knows
with
poet,
Ovid
19,
it's
a
very
fluid
situation.
It
can
change.
B
Thank
You,
Ellen
and
I
should
have
called
out
dr.
okay,
it's
in
with
DHEC
as
well.
She's
she's
been
just
spectacular
in
terms
of
working
very
closely
with
Ellen
and
Ann.
Our
team,
the
buta
chair
and
vice-chair,
were
on
the
college.
Inning
I,
don't
know
if
they
were
able
to
stay
on
the
entire
time,
but
if
they
were
Reverend,
Mac
or
mrs.
Darby,
do
you
want
to
say
anything
before
we
turn
over
to
communications
team
to
close
out
the
meeting.
K
You
know
your
staff
has
done
an
amazing
job,
I
have
to
say
a
tip,
my
hats
off
to
Don,
to
Jeff,
to
Carolyn
and
their
staff
Joe
and
and
Michelle,
and
to
the
parents
as
the
parents,
as
on
this
call
to
community
at
large,
the
teachers
and
the
student,
because
it's
gonna
take
all
of
us
to
try
to
find
the
best
and
the
safest
way
to
enter
back
into
school
and
and
to
do
it
at
keeping
everyone
in
mind
on
how
we
do
this
and
I
just
can't
say.
Thank
you
enough
to
everyone.
K
That's
on
this
call
because
believe
it
or
not.
You
all
play
a
major
major
major
role
and
how
we
safely
re-enter
into
schools
and
I
just
want
to
thank
you
so
much
for
helping
us
to
to
be
able
to
make
best
practice
decisions.
Health
component-wise
moving
forward,
and
we
can't
do
this
work
without
without
all
of
you
being
a
part
of
it.
So
thank
you
so
much
and
especially
to
to
our
medical
staff
in
2d
hack,
who
also
gives
us
a
lot
of
information,
a
lot
of
guidance.
B
A
What
that
looks
like
what
it
looks
like
when
a
student
gets
on
a
bus
gets
off
of
the
bus,
what
it
looks
like
when
they
Traverse
down
the
halls
and
they're
in
their
schools
and
in
their
classrooms,
and
so
we
thought
it
was
important
for
for
parents
to
see
what
it
would
look
like
and
so
we're
in
the
process
of
producing
those
videos.
But
at
the
end
of
the
day,
we
want
to
instill
confidence
and
everyone
that
we
are
doing.
A
What
we
know
is
the
right
thing
to
do,
for
all
students,
and
so
with
that
I
want
to
thank
everyone
on
this
call
for
spending
part
of
their
morning
with
us.
If
there
are
any
questions
or
comments
that
come
up
that
you
think
about
after
we
get
off,
please
don't
hesitate
to
to
reach
out
to
for
dr.
Costa
later
any
of
the
other
leaders
who
presented
to
you
all
today
to
offer
suggestions
and
ideas.